Core Elements of TeWhariki Curriculum
The paper attempts to evaluate the extent to which the TeWhariki curriculum, under the module, is effective for improving the growth and development of children through play-based learning. It will discuss the core elements on which the curriculum is based and belief in the development and learning of children. This paper will discuss the key beliefs and theories based on the TeWhariki curriculum. Observation types, patterns, and impacts on curriculum activities in the children. It discusses the planning of the curriculum activities for the children. It will be implementing the structured plan in analyzing children’s behavior on how they use provided material and resources. It will also discuss the ELECT principles and HDLH alignment with curriculum and recommendations.
Te Wh?riki is an inclusive curriculum related to children’s curriculum. It focuses on gender and ethnicity, versatility in ability, learning needs, the structure of families and related values, and socioeconomic status and religion.
The core elements of the Te Wh?riki curriculum are empowerment, holistic development, family, Whanau and community and relationships.
Empowerment – Children are empowered to learn and grow
Holistic development – Holistic way is in which children grow and learn; all their experiences are interrelated with their intellectual, social, cultural, physical, emotional, and spiritual learning.
Family, Whanau, and community – The family, Whanau, and community of children are the important part of their learning process.
Relationships – The relationship of children with people, things and places contributes towards their learning (Parents. education, 2020).
The fact that could be identified based on the data presented over the internet in relevance to the Te Wh?riki curriculum is that children always construct their knowledge while making the very meaning of their world. It could also be seen that knowledge tends to be very much cultural, social, and material. The fact that needs to be stated is that it tends to draw on cultural, aesthetic, historical, social, scientific, technological, mathematical, and geographical information.
Now, adding to that, it could be seen that skills are the factor that children tend to acquire. Some factors enable a child to communicate with the world and help them with the basics of interaction skills. Apart from this, the fact that needs to be identified is that the skills that are being talked about tend to include competencies as diverse as being able to move through space, make a friend, and express relevant ideas or implementation of a particular tool.
The curriculum also tends to shape the attitude of the children, which are the viewpoints or the different positions which tends to reflect all the beliefs and the values of life. Now the three factors that tends to accumulate and present the idea as dispositions are attitudes, skills, and knowledge. This shapes up the tendencies in which the children will respond to the situation in certain ways. Therefore, it could be said that in the process of child learning, they tend to develop a mounting repertoire of dispositions. At the same time, this enables them to implement them in ways that are sensitive to the context.
Beliefs and Theories based on TeWhariki Curriculum
Some of the beliefs associated with the development and learning of children are that early learning experiences of children help deepen the desire to learn and increase their curiosity about the world. The place and surroundings help develop a strong image for themselves towards becoming competent and potentially human beings with the help of children’s social and emotional health. Resect towards family and parents are important for the better development and positive learning in children as the family is the first teacher for children (Dpi.wi.gov, 2021).
The major ideas involved in the constructivist theory are based on people who develop and construct their knowledge based on their own experiences. It is also believed that reality consists of experiences as a learner. Learners use their knowledge and experiences as a foundation and associate it with new learning and experiences. The constructivist theory is based on the theory that the learners actively participate in the learning journey, and their knowledge is constructed based on their learning and experiences. Whenever a new life experience occurs, the learner uses their experience and develops new ideas based on their old knowledge (McLeod, 2019).
Observation types, patterns, and impacts on curriculum activities of children
The different methods and patterns of curriculum activities and approaches of children are Anecdotal records, running records, Jottings, Sociograms, and photographs and work samples. Anecdotal records are the method that helps in recording the important action that describes the development, interest, and skills of children. Running records provide detailed information about the child’s behavior in certain events. Jottings refer to the brief details and information about specific events behavior of short conversation.
Sociograms are a map of the ability of interaction and friendships of children within the group of children; it helps identify whom children prefer to play with and if the child requires help in social skills. Photographic photos help children get engaged in the brief description and effectively get a detailed description of the child’s learning. There is a series of photographs that can finely explain the development and learning skills of the child (Lorina, 2016).
Planning the curriculum activities for the children
There are certain steps to planning the curriculum for children, such as:
- Implementing the base of value for the plan
- Developing the conceptual framework
- Determining the goals of the curriculum plan
- Designing of the plan
- Establishing the procedures for assessment of the program
- Finally, implementing the program (Canada. human kinetics, 2020).
Implementation of curriculum plan and assessment of children’s behaviour
Interaction and relationship are important elements of curriculum implementation; there are four major phases of curriculum implementation: producing the curriculum product, testing, and revising the curriculum, recruiting, and training facilitators, and implementing the curriculum. Assessing the behavior of children based on the material provided to them includes determining what children enjoy and are interested in, identifying their need for learning, well-being of children, schemas developed by children, points for intervention, knowing the child better, the capability of children in development such as physical, emotional, social, and intellectual (cd.edb.gov.hk, 2022).
Adding to that, it could be seen that Te Wh?riki’s are the four principles interwoven with these learning areas of the same facilities in the similar area. To begin with, it could be seen that there are five aspects of the same in which the areas of the principles of this curriculum. The aspects that have been discussed in that area where it could be seen the aspects are well-being, contribution, belonging, communication, exploration. The main idea of the curriculum is learning through the concept of play, where it could be seen that there are pedagogical foundations in relevance to the childhood curriculum.
