Authors Ngaroma Williams and Mary-Elizabeth Broadley

Publishers:

Ako Aotearoa National Centre for Tertiary Teaching Excellence PO Box 756 Wellington 6140 This resource is part of a larger project that was supported through the Ako Aotearoa National Project Fund 2009, in the Māori Initiative Projects funding stream. www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Published: March 2012

Design and layout: Fitzbeck Creative ISBN: 978-927202-05-0 (print) ISBN: 978-927202-04-3 (online)

This work is published under the Creative Commons 3.0 New Zealand Attribution Non-commercial Share Alike Licence (BY-NC-SA). Under this licence you are free to copy, distribute, display and perform the work as well as to remix, tweak, and build upon this work non-commercially, as long as you credit the author/s and license your new creations under the identical terms.

Ngä Tikanga-ä-Marau mö ngä Kaiako RESOURCE FOR TEACHERS

Reflective of Kaupapa

Arrivals Kaitimes Departures

EXAMPLES OF TIKANGA

Curriculum areas

DeparturesWhanaungatangaTikanga examples

Communicatingwithparentsaboutwhathashappenedduringtheday,suchasroutinecharts,portfolios,artwork,andsoon.

Spaceforchild’swork,suchasartdisplaysordryingspacesothattheworkisnotdamaged.

Childrenareabletocollecttheirownbelongingsinpreparationfordepartures.

TherearevisualpropsdisplayedstrategicallyaroundthecentrethatencouragetheuseoftereoMäori,suchas:enohorä,kakiteanö,kakiteäpöpö.

Farewelltochildandparent(s):haereräJoshua,kakiteäpöpö–goodbyeJoshua,seeyoutomorrow.

Teachersknowthewhänauandthereforeonlyreleasethechild/renattheendofthesessiontowhänaumemberswhohavebeengivenpermissiontocollectthechild/ren.

ManaakitangaTikanga examples

Assistingchildrenwithandtocareforownbelongings,forexample,wheretoplacetheirbag,lunchboxanddrinkbottle.

Childrenaregivenremindersthatitwillsoonbetidyuptime.Thisallowschildrentimetofinishtheirplayactivity.

Teachersusingkotewäwhakapai(tidyuptime)indicatestochildrenthatthecentre’s/service’sdayiscomingtoaclose.

Anendofthedaygrouptimeallowsteachersandchildrentoreflectontheday’steachingandlearning:teachersnoticewhatchildrenhaveenjoyedplayingwithduringthesession.Thechildren’sstrengthsarediscussedandthechildrenareencouragedtothinkofnew‘wheretonext’suggestionstoextendtheirplayinthesessiontomorrow.

Thecentre/servicehasteachersavailabletotalkwithparentswhentheycometopickuptheirchildren.

Te reo MäoriNgä whakarite kai Giving thanks for food

NaumaiengähuaehoraneiIwhakatupua-a-NukuIwhakatupua-a-RangiTäwhiakiaRëhuaKiatamaiteaomäramaERongowhakairiakirungaKiaTina–Tina!Huie–täikie!WewelcomethefoodthatisbeforeusNurturedbyNukuNurturedbyRangiFoodfromRëhuaAndpresentedtomanIsneeze,thereislife!

Whanaungatanga

Manaakitanga

Te reo Mäori

Developed for the Kaupapa Mäori in Early Childhood Education project by Ngaroma Williams with Mary-Elizabeth Broadley.Available at: www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Developed by Supported by

Arrivals

WhanaungatangaTikanga examples

Greetingparents:MorenawhaeaKym,Kiaorakoe,Naumaihaeremai.Keitepëheakoe?

Communicatingwithparents:Waystocommunicateliteratureincluderecordingthechild’ssleeppatterns,accidents,portfolios.Howeverkanohikitekanohi(facetoface)approachesareimportanttomaintainasthesebuilduponthosereciprocalrelationshipsyouhavewithparents,familiesandwhänau.

Timeismadeduringthewelcomesessiontohearaboutthechild’s‘homestories’.

Childrenhavetheirnamecardonadesk.Onarrivingatthecentre,childrenhavetheopportunitytoidentifytheirnameandplaceitontheboard.

Childrenareencouragedtobeinterdependentinthecentre.Therefore,thechildrenareencouragedintoako,ortuakana/teinarolesinarangeofactivitiesthroughouttheday.

