Te Whariki is the New Zealand's version of our Foundation Phase. Ministry of Education (1993) state that ‘This curriculum defines how to achieve progress towards this vision for learners in Early Childhood learning environment. It is about the individual child’. It focuses on the importance of the holistic aspect of learning.
It takes relationships that children have with everything, because of the influence on children’s learning and their
development that those relationships have.
Te Whariki has four key principles, which have a paramount role in the
way that they guide learning. The four principles are:
- Empowerment
- Holistic Development
- Family and Community
- Relationships
It also concentrates on strands, they help focus teachers and children, these strands are:
- Well-Being – Mana Atua (The health and Well-being of the child are protected and nurtured).
- Belonging – Mana Whenua (Children and their families feel a sense of belonging).
- Communication – Mana Tangata (Opportunities for learning are equitable, and each child’s contribution is valued).
- Contribution – Mana Reo (The language and symbols of their own and other cultures are promoted and protected).
- Exploration – Mana Aoturoa (The child learns through active exploration of the environment).
(Smith, A. B, 2011 cited in Miller and Pound, 2011, p.152).
Soler, J and Miller, L (cited in Wood, E. 2007. P.60) stated that ‘Te
Whariki views the curriculum as a complex and rich experiential process arising
out of the child’s interactions with the physical and social environment. It is
divided into age groups, i.e ‘infants’, ‘toddlers’ and the ‘young child’.’ They
also have taken into mind the ‘holistic’ aspect of learning that is important for all children.
The Te Whariki approach to learning is important to look at and try to
get a different perspective of what learning should be like. This context doesn't just apply to ‘mainstream’ schools, it applies to SEN also. According
to Early Childhood Education (2012) ‘Activities will be age appropriate and
developmentally appropriate and will enable children with special needs to be
actively engaged in learning’. This is an advantage, shows inclusion
and expresses their priorities.
Te Whariki takes great pride in being
inclusive and that it provides all things appropriate for all children under
the curriculum. It points out that the needs of children with special
needs will always be met, regardless. Also it states that ‘The programmes of
each centre will incorporate strategies to fully include children with special
needs’. (Early Childhood Education, 2012)
This context has a lot of stress put on it due to their aims of catering
for each and every child’s individual needs and diversity. This is a downfall because not every child will be able to be catered all the time, so this ‘over achieving’ aim isn't realistic.
Even a good context as this is, still has faults, ‘Opting to
define a curriculum, even in a flexible manner, could restrict the child’s
active role in co-constructing and reconstructing personal meanings and limit
the ability of teachers’.
(Soler, J and Miller L, cited in Wood, E. 2007. P.61)
Reference List
- Miller, L. & Pound, L. (2011) ‘Theories and Approaches to Learning in the
Early Years’. London: Sage
- Wood, E. (2007) ‘The
Routledge Reader in Early Childhood Education’. London: Routledge
- Early Childhood Education. (2012) 'The Curriculum Whariki for New Zealand’s Children'. http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki/PartA/TheCurriculumWhariki.aspx (Accessed: 22 November 2014)
- Education Review Office. (2007) 'The Quality of Assessment in Early Childhood Education'. http://www.ero.govt.nz/National-Reports/The-Quality-of-Assessment-in-Early-Childhood-Education-November-2007/Findings/Key-Evaluation-Questions/Reflecting-the-four-principles-of-Te-Whariki
(Accessed: 21 November 2014)
- Ministry of Education. (1993) 'Early Childhood Curriculum'. http://www.education.govt.nz/assets/Documents/Early-Childhood/te-whariki.pdf (Accessed: 21 November 2014)
No comments:
Post a Comment