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

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1. Particular care should be given to bicultural issues in relation to empowerment. Adults working with children should understand and be willing to discuss bi-cultural issues, actively seek Māori contributions to decision making, and ensure that Māori children develop a strong sense of self worth (p.39). (Article 2) 2. The principle of Empowerment relates The New Zealand Curriculum Framework: recognising the significance of Te Tiriti o Waitangi (Wilson, 2002, p. 29) 3. Recognition of the spiritual dimension of children‟s lives in culturally, socially, and individually appropriate ways 4. Recognition of the significance and contribution of previous generations to the child‟s concept of self 5. To address bicultural issues adults working in early childhood education should have an understanding of Māori views on child development & on the role of the family as well as understanding the views of other cultures in the community. Activities, stories and events that have connections with Māori children‟s lives are an essential and enriching part of the curriculum for all children in ece settings (p.41). (Article 2) 6. This principle relates to The New Zealand Curriculum Framework: recognising the unique place of Māori in New.Zealand. society 7. It also links to the principle that children should be encouraged to understand and respect the different cultures that make up our society (p.41). 8. New Zealand is the home of Māori language and culture: curriculum in early childhood settings should promote te reo and nga tikanga Māori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and the meaning of whānau and whanaungatanga. They should also respect the aspirations of parents and families for their children (p.42) (Article 2 & 3) 9. The curriculum should include Māori people, places, and artefacts and opportunities to learn and use the Māori language through social interaction (p. 43). (Article 2) 10. This principle relates to The New Zealand Curriculum Framework … to recognise the significance of Te Tiriti o Waitangi, and to reflect the multicultural nature of New Zealand society (p.43). 272
Mana Atua Well-being The health and well-being of the child are protected and nurtured. 11. Adults working with children should have knowledge of Māori definitions of health and wellbeing and an understanding of what these concepts mean in practice (p.46) 12. Adults should acknowledge spiritual dimensions and have a concern for how the past, present, and future influence children‟s self-esteem and are of prime importance to Māori families (p.46). 13. Adults should recognise the important place of spirituality in the development of the whole child particularly for Māori … families (p.47). Te Whāriki Strands 13 statements (Ministry of Education, 1996) Mana Whenua Belonging Children and their families feel a sense of belonging. 14. Children … should also recognise that their early childhood education setting includes their whānau and is part of their wider world 15. Māori … children will be more likely to feel at home if they regularly see Māori … adults in the early childhood education setting. Liaison with local tangata whenua and a respect for papatuanuku should be promoted p.54). 16. Appropriate connections with iwi and hapu should be established, and staff should support tikanga Māori and the use of the Māori language (p.55). 17. Interdependence between Mana Tangata Contribution Opportunities for learning are equitable and each child‟s contribution is valued. 21. There should be a commitment to, and opportunities for, a Māori contribution to the programme. Adults working in the early childhood education setting should recognise the significance of whakapapa, understand and respect the process of working as a whānau, and demonstrate respect for Māori elders (p.64). Mana Reo Communication The languages and symbols of their own and other cultures are promoted and protected. 22. There should be a commitment to the recognition of Māori language – stories, symbols, arts, and crafts – in the programme (p.72). (Article 2) 23. The use of the Māori language and creative arts in the programme should be encouraged, and staff should be supported in learning the language and in understanding issues relating to being bilingual. (p.73). 24. Children moving from early childhood settings to the early years of school are likely to: - Have had opportunities to hear and use Māori (p.73). Mana Aoturoa Exploration The child learns through active exploration of the environment. 29. There should be a recognition of Māori ways of knowing and making sense of the world and of respecting and appreciating the natural environment (p.82). (Article 2,3 & 4) 273
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Christine Joyce Jenkin SUPPORTING T
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3.4 Ethics ........................