Communicationwhiteboardattheentrancetothecentremaybeexhibited.Thisboardwelcomesalltheparentsandcommunicatestheoverallkaupapafortheday,anyvisitorstothecentre,anyrequeststhecentremayhave,upcomingevents,policyreviews,andsoon.

ManaakitangaTikanga examples

Assistingchildrenwithandtocareforownbelongings,suchastakingoutlunchboxes,drinkbottles,packingbagsaway.

Discussingactivitiesoreventswiththechildrenthedayahead,forexample,specialvisitorstothecentre,newactivitiesorequipmenttobesetup.

Childrenmaybegivenopportunitiestosetupthecentre.Forexample,theteachersseekassistancefromthechildrenonhowtosetuptheoutdoorarea,suchasobstaclecourses,waterplay.

Settling in for the session

Kai time at Kohanga Reo

Te Meihana Tu-te-rangi Williams

Matakaea Te Kimioranga Savage

Kai times

WhanaungatangaTikanga examples

Childrenareencouragedtotakeonako,tuakana/teinarolesinassistingotherchildrenwiththeroutinesaroundkaitimes,suchashöroiringaimuatekai,whakapaikai,offeringtoservethetoddlerskaiplates,pouringoutthewaterintochildren’scups,cleaningthetablesafterkaihasbeeneaten.

Learningopportunitiesaroundhealthychoices,discussionscouldincludefoodfromthegarden,sea,orchards,andsoon.

Childrenandteacherssitdowntogethertoenjoykai.

Opportunitiesforthecentrewhänautoshareownculture’sfood,cookingstylesandprotocols.Forexample,parentscominginandsharingcookingprocessesandshowingchildrenhowtheyprepareorcookmealssuchasfriedrice,acurry,sushi,rawfish,andsoon.

Opportunitiesfortheprogrammetoincludechildrenmakingtheirownsandwiches,vegetablesoup,fruitsaladandotherprocesscookingactivities.

Learningopportunitiestoincludesciencetechnologiesandmathsconceptsaroundfoodanddrink.Forexample,fractionsfordifferentcutsoffruit,sandwiches,differencesaroundfrozenyoghurt,refrigeratedyoghurt,andsoon.

ManaakitangaTikanga examples

Ensuringyoupasschildrenfoodanddrinkfromthetabletowheretheyaresitting–notovertheirheads.

Ensuringyouuseglovesortongswhenpassingfoodouttochildren.

Havingclothsreadyforchildrentowashfacesandhandsandcontainersforcompostingorrecycling.Colourcodedequipmentseemstoworkwell.

Teachersspendtimeatthekaitabletosupportchildrenwithlunchboxitems,suchasopeninghealthysnackpackets.

Ngä Tikanga-ä-Marau mö ngä Kaiako RESOURCE FOR TEACHERS

Reflective of Kaupapa

Freeplay Excursions/Visits Sleeptime

EXAMPLES OF TIKANGA

Curriculum areas

Sleep timeWhakapapaTikanga examples

Sleeproomisblessedwithakarakiaandwaiata.

Eachinfant/toddlerhasaprimarycaregiverwhoknowsthemandthewhänau.

Sleepritualsfromthewhänauarerespectedwithinthecentre,forexample,rockingthechildtosleepand/orsingingwhänauwaiata,readingpukapuka.

Eachchildhastheirowncomforters,forexampleblanketsortoys,toassistwithsleeproutines.Childrenandparentvoicesarereflectedinthesleeproomroutinesandprocedures.Forexample,theparentscanrequestthatthechildhasamorningsleepduetonothavingagoodnight’ssleepthepreviousevening.Likewise,whenparentsdonotwishtheirchildtohaveasleepintheafternoon,theycanrequestthis.

Parents’voices,whänauvoicesarealsosharedwithinthechild’sportfolio(guidancebyteachersgiven)aroundtheirsleepingroutines.

UkaipötangaTikanga examples

Childrenaregivenasleepingspacewhichhastheirbelongingsinit,forexample,asofttoy.

Thesleeproomisaplacewherechildrenareabletorelaxandrestknowingtheyaresafeandsecure.

Infantsandtoddlersarefamiliarwiththeirowncots,mattresses,bedding,andwhosleepsaroundthem.

