Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum THE COVER WHĀRIKI The cover represents part of the underside of The whāriki on the cover and the a whāriki or woven mat. The green symbolises graphic on page 11 were developed by expert new life, growth and potential and references kairaranga (weaver) Mari Te Hei-Ropata harakeke and pandanus, which are used (Ngāpuhi, Ngāti Raukawa ki te Tonga, throughout Te Moana-nui-a-Kiwa as materials Te Āti Awa me Ngāti Toa Rangatira) and for weaving. graphic designer Te Iwihoko Rangihirawea (Ngāti Rangi, Ngāti Pikiahuwaewae). While the upper side of a whāriki displays the weaver’s artistry it is the underside that reveals The Ministry of Education gratefully acknowl- their mastery.
Expert weavers will examine the edges and thanks the children, their parents and foundations for planning and technique. If these whānau, and the kaiako, teachers and educators are sound, the quality will be seen on the face- whose photos are used in this publication with up side. A weaver weaves in new strands of harakeke or pandanus as their whāriki expands. This creates a join, called a hiki or a hono.
A hono can be seen running down the spine of the book in a darker green. This joining of new material symbolises new learning. When the document is opened at the place where the two parts of the flip book meet, it can be seen that the whāriki is unfinished, with loose strands still to be woven. This acknowledges the child’s potential and their ongoing educational journey.
Published 2017 by the Ministry of Education, New Zealand Te Tāhuhu o te Mātauranga Mātauranga House, 33 Bowen Street PO Box 1666, Thorndon Wellington 6140, New Zealand.nz Crown copyright © 2017 ISBN 978-0-478-16926-3 (print) ISBN 978-0-478-16927-0 (online) Replacement copies may be ordered from Ministry of Education Customer Services: Please quote item number 16926 Online www.nz Email orders@thechair.nz Freephone 0800 660 662 Freefax 0800 660 663 Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum Te Whāriki – Early childhood curriculum Foreword He taonga te mokopuna, kia whāngaia, kia tipu, kia rea. A child is a treasure, to be nurtured, to grow, to flourish. All children are born with immense potential. made a strong contribution to this revision, Quality early learning helps our children begin expanding earlier text to become Te Whāriki a te to realise that potential and build a strong Kōhanga Reo, a distinct curriculum pathway for foundation for later learning and for life.
mokopuna and their whānau in kōhanga reo. New Zealand’s early learning standards are I also acknowledge those members of the early amongst the highest in the world and almost childhood education sector who have provided all of our children are participating and valued leadership and expertise which has benefitting from a rich array of relationships shaped this document for today’s world, and and experiences in our early learning settings. for the future. First published in 1996, Te Whāriki: He whāriki This update reflects changes in the early learning mātauranga mō ngā mokopuna o Aotearoa Early context, including the diversity of New Zealand childhood curriculum provided a celebrated society today, contemporary theories and framework which has shaped our distinct pedagogies.
It provides clear and empowering approach to early learning in Aotearoa. 20 years learning outcomes, makes explicit links to The on I am delighted to introduce this revised and New Zealand Curriculum and Te Marautanga refreshed update. o Aotearoa and positions our children as 21st Unique in its bicultural framing, Te Whāriki century citizens, learning how to learn in a fast expresses our vision that all children grow changing and globally connected world. It up in New Zealand as competent and confident supports the work of Communities of Learning | learners, strong in their identity, language and Kāhui Ako which bring their collective efforts to culture.
It emphasises our bicultural foundation, enabling the learning success of every child. our multicultural present and the shared future I am pleased to present this update of a highly we are creating. It encourages all children to regarded and celebrated curriculum and to learn in their own ways, supported by adults endorse its equally valued dual pathways. who know them well and have their best I warmly acknowledge the talents and dedication interests at heart.
of the teachers, kaiako and educators, who, This vision is expressed in different ways as early together with parents, whānau and communities, learning services work with parents, whānau will bring this curriculum to life. and communities to design and implement a Education is the critical cornerstone of lifelong programme of learning and development that learning and puts our youngest learners on reflects local priorities and supports each child’s pathways to quality life outcomes. personalised learning pathway. The underpinning concept of the whāriki (mat) enables and Tihei mauriora! supports this diversity.
I would like to acknowledge the significant contribution of Te Kōhanga Reo National Trust in supporting the development of the original Te Whāriki, which draws upon traditional Māori concepts underpinning the philosophy of kōhanga reo. These concepts were embraced by the wider early learning sector and continue Hon Hekia Parata to frame our thinking today. The Trust has also Minister of Education 2 BACK TO CONTENTS Te Whāriki – Early childhood curriculum Te Tiriti o Waitangi The Treaty of Waitangi Te Tiriti o Waitangi | the Treaty of Waitangi is New Zealand’s founding document. Signed in 1840 by representatives of Māori and the Crown, this agreement provided the foundation upon which Māori and Pākehā would build their relationship as citizens of Aotearoa New Zealand.
Central to this relationship was a commitment to live together in a spirit of partnership and the acceptance of obligations for participation and protection. Te Tiriti | the Treaty has implications for our education system, particularly in terms of achieving equitable outcomes for Māori and ensuring that te reo Māori not only survives but thrives. Early childhood education has a crucial role to play here, by providing mokopuna with culturally responsive environments that support their learning and by ensuring that they are provided with equitable opportunities to learn. The importance of such provision is underscored throughout Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum.
