Principles - Kaupapa whakahaere

Principle 1 Empowerment | Whakamana

Early childhood curriculum empowers the child to learn and grow.

This principle means that every child will experience an empowering curriculum that recognises and enhances their mana and supports them to enhance the mana of others. Viewed from a Māori perspective, all children are born with mana inherited from their tīpuna. Mana is the power of being and must be upheld and enhanced.

To learn and develop to their potential, children must be respected and valued.

Kaiako have an important role in encouraging and supporting all children to participate in and contribute to a wide range of enriching experiences.

Perspectives on empowerment are culturally located, hence kaiako need to seek the input of children and their parents and whānau when designing the local curriculum.

Principle 2 - Holistic development | Kotahitanga

Early childhood curriculum reflects the holistic way children learn and grow.

Human development can be thought of in terms of cognitive (hinengaro), physical (tinana), emotional (whatumanawa), spiritual (wairua), and social and cultural dimensions, but these dimensions need to be viewed holistically, as closely interwoven and interdependent. For Māori the spiritual dimension is fundamental to holistic development because it connects the other dimensions across time and space.

When focusing on a particular area of learning, kaiako need to consider how this focus relates to and connects with other aspects of learning and how it builds on the children’s strengths.

Principle 3 - Family and community | Whānau tangata

The wider world of family and community is an integral part of early childhood curriculum.

Children learn and develop best when their culture, knowledge and community are affirmed and when the people in their lives help them to make connections across settings. It is important that kaiako develop meaningful relationships with whānau and that they respect their aspirations for their children, along with those of hapū, iwi and the wider community.

All cultural groups have beliefs, traditions, and child-rearing practices that place value on specific knowledge, skills, attitudes and dispositions.

Every ECE curriculum will value and build on the knowledge and experiences that children bring with them to the setting. T

Principle 4 - Relationships | Ngā hononga

Children learn through responsive and reciprocal relationships with people, places and things.

Connections to past, present and future are integral to a Māori perspective of relationships. This includes relationships to tīpuna who have passed on and connections through whakapapa to, for example, maunga, awa, moana, whenua and marae.

Kaiako pay thoughtful attention to providing a facilitating environment that includes a wide range of resources and opportunities to engage with important cultural tools. Cultural tools are both material and psychological. They can be as various as a map, a word or a gesture. Kaiako recognise that increasing ability to access, understand, and use cultural tools expands children’s participation in and contribution to their world.

Strands, goals & learning outcomes Taumata whakahirahira

Belonging | Mana whenua

Belonging | Children know they belong and have a sense of connection to others and the environment

Mana whenua | Children’s relationship to Papatūānuku is based on whakapapa, respect and aroha

» Connecting links with the family and the wider world are affirmed and extended

» Making connections between people, places and things in their world | te waihanga hononga

» They know that they have a place

Evidence of learning and development

» A feeling of belonging – and that they have a right to belong – in the ECE setting.

» Knowledge about features of the local area, such as a river or mountain (this may include their spiritual significance).

Contribution | Mana tangata

Contribution |Children learn with and alongside others

Mana tangata | Children have a strong sense of themselves as a link between past, present and future

» There are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity or background

» They are affirmed as individuals

» Treating others fairly and including them in play | te ngākau makuru

» Making connections between people, places and things in their world | te waihanga hononga

Evidence of learning and development

» Respect for others, the ability to identify and accept another point of view, and acceptance of and ease of interaction with children of other genders, capabilities and ethnic groups.

» Confidence that their family background is viewed positively in the ECE setting

» Awareness of their own special strengths and confidence that these are recognised and valued

Communication | Mana reo

Communication | Children are strong and effective communicators

Mana reo | Through te reo Māori children’s identity, belonging and wellbeing are enhanced

» They experience the stories and symbols of their own and other cultures

Recognising print symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero tuhituhi

Evidence of learning and development

» Familiarity with and enjoyment of stories and literature valued by the cultures represented in the community.

» An understanding that symbols can be ‘read’ by others and that thoughts, experiences and ideas can be represented as words, pictures, numbers, sounds, shapes, models and photographs in print and digital formats.

Exploration | Mana aotūroa

Exploration | Children are critical thinkers, problem solvers and explorers

Mana aotūroa | Children see themselves as explorers, able to connect with and care for their own and wider worlds

» They develop working theories for making sense of the natural, social, physical and material worlds

» Making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga

Evidence of learning and development

» Ability to represent discoveries using creative and expressive media, including digital media.

» Curiosity and the ability to inquire into, research, explore, generate and modify working theories about the natural, social, physical, spiritual and human-made worlds.