Nz Biculturalism in Practice

Topics: Early childhood education, Childhood, Moe Pages: 6 (1574 words) Published: August 20, 2012
Working Together to Connect our Families
Kia ora koutou, As I am the new face at Little Kids* Early Learning Centre I would like to introduce myself to you. My name is Jane Smith*, and I have been working in many different areas of early childhood for over 20years. I have a particular interest in learning about the diversity of our families and their cultures, with the intention of extending these important concepts into our centre to benefit our children. I will also be introducing to the other teachers how to work on whanaungatanga alongside the families of our Little People community. With this in mind, I would like to invite you to a planning hui to explain this further, and to see how we can work together to plan for our children.

Planning Hui Where: When: Time: RSVP:

- A delicious supper will be provided Little Kids Early Learning Centre 12th July 2011 7.00pm – 9.00pm Jane Smith

At this hui we will also organise a special & fun interactive day welcoming all parents, caregivers, and extended whānau. This will be a great opportunity to share your family’s history and culture, so please be prepared to bring along photo’s, kōrero, waiata, traditional dress, and any other relevant resources. As a teacher, if I can get a little snapshot into your child’s background and know of your family’s expectations, then it will help me to understand how I can help your child make connections from their home life into ‘Little Kids’ life. You may be wondering why this is so important for our children? The meaning of Whanaungatanga is to have a sense of family connection. It means that building relationships through shared experiences and working together will provide our children with a sense of belonging. We are guided by Te Whāriki, which talks about supporting the cultural identity of all children while affirming and celebrating their cultural differences. It is important we recognise that our bicultural curriculum reflects the partnership of the cultural heritages of both partners of Te Tiriti o Waitangi. nāku noa, na Jane Smith * These names are hypothetical.

Part 2: Work Plan
I have developed the following work plan to help the teachers incorporate ā h c ’s d y. I ch w I have included a balance including hands on activities for the children to experience, fun new songs or stories s ā h c s d h h h d y, and also teachers resources to help them with professional development and understanding. Week One: Activity Oneuku - Clay hs c s h w h ā h

Descriptive words for working the clay: h d s c s s. Pokepoke Whakapareha Hore Tapahi

Ministry of Education. (2010b). Using clay to d v y ch d ’s learning. New Zealand in History. (2004). Maori Legends.

ā h Earth Mother. If the centre has no books on ā h source the legend online. Waiata – Tohorā nui The fun actions reinforce the meaning as they put motions and words together as they sing. ā s Everything can be counted and we will incorporate this throughout the day with all activities. h s s h s c s c ch d c ā and we can use this to back up what we are doing. ch ’s ss development Te Tiriti o te Waitangi. At our Monday meeting we will have professional development to help understand why s s c sv ā . We will also watch the first episode of Lost in Translation DVD and then discuss h w ys w c c ā s tangata whenua.

h ā h ā h ā ō h ā Whiore piupiu e h ā I Tahi Rua Toru Wha Rima Ono Whitu Waru Iwa Tekau …

Your lovely singing voice/ guitar/ and enthusiam! Archer, J. (2005). Presch s’ w ! s ā 1 – 10

Revise and learn all of the words in the first three activities so teachers are able to confidently incorporate into daily centre life.

Lindesay, & Royal, & Morrison. (2009). Lost in Translation.

Week Two: Activity
- ā s c When playing this game with preschool children use rhythms and cross patterning to tap the beat. Talk about the significance of this game. For example: it was a good way to train young warriors to c ch h s’ s sd battle. The tune of...
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