Thesleeproomisarrangedsothatallchildrenaresafewhensleeping,forexample,sleepingpositionsareheadtoheadorfeettofeet.

Thesleeproomissetoutsothatteacherscaneasilyaccessthewakingupchildrenanddonothavetonavigatearoundothersleepingchildren.

Te reo MäoriMihimihi (geographical features of area)KoAorakitemaukaKoWatakiteawaKoNgäiTahuteiwiKoKidzPlaytewhareköhungahungaKoMadeleineahauNoreiratënätätoukatoa.

Mihimihi (introduction)

TënäkoutoutewhänauKoDelainMorrisonahauNoRotoruaahauNoreiratënätätoukatoa.

Waiata tautoko (supporting waiata to sing after a mihi of introduction)

Te Aroha

TeArohaTeWhakaponoTeRangimarieTätou,tätoue.

HetängatakëkoutouHetängatakëmätouEngariitëneiwäTätoutätoue.

Letlovefaithandpeaceuniteus.

YouaredifferentWearedifferentButatthistimeWeareasone.

Whakapapa

Ukaipötanga

Te reo Mäori

Developed for the Kaupapa Mäori in Early Childhood Education project by Ngaroma Williams with Mary-Elizabeth Broadley.Available at: www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Developed by Supported by

Free play experiences

Whakapapa

Tikanga examples

Childrenhaveanunderstandingofthewhenua(historyoftheland,culture,iwi,tikanga)especiallywhenplantinginthecentregarden.

Children/teachers/parentscontinuallyworkwiththelocalmaraeandiwitounderstandthewhakapapa,kawaandtikangaoftheareaandoftheregion.

Childrenhaveanunderstandingoftheroletheymustplaywithinthecentre.Toshareequipment,assistyoungerchildren(ako/tuakana/teinarelationships)infreeplayexperiences.

Childrenareprovidedwithplayequipment(suchasdressupclothes)sothattheycanroleplaytheirfamilywhakapapa;forexample,doctors,nurses,policeofficers,kaumätua,kapahaka,andsoon.

Ukaipötanga

Tikanga examples

Naturalresourcesoftheareaareavailabletochildren,andteacherscanextendlearningastowhytheareahasthosenaturalresources,suchasräkau,harakeke,toitoi,pipi,tuangi,pauashellsandsoon.

Theteacherscanfurtherextendchildren’slearningbyteachinghowthesenaturalresourceshavetheirownwhakapapa:Papatüänuku,Tangaroa,Täne,Rongomätäne,Haumiatiketike.

Thelifecyclesofthesenaturalresourcescanbesharedbyteachers,parents,andlocaliwi,forexample,whenisitthebesttimetogodivingforpaua,orcollectingthekörarifromtheharakekebushes,andsoon?

An excursion to one of the local parks: APouacomesalongwithhismokopuna.

Excursions/Visits

Whakapapa

Tikanga examples

Welcometochildrenandparent(s)whoareassistingwithexcursions,andhaveakarakiapriortoleavingthecentre.Parentsmaywishtocontribute.

Parents/teachers/childrenhave‘homevisits’tomeetandhavediscussionswiththewhänau,suchaswhakapapaofthefamilyandfamilyexpectationsofcentre.

Awarenessandunderstandingofthetikanga(protocols)associatedtoplaces,forests,moana,marae,library,firestation,bakery,andsoon,wherecentreexcursionshavebeenplannedfor.

ChildrenareintroducedtotheculturalpartnershipbetweenMäoriandPäkehä.Atriptothemuseumtoshowthechildrenhistoricalartefactscouldbeorganised.

Thecentreteachersandchildrenprovideawarmwelcome:pöwhiri,mihiwhakatauoramihimihitovisitorstothecentre/service.Childrenareabletosaytheirmihimihitovisitorsandshowthevisitorsthecentre’s/service’spepehaboard.

Ukaipötanga

Tikanga Examples

Guiding,demonstrating,assistingchildrentobecomeawareofcommunityenvironments,suchasparks.Bysupportingchildrentoknowandvisittheircommunityasenseofidentitycanbeestablished.

Hometrips–teachers/centremayhavetheopportunitytovisit(excursions)childrenandwhänauattheirhomes,suchasfarms,villages,organicgardens,marketgardens,craftsandsoon.

Walldisplaysofthecentrewhänauandthecommunityareregularlyupdatedtogroundchildrenintheircommunity.

