The aspiration statement from Te Whāriki identifies what the curriculum is founded on: [for children] 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.29. The philosophy of a partnership approach to learning with parents was also evident. >    to evaluate and adapt the service's curriculum to achieve its priorities and outcomes. } Retrieved from: www.ero.govt.nz/publications/he-pou-tataki-how-ero-reviews-early-childhood-services/, [64] Ministry of Education. >    included whānau in internal evaluation that examined the impact of the programme for Māori children and the quality of the service's policies and procedures for whānau Māori. In Success for Māori Children in Early Childhood Services (2010) we evaluated the extent to which early learning services responded to the aspirations and expectations of parents and whānau of Māori children. Vicki is a teacher, mother, writer, and researcher living in Marlborough. text-transform: none;font-family: Open Sans; Licensing Criteria for Early Childhood Education and Care Centres 2008, and the Early Education Curriculum Framework. Washington: National Association for the Education of Young Children. Although Te Whāriki suggests that each service develops its own emphases and priorities,10 it also expects that services weave their whariki from the principles, strands and goals;11 thus providing a rich and responsive curriculum for all children. This plan expressed a commitment to Te Ao Māori. However, services have considerable flexibility in how they do this, including reflecting the things of importance to children, parents, whānau and teachers; and their philosophy and context.9. (2007). The Toolkit is a reliable, supportive way to build a learning community. Modelling of good practice by professional leaders or other teachers was a constructive way to support all staff. One child took the tape measure and began stretching it alongside pieces of wood. Positive Foundations for Learning: Confident and Competent Children in Early Childhood Services (ERO, 2011). Read the full publication This site is designed to support you as you work with our tamariki. While the intent of Te Whāriki is recognised in some services, greater expectations and more guidance will encourage services to implement a bicultural curriculum for all children. Leaders who promote, support and participate in ongoing professional learning and development, and encourage teacher inquiry and collaboration, are better placed to provide leadership for curriculum, so all children can experience success.44. We have consistently found that when teachers have good subject and pedagogical knowledge they can show greater intentionality in the approach they take to teaching and learning; and through doing so, respond meaningfully to children's learning experiences. Wellington: Ministry of Education. Supporting transitions can be difficult for services and schools when children do not have a clear pathway between them, such as when the service contributes to a large number of schools or vice versa. Log In. In Early Mathematics: a Guide for Improving Teaching and Learning we found that the curriculum in most early learning services provides children with a wide variety of opportunities to explore mathematical concepts. One child's portfolio included a pepeha at the beginning, reflecting her culture as well as the service's emphasis on bicultural practices. Ka Hikitia - Accelerating Success: The Māori Education Strategy 2013-2017. The Quality of Assessment in Early Childhood Education (2007). pp 496-507. [48] Education Review Office. In search of quality: A journey for family day care. p10. The service is very responsive to the needs and interests of individual children. >    teachers using respectful practice and valuing different cultural perspectives, learning and behaviour. What was crucial was how leaders showed their commitment to review and worked with others in the service to encourage, motivate and support a collaborative approach. Available at: www.legislation.govt.nz/ regulation/public/2008/0204/latest/DLM1412501.html?search=ts_regulation_early childhood_resel&sr=1, [8] See www.education.govt.nz/early-childhood/running-an-ece-service/the-regulatory-framework-for-ece/, [9] Education Review Office. These services acknowledged the skills and expertise whānau brought to the service, demonstrated a desire to work in partnership based on the Māori concepts of whanaungatanga and whakapapa, and showed a willingness to be guided by Māori in developing teaching and learning programmes about and for Māori children and their whānau. Partnership is especially important for Māori children because of the central role of whānau in building children's sense of identity. [35] Smith, A. Children are capable and independent learners. The New Zealand Curriculum for English-medium teaching and learning in years 1-13. } They made sure that resources were available to prompt children's interests through construction sets, blocks of a variety