Te Whariki
Published on Mar 13, 2024
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Te Whariki
041094053, Kayla Clark, Early Childhood Education, Algonquin College24W_FAM1247_451 Creating an Effective Curriculum, Lisa Sletcher
Te Whariki
- deprived from the Maori language and means "woven mat (Veazey, 2020)."
- Te Whariki was first developed in 1996 and the model was updated in 2017 (Howley-Rose, A., 2020).
- The main vision of the Te Whariki model is "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 (Twinkle, n.m.)."
Key Beliefs
- Are based on four principles
- Empowerment
- Holistic Development
- Family and Community
- Relationships
Empowerment
Every child involved in this curriculum will have a curriculum that empowers them and supports their power f being. this helps children to learn, learn respect and to be respected (Twinkle, n.d.).
Holistic Development
Children will be provided with a rich curriculum that will help them to grow (Twinkl, n.d.).Educators should make the activities meaningful nd should adhere to children's skills and knowledge (Howley-Rouse, A., 2020).
Family and Community
Children are dependent on their parents and this principle ensures that learning is enhanced with culturally appropriate ways and encourage the community and their family to be apart of it (Twinkl, n.d.).
Relationships
This is where children learn about how important relationships are and in an environment that ensures respectful relationships are shown (Twinkl,n.d.).
Observations
Planning the curriculum revolves around observations of the children. Educators need to see the capabilities of the children and make sure that the goals of the curriculum are realistic.
How observations are made
- observations are made throughout each day.
- Educators observe the children's behaviour.
- observatoins are made about decisions children decide to make, who they play with.
- also on the goals they wish to achieve.
Assessments
- There are two types of assessments: informal and formal.
- Informal assessment happens in the moment (Early Childhood Curriculum, 2017).
- Formal assessments are written observations of the children's participation with the curriculum and can also include photos, recordings, and artwork ( Ministry of Education, 2017).
Educators in the Te Whariki program are skilled at how they implement their curriculum and are knowledgeable that they are a ma model for learning and that they need to guide and support students (Ministry of Education,n.d.).
Key Programming
- involves having a voice and opinion from the children, parents, community, and educators.
- To set up a great environment for learning development, educators must do activities in the outdoors, where they can play and learn in nature (Veazey, R., 2020).
- Educators should provide sensory activities for children to feel different textures in their environment (Veazey, 2020).
Continued
- Incorporating independent play is also important and children need to learn to be confident with themselves and learn problem solving skills (Veazey, 2020).
- Incorporating messy play materials (Veazey, 2020).
- Music activities to teach certain skills such as waiting their turn, how to properly hold an instrument and following the rules (Veazey, 2020).
- Educators should also incorporate drama into their ciriculum and practise to encourage playing and cooperating wth their peers (Veazey, 2020).
