Kaiako should support children to grow as mathematicians within the holistic framework of Te Whāriki. The following show how pattern and relationships are evident in each strand of Te Whāriki.
Learning about pattern and relationships can help children safely explore challenging environments, engage in energetic physical activity, find retreat space, and develop independence including self-care skills such as toileting and dressing. For example, familiarity with the patterns of the day supports children to find appropriate ways to rest. These experiences support the learning outcomes of Mana Atua | Wellbeing such as: “Over time and with guidance and encouragement, children become increasingly capable of keeping themselves and others safe from harm | te noho haumaru” (Te Whāriki, p. 27).
Learning about pattern and relationships can help children to feel secure and know they belong and can strengthen their sense of connection to others and the environment. For example, understanding pattern supports relational thinking about people, places and things (e.g. “My friends Kahu and Jamie will arrive by bike soon and my friend Hemi will arrive by car after morning tea"), and children’s sense of security (e.g. “I’ll be able to play with Hana when my other friends are sleeping”). These experiences support the learning outcomes of Mana Whenua | Belonging such as: “Over time and with guidance and encouragement, children become increasingly capable of making connections between people, places and things in their world | te waihanga hononga” (Te Whāriki, p. 32).
Learning about pattern and relationships can help children learn with and alongside others and make a valued contribution. For example, knowledge about pattern can help children predict what’s needed next in group contexts, and knowing about relationships between different maths concepts can help children understand fairness (e.g. “I have more kai than the babies because my body and puku is bigger”). These experiences can support learning outcomes of Mana Tangata | Contribution such as: “Over time and with guidance and encouragement, children become increasingly capable of treating others fairly and including them in play | te ngākau makuru” (Te Whāriki, p. 37).
Learning about pattern and relationships contributes to children being strong and effective communicators. For example, using language, gestures, or representations to illustrate or describe pattern or relationships can help children share ideas (e.g. “We swing the poi after we’ve stamped our feet twice”), and discuss their working theories (e.g. “If we use the same actions each time, it will be easier to remember”). These experiences support the learning outcomes of Mana reo | Communication such as: “Over time and with guidance and encouragement, children become increasingly capable of recognising mathematical symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero pāngarau” (Te Whāriki, p. 42).
Learning about pattern and relationships contributes to children being critical thinkers, problem solvers and explorers. For example, understanding pattern and maths relationships can help children classify, make predictions (e.g. “It goes red-green, red-green so we need another red one first”), solve problems (e.g. “We don’t have many green ones so we could change the pattern to red-red-green”), and think critically. These experiences support the learning outcomes of Mana aotūroa | Exploration such as: “Over time and with guidance and encouragement, children become increasingly capable of making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga” (Te Whāriki, p. 47).
