The aspiration statement and the 4 principles of Te Whāriki underpin all that we do in early childhood education. When providing an enriched environment for children, we must ensure the principles underpin any decisions.

It is vital that educators take opportunities to extend children's thinking and encourage children to have a perception of themselves as explorers – competent, confident learners who ask questions and make discoveries.

Relating equipment to the principles and strands of Te Whāriki

When providing an enriched environment for children, we must ensure that the principles and strands of Te Whāriki are at the centre of our planning decisions.

Principles

Whakamana | Empowerment

The early childhood curriculum empowers the child to learn and grow.

Kotahitanga | Holistic development

The early childhood curriculum reflects the holistic way children learn and grow.

Whānau tangata | Family and community

The wider world of family and community is an integral part of the early childhood curriculum.

Ngā hononga | Relationships

Children learn through responsive and reciprocal relationships with people, places and things.

Strands

Mana atua | Wellbeing

The health and wellbeing of the child are protected and nurtured.

Mana whenua | Belonging

Children and their families feel a sense of belonging.

• Equipment and resources should reflect Māori tikanga and language.
• Equipment and resources reflect the cultures in the local community.

Mana tangata | Contribution

Opportunities for learning are equitable, and each child's contribution is valued.

• Resources should reflect differing attitudes and feelings that will help children to accept other people who are different from themselves.
• Equipment should encourage children to solve conflicts in a peaceful way and will develop positive and constructive attitudes to competition.

Mana reo | Communication

The languages and symbols of children's own and other cultures are promoted and protected.

A range of resources that support and promote communication are available:

• Books, language, talking, storytelling, puppets, listening and Māori resources.
• Papatūānuku | natural materials stones, bark, shells and so on.
• Written language – te reo Māori visually seen, numbers, waiata and so on.
• Equipment and resources to support creative expression in areas such as art, music, dance, construction.
• Greeting each person in their language.
• Visual resources.
• Music and instruments from other countries.
• Fantasy play – dress-up clothes, eating utensils and so on.
• Puzzles and books.
• Resources from support agencies for families to access.
• Opportunities for emerging literacy.
• Equipment, furniture and layout to support conversations for example cushions, sofas, mat/carpet.

Mana aotūroa | Exploration

The child learns through active exploration of the environment.

The following equipment and resources could be available to children:

• Books and storytelling props.
• Puzzles and manipulative equipment.
• Blocks.
• Materials that foster creativity.
• Dough and clay.
• Dramatic play resources.
• Sand.
• Water.
• Natural materials (for example, stones, bark, shells), animals, and science resources (for example, magnifying glasses, magnets, microscopes, experiment books) and so on.
• Carpentry equipment and resources that promote physically active play resources (for example, cardboard, blankets, wood) that enable large constructions such as huts, boats and so on.
• Paper, pens, rulers and so on.
• Papatūānuku | natural materials.
• ICT equipment.