Agency and adaptability come together in children’s ability to take on challenging tasks, show perseverance, and be willing to try and overcome difficulty and adversity. Children are more able to draw on these capabilities in familiar contexts which are inclusive, culturally affirming and free from discrimination and prejudice. “Offering an inclusive curriculum involves adapting environments and teaching approaches as necessary...” ('Te Whāriki', page 13).
'Te Whāriki' Principle of Whakamana | Empowerment is most relevant to this area. An empowering environment allows children to have agency and adaptability, creating space for children to articulate and act on their own ideas, develop knowledge and skills in areas that interest them, make choices and decisions that impact them and navigate different environments.
Kōwhiti Whakapae recognises the importance of rangatiratanga, supporting leadership for self and for collective determination, in acknowledgment of Te Tiriti o Waitangi. Urutaunga, the ability to adapt and change in response to differing environments and expectations has shaped our history. Agency and adaptability focusses on children’s growing capabilities to both lead and follow in ways that promote their own wellbeing and that of the collective.
Identity, language and culture also play an important role. Agency and adaptability are supported when learning opportunities reflect children’s core values, with sensitivity to each families’ level of comfort and expectations for their child. For example: perspectives of, and tolerance for risk are different for different cultures. Cultural feelings associated with risk may also be subject to personal experiences within families. This is also reflected in the 'Te Whāriki' Principle of Whānau tangata |Family and community which acknowledges the importance of a safe and secure community to foster individual aspirations and in turn strengthen the collective overtime.