New Zealand is increasingly multicultural. Te Tiriti | the Treaty is seen to be inclusive of all immigrants to New Zealand, whose welcome comes in the context of this partnership. Those working in early childhood education respond to the changing demographic landscape by valuing and supporting the different cultures represented in their settings. E tipu, e rea, mo nga ra o tou ao, ko to ringa ki nga rakau a te Pakeha hei ara mo te tinana, ko to ngakau ki nga taonga a o tipuna Maori hei tikitiki mo to mahuna, a ko to wairua ki to Atua, nana nei nga mea katoa.
Sir Apirana Ngata (1949)1 1 As per the handwritten original, a copy of which hangs in the library of Ngata Memorial College, Ruatoria (see page 68). BACK TO CONTENTS 3 Te Whāriki – Early childhood curriculum Contents Foreword. 2 Te Tiriti o Waitangi | The Treaty of Waitangi.6 Early childhood education in New Zealand. 8 The whāriki.10 A curriculum for all children.
12 How the curriculum framework is organised.16 Principles | Kaupapa whakahaere.18 Holistic development | Kotahitanga.19 Family and community | Whānau tangata.20 Relationships | Ngā hononga. 21 Strands, goals and learning outcomes | Taumata whakahirahira.24 Wellbeing | Mana atua.26 Belonging | Mana whenua.30 Contribution | Mana tangata.36 Communication | Mana reo.41 Exploration | Mana aotūroa.46 Pathways to school and kura. 51 Responsibilities of kaiako.59 Underpinning theories and approaches.60 Assessment, planning and evaluation. 63 Glossary of Māori and Pasifika words.68 Te Whāriki: Two pathways.69 4 BACK TO CONTENTS 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 Back to Contents 5 INTRODUCTION Te Whāriki – Early childhood curriculum Introduction He purapura i ruia mai i Rangiātea e kore e ngaro.
A seed sown in Rangiātea will never be lost. In Māori tradition the child was a valued member of the Māori worlds before conception, before birth, and before time. They began their journey in Rangiātea, homeland of the gods. Born into this world, they were nurtured like a precious seed to ensure their survival and inculcated with an understanding of their own importance.
Reedy (2013) Te Whāriki: He whāriki mātauranga mō Located in Aotearoa New Zealand, this vision ngā mokopuna o Aotearoa Early childhood implies a society that recognises Māori as curriculum (Te Whāriki) sets out the curriculum tangata whenua, assumes a shared obligation to be used in New Zealand early childhood for protecting Māori language and culture, and education (ECE) settings and provides guidance ensures that Māori are able to enjoy educational for its implementation. 2 success as Māori. Underpinning Te Whāriki is the vision that Each child is on a unique journey. They come children are into the world eager to learn and into family, whānau or ‘aiga that have high hopes for them.
competent and confident learners and Teachers, educators and kaiako in ECE settings communicators, healthy in mind, body and work together in partnership with the family to spirit, secure in their sense of belonging and realise these hopes. in the knowledge that they make a valued contribution to society. 2 See Notice for providers on page 7. 6 INTRODUCTION Te Whāriki – Early childhood curriculum The expectation is that, in their early years, ABOUT THIS REVISION children will experience a curriculum that empowers them for their journey.
Te Whāriki was first published by the Ministry of Education in 1996. The document sought Te Whāriki interprets the notion of curriculum to unify a diverse sector around a shared broadly, taking it to include all the experiences, aspiration for children and an agreed framework activities and events, both direct and indirect, of principles, strands and goals that teachers, that occur within the ECE setting. It provides educators and kaiako, children, families and a framework of principles, strands, goals and whānau would use to weave their own unique learning outcomes that foregrounds the mana curriculum whāriki. of the child and the importance of respectful, reciprocal and responsive relationships.
Highly regarded in New Zealand and This framework provides a basis for each internationally acknowledged, Te Whāriki was setting to weave a local curriculum that reflects one of the first national curriculum documents its own distinctive character and values. for early childhood education. Today New Zealand children are growing up This revision is the first in twenty years. in a diverse society that comprises people from It recognises and reflects societal changes, a wide variety of cultures and ethnicities.
shifts in policy and considerable educational Te Whāriki supports children from all research around curriculum, assessment, backgrounds to grow up strong in identity, pedagogy and practice. Like the original, language and culture. In this context, Te Whāriki it has been developed and framed using specifically acknowledges the educational concepts drawn from te ao Māori. aspirations of Pasifika peoples, who derive their The curriculum for kōhanga reo is now a identities from Pacific Island nations with which document in its own right: Te Whāriki a te New Zealand has strong historic and present- Kōhanga Reo.
The print editions of Te Whāriki day connections. and Te Whāriki a te Kōhanga Reo are published A curriculum must speak to our past, present in a single volume, formatted as a flipbook. As global citizens in a rapidly Both curriculums share the same framework of changing and increasingly connected world, principles and strands. children need to be adaptive, creative and The intention is that this update will refresh resilient.
They need to ‘learn how to learn’ and enrich early learning curriculum for future so that they can engage with new contexts, generations of children in Aotearoa New Zealand. opportunities and challenges with optimism and resourcefulness.