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.