As a teaching team we respect and value cultural diversity and acknowledge a special regard for te reo and tikanga of Maori who are the Tangata Whenua of Aotearoa New Zealand. We acknowledge the dual partnership and heritage of Aotearoa New Zealand, and are committed to the spirit and intent of Te Tiriti o Waitangi.
The contribution of parents and whānau will be encouraged and valued as family and community are an integral part of the early childhood curriculum, Te Whāriki. We see this kindergarten as a place of shared lives, experiences and relationships.
With an inclusive approach we respect and value all children equally and equitably. We view them as rich, powerful and competent learners with the right to the best possible education, services and resources. This is not dependent on their ability, gender, culture or socioeconomic status. We aim to provide a culture of ‘listening’ within this centre because we believe children bring their own knowledge, and have interesting ideas which can, through dialogue and collaboration, develop rich, deep learning with them, their peers and their teachers.
As teachers we will provide a curriculum that is fostered by the wider learning community, as we work together as co-constructors of knowledge, identity, culture, and meaning making, in the lives and world we share with the tamariki and their whānau. This approach celebrates the concept of ‘ako’ where adults and children share the teaching and learning roles. This approach also acknowledges children as valued people now, not just people in the making.
Planning will be implemented in a way that recognises children’s interests, nurtures their disposition to learn and reflects the holistic way that children learn and develop understandings, skills and knowledge. This is in accordance with Te Whāriki which states that the curriculum is the sum total of experiences that children have within the early childhood setting.
We view the teacher’s role as providing meaningful and authentic learning opportunities and experiences, in an environment which is safe, challenging and responsive to children’s strengths, passions and interests. This will empower children to develop their identity, a positive sense of self worth, and to have a secure knowledge of their place in the world. Teachers base their practice on contemporary learning theory and engage in critical thinking and dialogue, reflective practice and ongoing professional development.
Reviewed September, 2011.
