supporting tiriti-based curriculum delivery in mainstream early ...

Staff were of various ethnicities and although they were in full time
employment, four out of the five were also studying. This is reflected in their
qualifications which ranged from one who was a first-year early childhood student
to another who was continuing with postgraduate study. Details can be seen in the
Table 5.3.
With all but one of the staff working and studying, time for the research
was limited but they were able to bring information back from their tertiary
institutions to contribute to the collective knowledge of Tiriti-based curriculum.
The centre philosophy stated that their “image of the child is one of a competent,
capable learner, who is self-motivated, enthusiastic, inquisitive, adventurous, and
fun loving …[and] …that children learn and develop through respectful, responsive
relationships with people, places, and things” (Aro Arataki Children's Centre, 2007,
p. 1). The centre believes in celebrating diversity as well as recognising
multiculturalism “within the bi-cultural nation of Aotearoa”. Their programme is
based on Te Whāriki and the Desirable Objectives and Practices (DOPs). For the
adults, teamwork and professional development were valued, as was collaboration
with parents/whānau (Aro Arataki Children's Centre, 2007).
Case Study Three started the research with an appreciative inquiry session
during which each participant shared the moments they were most proud of in
implementing Tiriti-based curriculum. This was the stage of Discovery.
Peggy, who had completed her Bachelor of Education (Early Childhood
Teaching) 8 years previously, shared with us her early childhood journey over the
previous years and concluded by telling us her high point:
What I am doing now at crèche is waiata at group time, always doing
waiata, practice some Māori songs, for example, action songs; colour,
colour songs - Mā is White; and I do a lot of this pikopiko because of the
actions…She was very senior and part Māori so she can help us with
language and ideas of how to implement the bicultural approach (Tr: P,
24/10/08).
It is interesting to note that for Peggy having a Māori teacher on whom to
rely for implementing language and ideas stood out as an effective strategy.
Nilmini, the supervisor, was part way through her up-grade to a Bachelor‟s degree
in early childhood education. She had graduated with a Diploma of Teaching 3½
years previously and for her that was the time she felt most proud of her bicultural
practice:
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