Te Whariki

Te Whariki

Background

Te Whariki is New Zealand’s first National Curriculum policy statement which was released in 1996. It emphasises the learning partnership between teachers, parents and families. “Kaiko/teachers weave a holistic curriculum in response to tamariki/children’s learning and development in the early childhood setting and the wider context of the child’s world” (MinEdu)

Principles

There are four principles that provide the criteria against which all teaching and assessment practises are evaluated.

Empowerment – Early childhood teachers see children as capable, competent learners. The curriculum builds on children’s own experiences, knowledge, skills, attitudes and personal interests; this empowers them to make their own choices and to take responsibility for their own learning.

Holistic development – This principle recognises that cognitive, social, cultural, physical, and emotional and the spiritual aspects of child’s development are interwoven. Teachers value and foster the unique and diverse learning pathways of each individual child. They seek to provide an environment in which children have the opportunity to use all their senses and to engage in activities and experiences. These experiences encourage the development of the knowledge, skills and attitudes children require in order attempt new challenges.

Family and community – Teachers appreciate the wealth of information and understanding of their children that parents and extended family bring to the centre environment. They are welcomed and encouraged to participate and contribute to the curriculum as much as they are able.

Relationships – Children learn through responsive and reciprocal relationships with people, places and things. They are encouraged to work cooperatively with other children and adults to discover a wide range of resources and equipment.

Strands

Each strand within the framework has several goals.

Strand 1: Well being – Children’s health, emotional well being and safety are protected and nurtured.

Strand 2: Belonging – Children and their families feel a sense of belonging through their experience of an environment where they feel comfortable with routines, customs and regular events. They are aware that they have a place and know the limits and boundaries of acceptable behaviour. Connecting links with the family and wider world are affirmed and extended.

Strand 3: Contribution – Children’s experience and environment where their individuality is affirmed and their contribution is valued and there are fair opportunities for learning, irrespective of gender, ability, age, ethnicity or background. Children are encouraged to learn with and around others.

Strand 4: Communication – Children develop non verbal and verbal communication skills for a range of purposes. They experience the stories and symbols of their own and other cultures, discovering and developing different ways to be creative and expressive.

Strand 5: Exploration – Children learn through active exploration of their environment where their spontaneous play is valued as meaningful learning, they gain confidence in and control of their bodies: and learn strategies for active investigation, thinking and reasoning. Children develop working theories for making sense of the natural, social and physical world in which they live.

Effectiveness

Te Whariki has received much praise since its introduction in 1996. There is however little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. The holistic and integrated nature of the curriculum means that subject content, for example, art, music, science, literacy can be overlooked. In general the Te Whariki programme allows for flexibility but may result in children being provided with an inadequate range of learning experiences.


References

www.thearchitectureofearlychildhood.com

www.educate.ece.govt.nz

www.cmka.org.nz

www.tandfonline.com