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Te mahi i runga i te whakaaro nui ki te Tiriti o Waitangi/

Te Tiriti o Waitangi based practice

2023

 

Te Tiriti o Waitangi | the Treaty of Waitangi is New Zealand’s founding document. Signed in 1840 by representatives of Māori and the Crown, this agreement provided the foundation upon which Māori and Pākehā would build their relationship as citizens of Aotearoa New Zealand. Central to this relationship was a commitment to live together in a spirit of partnership and the acceptance of obligations for participation and protection.

Te Tiriti | the Treaty has implications for our education system, particularly in terms of achieving equitable outcomes for Māori and ensuring that te reo Māori not only survives but thrives. Early childhood education has a crucial role to play here, by providing mokopuna with culturally responsive environments that support their learning and by ensuring that they are provided with equitable opportunities to learn.  (Te Whāriki 2017 p. 3)

 

Rationale:

To ensure the curriculum offered to children “…reflects the unique place of Māori as tangata whenua..”* At Collectively Kids this involves deepening our understanding of te ao  Māori in consultation and partnership with tangata whenua, kaiako, whānau,  tamariki, as well as the wider community. 

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Purpose:

“Children are given the opportunity to develop knowledge and understanding of the cultural

heritages of both parties to Te Tiriti o Waitangi.”*

 

Kaiako have a strong commitment to Aotearoa’s bicultural heritage and it is our aim to continue to critically examine and shift current centre practices (within strategic annual planning, centre inquiry, appraisal and internal evaluation and professional development) towards a stronger focus on implementing the principles of Te Tiriti o Waitangi. This is demonstrated in the following areas:

                                                                                                             

Te Reo Māori

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Ko te reo te mauri o te mana Māori /The language is the heart and soul of Maoridom

Te reo Māori is pivotal to the survival of Māori culture. We aim to continue to build up and sustain vocabulary of kaiako and tamariki through:

  • Regular, meaningful, and consistent use of te reo throughout the day and in assessment and communication with whānau.

  • A commitment from kaiako to the use of te reo Māori and to take responsibility for monitoring and extending their individual and centre use of vocabulary.

  • Regular use of Karakia, waiata, books, displays and games to grow language skills.

 

Licensing Criteria C5, C6

* Ministry of Education (2008, amended August 2009) Licensing Criteria for Early Childhood Education and Care Centres 2008

And Early Childhood Education Curriculum Framework, Wellington. C5, P.9

 

 

Tikanga

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It is our aim to build up our knowledge of, and level of comfort with, tikanga Māori and to share this with whānau. Some aspects already form a part of the centre programme such as:

  • Consideration of how everyday practices and routines fit with tikanga

  • A holistic view of child development

  • The incorporation of tuakana/teina relationships

  • An acceptance of a range of approaches to spirituality

  • Mihimihi compiled for all children on enrolment and available to children within portfolios and displays

  • Availability of resources which reflect Aotearoa’s bicultural heritage

  • A respect for our centre environment and the use of natural resources

  • A strong sense of community and manaakitanga

  • A strong commitment to ecological sustainability including kaitiakitanga and exploring what this means for Māori as well as other members of our community.

 

 

Partnership/consultation

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  • The centre has close relationships with families and the aspirations of all families and whānau are sought, recognised and valued.

  • There is a strong emphasis on consultation with whānau.

  • The centre has begun to develop more effective ways of communicating with families of Māori children so that we can ensure that aspirations of whānau are visible in the programme.

  • We have begun to research our local history and have compiled information about our local awa (Te Auaunga), maunga (Owairaka) and Marae (Whatua Kaimarie).

  • Partnership beyond this immediate sphere is an area that needs to be explored. Consultation with tangata whenua is an ongoing goal. We will continue to build on the relationship we have with Whatua Kaimarie, the Māori Health Unit across the road.

 

 

Licensing Criteria C5, C6

 

 

* Ministry of Education (2008, amended August 2009) Licensing Criteria for Early Childhood Education and Care Centres 2008

And Early Childhood Education Curriculum Framework, Wellington. C5, P.9

 

 

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