Table 1 Alignment between Te Whariki and Growing Up in New Zealand design
From: Policy translation for early childhood education and care: the Growing Up in New Zealand approach
Te Whāriki Strands (with their indigenous Māori language interpretation) | Growing Up in New Zealand domains |
|---|---|
Well-being—Mana Atua | Health and well-being Psychosocial and cognitive development |
The health and well-being of the child are protected and nurtured | |
Belonging—Mana Whenua | Family and Whanau Neighbourhood and environment Culture and identity Psychosocial and cognitive development Education |
Children and their families feel a sense of belonging | |
Contribution—Mana Tangata | Education Culture and identity |
Opportunities for learning are equitable, and each child’s contribution is valued | |
Communication—Mana Reo | Education Psychosocial and cognitive development Culture and identity |
The languages and symbols of their own and other cultures are promoted and protected | |
Exploration—Mana Aoturoa | Education Psychosocial and cognitive development |
The child learns through active exploration of the environment |
Te Whariki levels of learning | Growing Up in New Zealand context of development |
|---|---|
Level 1 | Child’s linguistic, cognitive, physical and emotional development |
The learner engaged with the learning environment | |
Level 2 | Contexts of family/whanau, neighbourhood, early childhood education setting, culture and the relationships between them |
The immediate learning environments and relationships between them | |
Level 3 | Parents’ characteristics, learning backgrounds, support networks, relationships with partner and family |
The adults’ environment as it influences their capacity to care and educate | |
Level 4 | Parents’ knowledge of and access to services and benefits that are relevant to the child, including early childhood education |
The nation’s beliefs and values about children and early childhood care and education |