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.

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.

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.

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.

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.