EMPOWERMENT

The early childhood curriculum empowers the child to learn and grow.

WHAKAMANA

Mā te whāriki e whakatō te kaha ki roto i te mokopuna, ki te ako, kia pakari ai tana tipu.

HOLISTIC DEVELOPMENT

The early childhood curriculum reflects the holistic way children learn and grow.

KOTAHITANGA

Mā te whāriki e whakaata te kotahitanga o ngā whakahaere katoa mō te ako a te mokopuna, mō te tipu a te mokopuna.

FAMILY AND COMMUNITY

The wider world of family and community is an integral part of the early childhood curriculum.

WHĀNAU TANGATA

Mē whiri mai te whānau, te hapū, te iwi, me tauiwi, me ō rātou wāhi nohonga, ki roto i te whāriki, hei āwhina, hei tautoko i te akoranga, i te whakatipuranga o te mokopuna.

RELATIONSHIPS

Children learn through responsive and reciprocal relationships with people, places and things.

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.


Strand 1 - Wellbeing | Mana atua

Goals

Children experience an environment where:

  • their health is promoted
  • their emotional wellbeing is nurtured
  • they are kept safe from harm.

Learning outcomes

Over time and with guidance and encouragement, children become increasingly capable of:

  • keeping themselves healthy and caring for themselves | te oranga nui
  • managing themselves and expressing their feelings and needs | te whakahua whakaaro
  • keeping themselves and others safe from harm | te noho haumaru.

Strand 2 - Belonging | Mana whenua

Goals

Children and their families experience an environment where:

  • connecting links with the family and the wider world are affirmed and extended
  • they know that they have a place
  • they feel comfortable with the routines, customs and regular events
  • they know the limits and boundaries of acceptable behaviour.

Learning outcomes

Over time and with guidance and encouragement, children become increasingly capable of:

  • making connections between people, places and things in their world | te waihanga hononga
  • taking part in caring for this place | te manaaki i te taiao
  • understanding how things work here and adapting to change | te mārama ki te āhua o ngā whakahaere me te mōhio ki te panoni
  • showing respect for kaupapa, rules and the rights of others | te mahi whakaute.

Strand 3 - Contribution | Mana tangata

Goals

Children experience an environment where:

  • there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity or background
  • they are affirmed as individuals
  • they are encouraged to learn with and alongside others.

Learning outcomes

Over time and with guidance and encouragement, children become increasingly capable of:

  • treating others fairly and including them in play | te ngākau makuru
  • recognising and appreciating their own ability to learn | te rangatiratanga
  • using a range of strategies and skills to play and learn with others | te ngākau aroha.

Strand 4 - Communication | Mana reo

Goals

Children experience an environment where:

  • they develop non-verbal communication skills for a range of purposes
  • they develop verbal communication skills for a range of purposes
  • they experience the stories and symbols of their own and other cultures
  • they discover different ways to be creative and expressive.

Learning outcomes

Over time and with guidance and encouragement, children become increasingly capable of:

  • using gesture and movement to express themselves | he kōrero ā-tinana
  • understanding oral language and using it for a range of purposes | he kōrero ā-waha
    • ‘Oral language’ encompasses any method of communication the child uses as a first language; this includes New Zealand Sign Language and, for children who are non-verbal, alternative and augmentative communication (AAC)
  • enjoying hearing stories and retelling and creating them | he kōrero paki
    • For children who are deaf or hard of hearing, ‘hearing’ includes ‘watching’
  • recognising print symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero tuhituhi
  • recognising mathematical symbols and concepts and using them with enjoyment, meaning and purpose | he kōrero pāngarau
  • expressing their feelings and ideas using a range of materials and modes | he kōrero auaha.

Strand 5 – Exploration | Mana aotūroa

Goals

Children experience an environment where:

  • their play is valued as meaningful learning and the importance of spontaneous play is recognised
  • they gain confidence in and control of their bodies
  • they learn strategies for active exploration, thinking and reasoning
  • they develop working theories for making sense of the natural, social, physical and material worlds.

Learning outcomes

Over time and with guidance and encouragement, children become increasingly capable of:

  • playing, imagining, inventing and experimenting | te whakaaro me te tūhurahura i te pūtaiao
  • moving confidently and challenging themselves physically | te wero ā-tinana
  • using a range of strategies for reasoning and problem solving | te hīraurau hopanga
  • making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga.

Read Te Whāriki online
Read Te Whāriki online

Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa | Early childhood curriculum is the national curriculum document for early childhood education (ECE).

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Please email us at Early.Learning@education.govt.nz