Early childhood education in Aotearoa has grown a lot in value since its beginning points. Perspectives of the value of childcare and kindergarten and its contribution to whānau and communities have changed immensely, due to constantly changing and growing societal and cultural contexts, influences and demands. Te Whāriki acknowledges this constant change, therefore, it is flexible enough that it can be used for many different ECE services, in varying environments with children and whānau from different cultural, religious, and social backgrounds. This flexibility is essential to all educators in Aotearoa, and their teaching practices.
Aotearoa’s first early childhood service was a public act of charity out of concern for the poor (Stover, S. (2010)). In 1889, poverty was prevalent in Dunedin; mothers who had to work in poorly-paid jobs usually had no choice but to let their …show more content…
(2010)). The principles of Te Whāriki are all relevant to Te Reo Māori, tikanga Māori and kaupapa Māori, being aware of how these are linked in relation to Māori perspectives of education and development is an essential part of being a student teacher in Aotearoa. The strands and goals of Te Whāriki are similar to the principles, in the way that they are all relevant to Māori perspective of education and development. Goals and their learning outcomes in Te Whāriki can relate to multiple different services, age groups and settings. The examples located in Te Whāriki are also an important guide in implementing goals and learning outcomes into everyday teaching practices. Student teachers should be flexible in their teaching practices and Te Whāriki is flexible enough so that this is
Aotearoa’s first early childhood service was a public act of charity out of concern for the poor (Stover, S. (2010)). In 1889, poverty was prevalent in Dunedin; mothers who had to work in poorly-paid jobs usually had no choice but to let their …show more content…
(2010)). The principles of Te Whāriki are all relevant to Te Reo Māori, tikanga Māori and kaupapa Māori, being aware of how these are linked in relation to Māori perspectives of education and development is an essential part of being a student teacher in Aotearoa. The strands and goals of Te Whāriki are similar to the principles, in the way that they are all relevant to Māori perspective of education and development. Goals and their learning outcomes in Te Whāriki can relate to multiple different services, age groups and settings. The examples located in Te Whāriki are also an important guide in implementing goals and learning outcomes into everyday teaching practices. Student teachers should be flexible in their teaching practices and Te Whāriki is flexible enough so that this is