of shapes, and a variety of games with a mathematical focus; and they intentionally used mathematical language with children. It is for all Kāhui Ako, schools and kura in New Zealand. Retrieved from: www.ero.govt.nz/publications/early-mathematics-a-guide-for-improving-teaching-and-learning/, [10] Ministry of Education. Two years later in Partnership with Whānau Māori in Early Childhood Services (2012) ERO again found that when the service understood biculturalism as expressed in Te Whāriki and Te Tiriti o Waitangi, practice was more likely to promote partnership with whānau Māori. This finding is consistent with a recommendation in 2015 made by the Advisory Group Early Learning calling for a programme of professional development focused on leadership for learning.50. The New Zealand Curriculum is a clear statement of what we deem important in education. Intentional teachers use a wide range of teaching strategies to provide for, and accommodate, the range of ways that children learn. Quality in early childhood services (2010). The Ministry of Education also provides guidance,39  suggesting that services use the principles of Te Whāriki to guide their decisions about supporting children and their families through transitions. pp145-146. overflow: hidden; Bridging the disconnection between teaching & outcomes for children's learning. p11. New York: Routledge. Reviews allow us to see which aspects of our practice are working well and what we could do better. This included sharing specific strategies and collaborating on problem solving. This category only includes cookies that ensures basic functionalities and security features of the website. In the following example, ERO observed how a leader and teachers used their pedagogical and subject knowledge to deliberately plan for and extend children's mathematical learning. In services where responsive practice was evident: >   the principles inherent within Te Tiriti o Waitangi were recognised and valued, >   Māori whānau were acknowledged as tangata whenua, >   the philosophy statements reflected Te Whāriki and concepts and values such as manaakitanga and ako, >   there were responsive and reciprocal relationships with parents and whānau, >   the curriculum was inclusive of Māori values and beliefs, >   teachers used te reo and tikanga Māori throughout the curriculum, >   children's ancestral connections were affirmed and their identify as Māori acknowledged, >   children's prior learning experiences were valued. "42  To maximise this opportunity, teachers in both early learning services and schools need to build their understanding of their respective curriculum so the transition process can be enhanced for children and their families. School leadership and student outcomes. 2008. New Zealand early childhood education, reflecting particular cultural and social histories and relationships. The Curriculum is woven into every programme, learning activity and play experience you and your child will be involved with. The service's curriculum is regularly reviewed for relevance for children and their families. Plan purposeful teaching interactions building on and from children’s play, and take time to really consider potential teaching actions and decisions. These include strong leadership, relevant professional learning and development, a stable and collaborative staff, sound systems for review, and the use of relevant resources. Sometimes leadership came from an umbrella organisation which set out expectations in policies and guidelines, and sometimes it came from external advisors or professional development facilitators. The information focuses on collaborative relationships and sharing of responsibility, and suggests that early childhood and primary school teachers share common goals for children's learning, and work together to reduce discontinuities that children experience. (1996). Retrieved from: www.educationcounts.govt.nz/publications/ECE/continuity-of-early- learning-case-studies, [41] Peters, S. (2010). Issues, challenges and solutions. font-size: 16px; Journal of Educational Leadership, Policy and Practice 25(1): 31-41. [60] McLachlan, C., Nicholson, T., Fielding-Barnsley, R., Mercer, L. and Ohi, S. (2013). This report synthesises this evidence. Retrieved from: http://minedu.cwp.