Inclusion
Belonging/mana whenua : a sense of belonging in the world
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“Te Whariki is designed to be inclusive and appropriate for all children and anticipates that special needs will be met as children learn together in all kinds of early childhood education settings.” (UK Essays)
Te Whāriki was created in 1996 as a response to the need for culturally relevant and inclusive early childhood education. Te Whāriki is based on inclusive principles, centered around holistic development and respect of the individuality of the child. This approach is designed to support the diverse needs of children and their families, fostering a sense of belonging and empowerment. The whariki is also intended to be used as a mat for everyone to stand on.
Founder of New Zealand ASD Dads, Jordan Ikitule, with his son
The Māori language has a word for people with autism - Takiwatanga. It translates to “in their own time and space”. This reflects that individuals with autism experience the world differently and need their own time to process information and interact with others. This strength-based approach and respect for the individual carries over into the Te Whāriki approach for all children, including those with various special needs.
Te Whāriki is based on inclusive principles, centered around holistic development and respect of the individuality of the child. This approach is “designed to support the diverse needs of children and their families, fostering a sense of belonging and empowerment.”
Te Whāriki has a belief that “children learn and grow best when their individual needs and interests are at the forefront.” This approach “ensures that children develop a strong sense of identity and connection to their family and community, which further enhances their ability.”
Te Whāriki emphasizes the importance of collaboration between educators and families, fostering strong relationships that support children’s learning. Family values, home culture, and individuality are valued highly in the planning and implementation of curriculum.
With the 2017 review of Te Whāriki additional guidelines were put in place expanding inclusion to younger children and children with identified special education and health needs. The relevance of the 1996 Te Whāriki was not in question, there were enduring concerns about how effectively its aspirations, principles, and strands were being implemented for all children. While acknowledging that all children are different and their learning trajectories are influenced by the social and cultural context, Te Whariki acknowledges that that are typical patterns of growth and developmental characteristics in the early years.
According to the New Zealand Department of Education, Te Whariki has three overlapping age ranges-
pēpi (infants – birth to 18 months)
It is crucial for kaiako (teachers) to respect infants' rights and empower them to make choices for themselves, as appropriate. For many children, their first experience in early childhood settings happens during infancy, which is a big change for them, their parents, and their whānau (learning).
nohinohi (toddlers – one to three years)
Toddlers learn by observing, exploring, and interacting with others. They are increasingly learning to socialise and able to take on leadership roles in cultural practices and everyday activities. Kaiako encourage this leadership role and provide a range of opportunities for social interaction and exploration.
kōhungahunga (young children – two and a half years to school entry).
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