The Importance Of The Treaty Of Waitangi

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The Treaty of Waitangi

Introduction
The creation of a bi-cultural nation was underway after the signing of The Treaty of Waitangi which took place on the 6th of February 1840. The contract was between British government and Māori people with constant discussion and debate raised over the promises made to the Māori, whether or not what they had been promised was being delivered upon. Issues and concerns were raised over the translation difficulty between each of the articles. This documentation is significant to me, furthermore it plays a big part in my current studying and future practice in the workforce.

Discuss the content of the treaty in relation to the promises made in each article.
Treaty promises were made through four articles which
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Māori culture has remained a huge part throughout my upbringing. I have been able to recognise the importance which has been encouraged throughout my studies, more now than ever. The role I will play as a treaty partner approaches the importance of having familiarity of New Zealand history alongside skills (Lang, 2002) essential to have an effective outcome in my practice as an Early Childhood Educator. To achieve a positive outcome in my practice I will educate myself with the significant historic events which have taken place in New Zealand such as the Treaty of Waitangi which will then be passed on throughout the classroom within planned activities which will take place for the children, helping expand their knowledge and understanding the importance of these historic events which have taken place in the country they live in. In my understanding of becoming an effective treaty partner would be inclusive of basic knowledge and understanding of Te Reo, learning commands, waiata and terms which I could in cooperate into my practice in the classroom. Strand four, goal three in Te Whāriki encourage children as they are able to experience such an environment where they are able to experience stories and symbols of their own and other cultures (Ministry of Education, 1996). I would like have positive relationships with children, being inclusive of each child as well as with welcoming their parents, while encouraging the use of Te Reo and giving it greatest respect and value (Wilson)2002 through songs, activities, role play. In analysis, I was able to observe the enjoyment of role play whilst being on my practicum. I would put this into future practice by reading the children a Maori Myth and could encourage the understanding while creating activities where they could hand make their own masks followed by putting them into use during mat time as a role play of the book.

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