Little One’s Garden Centre Philosophy

Underlying our teaching practices and philosophy at Little One’s Garden Early Education Centres a belief in tino rangitiratanga-supporting children to be self sufficient, confident and competent learners Te Whariki, the early childhood curriculum of Aotearoa is at the core of our philosophy at Little One’s Garden Early Education Centre. We follow the principles and strands of Te Whariki as a guiding document. Our philosophy is founded on our aspirations for children, “to grow as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.” (Ministry of Education, 1996). We acknowledge and enact practices that respect Indigenous language and culture as a visible and accessible taonga for all our tamariki, mokopuna and parents/whanau. Manakitanga and Whanaungatanga is enacted in our centre practices throughout the day.

Mana – Self worth

Aki – How self worth is generated

Tanga – Treat others as you would like to be treated, respect (creating self- worth in others), giving of yourself.

Whanaungatanga

The relationship that develops as a result of manakitanga – the strength of the group – see people as people not just their role, working collaboratively and collectively. 

(Cited in http://eceonline.core-ed.org/discussion/view/30829)

In Little One’s garden Early Education Centre we believe relationship (Whanaungatanga) is the key to children’s learning. Relationship with each other as a team of teachers and with children and their whanau matter to us. We acknowledge whakapapa (geneology-family history) of children and their whanau which helps us to strengthen the connection with everyone involved in the centre. For us embracing “Tiriti-based practice means an enactment of Whanaungatana. Te Whariki states that “ The well-being of children is interdependent with the well-being an culture of adults in the early childhood setting;whanau/families; local communities and enighbourhoods”, and requires that their cultures and knowledges are respected ( Ministry of Education, 1996, p.92).

We believe that Trust, respect and care are the foundations on which strong relationships can be built. Te Whariki states that, “Attributes such as respect, curiosity, trust, reflection, a sense of belonging, confidence, independence, and responsibility are essential elements of the early childhood curriculum”. (MOE, 1996)

Respect:

·         We respect children as capable and competent learners

·         We value children as individuals who are the agents of their own lives

·         We respect and value children from all cultural backgrounds and ethnicities

·         We respect children’s play

·         We respect and acknowledge Maori as Tangata Whenua and honour Te Tiriti O Waitangi

We believe that respecting children is a very important aspect of child development because it shows children that we value them as an individual and honour their personal rights and dignity as a fellow human being. Respect is the glue that can grow lasting relationships, relationships that not only allow us passion but also give us companionship, understanding and support to make through the challenges of life. Tikanga Maori guides our teaching practices. Teachers demonstrate respect and humility in their practices. They are respectful of whanau and listen their ideas or requests. They embrace Maori ways of knowing, being and doing and care for children and their whanau.

Trust:

·         We believe children learn in a secure and trustworthy environment which provides them with challenges and predictability

·         We trust children as initiators and explorers eager to learn what they are ready for

·         We believe that children thrive and learn when they experience trustful relationships with their peers, teachers, family and whanau

·         We trust parents as equal partners in children’s learning and decision making.

We believe that children get a sense of belonging in a trustful environment where they are accepted for who they are. We recognise children’s whanau and families as active participants in decision making related to children’s learning. Te Whariki confirms that, “Adults should build relationships of trust and respect by acknowledging children’s feelings, treating the children as individuals….” (MOE,1996).

Care

·         We believe that “care is curriculum.”

·         We believe that children achieve more when they learn how to care for themselves and others.

·         We believe that early childhood education setting should be like a caring home-a secure and safe place where each member is entitled to respect and to the best of care.

Te Whariki states that, “The early childhood education setting should be like a caring home: a secure and safe place where each member is entitled to respect and to the best of care”. (MOE,1996). When we care for children, it’s not only that we make kids feel cared for but we also raise them as people who are emotionally and intellectually capable of caring for others. When the child feels emotionally secured, appreciated and respected, they thrive and engage in meaningful learning. We also encourage whanau grouping of children whereby the siblings or relatives of older children can attend at the same time which fosters tuakana/teina relationships with the older children supporting and showing care for their younger siblings and relatives.