Aligned with the spirit of partnership and the obligations for participation and protection established in Te Tiriti | the Treaty, is the vision underpinning Te Whāriki. This calls for “a society that recognises Māori as tangata whenua, assumes a shared obligation for protecting Māori language and culture, and ensures that Māori are able to enjoy educational success as Māori” (Te Whāriki, p. 6). Kaiako play a crucial role, providing children with culturally responsive environments and ensuring that te reo Māori not only survives but thrives. For example, paying attention and modelling correct pronunciation, normalising te reo by increasing the use of words, phrases and sentences in te reo Māori over time.
The four principles of Te Whāriki are useful touchstones, guiding how language teaching and learning is effectively implemented in practice.
- Whakamana | Empowerment stresses the importance of language learning as mana enhancing. In practice this means treasuring and drawing on the experiences (‘funds of knowledge’) children bring to further enhance their language, showing respect for children’s thoughts, ideas and feelings, and offering children choice and autonomy in the ways they learn language.
- Ngā hononga | Relationships brings to mind the essential use of language in forming and maintaining relationships and social cohesion. It implies that language teaching and learning practice is most effective when embedded in real contexts, providing children with many opportunities to interact with adults, peers, and the wider community.
- Kotahitanga | Holistic learning reminds us that language learning is interconnected with physical, social, emotional, spiritual, and cognitive learning. In practice, the most effective learning happens when kaiako intentionally integrate language learning into the diverse experiences provided through a broad curriculum.
- Whānau tangata | Family and community reminds us that family/whānau is the first and most influential teacher in a child's life. In addition, it highlights the importance of languages to cultural continuity and wellbeing. By involving families in the language learning process, kaiako increase the likelihood of learning continuity and therefore success for children.
In terms of inclusion, Te Whāriki tasks kaiako to have a sound working knowledge of the pathways to language development, while also knowing that children acquire language in diverse ways and at varying paces, influenced by social, cultural, and cognitive factors. When language delays are identified, more specific learning supports can be offered. An inclusive learning environment is also one in which children are encouraged to retain their home language while learning the dominant languages of the early childhood service.
In line with Te Whāriki, Kōwhiti Whakapae is inclusive of all the languages children use. This may include te reo Māori, English, New Zealand Sign Language (NZSL), home languages, and the use of Alternative and Augmentative Communication (AAC) systems.
The curriculum recognises that children develop a sense of their own language, culture, and identity within early childhood settings. As the curriculum document suggests, “Unique in its bicultural framing, Te Whāriki expresses our vision that all children grow up in New Zealand as competent and confident learners, strong in their identity, language and culture. It emphasises our bicultural foundation, our multicultural present and the shared future we are creating. It encourages all children to learn in their own ways, supported by adults who know them well and have their best interests at heart” (Te Whāriki, p. 2).