Ngä Tikanga-ä-Marau mö ngä Kaiako RESOURCE FOR TEACHERS

Reflective of kaupapa

Cooking Policies Teachers’Hui

EXAMPLES OF TIKANGA

Curriculum areas

Teachers hui

Wairuatanga

Tikanga examples

Meetingopensandconcludeswithakarakia,waiataandmihimihi.

Eachteacherisgivenanopportunitytoreflectonoverallteachingandlearningofthecentre.Forexample,theteachersafteraself-reviewprocesshavethechancetointroduceandcontinuewitharangeofkaupapaMäoritheories.

Theteachersspendtimediscussingtheirwhakapapa.Thisinformationwillsupportteacherstoconnectspirituallywitheachother.

Eachteacherisgiventimeinthemeetingtohavetheirvoiceheardandvalued.

Wairuarequiresnourishment.Therefore,teachersaregiventimethroughouttheteachingdaytorest,reflect,andre-energize.

Rangatiratanga

Tikanga examples

Codeofethics:eachteacheragreeswithandactsinaccordancewithNewZealandTeachersCouncilcriteria.Forexample,theteacheradherestotheprofession’scommitmenttotheTreatyofWaitangi.

Mentorship:timeisgivenforexperiencedteacherstohearnewideasfromnewteachersoncentre’steachingandlearningprogrammes.

Guiding,demonstrating,andassistingnewteachersonhowtoworkalongsideparentswithinthecentre.Forexample,parentenrolmentprocessesandwhänauevenings.Thenewteacherisguidedbytheexperiencedteacherinthesematters.

Te reo Mäori

Opening karakia/incantation:KiahoratemarinoKiawhakapapapounamutemoanaHeihuarahimätätouiterangineiArohaatu,arohamaiTätouiatätoukatoaHuie!Täikie!

MaypeacebewidespreadMaytheseabelikegreenstoneApathwayforusallthisdayLetusshowrespectforeachotherForoneanotherBindusalltogether!

Closing karakia/incantation:

KiatautörangimärieKirungaingäiwioteao

LetyourpeacereignOnallthepeopleoftheworld.

Hekörerowhakamana–praiseHewaiataränei–orevenasong:

KiaritekoekitetotaraEtü,etü,etüTerangatira.

YouarejustlikethetötaraStand,stand,stand,Youarealeader.

Wairuatanga

Rangatiratanga

TereoMäori

Developed for the Kaupapa Mäori in Early Childhood Education project by Ngaroma Williams with Mary-Elizabeth Broadley.Available at: www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Developed by Supported by

Cooking

Wairuatanga

Tikanga examples

Learningopportunitiesaroundhealthychoices,discussionscouldincludefoodfromthegarden,sea,orchards,andsoon.Teachingandlearningcapturesthewairuaaroundhowfoodaregathered,processed,andmadeavailableforeating.

Discussingwiththechildrentheregion’sresourcesthatcanbeusedforcooking,forexample,orchards,marketgardens,pighunting,andsoon.

Discussingwiththechildrentheregion’snaturalresourcesthatareusedtocookwith,forexample,volcanicrocksforhangi,geothermalcookingmethods–ngäwhä(steamboxes),hotwaterpools,clayovens,andsoon.

Rangatiratanga

Tikanga examples

Ensuringyoupasschildrencookingequipmentfromthetabletowheretheyaresittingandnotovertheirheads.

Ensuringallchildrenaregiventheopportunitytopartakeintheactivity.

Allowingchildrentotakeonteacherrolesincookingactivities:preparation,stirring,measuring,andsoon.

Providingchildrentohelpplancookingactivities:whattheymayneedandhowwilltheygoaboutgettingthesethingstocarryouttheiractivity.Thiscouldincludedesigningapänuiforparentcontributionsorutilisingcropsfromtheservice’sgardenand/orownresources.

Cloth tikanga

WhaeaWaiandMatuaNevadaaregreatpighunters.

Policies

Wairuatanga

Tikanga examples

Knowingearlychildhoodgovernmentpoliciesandthewairuasurroundingtheirestablishment,forexample,EarlyChildhoodRegulations,NgäHuarahiArataki,KaHikitia,TheMäoriLanguageAct1991.