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/te-whariki/. } An intentional teaching approach is highlighted through the examples in Literacy in Early Childhood Services: Good Practice (2011) and Early Mathematics: a Guide for Improving Teaching and Learning (2016). See more of Ministry of Education NZ on Facebook. (2006). The teachers' planning shows a clear focus on supporting this mathematical learning. The principles are high expectations, Treaty of Waitangi, cultural diversity, inclusio… [47] Education Review Office. (2011). In the middle of his project, the teachers and children attended a light show at a local art gallery. Services are required to implement the prescribed curriculum framework of principles and strands from Te Whāriki. Aspects of learning such as literacy (oral, visual and written) and mathematics are highly valued in society. What should It look like? Assessment information, which included the Ministry's Special Education observations and learning stories, and learning stories from the early childhood service, supported this process. p113. Early Childhood Education Resources - ECE teaching resources for New Zealand. Professional New Zealand teaching resources. (2015). Research finds that children’s achievement is greater where teachers plan for more structured play and focus on academic skills, as well as engaging in pedagogical practices such as direct teaching (questioning or modelling), ‘sustained shared thinking’, scaffolding children’s play, and extending child-initiated interactions. WELLINGTON . When services used responsive practices, important features included: >    warm, trusting and affirming relationships, >    a culturally responsive environment that reflected Pacific ethnicities achieved through the employment of Pacific teachers, >    implementing an appropriate curriculum, >    supporting children's language development, >    developing partnerships with parents, >    appropriate teaching and learning resources, >    drawing on external research in Pacific education and health and their knowledge of the Pasifika Education Plan. }#sp-ea-1477.sp-easy-accordion > .sp-ea-single.ea-expand > .ea-header a .ea-expand-icon:after { Literacy in Early Childhood and Primary Education. The importance of leadership has been repeated in subsequent ERO reports with an increased focus over recent times.49  The findings repeatedly show that outcomes for children are more likely to improve where leaders: >    have established a shared understanding and sense of direction for the service with clear expectations for staff, >    are knowledgeable of current research and best practice, >    provide support and guidance to build teacher capacity, >    build relationships and learning partnerships with parents and whānau. Children are engaged in rich learning activities across the breadth of mathematics and literacy experiences. Success for Māori Children in Early Childhood Services, Literacy in Early Childhood Services: Teaching and Learning (2011), Early Mathematics: a Guide for Improving Teaching and Learning (2016), Continuity of Learning: transitions from early childhood services to schools (2015), Success for Māori Children in Early Childhood Services (2010), Partnership with Whānau Māori in Early Childhood Services (2012), Priorities for Children's Learning in Early Childhood Services (2013), Continuity for Learning: Transitions from Early Childhood Services to Schools (2015), Inclusion of Children with Special Needs in Early Childhood Education Services (2012), Infants and Toddlers: Competent and Confident Communicators and Explorers (2015), Positive Foundations for Learning: Confident and Competent Children in Early Childhood Services (2011), Early Mathematics: a Guide for Improving Teaching and Learning, Continuity of Learning: Transitions from Early Childhood to Schools (2015), Inclusion of Children with Special Needs in Early Childhood Services (2012), Continuity of Learning: Transitions from Early Childhood Services to Schools (2015), Quality in Early Childhood Services (2010), Literacy in Early Childhood Services: Good Practice (2011), The Quality of Assessment in Early Childhood Education (2007), Implementing Self Review in Early Childhood Services (2009), Implementing Self Review in Early Childhood Services (ERO, 2009), Partnership with Whānau Māori in early childhood services (2012), http://minedu.cwp.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/te-whariki/, regulation/public/2008/0204/latest/DLM1412501.html?search=ts_regulation_early childhood_resel&sr=1, www.education.govt.nz/early-childhood/running-an-ece-service/the-regulatory-framework-for-ece/, www.ero.govt.nz/publications/early-mathematics-a-guide-for-improving-teaching-and-learning/, www.treaty2u.govt.nz/the-treaty-up-close/treaty-of-waitangi/, www.education.govt.nz/early-childhood/running-an-ece-service/the-regulatory-framework-for-ece/licensing-, assets/Documents/Early-Childhood/Learning-tools-and-resources/QualitylnActionTeMahiWhaiHua.pdf, https://educationcouncil.org.nz/required/Tataiako.pdf, www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/, www.educationcounts.govt.nz/publications/ECE/98894/Executive_Summary, Documents/Ministry/Strategies-and-policies/PasifikaEdPlan2013To2017V2.pdf. Pedagogical leadership has emerged as a key dimension in early childhood education as it directly impacts on what happens for children.43  Our reports since 2007 have shown a shift from 'professional leadership' to leadership being about learning and supporting curriculum: 'pedagogical leadership'. >    celebrating events such as Matariki. The leaders and teachers were very supportive of a child with autism who recently