Te Whāriki
Our programme is greatly inspired by the Pikler approach and the Reggio Philosophy, which 몭ts very comfortably within our own New Zealand Early Childhood Curriculum Te Whāriki
We focus on children’s contributions to their own learning and encourage them to share their knowledge with others We believe that educators are children’s partners in learning and that children have the ability to plan and direct their own learning So listening, observing, interacting, and learning is at the centre of our programme
What is New Zealand Early Childhood Curriculum Te Whāriki:
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Programme
There are four broad principles at the centre of the New Zealand early childhood curriculum:
Empowerment: The early childhood curriculum empowers the children to learn and to grow Holistic Development: The early childhood curriculum re몭ects the holistic way children learn and grow
Family and Community: The wider world of family and community is an integral part of the early childhood curriculum
Relationships: Children learn through responsive and reciprocal relationships with people, places, and things
The strands and goals of the curriculum arise from the principles Each strand embodies an area of learning and development that is woven into the daily programme at our centre and has its own associated goals for learning
Five strands of Te Whāriki
The strands and goals arise from the four principles Te Whāriki is woven from these four principles and from the following 몭ve strands, or essential areas of learning and development The principles and strands together form the framework for the curriculum Each strand has several goals Learning outcomes have been developed for each goal in each of the strands, which means Te Whāriki becomes an integrated foundation for every child’s development
Strand 1: Well Being Mana Atua
The health and well being of the child are protected and nurtured
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Goals
Children experience an environment where: their health is promoted; their emotional well being is nurtured; they are kept safe from harm
Strand 2: Belonging - Mana Whenua
Children and their families feel a sense of belonging
Goals
Children and their families experience an environment where:
connecting links with the family and the wider world are a몭rmed and extended; they know that they have a place; they feel comfortable with the routines, customs, and regular events; they know the limits and boundaries of acceptable behaviour Strand 3: Contribution Mana Tangata
Opportunities for learning are equtable, and each child’s contribution is valued
Goals
Children experience an environment where: there are equitable opportunities for learning, irrespective of gender ability, age, ethnicity, or background they are a몭rmed as individuals they are encouraged to learn with and alongside others
Strand 4: Communication - Mana Reo
The languages and symbols of their own and other cultures are promoted and protected Goals
Children experience an environment where: they develop non verbal communication skills for a range of purposes they develop verbal communication skills for a range of purposes they experience the stories and symbols of their own and other cultures they discover and develop different ways to be creative and expressive
Strand 5: Exploration - Mana Aotūroa
The child learns through active exploration of the environment Goals
Children experience an environment where: their play is valued as meaningful learning and importance of spontaneous play is recognized they gain con몭dence in and control of their bodies they learn strategies for active exploration, thinking, and reasoning they develop working theories for making sense of the natural, social, physical and material worlds
Montessori Philosophy Principles of Montessori Education
play The methodology is based on Dr Maria Montessori’s scienti몭c observation about how children learn as they progress from birth to adulthood Every material used in the Montessori environment is speci몭cally designed, chosen and engineered to provide children with opportunities to stimulate curiosity, encourage discovery and support a particular aspect of child development based on individual developmental needs
Sensitive Periods
From birth to age six, a child passes through different stages in their development, a window of opportunity in which they learn speci몭c skills These periods are referred to as ‘sensitive periods’ in Montessori education During these periods, the child will be passionately absorbed with one aspect of the environment; this moment enables a child to acquire a speci몭c skill set, character trait or behaviour without any apparent effort These periods are universal for children of all cultures and the sensitive periods are characterised by order (age 1 3), language (age 0 6), re몭nement of the senses (age 2 4) and re몭nement of movement (age 2 4 ½)
The Absorbent Mind
The “absorbent mind” is the mind’s capacity to take in information and sensations from the world that surrounds it, this information is unconsciously absorbed by the child and used to shape who they become Within a few years, a child learns to move and control their body, talk and communicate ideas, and soon gain independence
Role of a Montessori Teacher
The role of the teacher is to understand child development, plan and support children’s learning by observing and being mindful of children’s changing interests and needs
Montessori Methodology is based on self directed activity, hands on learning and collaborative
by observing and being mindful of children’s changing interests and needs
Montessori Materials
Dr Montessori used what she knew about the senses to develop a series of sensorial materials for young children, these materials were designed to isolate one skill and to be self correcting This allows the child to concentrate their efforts and encourage independence in their own learning
Prepared Environment
Dr Maria Montessori believed the experience provided for children should be hands on (and modern science has a몭rmed) that moving and learning are inseparable In the prepared classroom, children work with specially designed manipulative materials that invite exploration and engage the senses in the process of learning
Normalisation
Normalisation in the Montessori environment is refer to the focus, concentration, and independence of the children, by their own choice, for a sustained period of time It means they have acquired the internal freedom to initiate work, be independent, and adhere (by choice) to the rules of the environment
A well prepared Montessori environment facilitates the process of normalization by offering engaging, hands on materials, three hour work cycles, and minimizing the disruption of concentration
Five Curriculum Areas
The Montessori Curriculum is divided into 몭ve key areas of learning: Practical Life, Sensorial, Mathematics, Language and Culture Each curriculum area has a dedicated space in the prepared environment
Practical Life
The Practical Life area is the foundation of Montessori philosophy The purpose is to help the children develop co ordination, concentration, a sense of personal independence and a sense of order The precise movements of the Practical Life material challenge the child to concentrate, work at their own pace uninterrupted and to complete a cycle of work which typically results in the feelings of satisfaction and con몭dences
There are four categories of Practical Life
Care of a Person: dressing, washing hands, toileting hygiene, hanging up their coat and polishing their shoes
Care of the Environment: washing tables, folding napkins, dusting, plant and animal care
Grace and Courtesy; greetings, classroom walking and talking, shaking hands and classroom manners
Control of Movement: walking the line and silence game.
Sensorial
Sensorial Exercises in the Montessori classroom are designed to help a child’s sensory integration Sensory integration is the way the nervous system processes information from the senses When sensations 몭ow in an organized manner, the brain can use these sensations to form perceptions, behaviour, and learning These include sensorial exercises such as gradations of colour, dimension, sound, tactile impressions, comparisons of smell and taste, geography, and geometry
Mathematics
Mathematical concepts are introduced to children at very early age, it is introduced by using concrete sensorial materials that children can hold in their hands These materials help children understand basic math concepts such as shape and number recognition, counting and concepts of 2 and 3 dimensions These materials are symbolic, and that symbolism changes over time until children are ready to explore the materials and 몭nd solutions on paper or even in their heads
Language
Children are able to absorb language from their environment and easily learn how to speak, read and write if language is present in their environment from age 0 6, in which Dr Montessori refers to as sensitive period for language Language material such as sandpaper letters, moveable alphabet or phonetic object games are also used in the environment which are designed to expand children’s vocabulary and explore spoken and written language
Culture
Culture allows the child to explore the natural world around them and includes:
Science and nature
Geography which include topics such as continents, landforms, earth layers, and the solar system
Botany which includes topics such as ecology, classi몭cation, and physiology of plants
Zoology which includes topics such as classi몭cation, and the physiology of animals
History which includes; time lines and using a calendar
Arts and Music
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Mighty Minds
Educare is a purpose built, quality childcare centre conveniently located in Penrose and Mt Wellington
09 525 6868
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