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Scheffler, P. (2008). The natural approach to adult learning and teaching of L2 grammar. International Review of Applied Linguistics in Language Teaching (IRAL), 46(4), 289-313. Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey- Bass Publishers. Scrivens, C. (2005). Weaving Te Whāriki: Aotearoa New Zealand‟s early childhood curriculum document in theory and practice. New Zealand Journal of Teachers' Work, 2(1), 55-57. Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey Bass. Shivnan, S. (1999). An ethnographic inquiry into the empowerment of Māori families within a mainstream early childhood setting. Unpublished master‟s dissertation, Waikato University, Hamilton. Shtakser, I. ( 2001). Using music and songs in the foreign language classroom. Retrieved 27 March 2010, from http://www.laits.utexas.edu/hebrew/music/music.html Siraj-Blatchford, I., & Siraj-Blatchford, J. (2001). Surveys and questionnaires: An evaluative case study. In G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.), Doing early childhood research: International perspectives on theory and practice (pp. 149-161). Crows Nest, Australia: Allen & Unwin. Smiler, T. J. (1998). Eldest son. In W. Ihimaera (Ed.), Growing up Māori (pp. 64- 71). Auckland: Tandem Press. Smith, A. B. (1998). Understanding children's development (4th ed.). Wellington: Bridget Williams Books. Smith, G. H. (1990). Taha Māori: Pākehā culture. In J. Codd, R. Harker & R. Nash (Eds.), Political issues in New Zealand education (2nd ed., pp. 183- 197). Palmerston North: Dunmore Press. Smith, G. H. (1992, November 20 1992). Tane-Nui-a-Rangi's legacy: Propping up the sky (Kaupapa Māori as Resistance and Intervention). Paper presented at the NZARE/AARE Joint Conference, Deakin University Australia. Retrieved 12 March 2008, from http://www.aare.edu.au/92pap/smitg92384.txt Smith, G. H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished doctoral dissertation, University of Auckland, Auckland. 302
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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
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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 and 312: O'Laoire, M. (1996). Developing lan
Page 313: Ritchie, J. (2002b). "It's becoming
Page 317 and 318: Walker, R. (2008). The philosophy o
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