transitioned to school. Te Whāriki, He Whariki Matauranga mo nga Mokopuna o Aotearoa. p7. Literacy in Early Childhood Services: Good Practice (ERO, 2011). Other localised/national projects and programmes ... positioning of EE/EfS in New Zealand’s national curriculum is not unusual by international standards, although the national curricula in some countries give schools a more explicit ... • notable energy around EE/EfS in New Zealand early childhood education Te Whāriki and The New Zealand Curriculum underpin these tools. NZC Online: Local Curriculum package support for schools and kura 2019 Schools and kura want to focus on local curriculum – both design and review. (1996). Literature Review: Transition from early childhood education to school. Localised Curriculum Focus on “what matters here” when designing localized curriculum. The new entrant teacher visits the aoga to observe the children, to get to know the teachers and see the curriculum in action. Quality early childhood education for under-two-year-olds. (2011). Wellington: Learning Media Limited. We'll assume you're ok with this, but you can opt-out if you wish. When teachers are intentional in their practice, they draw on their up-to-date knowledge of how children learn, consider the service's philosophy, and reflect this philosophical approach through practice and curriculum processes. Retrieved from: https://www.educationcounts.govt.nz/publications/series/2515/5951. Our resources are designed to support teachers, and are free to use. You also have the option to opt-out of these cookies. Use the Toolkit to talk, plan, and share curriculum information. [69] ECE Taskforce. position: relative; }#sp-ea-1477.sp-easy-accordion > .sp-ea-single > .ea-header a { The New Zealand Curriculum - used by for English-medium schools; Te Marautanga o Aotearoa - used by kura (Māori-medium schools) What is the New Zealand Curriculum? [37] Hedges, H. and Cullen, J. Availability. In Priorities for Children's Learning in Early Childhood Services (2013) we found that when services undertake effective internal evaluation linked to Te Whāriki and their identified priorities for children's learning, they are better placed to know how well they are promoting positive outcomes for all children. #sp-ea-1477.sp-easy-accordion > .sp-ea-single.ea-expand > .ea-header a { This website uses cookies to improve your experience. Te Whāriki, He Whariki Matauranga mo nga Mokopuna o Aotearoa. Instead, it gives priority to the development of skills and dispositions that will create successful learners — both now and into their future. A discussion about the elements involved in setting up a local curriculum and look at ways to work with Te Whāriki (2017) to make this happen authentically, Key lessons from Anne Meade and Meg Kwan on designing an authentic, local curriculum. (1996). Working with Te Whāriki. This online Toolkit will help you design a quality local curriculum for your ākonga. >    lead internal evaluation and review of service quality and outcomes. Statistics NZ’s Census collects a comprehensive set of data on early childhood education (ECE) teachers. line-height: 22px; p44. Literacy in Early Childhood and Primary Education. #sp-ea-1477.sp-easy-accordion > .sp-ea-single > .ea-header a .ea-expand-icon { Partnership with Whānau Māori in Early Childhood Services (ERO, 2012). p11. Issues, challenges and solutions. This will look different in every early childhood setting. If you have other queries, you can contact your local Ministry of Education office.. He told the teacher that he wanted to make two pieces of wood that were the same length. } The portfolio shows her becoming more involved with interactive stories, fully participating in group stories and being actively involved. The parent told ERO the best thing that happened for her child at the service was everyone sitting down and making a plan together. } #sp-ea-1477.sp-easy-accordion > .sp-ea-single > .ea-header:hover a { Play pedagogies offer children opportunities to learn in developmentally appropriate ways, and are associated with a range of positive personal, academic and social outcomes. Licensing Criteria for Early Childhood Education and Care Centres 2008, and the Early Education Curriculum Framework. (September 2015). Retrieved from: www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to- schools/ and Mitchell. It is a framework for supporting children's early learning within a sociocultural context. They have joined a readiness for school community forum of early childhood and school teachers to share what they do, what has worked, and what is still needed to be done to support children and families. I was empowered to do all of this through, in part, the emotional support I got from the preschool.”