Consultingparents/whänauoncentrepolicies.Forexample,providingparentinductionpackswhichdiscusstheoverallkaupapaofthecentre(philosophy,programme,policies,andsoon).

Havingpoliciesthatarerespectfulofthechild/teacher–nurturingthewairuawithinthecentre.Forexample,manaenhancingpolicies.

Rangatiratanga

Tikanga examples

ExplainingtochildrenwhywehavepoliciessuchasHealthyFood,SunHats,CollectionofChildren.

Regularreviewsonmanagementstructuresandsystemsbyteachers.Forexample,asuggestionboxcouldbeestablishedtocaptureanynewideas.

Parentsaregiventheopportunitytocommentonpolicies,suchastheHealthyFoodPolicies.Policiesincluderelevantkaupapaandtikangaproceduresforimplementation.

Tikangawithinpoliciesareexplainedtodomesticstaff,relievers,studentteachersandschoolchildrenwhoaregainingworkexperience,suchastheimportanceofusingtherightcolouredclothsfortherightareas.

Kitchendishes/sinkonly

Foodtablesonly

Artclothsonly

Faceandhandsonly

Spillsonflooronly

Ngä Tikanga-ä-Marau mö ngä Kaiako RESOURCE FOR TEACHERS

Reflective of Kaupapa

Swings–Mörere Clay–Ukuuku Storytime–Köreropaki

EXAMPLES OF TIKANGA

Curriculum areas

Story time – Körero pakiAkoTikanga examples

Theolderchildreninthecentrereadtotheyoungerchildreninthecentre.Anexampleofako:Janeis4yearsand7monthsold.Shehasattendedthiscentrefor4years.Janeissittingonthecouch.Jimmy(2yearsold)climbsupnexttoJane.Janesays,“Wouldyoulikeastory?”.Jimmynods.Janeholdsthebook,butshowsJimmyhowtocarefullyturnthepages.

Themagneticboardstoriesareavailableforchildrentoaccess.Allthechildrenusethemagneticboardsinthecentre.Exampleofako:AtoddlerpicksouttheFiveLittleDucksmagneticstory.Thechildtakesthestorycharactersovertothe8-month-oldbabysittingonthemat.Thetoddlerstartstohumthe‘fivelittleduckswentoutoneday’song.Theinfantreachesoutforoneoftheduckcharacters.Thetoddlergiveshimtheduckbutsays,“Noeating,okay?”.

Teachers,parents,families/whänauprovideoralstorytellingopportunitiesforchildren.Awealthofknowledgeispassedonwhenoralstoryingbyparents,families/whänauisincludedaspartofthecentreorservice’sprogramme.

Taha tinanaTikanga examples

Thestorybookssitononeoftheoutdoortables.Thechildrenasktheteachertoreadthemastory.Thebookiscalled‘BrownBear,brownbearwhatcanyousee?’Thechildrenwhoaretiredjustsitnexttotheteachers,butthechildrenwhoarefullofenergyactoutwhatthebearsawwhenhewastravellingthroughthewoods.Storytimeofferschildrenachoicetorestorexercisetheirbodies.

Whenreadingstoriesatmattimebothadultsandchildrenknowthattheyaretowalkaroundpeoplesothattheydon’tstepoverthem.Otherwise,askchildreniftheywouldn’tmindmovingthemselvessotheycangetaroundthem.Thistikangarequireschildrenalsototakeonako,tuakana,teinarolesinassistingtheyoungerchildren.

Te reo MäoriWhänauofTeReetiKöhangaReo,Wanganui,haveprovidedawaiata–thisisanexampleofhowcolourscanbelearntcontextually:

HaeremaimokopunaKatitirokiterangiKotakuUenukuKeirungaräHeritekiteräköwhaiNgäraungäpukekäkärikiHekerepitawaHeäranikarakaKotemoanakahurangiPunuapoakamä-wheroKuamuturängäkupumotakuUenuku

Ako Tahatinana

TereoMäori

Developed for the Kaupapa Mäori in Early Childhood Education project by Ngaroma Williams with Mary-Elizabeth Broadley.Available at: www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Developed by Supported by

Swings – Mörere

Ako

Tikanga practices

Thisactivityencourageschildrentoworkwitheachotherinordertoexperiencethejoyofswinging.However,someyoungerchildrenarenotabletopushandpulltheswing.Therefore,olderchildrenorteachersplacethelittlechildren(toddlers)intotheswingsandpushandpullthem.

