Symbols and patterns

The symbols and patterns of Pacific cultures are a way to make sense of the world.

Symbols and patterns from a Pacific perspective connect people spiritually and to their surroundings.

Cultural practices in the Pacific are strongly influenced by the symbols and patterns in the environment. For example, tapa, tatau, carving, ietoga, ula, and la’ei carry multiple narratives and expressions of creation and connection that tells stories of culture, communities, traditions, and genealogy.

For children of Pacific heritages, the foundation for their explorations resides in elders, families, and communities. As children watch and join in cultural experiences they learn about and begin to interpret the patterns and symbols that have significance in their culture.

Children learn through exploration and build their competence in maths literacy and language by recognising the symbols and patterns in the natural, social, physical, spiritual, and human-made environments around them.

Te Whāriki states that “The environment is rich in signs, symbols, words, numbers, song, dance, drama, and art that give expression to and extend children’s understandings of their own and other languages and cultures”. Te Whariki (Ministry of Education, 2019, p45)

Including cultural symbols and patterns in early childhood environments and local curriculum design affirms and connects children to their culture and promotes creativity.

How do we apply it in practice?

We invite you to view the symbols and patterns video and consider how you are supporting Pacific learners to know their identities, languages, and cultures through symbols and patterns.

Learning about symbols and patterns involves mathematical concepts and problem-solving.

To grasp the abstract conventions of mathematics such as number and measurement, children first need frequent and equal opportunities to manipulate objects and make sense of the relationships between these, and hear mathematical concepts and vocabulary from kaiako and others around them. Consider patterns, sorting, shapes, and measuring.

In the video, you will see and hear tamaiti and kaiako involved in meaningful experiences that include symbols and patterns from different Pacific cultures.

Watch as kaiako:

share the ways they integrate symbols and patterns into planned and spontaneous experiences and activities with tamaiti as part of their local curriculum design
use their knowledge of traditional cultural materials and are creative about the ways they can provide alternative materials so that tamaiti can access and experience cultural activities in meaningful ways
make use of the natural environment to access resources and materials
intentionally discuss the symbols and patterns to extend children's interest and thinking, and connect to the materials, environment, and surroundings.