Observation Types, Patterns, and Impacts on Curriculum Activities in Children
Documenting of observation, planning and implementation
Documentation of observation notes regarding the child’s activities, transcribing what the child explains about pictures, events, and experiences. It is done to analyze the child’s strengths and weaknesses. Documenting the planning is a clear and detailed picture, including steps that help consider the long-range goals (PETERSON & ELAM, 2022). Adding to that, it could be seen that the Montessori philosophy tends to perfectly align with all the relevant understanding of Te Wh?riki’s balance of child-led free choice and exploration of interests alongside sensitive observation and intentional teaching when required. It could be seen that Te Wh?riki is the Ministry of Education’s early childhood curriculum policy statement. Now, it could be seen that all the strand symbolizes an aspect of learning and development which gets perfectly connected to that of the factors into a daily program of the early childhood setting and also at the same time it could be seen that it has its own specific associated goals for learning.
The strands and the associated goals related to the Te Wh?riki’s curriculum needs to be discussed in detail to get a better understanding of the ways in which the curriculum tends to function:
Strand 1: Well-being: It is important to protect and nurture the well-being of all the children who are part of the curriculum. The relevant goal of the same is that children tend to experience a significant environment that tends to promote emotional well-being and ensures that the children are safe.
Strand 2: Belonging: Children, along with their families, feel a sense of belonging. The goal of the same is that the families of the children along with the children could connect to the teachers. This will also make them feel comfortable and will get accustomed to the routines.
Strand 3: Contribution: Chances for erudition are equitable, and each child’s contribution is valued. The goal is to create a safe place that enables all individuals to feel safe and equal.
Strand 4: Communication: it could be seen that the languages and symbols of their own and other cultures are promoted and protected. The goal of this strand is that it helps in developing communication skill and that too for a range of purposes.
Strand 5: Exploration: The individuals tend to learn with the implementation of active exploration of the surrounding. The goal of this strand is that the understanding is gained by the student by the proper exploration of the environment and get a thorough knowledge of the same.
There are six sets of principles in ELECT principles
- Early child development sets the standards for children’s lifelong learning behaviour and mental health.
- Partnership with the family community of the child to enhance their early childhood environment to meet their early childhood needs.
- It is essential to respect diversity and equity to protect and promote children’s rights, their ideal, development, and learning.
- Playing is the learning process that enhances children’s curiosity and excitement as they understand the world by the curriculum.
- Responsible and knowledgeable teachers in early childhood learning are important for high-quality care (Alen car, 2022).
HDLH alignment with the curriculum and recommendations
HDLH alignment with curriculum and recommendations focuses on the foundational conditions through notes and observations, partnership with families of children, and each child’s voice (Momentum Montessori, 2022). Teachers compare notes and observations in planning sessions to decide best projects and material should be provided to children in their classes in the form of activities and learning. They maintain the relationship with the parents and communities to enhance and improve the ability of childhood settings towards the need of children. It makes sure that every child can be heard. Their voices should be raised to balance the understanding of belonging to a certain group and community and understanding self-recognition.
References
Alen car, S. (2022). The 6 Principles of the ELECT document. Retrieved from Quizlet: https://quizlet.com/ca/298516437/the-6-principles-of-the-elect-document-flash- cards/#:~:text=Early%20Child%20development%20sets%20the,is%20influenced
%20by%20everyday%20experience.&text=Partnership%20with%20families%20and
%20communities,the%20needs%20of%20
Canada. human kinetics. (2020). SIX STEPS IN CURRICULUM PLANNING. Retrieved from Canada. human kinetic: https://canada.humankinetics.com/blogs/excerpt/six-steps-in- curriculum-planning
cd.edb.gov.hk. (2022). IMPLEMENTATION OF THE CURRICULUM. Retrieved from cd.edb.gov.hk: https://cd.edb.gov.hk/la_03/chi/curr_guides/Mentally/em-4.htm
Dpi.wi.gov. (2021). Early Childhood Belief Statement. Retrieved from dpi.wi.gov: https://dpi.wi.gov/early-childhood/beliefs
Lorina. (2016). Different Types of Observation Methods. Retrieved from aussiechildcarenetwork: https://aussiechildcarenetwork.com.au/articles/childcare- programming/different-types-of-observation-methods
McLeod, S. (2019). Constructivism as a theory for teaching and learning. Retrieved from simply psychology: https://www.simplypsychology.org/constructivism.html
Momentum Montessori. (2022). Curriculum. Retrieved from momentum Montessori: https://momentummontessori.ca/about-us/curriculum/
Parents. education. (2020). What your child learns at early learning services. Retrieved from parents. education: https://parents.education.govt.nz/early-learning/learning-at-an-ece- service/what-your-child-learns-at-ece/
PETERSON, G., & ELAM, E. (2022). Chapter 7: Observation and Documentation: The Key to Intentional Teaching. Retrieved from wtcs.pressbooks.pub: https://wtcs.pressbooks.pub/infanttoddlerdev/chapter/chapter-7-observation-and- documentation/
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