New Zealand Early Childhood Education Services

1078 words - 5 pages

New Zealand Early Childhood Education services, since the year 1996, has used Te Whāriki as their curriculum basis due to the implementation and rule of the Ministry of Education. This implementation has brought about many benefits within this educational context. The curriculum is deepened and enriched through the integration of Te Whāriki throughout all aspects of it. This provides a solid bicultural framework for teachers and a higher quality education, therefore enhancing the learning of young children. Te Whāriki has widened the knowledge and resource base for teachers and staff in early childhood and has been very effective when fully executed.

This curriculum was first released in ...view middle of the document...

The curriculum framework is based upon the bond of these principals and strands. Children form an integrated developmental foundation through the implementation of this curriculum, as each goal provides specific learning results. Te Whāriki fully embraces a bicultural focus and holistic approach. The fact that a bicultural focus is emphasised, accommodates for New Zealand history in relation to The Treaty of Waitangi to be valued and preserved within this context. The value and preservation of this is seen within the use of Maori language in ECE. (Te Whāriki) Incorporating Te Reo Maori into ECE services is vital to the vision of the curriculum. The Maori language is used in singular, everyday action words and through simple phrases such as ‘E tu’ (stand up), ‘E noho’ (sit down) and ‘Horoia o ringaringa’ (wash your hands). Through the frequent use of Maori language, children become increasingly bicultural as they understand through the repetition of these words and phrases. A holistic approach puts greater emphasis on the significance of the whole child and the interdependence of their learning and development throughout various areas. (ME??). Teachers strongly expressed their belief that the bicultural focus has resulted in New Zealand becoming better known as a bicultural nation. (Alvestad and Duncan).

Te Whāriki continuously seeks to enable ECE services to align their view of children, seen through the curriculum’s holistic approach. The previously mentioned statement “To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society” explains the holistic approach when teaching children. The aspirations defined in this statement are actively utilised on a daily basis within New Zealand ECE services, as the curriculum requires. (M.O.E ... /Te Whāriki). Alvestad and Duncan found that a benefit resulting from the development of principals and strands within Te Whāriki, was that teachers viewed each child as a whole. In contrast to this, prior to Te Whāriki, programmes were usually planned for the child’s development of their individual aspects. A holistic approach is emphasised vividly, bringing about opportunities for children to be constantly viewed through all aspects collectively. (Alvestad and Duncan). This holistic curriculum ensures that when teachers are assessing and observing...

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