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Appendix C: Comparisons of Early Ch
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Attestation of Authorship I hereby
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It was extremely providential that
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Abstract Te Whāriki, the national
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Prologue This thesis is the story o
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ead in my room. The freedom to be o
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were spoken by some families in the
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I was drawn towards those methodolo
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educational journey, enrolling in a
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means that centres which are parent
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1.1 Overview Chapter One: Backgroun
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(all the time). It was from these b
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lend of the positive workshop dimen
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3. Reality is created in the moment
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preparing children for life and Wha
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For early childhood teachers in Aot
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However, in order to understand Te
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karakia and waiata. In 1989 the Nat
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constructing the curriculum were de
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contributions to decision making”
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Principle Three - Whānau Tangata F
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traditional rituals that are still
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Action development enabled Tiriti-b
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contribution of this thesis are rev
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language skills and growing cultura
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opposed to the notion of bicultural
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Secondly, as previous research (Het
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iculturalism. It was found that thi
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te reo Māori. The Western Canadian
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about Tiriti-based curriculum and t
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I would argue, therefore, that this
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directed by Margaret Carr and Wendy
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implement Te Whāriki (May, 2001; N
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effective practices, additionally,
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was anxious to avoid both the prepa
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At first glance there seems to be a
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2.3.2 Philosophy From the start it
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The implementation of Te Whāriki e
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place to develop an early childhood
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particularly relevant for Tiriti-ba
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which had also been examined from a
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e learnt like a curriculum subject
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However, what is occurring in early
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Inuktitut language. Thus, the curri
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welcoming process in building those
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this discussion is “how come you
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ecently, Colbung, Glover, Rau and R
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As already noted, a mixture of meth
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this project my way of thinking was
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early childhood setting. In particu
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these are discussed in Chapter Four
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with the research, either directly
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The first one I read was by Madelin
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do good research is to solve real p
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The issues for these teachers, whic
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The third stage encompasses the des
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esearch cycles, both as method and
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explained why I changed methodology
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Table 3.3 summarises, how ethical p
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opportunity to read reports and dis
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ecause the fieldwork needs to be th
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Despite my concerns about possible
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Study One, which I considered to be
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implemented within early childhood
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However, once I had started the dat
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confidential and therefore, as in C
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even more importantly research proc
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likely be at a different place on t
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discernable. However, as can been s
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approached a local centre that had
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(Oakley, 2000). Further, I assert t
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they haven‟t thought about the is
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The number of questionnaires distri
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curriculum in early childhood centr
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and challenges as they did this - t
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and appreciative inquiry was tape r
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4.3.2.4 Interviews During the analy
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clear to me they would use differen
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4.4.2 Critical Conversations One of
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passionate writing” (Ellis & Boch
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4.4.6 Data Analysis Extracting mean
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Chapter Five: Findings from Within
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Prior to the research, staff had pa
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child-initiated. There was, however
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Although being reliant on Māori te
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Nevertheless, as I discussed in cha
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where she had participated in bicul
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5.3.1 Whanaungatanga The teachers i
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kindergarten fathers responded to t
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5.4 Case Study Three Case Study Thr
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I learnt a lot of Māori - like how
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to incorporate tikanga they had ide
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Similarly, Shani reflected on how p
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as Peggy feeling unsupported in thi
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Well, we made Māori bread the othe
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Chris J: I thought there was a lot
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the extent to which the programme w
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6.2 Information about Questionnaire
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incorporated some idea of partnersh
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eing desirable, understanding what
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6.4.1 Team or Whole-of-centre Appro
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To summarise across the three cases
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Support from someone knowledgeable
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their own whāriki and that this is
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feature of the ideal bicultural cur
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What also encouraged teachers to co
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me, wash your hands, and come here.
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Brodie saw how her initial attempts
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enough in te reo Māori to offer th
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Bring Māori people into the centre
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The following week Alison recorded
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However, for Case Study One teacher
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The emerging point is that sustaini
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did not understand te reo Māori me
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Page 235 and 236: Not everyone feels confident to del
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Page 239 and 240: only another of many cultures in Ao
Page 241 and 242: Chapter Seven: Discussion and Concl
Page 243 and 244: The second dimension for Tiriti-bas
Page 245 and 246: ōna tikanga. This thesis has shown
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Page 249 and 250: The success of the three distinct c
Page 251 and 252: Thus, action development is what I
Page 253 and 254: noted Te Whāriki lacks specific co
Page 255 and 256: This continuum depicts movement fro
Page 257 and 258: fearfulness about making mistakes a
Page 259 and 260: and Case Study Three respectively w
Page 261 and 262: which is why it is in the central p
Page 263 and 264: connecting with indigenous people a
Page 265 and 266: and understanding. They reasoned th
Page 267 and 268: education and care centres, the onu
Page 269 and 270: Similarly to early childhood centre
Page 271 and 272: Teachers want to include Tiriti-bas
Page 273 and 274: Committee. Finding a balance in wor
Page 275 and 276: 7.9 The Last Word Early childhood t
Page 277 and 278: Piritahi Dining room Piupiu Flax sk
Page 279 and 280: Te Tiriti o Waitangi/ Treaty of Wai
Page 281 and 282: 7. Please put a tick in the box tha
Page 283: Appendix B: Te Tiriti o Waitangi (M
Page 287 and 288: Te Whāriki Goals Reflective Questi
Page 289 and 290: Appendix D: Ethics Approval 277
Page 291 and 292: 279
Page 293 and 294: correct te reo Māori me ōna tikan
Page 295 and 296: Benton, M. (1979). Māori English:
Page 297 and 298: Cardno, C. (2003). Action research:
Page 299 and 300: Crotty, M. (1998). Introduction: Th
Page 301 and 302: Education Review Office (1998). The
Page 303 and 304: Hansen, J. (2005). On developing an
Page 305 and 306: Kane, R. (2005). Initial teacher ed
Page 307 and 308: Revised and expanded from case stud
Page 309 and 310: Moon, P. (2002). The path to the Tr
Page 311 and 312: O'Laoire, M. (1996). Developing lan
Page 313 and 314: Ritchie, J. (2002b). "It's becoming
Page 315 and 316: Smith, L. T. (1999). Decolonizing m
Page 317 and 318: Walker, R. (2008). The philosophy o
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