Duringthemorningsetuptimeandtheendofthesessiontidyuptime,childrenareencouragedtocarrytheswings(barrel,etc.)toandfromtheshed.Theteachermayencouragetheolderchildrentoworkwiththeyoungerchildreninthisendeavour.

Thechildrenmayasktheteacheriftheycanadjusttheswingsothatitflieshigherintothesky.Theolderchildrenmayshowtheteacherhowtheyneedtoadjustthelengthoftheswingchain.

Theunder2shaveinsideswingsavailableforthemtocomeandgoastheyplease.Teachersensurethattheswingsarehungtoensurethesafetyofthechildren.

Taha tinana

Tikanga examples

SwingframesareconstructedinaccordancewithNZsafetystandards.Theswingsareplacedawayfromthemainteachingareatoensurethattheoutdoorareaissafeforallchildren.

Theswingactivitysupportsthebodyintwoways.Firstly,childrenwhoaretiredcanjustrestinorontheswing.Secondly,theswingactivityencouragesphysicalactivity.Thepullingandthepushingexercisesthebody.

Topromotesustainabilityoftheswingequipmentattheendofthesession,theyareplacedintheshed.

Matakaea holds on with two hands, now.

What story is Poua telling you two now?

Clay – Ukuuku

Ako

Tikanga practices

The3-year-oldchildrenwhohavejusttransitionedintotheover3spartofthecentredonotknowhowtousetheclay.Therefore,atthemorningmattimetheteacheraskedtheolderchildreniftheywouldliketoshowtheyoungerchildrenhowtomakecreationsoutoftheclay.

Childrenaregiventheopportunitytolearnfromadults–howtomanipulatetheclayanduseutensilstodecoratetheclaymasterpieces.

TeachersprovidechildrenwithateaoMäoricreationstoryofPapatüänuku,therebyutilizingtheclaytocreateMotherEarth.ThisexercisewoulddirectlyreflecttheintergenerationaltransmissionofknowledgewhichhastheAkoconceptembeddedwithinthisexercise.

Taha tinana

Tikanga examples

Clayactivitiesaretherapeutic.Theuseofwaterandtheactionofkneadingtheclaycansupportallchildrenindevelopingtheirfineandgrossmotorskillsfurther.

Teacherscanplanforacentreexcursiontoalocalpottertoincreasechildren’sunderstandingof:potter’swheel,clayproducts,firing,kiln,glazinganddecorating.

Clayactivitiesencouragethechildrentotakecareoftheirownpersonalhygiene(forexample,washinghandsaftertheactivity).

Importantthatchildrenassistincleaningtheutensilsandclayaftertheactivityhasfinished.Teachersalsoassistchildrentoputtheclayinadampclothandreturnittotheclaybucket.

Ngä Tikanga-ä-Marau mö ngä Kaiako RESOURCE FOR TEACHERS

Reflective of Kaupapa

Ruakirikiri–Sandpit Paräoapokepoke–Playdough Ngätäpaepae–Puzzles

EXAMPLES OF TIKANGA

Curriculum areas

Puzzles

Kotahitanga:Tikanga examples

Therangeofpuzzlesavailablesupportschildrentochallengethemselves.Thesepuzzlescouldinclude:significantlearningopportunitiesforbothadultsandchildrenacrossallareasofthecurriculumintermsofteachingandlearning:

TereoMäori,suchasnumbers,colours,daysoftheweek.

Mäoriart,suchaskorudesigns,kowhaiwhai.

PuzzlescanbesortedthatrepresentNewZealandenvironments,animals,nativebirds,landscape,marae,ormusicalinstruments.ThesewouldbegreatteachingandlearningtoolsfortheteacherstouseatgrouptimesandsharewiththechildrenwhattereoMäorinamesarefortheseresources.

Ngä taonga tuku ihoTeachersareabletoextenduponchildren’slearningthroughprovidinghistorical/contemporaryperspectivesofthepuzzles,suchas:

MauistoriesofTeIkaaMäui,TeWakaaMäui,TeHaikaaMäui.

NativebirdsofNewZealandandwheretheirhabitatsare,suchasthekea,theweka,extinctbirdssuchastheHuia,theMoa.

Nativevegationindifferentareas,suchasalpineareasandcoastalareas.