Transcript

Kaiako and tamariki singing and dancing
“Ta ta la la. Chu! Ta ta la la. Ta ta la la. Chu! Ta ta la la.
Ta ta la la. Ta ta la la. Chu!”
Tamariki making art; Pasifika art display wall
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
Art, for us, is anything that a child creates. Because all our children are unique and they learn in different ways, they communicate in different ways. Some can be very vocal, some will not.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
But even with non-verbal language, we are able to understand our children.
Kaiako and tamariki weaving
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
By assessing them, we look at what is meaningful to them – how does it make them feel?
Pasifika art display wall
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
So the four activities that we had planned for our children today.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
The first one was ofu laula'au, using a top.
Tamariki and kaiako decorating ofu laula'au
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
And the children can decorate it with leaves, using natural resources.
Tamariki and kaiako making elei paintings
The second one was elei painting, where we use cloths, and the children can paint a wooden plank. And they can put the cloth over it and then you get patterns on them.
The third one was teuteu le ietoga.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
So it's a custom in our culture where we have an ietoga.
Tamariki and kaiako decorating an ietoga
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
So we had one already made, and it was just the children that came to decorate it with fulumoa. Those are chicken feathers, different colours.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
And the third one was su'iga ula, using natural resources as well, like flowers…
Tamariki and kaiako making su'iga ula
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
…and leaves from our outside area.
The reason why we chose those four…
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
…specific activities, is that it has a connection to our staff.
Tamariki and kaiako making lei
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
And these are activities that they used to do with their parents or their grandmothers and their grandfathers and their elders. So making leis, patterns for our clothing – our puletasi, or 'ie lavalava.
Map of Tonga; Tongan artefacts
Kaiako, Tonga AKL – Akoteu Falemasiva, voiceover:
The King gave Tonga to God. So that's the main background in everything you'll see from the sila, to everything that is Tongan art. There is a significance…
Kaiako, Tonga AKL – Akoteu Falemasiva, speaking to camera:
…of religion and royalty, Christianity,
Tongan artefacts; religious iconography
…weaved into most of all of Tongan art.
Kaiako, Tonga AKL – Akoteu Falemasiva, voiceover:
There are so many different kind of…
Kaiako, Tonga AKL – Akoteu Falemasiva, speaking to camera:
… symbols like, kupesi, yeah. But it's depend on the creator, who… what's kind of the symbols…
Kupesi art patterns
Kaiako, Tonga AKL – Akoteu Falemasiva, voiceover:
… he's trying to do.
Kaiako, Tonga AKL – Akoteu Falemasiva, voiceover:
There's some patterns on the ngatu that symbolise patterns that we can simply find on the computer.. um, Google. So, like kupesi patterns.
Kaiako, Tonga AKL – Akoteu Falemasiva, speaking to camera:
Print that out. The children can follow that or they can trace it and make their own, make their own tapa.
Kupesi art patterns and tapa
Kaiako, Tonga AKL – Akoteu Falemasiva, voiceover:
We can make it here if there is not a tapa, but we can do it in a fabric or something like that.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
So the kinds of materials we used…
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
… would be materials that we would get back home in Samoa. But with a modern adjustment.
Tamariki making traditional Samoan art
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
Just because of the environment that we're in, we don't have the natural materials that you would find in Samoa, but we still have access to materials here that would do the same job.
We do talk to the children about the differences. A lot of the natural resources that we had. So for example, for our elei, we used paint, but what they would use back at home is a more natural resources that they would mix together from tree bark and different materials. We could use the ietoga that we had at home…
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
… that wasn't being used. And what a good way to recycle…
Decorated ietoga
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
…is to bring it for the children to use. And the chicken feathers as well.
Tamariki and kaiako making lei
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
We try and introduce as many natural resources as we can. And even though we couldn't get the…
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
…resources that we would use back at home, for example, like the su'iga ula – creating leis.
Tamariki and kaiako making lei
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
We had to use wire because that was the best one for the children to be able to do the flower, because the flowers there are very different to the flowers here.
Rebecca, Kew Pacific Preschool, voiceover:
I like to think that the way that we celebrate the…
Rebecca, Kew Pacific Preschool, speaking to camera:
…arts is meaningful and authentic, and also following children's interests.
Kaiako and tamariki printmaking
Rebecca, Kew Pacific Preschool, voiceover:
So sometimes it can come from storytelling and we extend that into like printmaking and getting the children to retell the stories through other art experiences. So it might start off with a book and then the children carry that and we kind of…
Rebecca, Kew Pacific Preschool, speaking to camera:
…follow their lead and use a variety of different arts to represent…
Kaiako and tamariki making costumes with leaves
Rebecca, Kew Pacific Preschool, voiceover:
… their interests.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
I believe that art is a good way for children to connect to their culture, as art is not just painting or creating things, it involves other curriculum areas.
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), speaking to camera:
Where we use maths, literacy, language, grammar. So art in general is not just physical work, but it's the connection that you have with another person – within a group, your connection with children, their surroundings, the environment.
Tamariki wearing handmade costume
Pereise, Otahuhu – Seugagogo A'oga Amata (Akld), voiceover:
So art is very important for children in our culture, as we are very artistic people.
Tamariki and kaiako singing, dancing, playing instruments
“O le a'oga a Seugagogo o le a fa'afiafia atu. Hei hei hei o la'u a'oga e fai mo'u sei. Lalo mai Aumai se tala mai le uālesi e. I uā fo'i mai.”
Justine, Punavai o le Atamai Preschool, voiceover:
It's a natural thing with the Pasifika children. They just come and they work together. They know any of the elder children …
Justine, Punavai o le Atamai Preschool, speaking to camera:
…will look after the younger children. The younger children will look after the babies. The babies will look after the dolls. And they all look after somebody or something.
Pasifika artefacts
Justine, Punavai o le Atamai Preschool, voiceover:
And it doesn't matter your age, they just look after you.
Hulling coconut – older tamariki showing younger
Kaiako, Nukutukulea Aoga Niue, voiceover:
The slower (younger) learner are learning from the big children, like a 4-year-old. So they more or less observe how things done and they copy it. And when they replay it in their own way that's how I can see…
Kaiako, Nukutukulea Aoga Niue, speaking to camera:
… how children are learning by doing things like that – reconstructed in a nice way. Some are like that – 4-year-old, 5-year-old can do that. And the younger ones is learning…
Tamariki and kaiako printmaking
Kaiako, Nukutukulea Aoga Niue, voiceover:
… by looking at what they're doing.
Sofaea – Seugagogo A'oga Amata (Akld), voiceover:
There's a lot of communication there between children. You know, when you talk about the fulumoa, the feathers, and the colours and everything, the shapes, everything, the textures. Even the bandanas that they’re using, there’s a lot of communication there. Relationship. Do we see relationship building…
Sofaea – Seugagogo A'oga Amata (Akld), speaking to camera:
…in there when children are working together? Contribution – they contribute to their culture of what they are doing, and their culture is contributing to their language, to their learning, to their identity.
Tamariki painting
Sofaea – Seugagogo A'oga Amata (Akld), voiceover:
All strands are working, their wellbeing as well.
Tamariki painting
Justine, Punavai o le Atamai Preschool, voiceover:
Our environment is a piece of art for us. It's what works for us. It's become our teacher for us too.
I think just having it as a daily experience for us, having it there all the time…
Justine, Punavai o le Atamai Preschool, speaking to camera:
…is what makes it work for us in the under’s space. We can't just provide art every now and then and then expect the babies to enjoy it.
Tamariki artwork
Justine, Punavai o le Atamai Preschool, voiceover:
It's got to be daily where they want to do it. I think that's what makes it work in the baby space because they see the paint and their hands are all in it. They want to make everything.
Sofaea – Seugagogo A'oga Amata (Akld), voiceover:
It must be a everyday thing for the children in the preschool. Not just learn, say,
Sofaea – Seugagogo A'oga Amata (Akld), speaking to camera:
…today we are going to teach wellbeing. No, we look at wellbeing, we look at exploration, contribution,
Tamariki singing and dancing
Sofaea – Seugagogo A'oga Amata (Akld), voiceover:
…relationship building, and communication. They all contribute to their learning, everyday learning.
Tamariki singing and dancing
“O ai na fau le va'a? O Noa la O Noa la. O ai na fau le va'a? O Noa na fau le va'a. Ua omai nei o manu ta'ilua.”