. background-color: #bb0000 !important; nz/regulation/public/2008/0204/latest/DLM1412501.html?search=ts_regulation_early childhood_resel&sr=1, [66] Education Review Office. It takes as its starting point a vision of our young people as lifelong learners who are confident and creative, connected, and actively involved and includes a clear set of principles on which to base curriculum … Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are as essential for the working of basic functionalities of the website. Older children have opportunities to nurture and care for younger children and younger children learn by observing and imitating older peers. It is a way to connect with your local curriculum community: Kāhui Ako, schools and kura. Contemporary issues in early childhood 6(1): 66-79. p75. >    next steps identified in assessment information. They come out slowly. Retrieved from: www.education.govt.nz/assets/ Documents/Ministry/Strategies-and-policies/PasifikaEdPlan2013To2017V2.pdf, [25] Ministry of Education. Services are able to use internal evaluation processes to identify contributing factors and priorities for enhancing children's learning.66. An overview of the key changes to the 2017 update of Te Whāriki and what they mean for practice. p8. Curricular plans and the associated provision of early childhood environments and experiences enable children’s inquiries, learning and development. Continuity of learning: Transitions from Early Childhood Services to Schools. }#sp-ea-1477.sp-easy-accordion > .sp-ea-single > .ea-header a{ (2011). ... Visit the Manaiakalani Outreach schools/clusters in Auckland and other parts of NZ to look at localised curriculum: What is a true localised curriculum? Children's interests are a key source for curriculum design. (1996). } The particular priorities for children's learning established by the service influence their curriculum. Early Mathematics: a Guide for Improving Teaching and Learning (ERO, 2016). The Pasifika Education Plan 2013-2017 focuses on improving Pacific education outcomes.24  Success is characterised by Pacific learners being secure and confident in their identities, language and culture. Success for Māori Children in Early Childhood Services: Good Practice (ERO, 2010). (1996). Retrieved from: www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/ KaHikitiaAcceleratingSuccessEnglish.pdf, [19] See www.education.govt.nz/early-childhood/teaching-and-learning/ece-curriculum/assessment-for-learning/te-whatu-pokeka-english/, [20] Peters, S. (2010). line-height: 26px; Allington and McLachlan both argue "that many teachers are unaware of what effective teaching [for] young children looks like and [lack a] sufficient knowledge of how to promote [foundational learning] to young children.”54. Early childhood education programmes that have strong parental connections have been shown to be more effective than those that do not.69. >    focusing on bicultural practice as part of their internal evaluation, >   increasing teacher capability to implement a bicultural curriculum through involvement in professional learning programmes. Understandings and beliefs about children's learning are shared between parents and teachers, and parents have many opportunities to comment on, and provide input into, the curriculum, philosophy and governance. Adopting a philosophy of 'hands off', where teachers rely solely on children to take the lead in their own learning, can result in teaching and learning opportunities being missed. >   children with additional learning needs being unable to attend the service more than 15 hours, or during the school holidays when these two scenarios were not funded for ESW hours. text-align: left; Linda Mitchell . Nga arohaehae whai hua: Self-review guidelines for early childhood education. Created for teachers, by teachers! [31] Deans, J., Frydenberg, E. and Tsurutani, H. (2010). The conclusion of Implementing Self Review in Early Childhood Services (2009) refers to leadership as an essential component in services where internal evaluation was implemented well. These characteristics included: >    strong pedagogical leadership with high expectations of teachers, >    a highly reflective culture where teachers inquired into, and regularly reflected on, their teaching practices, >    whole-staff professional learning and development about infants and toddlers, >    teachers having a deep knowledge of Te Whāriki and how it informed the service's curriculum. Both these strands are vital for infants and toddlers, to support the development of working theories and dispositions for learning, and increase their understanding of the world around them. Recent federal education policy in the United States. The head teacher at one early learning service, supported by the professional services manager, business manager and centre manager, initiates and implements effective spontaneous and planned internal evaluation. (1996). McLachlan states: "assessment should take many different forms; and should shed light on what children are able to do as well as the areas where they need further work."60. Swings and Roundabouts: 18-19. p18. At one service, partnership with whānau was meaningfully enhanced by