Marae,wherethelocalmaraeis,andtheiwi,theirkawaandtikangaexamples.

Thegeographicalfeaturesoftheareathathavesignificantassociationstothelocaliwi.Forexample,Pepeha–Aorakitemauka,Waitakiteawa,TeWaipounamutewhenua,KaiTahuteiwi.

Te reo Mäori

Waiata: Ngä Rä o te wiki (to the tune of Banana Boat)

Rähina,Rätü,RäapaHeiKongäräotewikiënei.Räpare,Rämere,RähoronukuHeiKongäräotewikiënei.Rähororängï,RähororängïKongäräotewikiëneiRähororängï,RähororängïKongäräotewikiëneiHei!

(Traditionalnamesfordaysoftheweek)

Mäne,Türei,WenereiHeiKongäräotewikiënei.Taite,Paraire,HatareiHeiKongäräotewikiënei.Rätapu,RätapuKongäräotewikiëneiRätapu,RätapuKongäräotewikiëneiHei!

(Transliteratenamesfordaysoftheweek)

Kotahitanga

Ngätaongatukuiho

TereoMäori

Developed for the Kaupapa Mäori in Early Childhood Education project by Ngaroma Williams with Mary-Elizabeth Broadley.Available at: www.akoaotearoa.ac.nz/kaupapa-maori-early-childhood

Developed by Supported by

Sandpit

Kotahitanga

Tikanga practices

Thesandpitshedisnormallyfilledwithbuckets,spades,rakes,drainpipes,andsoon.However,thereisnotenoughequipmentforallthecentrewhänautobeworkingwithinthesandpitatthesametime.Therefore,childrenmayneedtonegotiatewhoworkswithinwhatareaandforacertaintimeperiodsothatallhaveachancetoplaywithinthesandpit.

Projectwork:Childrenoftenworkingroupstocreatecertainprojects.Forexample,thechildrenmaywanttobuildadrainwhichleadstoaswimmingpool.Thechildren,withtheassistanceoftheteacher,designa‘plan’anddecidewhowillbedoingwhatwithinthisproject.Thisapproachdemonstrateskotahitanga–unity.

Ngä taonga tuku iho

Tikanga examples

Thecentreteacherscouldaskawhänaumemberwhohasknowledgeofdrainlayingorswimmingpoolinstallationtocometothecentreanddiscusshowthisisdone–agreatlearningsessionforeveryonewhichisreflectiveoftheintergenerationaltransmissionofknowledgewhichreflectstaongatukuiho.

Toolsusedwithinthesandpitcouldbeexaminedfromahistoricalandcontemporizedperspective.Forexampletheadzeortoki,thespadesorko.

Teacherscouldextendchildren’slearningbysharinghistoricalaccountsofhowriversweredammedandforwhatreasonsusuallyformahingakaipurposes–foodresourcecollecting,forexample,eeling–ramatuna.

That’s the right way.

Come and help me!

Play dough

Kotahitanga

Tikanga practices

Thechildrenareencouragedtohelptheteachermaketheplaydough.Allthechildrenhaveatimetostirandmixtheplaydoughtogether.

Thepurposeofthegroupistomakeplaydoughthatwillsupportthewholecentrefortheremainderoftheweek.

TereoMäoricanbeusedwhenmakingtheplaydoughsothatchildrenaregivenopportunitiestolearntereoMäoriactionwords/processeswhilstmakingtheplaydough.

Thechildrendivideuptheplaydoughsoeveryonehasdoughtoplaywith.

Childrenareencouragedtomakespaceforotherchildrentositatthetable.

Ngä taonga tuku iho

Tikanga examples

ChildrenassistinmakingtheplaydoughwheretereoMäoriisusedthroughoutthisprocesscooking.

ChildrenattheplaydoughtablearegivenachancetodiscussthedifferenttextureofthedoughinbothEnglishandtereoMäori.TheuseoftereoMäoriisatreasurethatispasseddowngenerationaftergeneration.

Bothgrossandfinemotorskillsareusedinmanipulatingplaydoughthisisconsistentwithräkau(tititorea),waiata-ä-ringa,hakaactivitiesintermsof:eyeandhandcoordination;agilityofhandmovements.

Makingrewanabreadcanbeanactivityusedwiththeplaydough.Theprocessofrewanabreadmakingcanbesharedwiththechildren.