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The guidance is provided as a starting point to show how services can meet the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria.
C11 Parents’ aspirations
Criterion 11
Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
Guidance
It is important that educators and coordinators develop meaningful and reciprocal relationships with parents and whānau, hapū, iwi, and the wider community. An environment that is safe, respectful, and welcoming will encourage whānau | families to contribute the aspirations they have for their child.
Te Whāriki is a basis for weaving with children and parents and whānau their own valued learning, taking into consideration the aspirations and learning priorities of hapū, iwi and community.
Parents and whānau expectations are significant influences on children’s own experiences and aspirations. When educators, coordinators, and parents and whānau collaborate, relationships can strengthen. This will influence educators, coordinators, and parents and whānau understanding of aspirations and expectations for mokopuna.
Children’s learning and development is enhanced when culturally appropriate ways of communicating are used and when parents and whānau and community are encouraged to participate in and contribute to the curriculum.
Connections to past, present and future are integral to a Māori perspective of relationships. This includes relationships to tīpuna who have passed on and connections through whakapapa to, for example, maunga, awa, moana, whenua and marae.
Things to consider
- How are we aware of the concepts of mana and whakapapa and the importance of these concepts in the development of relationships?
- How do we create an environment that recognises and appreciates the expertise parents and whānau have about their children?
- When parents and whānau take the time to share their aspirations and expertise about their mokopuna, how do we acknowledge this and show it has been heard and implemented when working with their child?
- In what ways do our notions of power impact on parents and whānau sharing their aspirations? Whose aspirations are missing and why? How can we gain these?
- What happens when parents and whānau challenge our interpretations? Is this process one of empowerment?
- How do we collect parent and whānau aspirations, and how are these shared so that educators and coordinators understand and use them?
The links below give educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.
C12 Opportunities for parents
Criterion 12
Regular opportunities (formal and informal) are provided for parents to:
- communicate with educators and coordinators, about their child, and share specific evidence of the child's learning and
- be involved in decision-making concerning their child’s learning.
Guidance
Discussions and decisions about children's progress and achievements should include collaboration with parents and whānau. They should contribute their expert knowledge of children's capabilities and interests at home, in other settings, and the early learning service.
The learning and development of mokopuna is enhanced when culturally appropriate ways of communicating are used and when parents and whānau, and the community are encouraged to participate in and contribute to the curriculum.
The expectation is that each early childhood service will use Te Whāriki as a basis for weaving with children, and parents and whānau its own curriculum priorities of valued learning, taking into consideration the aspirations and learning priorities of hapū, iwi and community, and reflect these in practice.
Portfolios and e-portfolios, and individual assessment journeys documenting children’s learning are a useful way for educators and coordinators to follow children’s progress and interests and extend their learning. They also provide another opportunity for parents and whānau to engage with their children’s learning and contribute their own observations and suggestions.
Things to consider
- How do we share information about a child’s day?
- How do we acknowledge the role of parents and whānau as partners in observing and evaluating their children’s learning and development?
- How do we empower parents and whānau to actively participate in decisions that affect the education of their children? How do we ensure these processes are effective?
- How are parents and whānau rights to contribute to decisions about their children’s learning recognised and enacted?
- In what ways can parents and whānau communicate in our setting?
- How effective are the ways we engage with parents and whānau? How do we measure this?
- How do we encourage parents and whānau to enquire about their child’s learning and development?
- How do we ensure that parents and whānau understand the practices and procedures of our service?
- How do we encourage parents and whānau to be involved in the development of policies and procedures?
The link below gives educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.
C13 Seeking information
Criterion 13
Information and guidance is sought when necessary from agencies/services to enable educators and coordinators to work effectively with children and their parents.
Guidance
There are a range of situations where information and guidance from outside agencies and specialist services can enhance the child’s ability to fully access the curriculum and therefore improve their educational outcomes. Educators and coordinators can be supported by specialist services to develop an inclusive approach to the curriculum.
Educators and coordinators should purposely and intentionally respond to the strengths, interests, abilities, and needs of each child, and at times seek additional support from outside agencies in relation to learning, behaviour, development, or communication.
Educators and coordinators should share with, and support, parents and whānau to access and engage with services available for children who need additional support for their learning.
Building stronger links between services, parents and whānau, hapū, and iwi, parenting programmes, schools, health and social services, and other specialists allow children’s learning and development needs to be met holistically and support children’s transitions from one setting to another.
Things to consider
- How do our policies provide a clear process for identifying when support is needed, and for seeking that support?
- Do our policies support us to share information in a safe way?
- What sort of assessments are we using to assess the support we need?
- How do we involve parents and whānau in our decision making about what support may be needed and how to access this support?
- How do we ensure our processes enable initial informed consent and ongoing consent, if required?
- What do we know about the supports and services available to us in our local area?
- How do we build relationships with the supports and services in our area?
- How do we ensure we use a strengths-based approach which enhances the mana of all when seeking support and guidance? How do we include and respond to the diverse strengths and needs of children, parents, whānau and educators and coordinators?
The links below give educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.
Mōhiohio anō
