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Te Tiriti o Waitangi is identified as the foundation document of Aotearoa

Wananga (hui/gathering) whanau (families) tuakana (elder) teina (younger) learning is the methodology practiced in the delivery of the diploma of teaching (ECE) we offer. The programme is based on whanaungatanga and critical reflective practice. . To live as M

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Te Tiriti o Waitangi is identified as the foundation document of Aotearoa

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    1. Te Tiriti o Waitangi is identified as the foundation document of Aotearoa/New Zealand it is used as a guiding document for education, it guarantees participation power and partnership to the two signatories: Mäori, as tangata whenua, and Pakeha (English – the crown) Orange (1990)

    2. Wananga (hui/gathering) whanau (families) tuakana (elder) teina (younger) learning is the methodology practiced in the delivery of the diploma of teaching (ECE) we offer. The programme is based on whanaungatanga and critical reflective practice.

    3. To live as Mäori To actively participate as citizens of the world To enjoy a high standard of living and good health. Durie (2003)

    4. “the essential difference [between Mäori and other New Zealanders] is that Mäori live at the interface between te ao Mäori (the Mäori world) and the wider global society (te ao whänui)”.

    5. Tino rangatiratanga: includes the right to determine one’s own destiny. Parents and children are involved in decision-making processes.

    6. Taonga tuku iho: literally, the treasures from the ancestors provide a set of principles by which lives will be lived. Mäori language, knowledge, culture and values are normal, valid and legitimate

    7. Ako: Emphasises reciprocal learning. Teachers and children can ‘take turns in storying and re-storying their realities, either as individual learners or within a group context’.  

    8. Kia piki ake I nga raruraru o te kainga: Participation reaches into Mäori homes and brings parents and families into the activities of the school.

    9. Whänau: ‘where the establishment of whänau type relationships in the early childhood environment is primary, then a pattern of interactions will develop where commitment and connectedness are paramount, and where responsibility for the learning of others is fostered.

    10. Kaupapa: students achieve better when there is a close relationship, in terms of language and culture, between home and the education environment.

    11. ·   The need of government to ensure increasing funding links to increased quality ·   The search for quality and how to define it

    12.   Difficulties in defining quality with attention to both quantitative measurement like adult/child ratios and qualitative assessments of relationships.

    13. Focus on equity - Emphasis on bicultural development and support for tino rangatiratanga

    14. Education to be More: Report of the Early Childhood Care and Education Working Group (1988). strengthen the delivery of ECE services - acknowledge and recognise the work undertaken by teachers

    15. establish early childhood development and professional support structures undertake review of the sector

    16.   include the child are centre/services into the education sector, alongside state Kindergartens develop pre-service teacher education programmes

    17. establish early childhood development and professional support structures - undertake review of the sector

    18. The Early Childhood Code of Ethics for Aotearoa/NZ (1995). Identify a code of conduct/practice Establish ECE as a teaching profession

    19. Identifies how ece teachers include and value the rights of: Children Parents/Whanau/Caregivers Tangata Whenua Community and Society Self and Colleagues and Employment

    20. He Whäriki Matauranga mo nga Mokopuna of Aotearoa -Te Whäriki (1996)

    21. Te Mahi Whai Hua/Quality in action. MOE (1998).

    22. He Haerenga Whai Hua - The Quality Journey (1999). Te Reo Takaki/Including Everyone (2000) Nga Huarahi Arataki/Pathways to the Future. (2002).

    23. Increase participation Improve Quality Promote Collaborative Relationships Supporting Strategies.

    24. To enhance the relationship between Mäori and the crown Improve the appropriateness and effectiveness of ECE services to Mäori Increase the participation of Mäori children and their whänau.

    25. The NZ Teachers Council Satisfactory teacher: Professional Knowledge Professional Practice Professional Relationships.

    26. He Whäriki Matauranga mo nga Mokopuna o Aotearoa – Te Whäriki – The Early Childhood Curriculum for Aotearoa/NZ

    27. To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.

    28. The Principles: Whakamana – Empowerment Kotahitanga – Holistic Development Whänau Tangata – Family and Community Nga Hononga – Relationships

    29. The Strands: Strand 1: Mana Atua – Well – being Strand 2: - Mana Whenua - Belonging

    30. Strand 3: Mana Tangata – Contribution. Strand 4: Mana Reo – Communication.

    31. Strand 5: Mana Aoturoa – Exploration.

    32. He Tohu Matauranga Mo Te Whakäko Kohungahunga – Diploma of Teaching (ECE).

    33. The programme has been designed to enhance early childhood education by weaving Matauranga Mäori and the Treaty of Waitangi throughout the three-year programme. The purpose of this is to prepare graduates who are able to articulate and implement an inclusive learning environment within Aotearoa/New Zealand

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