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Playcentre Federation. (2010). Playcentre Journal, 137. Pool, I. (1991). Te Iwi Māori: A New Zealand population past, present and projected. Auckland: Auckland University Press. Pramling, I., Sheridan, S., & Williams, P. (Eds.). (2004). Key issues in curriculum development for young children. Paris OECD. Rau, C., & Ritchie, J. (2004). Partnership in practice: Collaborative research in early childhood education in Aotearoa/New Zealand. Paper presented at the Politics in Early Childhood Education: 4th Annual Professional Development Symposium, Auckland. Reed, J., Pearson, P., Douglas, B., Swinburne, S., & Wilding, H. (2002). Going home from hospital - an appreciative inquiry study. Health and Social Care in the Community 10(1), 36-45. Reedy, T. (2003). Toku rangatiratanga na te mana-matauranga. "Knowledge and power set me free...". In J. Nuttall (Ed.), Weaving Te Whāriki Aotearoa New Zealand's early childhood curriculum document (pp. 51-75). Wellington: New Zealand Council for Educational Research. Reid, R., & Stover, S. (2006). Can we do what we set out to do? A reflective model of group agency. The First Years: Nga Tau Tuatahi. New Zealand Journal of Infant and Toddler Education, 8(1), 23-27. Reynolds, G. (1998). Welcoming place: An urban community of Inuit families. Canadian Children, 32(1), 5-11. Richards, L. (2005). Handling qualitative data: A practical guide. London: Sage Publications Ltd. Rimene, C., Hassan, C., & Broughton, J. (1998). Ukaipo. the place of nurturing. Māori women and childbirth. Dunedin: Te Roopu Rangahau Hauora Māori o Ngai Tahu and the Dunedin School of Medicine, University of Otago. Ritchie, J. (2000). Commitment, confidence, competence, collegiality and critical analysis. Dilemmas in preparing preservice teachers to deliver bicultural early childhood programmes. Paper presented at the New Zealand Association of Educational Research, Hamilton, New Zealand. Ritchie, J. (2002a). Bicultural development: Innovation in implementation of Te Whāriki. Australian Journal of Early Childhood, 28(2), 32-37. 300
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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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informal discussion about implement
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Not everyone feels confident to del
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We should recognise the important p
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only another of many cultures in Ao
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Chapter Seven: Discussion and Concl
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The second dimension for Tiriti-bas
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ōna tikanga. This thesis has shown
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that was also discussed in chapter
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The success of the three distinct c
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Thus, action development is what I
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noted Te Whāriki lacks specific co
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This continuum depicts movement fro
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fearfulness about making mistakes a
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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 and 284: Appendix B: Te Tiriti o Waitangi (M
Page 285 and 286: Mana Atua Well-being The health and
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: O'Laoire, M. (1996). Developing lan
Page 315 and 316: Smith, L. T. (1999). Decolonizing m
Page 317 and 318: Walker, R. (2008). The philosophy o
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