Te Whariki Approach PDF

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Summary

Notes and prior reading regarding the Te Whariki approach to learning and teaching for children and young people ...

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Te Whariki Approach Te Whariki outlines the ways in which this interconnection and interweaving occur, stating that learning and development will be integrated through; 

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Tasks, activities and contexts that have meaning for the child, including practices and activities not always associated with the word ‘curriculum’, such as care routines, mealtimes, and child management strategies; Opportunities for open-ended exploration and play; Consistent, warm relationships that connect everything together; Recognition of the spiritual dimension of children’s lives in culturally, socially and individually appropriate ways; recognition of the significance and contribution of previous generations to the child’s concept of self.

-Believe that the family and community is an integral part of the early childhood curriculum. This refers to the responsive and reciprocal relationships with widening communities: the home and other communities to which the family belong. -The curriculum strands are about both teaching and learning. The goals mostly focus on the teaching; the outcomes focus on what the children will be learning. The pedagogy, what the adults, children and places and things do together, interweaves teaching and learning. -Assessments are written as stories of learning in familiar contexts. The learning story is a story written to the child and the family, recognising the complex nature of learning involving affective, social and motivational implications. The assessment practice of learning stories acknowledges assessment as a powerful force for learning. There are three key elements of a learning story: 1) the narrative that describes the significant learning event 2) the analysis of the learning, which can be described as asking the question, ‘What have I learnt about Jack today?’ or ‘what learning do I think was happening?’ 3) the planning. This is not written for every story but may be listed as ‘opportunities and possibilities’. -Learning stories should show how children enhance their sense of themselves as capable people and competent learners. Learning stories are about children’s developing identities as learners, based on the learning dispositions that parallel the five strands of the Te Whariki curriculum...