Uncovering rather than covering The intention of Te Whariki is to uncover possibilities, rather than cover specific developmental milestones or knowledge. The focus has dramatically shifted from what we know, to how we can find out the knowledge we need. Teachers need to embrace uncertainty and use this as an access point to develop working theories and learn strategies for active exploration, thinking and reasoning. It is also important to know as a leader you will not always get it right and that we too are on a learning journey. Contribution gives a child a sense of achievement and links to belonging. Resources An interesting review of how services are using Te Whariki was completed by the in 2012.
Belonging is family and community and relationships having a place where they are affirmed as intertidal and were there ideas and opinions are respected. The relationship strand insures that a child can build resipercal and responsive relationships with adults and peers. It is important for the teachers to feel a sense of belonging at the centre, they need to feel comfortable with the routines, customs and regular events of the centre. Both are in demand worldwide for their insights into early education. Communication He aha te kai o te rangatira? As leaders we need to know our people, and mentor and guide them on personalised pathways for their professional development as teachers. And so New Zealand early educators use narratives, rather than testing, to assess the progress of each child.
We need to provide a rich curriculum for our teachers that empowers them to follow their curiosity as learners. Well-being — nurture and protect the health and well-being of the child. We need to ensure that the emotional hygiene at the centre is healthy and that our teachers feel emotionally safe in the centre environment. Teachers well-being should be promoted and they experience equitable opportunities to grow as teachers and contribute to the centre environment. Communication is a skill that a child is constantly developing and are learning more about. Relationships are often extended beyond Playcentre sessions.
Through play, we help your child make sense of the world around them in the way they best understand. Goals : Children and their families experience an environment where: and the wider world are affirmed and extended; they know that they have a place; they feel comfortable with the routines, customs, and regular events; and they know the limits and boundaries of acceptable behavior. It outlines curriculum strengths and weaknesses, and reports on studies tracking how educators are using the curriculum day to day. While building relationships, support and cultural understanding and respect of themselves and other. Te Whāriki is used as the basis of our planning in order to ensure the development and well-being of each child. A childs communication needs to be repcted and developed.
We provide you with a professional teaching resource that you download in full colour. This builds their self-confidence and self-achievement The Empowerment strand gives children the independence to direct their own learning. We all want to feel valued in our work environment and affirmed as individuals. We all make mistakes along the way, but then the same principles, strands and goals apply to us too. As a leader it is important to see your teachers through a holistic lens. We need to create an environment for our teachers where their culture, language and identity are affirmed, so that they can do this for the children and whanau in our centres. Strand 5: Exploration — the child learns through active exploration of the environment.
Te Whariki Te Whariki report Introduction This report identifies, describes and discusses the content of Te Whariki while developing the knowledge of the woven guidelines, strands and principles which come together to create the early childhood curriculum. He korero, he korero, he korero. Teachers need to learn a range of verbal and non-verbal skills to communicate with each other, children and whanau. The five strands are Well-being, belonging, contribution, communication and exploration. You simply laminate it and add magnets to the back if you want to use on a magnet board or a Velcro patch if you want to use them on your felt board. As an example, if your child is immersed in individual play in the sand pit with buckets and shovels, their teacher or educator may introduce the concepts of empty, full and half-full; numbers and colours; the skills of filling and working with others to take turns.
You will also receive an email confrmation, or you can view find this same information in your members area. Careful observations are combined with what is called reflective practice, to build a picture of a child. Ngā hononga: Children learn best in a relationship with someone else. People are people He aha te mea nui o te au? Family and Community is a essential part of Te Whariki as it is for a child. Pleaseto contact me, for personalised professional development to suit your place. Te Whariki, emphasises the learning partnership between teachers, parents and families. Describe The purpose of Te Whariki was to meet the growing demand for a curriculum.
Children experience an environment where they can play alongside their siblings, parents, whānau and other familiar adults. I recently attended professional development hosted by the Education Council on the Code of Professional Responsibility and Standards for the Teaching Profession. We need to adapt our communication style to suit the person and the situation. How do you make Te Whāriki visible in your centre? Quite often it is not only what we say, but how we say it and also what our body language is saying. Empowerment As a leader it is our job create an environment that empowers teachers as learners and respects them as individuals. Pathways to school vary from child to child, and each learning environment and school context is different. .