In this essay, the assigned video will be specifically analysed for links to Te Whāriki’s (Ministry of Education [MoE], 1996) Communication strand and Empowerment principle, followed by the statement about the theoretical underpinning of Te Whāriki in relation to the video analysis.
Communication is the key and tool to practise and implement the principles and strands of Te Whāriki (MoE, 1996). It is difficult to imagine how the other strands and principles can be realised without effective communication, no matter what the forms the communication may take, verbal, non-verbal or symbolic. Te Whāriki’s (MoE, 1996) strand of Communication is evidently represented in the two assigned early childhood teaching and learning vignettes. The communication …show more content…
The girl holding the chicken expresses much of her meanings in the non-verbal way. She sits with the chicken in her arm. The teacher reads her interest from the action, so she intentionally teach the girl a wide range of knowledge related to chicken, the sound, the rooster’s characteristics, laying eggs, the need of walking around, eating worms, to name but a few. Another strong evidence lies in the moment that the teacher tells the girl to be “gentle”. The girl tries but the teacher keeps saying “gentle”. The girl stops touching with hesitance and look to the teacher. It shows that she realises that she may not be gentle enough but she is not sure how to do “gentle”. That cue is quickly captured by the teacher, so the hand guiding from the teacher is immediately given to the …show more content…
They understand each other very well in the communication mixed with both verbal and non-verbal expression. The discussed non-verbal communication scenes are only some of the proofs. They are so subtle and evident, strongly demonstrating the significance of non-verbal communication in the learning experiences. Children do develop “an ability to express their feelings and emotions in a range of appropriate non-verbal ways” (MOE, 1996, p. 74) and the ability to understand others’ non-verbal messages in the learning
Communication is the key and tool to practise and implement the principles and strands of Te Whāriki (MoE, 1996). It is difficult to imagine how the other strands and principles can be realised without effective communication, no matter what the forms the communication may take, verbal, non-verbal or symbolic. Te Whāriki’s (MoE, 1996) strand of Communication is evidently represented in the two assigned early childhood teaching and learning vignettes. The communication …show more content…
The girl holding the chicken expresses much of her meanings in the non-verbal way. She sits with the chicken in her arm. The teacher reads her interest from the action, so she intentionally teach the girl a wide range of knowledge related to chicken, the sound, the rooster’s characteristics, laying eggs, the need of walking around, eating worms, to name but a few. Another strong evidence lies in the moment that the teacher tells the girl to be “gentle”. The girl tries but the teacher keeps saying “gentle”. The girl stops touching with hesitance and look to the teacher. It shows that she realises that she may not be gentle enough but she is not sure how to do “gentle”. That cue is quickly captured by the teacher, so the hand guiding from the teacher is immediately given to the …show more content…
They understand each other very well in the communication mixed with both verbal and non-verbal expression. The discussed non-verbal communication scenes are only some of the proofs. They are so subtle and evident, strongly demonstrating the significance of non-verbal communication in the learning experiences. Children do develop “an ability to express their feelings and emotions in a range of appropriate non-verbal ways” (MOE, 1996, p. 74) and the ability to understand others’ non-verbal messages in the learning