✨ Early Childhood Education Curriculum Framework
24 JULY 2008
NEW ZEALAND GAZETTE, No. 116
| Belonging | Mana Whenua | Mana Whenua |
|---|---|---|
| Children and their families feel a sense of belonging | Ko te whakatipuranga tēnei o te mana ki te whenua, te mana tūrangawaewae, me te mana toi whenua o te tangata | Kia mōhio ki ōna tūrangawaewae, ki ōna marae, ki ngā pepeha o ōna iwi |
| Kia mōhio ki te mana o ngā awa, whenua, o ngā maunga. | ||
| Kia mōhio ki te manaaki, ki te tiamki i te whenua |
| Contribution | Mana Tangata | Mana Tangata |
|---|---|---|
| Opportunities for learning are equitable and each child’s contribution is valued | Ko te whakatipuranga tēnei o te kiritau tangata i roto i te mokopuna kia tū māia ai ia ki te manaaki, ki te tuku whakaaro ki te ao | Kia mōhio ki ōna whakapapa, ki te pātahi o te whānau, ki ōna hoa, whānau whānui. |
| Kia mōhio ki ōna kaumātua | ||
| Kia mōhio ki a Ranginui raua ko Papatūānuku |
| Communication | Mana Reo | Mana Reo |
|---|---|---|
| The languages and symbols of children’s own and other cultures are promoted and protected | Ko te whakatipuranga tēnei o te reo. Mā roto i tēnei ka tipu te mana tangata me te oranga nui | Kia mōhio i te rangatiratanga, i te tapu me te noa o tōna ake reo |
| Kia matatau te tamaiti ki te whakahua i te kupu | ||
| Kia mōhio ki tōna ao, te ao Māori |
| Exploration | Mana Aotūroa | Mana Aotūroa |
|---|---|---|
| The child learns through active exploration of the environment | Ko te whakatipuranga tēnei o te mana rangahau, me ngā mātauranga katoa e pā ana ki te aotūroa me te taiao | Kia mōhio he wairua o ngā mea katoa |
| Te whenua | ||
| Te moana | ||
| Te Ao whānui | ||
| Ngā whetū, te hau, ngā rakau, ngā ngārara |
Te reo Māori version
Part B
Ngā Kaupapa Whakahaere
Whakamana
Mā te whāriki e whakatō te kaha ki roto i te mokopuna, ki te ako, kia pakari ai tāna tipu
Translation
The Operating Principles
Empowerment
The early childhood curriculum will instil in the child the ability to learn, so that he/she grows strongly
Kotahitanga
Mā te whāriki e whakaata te kotahitanga o ngā whakahaere katoa mō te ako a te mokopuna, mō te tipu o te mokopuna
Unity
The early childhood curriculum will reflect that all aspects of the child’s learning and growing are unified
Whānau Tangata
Me whiri mai te whānau, te hapū, te iwi, me ō rātou wāhi nohonga, ki roto i te whāriki hei āwhina, hei tautoko i te akoranga i te whakatipuranga o te mokopuna
Human Family
The family, the sub-tribe, the tribe, non-Māori, and the communities they live in must be woven into the early childhood curriculum, to assist and support the learning and development of the child
Ngā Hononga
Mā roto i ngā piringa, i ngā whakahaere i waenganui o te mokopuna me te katoa, e whakatō te kaha ki roto i te mokopuna ki te ako
Relationships
Through close connections and other relationships between the child and all others, the child will have instilled in him/her the ability to learn
Ngā Taumata Whakahirahira
Mana Atua
Ko tēnei te whakatipuranga o te tamaiti i roto i tōna oranga nui, i runga hoki i tōna mana motuhake, mana atuatanga
Spirituality
This is the development of the overall well-being of the child, along with their sense of self and spirituality
Mana Whenua
Ko te whakatipuranga tēnei o te mana ki te whenua, te mana tūrangaewae, me te mana toi whenua o te tangata
Belonging (to the land)
This is the development of a sense of self, of belonging to the land (“having a place to stand”), and indigenousness
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NZ Gazette 2008, No 116
✨ LLM interpretation of page content
🎓
Education (Early Childhood Education Curriculum Framework) Notice 2008
(continued from previous page)
🎓 Education, Culture & ScienceEducation Act 1989, Early Childhood Education, Curriculum Framework, Licensed Services, Playgroups, Te Reo Māori, Kōhanga Reo