Ideas for your service

A significant feature relating to the transferring of cultural knowledge through symbols and patterns is the concept of tei laititi-tei matua, similar to the Cook Island Māori concept of tuakana-teina, where older tamaiti take on the role of teaching younger tamaiti. It is critical that kaiako honour the personal cultural knowledge and experiences that Pacific tamaiti bring with them to the early childhood service and provide opportunities for tamaiti to use this knowledge to strengthen their sense of their identities, languages, cultures, belonging, and wellbeing.

The artwork of tamaiti is displayed in the centre and shared with families via an online learning documentation system such as Seesaw, on Facebook, and in learning journals or portfolios.

Engage with your Pacific parents and community to find out about the symbols and patterns that are culturally important to them, and how they would like to see them represented in your service.
Think about Pacific art as part of a wider way of life. In this video, art is seen not as something you hang on the wall, but as something purposeful, to be worn, and danced in. What kind of art could you do with tamaiti that shows a similar purpose?
Adornment is one of the many ways Pacific children will see patterns and symbols in their lives. Have lots of shells, feathers, flowers, wire, seed pods, and string or ribbon, so that children can recreate the adornments they see worn by their families at home, at church, or at special events.
Encourage tamaiti to see symbols and patterns in the natural world and in their everyday lives. Look for patterns on animals, leaves, and feathers. Make repeating patterns with flowers or sticks, or in the sand. Look for symbols on flags or clothing, and in books or photographs. More traditional Pacific patterns can be created with natural materials and made into outdoor artworks.
As a team, learn about cultural practices that are influenced by symbols and patterns. Think about the significant activities you were involved in as a child, or that tamaiti are involved in now. Many Pacific cultures have objects that show symbols or patterns that are presented or used on special occasions, like hiapo or tivaevae. Letting tamaiti explore these rituals means they are making sense of what they see adults do, as well as seeing the connection with symbols and patterns in their lives here in Aotearoa.
Think of ways that you can connect with Pacific symbols and patterns through maths games, art activities, language games, dance, and drama experiences.
When children are involved in experiences and activities, engage in conversations with them about the patterns and symbols you can see.
Think about the ways you can invite children and their fanau to share cultural resources and materials they may no longer be using, and repurpose them for an art activity.
Use resources that are easy for you to source in your local community, and substitute when you can’t get authentic materials. Create a collection point at the centre where families can leave found materials that you could use for arts.
Explore patterns and shapes with printmaking techniques, such as stamping, rolling, stencilling, or PVA prints.
Allow younger children and babies to investigate symbols and patterns with larger objects, like large painted stones or coconut shells. Put paint in closed ziplock bags and let them draw with a finger. Make stamps with sponge or cardboard rolls.

Reflective questions

In your service:

What regular opportunities do children have to experience the stories and symbols from their own and other cultures?
Do all children experience fair and equitable access to participation in opportunities that include cultural symbols and patterns?
How can you engage in conversations with tamaiti to grow their awareness of the symbols and patterns in their surroundings?
How do you support children to recognise cultural symbols and patterns in your service and beyond in the community?
What do you know about Samoan tatau (tattoo), Tongan ngatu, (siapo/tapa), Cook Island tivaevae (quilts), and Niuean kahoa hihi (woven necklaces)? How can you share this with tamaiti to connect them to the symbols and patterns of different cultures?
What natural resources can you source from your local environment for children to use in cultural activities such as threading necklaces, weaving titi and ‘ei making.
How could you use what you have learnt here to help drive your local curriculum planning?
How could you discover the aspirations parents and families have for their tamaiti in the arts?
How are you intentionally drawing children's attention to the mathematical concepts inherent in symbols and patterns (matching, repeating, shapes etc)?

These reflective questions and provocations remind us of the holistic ways that the four key Pacific art areas are interconnected and woven together.

Knowing your tamaiti and their families and community well, and allowing them to explore their languages, cultures and identities through symbols and patterns, gives them the tools to explore their connections to the past as well as where they are right now.

Each Pacific heritage has its own unique way of looking at the world - explaining that world through symbols and patterns is common to all Pacific cultures. The repetition of symbols and patterns over time and their continued use in rituals and everyday life has helped to keep languages, cultures, and identities alive.

Toku fenua ko toku tofi

My land is my birthright

Tuvaluan proverb