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

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)
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