Te Whariki - 1308 Words

Te Whà ¡riki Report This report is on Te Whariki: Early Childhood Curriculum in which we follow as a framework for teaching in New Zealand. This report is going to cover the three broad age groups Te Whariki is based upon. It will explain the principles and strands of Te Whariki and the impact it has on a developing child. It will describe the purpose of Te Whariki and discuss ways it is used by early childhood education services throughout New Zealand. It will describe Te Whariki’s support for bi-culturalism throughout the early childhood sector. This report will discuss the importance of a partnership between home and the early childhood education settings, and will also discuss the Urie Bronfenbrenner’s ecological system theory and how†¦show more content†¦The Te Whariki document has five strands which are woven into the four principles. These also support learning and development of a child. The five strands are: Mana Atua (Well-Being); this is the well-being and health of a c hild. It ensures that every child and his or her health are promoted and that their emotional needs are being met and nurtured while experiencing a safe environment. Mana Whenua (Belonging); this strand gives children and their families a sense of belonging. It offers routine and gives the child and his or her family a sense of having a place. In this place they can be themselves and feel comfortable doing so. Mana Tangata (Contribution); this strand offers equal learning opportunities for every child, and values every child and there contribution on an equal level. This strand also encourages a child to learn alongside others and also together with others. Every child is given â€Å"equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background† (Ministry of Education, 1996, p. 16). Every child is an equal individual. Mana Reo (Communication); this strand promotes culture and allows the use of a child native language, symbol and family p ractices in an early childhood setting. This allows a child to â€Å"experience the stories and symbols of their own and other cultures† (Ministry of Education, 1996, p. 16). This strand allows a child toShow MoreRelatedCompare and Contrast: Early Years Foundation Stage Curriculum, and Te Whariki Curriculum2438 Words   |  10 PagesEarly Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confidentRead MoreLifespan Studies: Cognitive, Language, Social and Emotional, Physical and Holistic Development, and Discuss How Te Whariki Supports and Promotes the Development of Each Domain in the Early Childhood Sector.1113 Words   |  5 PagesThis essay will describe five developmental domains, Cognitive, Language, Social and Emotional, Physical and Holistic Development, and discuss how Te Whariki supports and promotes the development of each domain in the early childhood sector. The definition of Cognitive Development as stated by the Encyclopaedia of Childrens Health, is the construction of thought processes, including remembering, problem-solving and decision-making from childhood through adolescence to adulthood. According toRead MoreInternational Perspectives on Early Childhood Education1070 Words   |  4 Pagesthe early years has resulted in a growing interest in early childhood education. Subsequently, this has generated an interest in differing examples of early childhood curriculums. The following essay will critique the international approach, Te Whà £riki and compare the New Zealand educational system to the Early Years Foundation Stage Curriculum of the United Kingdom. The essay will include reflection upon the similarities and differences of these approaches upon my settings practice. Read MoreIntroduction to Early Childhood Education928 Words   |  4 Pagescurriculum and how it is applied into the policy and procedures of the centre. New Zealand has its very own early childhood curriculum and framework specifically designed for our children, whÄ nau, communities, and cultures. The introduction in the Te WhÄ riki (Ministry of Education [MoE], 1996) states, â€Å"this curriculum is founded on the following aspirations for children: to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belongingRead MoreWhy Did The Treaty Of Waitangi Was Signed? Essay1560 Words   |  7 Pagesearly childhood education centres are â€Å"required to provide a curriculum that acknowledges and reflects the unique place of MÄ ori as Tangata Whenua† (Education review office 2015). The curriculum in New Zealand for early childhood education is Te Whà  riki, Te Whà  riki has five strands they are Well -being, belonging, Contribution, Communication and Exploration these are all used in everyday situations within early childhood settings today. What is the unique place of MÄ ori as Tangata Whenua in AotearoaRead MoreThe Curriculum And Curriculum For Excellence Essay1326 Words   |  6 Pagesdifferent influences affecting curriculums. I am going to explore the curriculums of Te WhÄ riki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college. Te WhÄ riki- New Zealand In 1840 the MÄ ori chiefs and the English crown signed the TreatyRead MoreMy Responsibility As An Early Childhood Education1232 Words   |  5 Pagesintroducing of Te KÃ… hanga Reo. â€Å"Te KÃ… hanga Reo is a MÄ ori development initiative, aimed at maintaining and strengthening MÄ ori language and philosophies within a cultural framework† (Te KÃ… hanga Reo, 2017). Te KÃ… hanga Reo was established in 1982 and in 1983 became a charitable trust. The trust is aimed to protect the MÄ ori language, through encouraging active participation of children in the education system, and allowing them the chance to immerse themselves in the MÄ ori language and culture ( (Te KÃ… hangaRead MoreHow Learning Areas Such As The Arts And Literacies Are Woven Into An Integrated Curriculum Essay1550 Words   |  7 PagesAotearoa New Zealand context and Te Whariki (Ministry of education, 1996). Arts and literacies are woven into an integrated curriculum giving children the ability to problem solve, communicate without language and express themselves in a verbal and non-verbal way. A child’s learning development is influenced by their communication with other children and adults, the environment, philosophy and the facilities in the centre (Educational Review Office. 2011). Te Whariki perspective is that a child participatesRead MoreKei Tua o Te Pai: Early Childhood Assessment Exemplars1228 Words   |  5 Pagesthrough play, Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars, learning stories and how beneficial Kei Tua o te Pae and learning stories are to early childhood teachers. Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars are extremely useful to any early childhood teacher at any level, from the student teacher, to the early childhood teacher with decades of experience as there are many different examples of assessing a child. Kei Tua o te Pae exemplar bookletsRead MoreSocio-cultural Assessment1369 Words   |  5 Pagessocial interactions with more knowledgeable others, therefore extending children s capabilities. It is encouraged that knowledge from all cultures within the centre is shared rather than belonging to the individual. (Dahlberg, Moss Pence, 1999). Te WhÄ riki believes that, The early childhood curriculum supports the cultural identity of differences, and aims to help children gain a positive awareness of their own and other cultures. (Ministry of Education, 1996, p 16). Active participation in these