educators who: >    were visible members of the local community and had a strong understanding of the historical and current context, >    actively understood and valued the diverse aspirations of whānau for their children, >    had high levels of cultural confidence and competence in te reo me nga tikanga Māori, >    sought whānau advice and guidance about how to appropriately practise tikanga in the context of the early childhood programme, >    engaged in regular formal and informal discussions with whānau about what they wanted for their children and collaboratively developed individual learning plans with whānau, >    ensured educators from the service visited and encouraged whānau to participate in the programme, >    included all members of a child's extended whānau in the programme, utilising the skills and knowledge of all generations. Tataiako states bicultural practice in early learning services is inclusive of a number of aspects. Our Continuity of Learning: Transitions from Early Childhood Services to Schools (2015) report also noted that ensuring resources and support are in place for children with additional learning needs is a critical part of a smooth transition. } (2010). >    encouraged an holistic view of literacy where infants, toddlers, and young children engage with literacy in ways that reflect their growing expertise, and that incorporates their home literacy practices. The New Zealand Curriculum is taught in all English-medium state and state-integrated schools. This aoga forms part of a collaborative community, along with bilingual units at the local primary and intermediate schools, promoting Samoan language, culture and identity. A review of literature on bicultural curricula and Māori education developments in New Zealand, and a study of New Zealand early childhood education practitioners' perceptions of bicultural knowledge, practices, theory, resources, and professional development, based on surveys, interviews, and focus groups with 214 teachers and teacher educators. The bicultural plan had explicit links to Ka Hikitia, and the association was also looking at how to use the recently published Te Whatu Pokeka: Kaupapa Māori Assessment for Learning Early Childhood Exemplars.19. A series of learning stories show the development of his ideas and the deliberate extension of his mathematical exploration by his teachers, which culminates in a long-term project not just for him but for many of the children in his group. [55] Anthony, G. and Walshaw, M. (2007). Ka Hikitia - Accelerating Success: The Māori Education Strategy 2013-2017. p3. }. Te Whāriki provides "a foundation for children to become confident and competent and, during the school years, to be able to build on their previous learning. Dr Anne Meade and Meg Kwan answer additional questions about their work at Daisies Early Early Education and Care Centre. (2016). color: #0071d3; The parent has to feel comfortable to ask questions. Teachers extended this interest by showing them different ways the measurement information could be presented. resistance. The curriculum reflects the partnerships in text and structure.14, Guidance from the Ministry of Education about implementing the Curriculum Standard states that early learning services are a vital link to ensuring all New Zealand children, regardless of ethnicity, are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi 15. (2008). We have access to whitebait and learn all about life cycles, and provide some of the local community with food scraps to feed their chickens. Te Whāriki, He Whariki Matauranga mo nga Mokopuna o Aotearoa. Learning stories are linked to children's progress with the goals, and they note their new and emerging interests. Teachers observe children's emerging interests and use these as a platform to support and extend children's ongoing learning. When parents and whānau are actively involved in and contributing to the programme, children are better able to develop a sense of belonging at their early learning service. color: #ffffff; } Where successful transition to school practices were evident, >    children experienced a responsive and holistic curriculum, >    clear links between a service's curriculum and the principles of Te Whāriki, >    collaborative relationships with parents, whānau, schools and external agencies, >    collaborative relationships between teachers in services and schools resulting in shared expectations and philosophies and curricula that were shared, valued and understood, >    services responded well to the interests, strengths and capabilities of children at risk of poor educational outcomes. >    helped whānau who may have difficulty engaging with school personnel and supported them to adjust when children are transitioning to school. The early childhood regulations, however, do not specify the use of particular assessment approaches.59 ERO's evaluation indicators from He Pou Tātaki highlight the features of high-quality assessment practice.