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

(all the time). It was from these beginnings that the overarching research question,
goals, outcomes, and eventually, my theory and methodology evolved.
The general matter that this thesis addresses is concerned with why early
childhood teachers have been challenged with respect to the implementation of
Tiriti-based aspects of Te Whāriki. Expressed as a question the challenge can be
stated thus:
To what extent, and in what manner, have early childhood teachers been
able to implement Tiriti-based curriculum as outlined by the Ministry of Education
in Te Whāriki?
In unpacking this question a number of points surface. First, the question
cannot be resolved unless criteria for the effective and successful implementation
of Tiriti-based curriculum are clarified because some forms of judgement need to
be made about what has worked and what may have hindered teachers in their
work. Second, a theoretical framework is needed in order to make sense of
findings with respect to that question. In this thesis that theoretical framework is
appreciative inquiry which, it will be argued, can better precipitate success and
development.
Since the draft version of Te Whāriki (Ministry of Education, 1993) much
resourcing has been provided by successive governments for early childhood
teachers, for example, professional development and relevant publications.
Moreover, teacher education providers have routinely sought to equip students and
associate teachers with strategies for implementing this document.
Despite these resource infusions and educational initiatives, those in the
field seem to hold the view that Tiriti-based aspects of Te Whāriki are simply not
working. The question then has to be asked: Why? Not only must the question be
asked but objectives for discovering the answer to this question must also be
devised. These objectives are:
1. To discover and report criteria concerning the effective implementation of
Tiriti-based components of Te Whāriki.
The rationale for this objective stems from the apparent absence of criteria
for Tiriti-based curriculum in Te Whāriki which teachers can use. They need
practical guidance and strategies which range far beyond the principles and strands
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