Nurturing Our Treasures At Home

Tena Koutou Katoa, Talofa lava, Malo e lelei, Ni sa bula vinaka, Ni hao, and warm greetings to you all.

It is all becoming familiar with these lockdowns, stay safe in our bubbles and our minds are full of many different thoughts and one important thought is our ‘Tamariki’s Education’.

Here at Play Learn Grow our Philosophy/Rapunga Whakaaro We believe that people are the heart of the matter.

We acknowledge all our Whanau Families as you are the first educators to your beautiful treasures and We understand the importance in building relationships through unconditional support, respect and understanding to create a true sense of trust and belonging for everyone.

Create a home programme plan, keep it simply make it fun! focus on:

  • From children’s interests or needs

The purpose of planning to contribute and provide experiences towards positive outcomes to show more positive good behaviors around your home and to ensure that their development and learning are interconnected.

Actions: take time to collect materials e.g., Child interest might be trips to the ‘Beach’ or walks through the ‘Bush’

  • Shells
  • Seaweed
  • Driftwood
  • Stones
  • Flowers
  • Leaves
  • Seeds and cones

Learning outcomes through stimulate thinking communication open and ended questions, encourage the tamariki, be flexible, give them a lot of time, use soft tone, listening to their voices, provide a range of experiences, and remember make it fun, sing songs, play games, read books.

Reflections can be writing a learning story together with your tamariki and illustrate it with some of the samples discovered, and you are most welcome to forward the learning story on your tamariki portifolio and Kaiako’s are able to follow through with comments/feedback/notes on how to extend the tamariki’s learning.

Encouragement to our Whanau and together with Play Learn Grow Kaiako’s will continue to work together and stay positive to help nurture our treasure’s “The Tamariki” and find their place in the world.

Reference Te Whariki p.g 17

Principles Kaupapa whakahaere Tū mai e moko. Te whakaata o ō mātua. Te moko o ō tīpuna. Stand strong, O moko.

The reflection of your parents. The blueprint of your ancestors. The curriculum is underpinned by four principles: empowerment | whakamana, holistic development | kotahitanga, family and community | whānau tangata, and relationships | ngā hononga. These principles are the foundations of curriculum decision making and a guide for every aspect of pedagogy and practice. This whakataukī encourages mokopuna to stand strong, proud in the knowledge that they are the embodiment of all those who have gone before them. [In Te Whāriki] children are valued as active learners who choose, plan, and challenge. This stimulates a climate of reciprocity, ‘listening’ to children (even if they cannot speak), observing how their feelings, curiosity, interest, and knowledge are engaged in their early childhood environments, and encouraging them to make a contribution to their own learning. Smith (2007)

Reference Te Whariki p.g 19

Principle 2 Holistic development | Kotahitanga Early childhood curriculum reflects the holistic way children learn and grow. Mā te whāriki e whakaata te kotahitanga o ngā whakahaere katoa mō te ako a te mokopuna, mō te tipu o te mokopuna.

Human development can be thought of in terms of cognitive (hinengaro), physical (tinana), emotional (whatumanawa), spiritual (wairua), and social and cultural dimensions, but these dimensions need to be viewed holistically, as closely interwoven and interdependent. For Māori the spiritual dimension is fundamental to holistic development because it connects the other dimensions across time and space. Because children develop holistically, they need a broad and rich curriculum that enables them to grow their capabilities across all dimensions. When focusing on a particular area of learning, kaiako need to consider how this focus relates to and connects with other aspects of learning and how it builds on the children’s strengths. Every aspect of the context – physical surroundings, emotional state, relationships with others and immediate needs – will affect what children learn from any particular experience. A holistic approach sees the child as a person who wants to learn, the task as a meaningful whole and the whole as greater than the sum of its parts. It is important that kaiako have knowledge and understanding of the holistic way in which children develop and learn. They should also be aware of the different views that the cultures represented in their ECE setting may have of child development and the role of family and whānau.