C5 Acknowledgement of tangata whenua

Criteria

The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.

Guidance

Te Tiriti o Waitangi plays a significant role in the revitalisation of Māori language and culture, an important part of Aotearoa New Zealand culture. Early childhood services are a vital link to ensuring all New Zealand children, regardless of ethnicity, are given the opportunity to learn about and experience, in a very real way, both Pākeha and Māori culture.

Te Whāriki is a bilingual, bicultural document which reflects Māori views of children’s learning and development and includes many strategies for implementing bicultural programmes.

The service curriculum will be developed in partnership with Māori to foster the learning of and provide genuine opportunities for participation and quality outcomes for Māori children. Programmes will support the revitalisation of te reo and tikanga Māori.

Practice

Examples of what this might look like in practice:

• Te reo Māori is spoken, heard, and visible across the environment and used for a range of purposes.
• Children learn about the history of local hapū and iwi through meaningful experiences.
• Educators use teaching strategies which reflect tikanga Māori, including narrative, song, art and movement.
• Educators integrate te reo me tikanga Māori into all aspects of the service curriculum including routines, rituals and regular events.
• Children are aware of their own ancestral heritage and the history of Aotearoa New Zealand.
• Children display a strong sense of environmental awareness and care, including consideration of both the natural (living) world and the physical (non-living) environment.
• The service philosophy and practices reflect commitment to a bicultural partnership.

Things to consider

• What do we understand about the unique place of Māori as tangata whenua? How is this visible within our environment?
• How do we ensure that management and educators understand the principle of partnership inherent in Te Tiriti o Waitangi?
• How is this partnership reflected in the policies and practices of the service as identified in the governance and management criteria?
• How does our service encourage and/or support educators to extend their knowledge and use of te reo me tikanga Māori?
• How are we communicating and working in partnership with Māori? How is this determined? Is it effective? How do we know?
• Do we know the history of and/or understand the protocols of our local hapū and iwi?

C6 Culture

Criteria

The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.

Guidance

Children’s learning and development is enhanced if:

• the wellbeing of their family and community is supported
• their family, culture, knowledge, and community are respected and
• there is a strong connection and consistency among all aspects of a child’s world.

When all families are welcomed, it supports a child’s sense of connection and connectedness. The service curriculum supports the cultural identity of all children, affirms and celebrates cultural differences, and aims to help children gain a positive awareness of their own and other cultures.

Practice

Examples of what this might look like in practice:

• Partnerships are developed with whānau | families to assist understanding of the values, customs, rituals, and practices that are important to the child and to identify meaningful ways to include these in the curriculum.
• Children’s home languages and cultural practices are heard and seen in the environment.
• Resources reflect ethnic diversity and the cultures of the families using the service.
• Experiences and opportunities are taken for the modelling of non-discriminatory practices.
• Important events are acknowledged and celebrated to foster children’s sense of worth and belonging within the environment.
• Children have opportunities to share aspects of their culture with others in the service.
• Educators use a variety of teaching strategies that demonstrate the holistic way children learn and grow.

Things to consider

• How are whānau | families kept informed about and encouraged to participate in the development of our service curriculum?
• How do our self-review processes support children knowing about and understanding their own and others' culture?
• How is our understanding of and respect for our own and others’ cultures reflected in our service’s philosophy statement, policies, and practices?
• How do we know whether our programme is effective in relation to supporting each child to be confident in their own culture and respectful of others’ cultures?
• How do we ensure the provision of meaningful and respectful cultural experiences?
• Are our relationships with whānau | families reciprocal and responsive? How do we know?
• How does our team challenge discriminatory practices and behaviour in our service?
• How does our team challenge issues to do with fairness and social justice?
• What opportunities are there for the children in our service take part in events and customs of cultural significance?
• How does our behaviour demonstrate that we value and respect diversity?