Te Whariki

Moss (2002 cited in Smith 2011, p.150) describes that New Zealand was the first country in the world to have integrated the responsibility for early childhood services, with the education system. As a result of this, the Te Whariki came into action. 

Smith (2011) illustrates the Te Whariki as New Zealand's holistic childhood curriculum. Te Whariki was introduced by the Conservative Government in 1996. It is a socio cultural theory, which focuses on the motivating aspects of learning. The roots of the Te Whariki curriculum were inspired by the psychologist Vygotsky, who suggests that social constructivism is vital for a child's development. Using his research, Te Whariki found that children understand the world through effectively communicating and interacting with others (Soler and Miller, 2003).

The framework of the Te Whariki curriculum is focused on four main principles and five stands of learning. These characteristics are implemented to enhance a child's learning and development.

Educate (2009) suggests that the principles includes the concept of empowerment; this aims to encourage the child to learn and grow. The second principle focuses on holistic development; this refers to learning as a whole. The family and community principle is very important as this is learning based around the integral part of a child's home life and environment. Lastly, the principle of relationships involves communicating with other people, places and things.

Educate (2009) describes the four stands; the most important one is of the child's wellbeing: This focuses on maintaining the health and wellbeing of a child, and suggests that their protection is paramount. Te Whariki highlights the importance of belonging, as children should feel that they have a place where they can belong to and call home. This can help to make a child to feel comfortable to learn in that environment. Additionally it can increase a child's self esteem and confidence. Contribution is vital in any learning context and each child should have equal opportunities to learn and share their ideas. Communication is a key skill which is important throughout an individual's life span. Children can communicate in a variety of methods; these include language, symbols of their own and of other cultures. The concept of exploration is the final strand and this is where children are supported to actively learn, through exploration of their natural environment.

However, despite these benefits mentioned above, one key criticism against the Te Whariki curriculum is that it fails to provide attention to subject based learning; this is one of the main reasons as to why educators find it difficult to include the characteristics of Te Whariki in mainstream schools (Soler and Miller, 2003).

In conclusion, I feel that Te Whariki is an innovative childhood curriculum which can benefit children in a number of ways. In my opinion, Te Whariki's remarkable principles and stands are what make this curriculum so unique from others This outstanding aspect of the curriculum,  led me to explore Te Whariki in more depth in my blog.

Reference list

Educate (2009) Principles of learning and development in early childhood.  http://www.educate.ece.govt.nz/learning/curriculumAndLearning/TeWhariki/PartC/PrinciplesOfLearningAndDevelopmentInEarlyChildhood.aspx (Accessed: 4th December 2014).

Smith, A.B. (2011) 'Relationships with People, Places and Things - Te Whariki', in L. Miller., and L. Pound (eds.) Theories and Approaches to Learning in the  Early Years. London: Sage, pp.

Soler, J. and Miller, L. (2003) 'The struggle for early childhood curricula: A comparison of the English Foundation Stage Curriculum, Te Whariki and Reggio Emilia', International Journal of Early Years Education, 11 (1), (2003), p.60.