Introduction

In this course we will be looking at the stages of child development and what our tamariki are exhibiting, trying, and learning at each age stage of their development. We will also look at ways that you as kaiako can support and nurture their growth.

As you work through the learning and activities, make sure you take the time to clarify any concepts you find hard to understand. Ask your tutor for support if you need it before moving on to the next module, especially before the course finishes and you move onto your next level of study or work.

Structure your time wisely to ensure you get all your work done so you can celebrate with the rest of your class when everyone finishes up!

Acknowledgment

We would like to acknowledge Māori as tangata whenua (the people of this land). We give thanks for their careful kaitiakitanga (guardianship) of the waterways, land, plants, and animals.

In this programme, we’ll explore Māori approaches to health and wellbeing, and the inclusion of Tikanga Māori (Māori customs and protocols) in our ECE settings. These approaches are important because they respect and care for Papatūānuku (the earth mother/nature). Te Ao Māori (Māori world view) understands that all living things are connected, and tikanga Māori respects these relationships and works with, instead of against, them.

Te Reo Māori

In New Zealand schools, teaching and learning Te Reo Māori is part of the national curriculum. Māori language and culture are integrated into all areas of the curriculum, and schools are encouraged to incorporate Māori perspectives and content in their teaching. This integration is a focus of the Treaty of Waitangi (Te Tiriti o Waitangi) which will be discussed later in this programme. 

You may like to consider taking a course in Te Reo and carry the words and concepts to your work placement, enriching the centre, tamariki, and making yourself a more valuable employee. 

Click this link for a google search for resources to learn Te Reo online. Close the new browser window to return to this page.