Giftedness from a Kūki ‘Āirani Māori perspective – Te tu tangata meitaki nō te Kūki ‘Āirani

This video explores the following questions: 

• From a Kūki ‘Āirani perspective, what Kūki ‘Āirani words and concepts come to mind when you think about giftedness? 
• Can you provide an example in your context of how you have nurtured giftedness (for example, using technology, relationships, music and dance).

This video looks at how giftedness is nurtured in a Kūki ‘Āirani context. 

To support giftedness from a Kūki ‘Āirani perspective, puapi’i (teachers) should engage with Kūki ‘Āirani tamariki and their kopu tangata (families), respecting their cultural context, embracing holistic approaches, involving families, valuing language and identity, and fostering community connections. 

Children as precious gifts from Atua

Kūki ‘Āirani culture views children as teia apinga aro’a mai te Atua (precious gifts from God/deity). They are gifts, blessings or treasures that are to be nurtured and cared for with utmost respect and love. Tamariki enrich the centres they attend with their presence and bring with them their kopu tangata (family) and community values, knowledge, and experiences. 

• Giftedness is inherent in each child from birth. 
• Children's language is their first means of communicating when they observe an object. 
• This knowledge is considered a gift from Atua (God/deity).
• Children's unique skills are present at birth and continue to develop throughout childhood, reflecting the Kūki ‘Āirani perspective as the foundation of cultural epistemology. 
• Even though children are young, we give them time to develop their own unspoken words because their knowledge is not yet visible to us. It is not only adults but also children who possess knowledge.

Cultural enrichment

• Children learn best when they connect learning with their home experiences. These experiences can include cooking, gardening, or playing games. 
• Repetition is essential. Repeated exposure to concepts reinforces learning. 
• Children are like sponges, absorbing behaviours and skills by observing adults and other children. Whether it is language, social interactions, or problem-solving, children learn by imitating. 
• Adult enactment provides a rich context for learning. Children pick up not only explicit skills but also implicit values and cultural norms. 
• Children's involvement in everyday activities – whether it’s helping in the kitchen, exploring nature, or playing – nurtures their cognitive, emotional, and physical development. 
• Children develop skills naturally over time and these abilities emerge when they are ready, like a gradual unfolding.
• As parents and educators, we can create an environment that encourages exploration, creativity, and curiosity. When the child is ready, these skills will naturally surface. 

Considerations for kaiako

Culturally responsive teaching is essential for creating an inclusive and supportive learning environment. Below are some ways to incorporate cultural responsiveness into your teaching practices. 

Know your tamariki riki (infant) 

• Take time to learn about your learner's cultural backgrounds, languages and traditions. 
• Understand their family dynamics and community contexts. 

Incorporate diverse perspectives 

• Use diverse literature, stories and resources that reflect various cultures. 
• Highlight contributions from different ethnicities, genders and backgrounds.

Accommodate children's learning preferences

• Recognise that different cultures may have unique learning preferences. 
• Provide varied instructional methods to accommodate diverse learning styles. 

Be culturally sensitive

• Avoid stereotypes and assumptions. 
• Be open to learning from children and their families. 

As kaiako, we hold the key to unlocking a child’s hidden potential. By fostering trust, asking thoughtful questions and creating a nurturing environment, we empower children to reveal their unique gifts. And when that moment arrives, the child speaks to us in their heart language. 

Cultural awareness and inclusion 

• Use greetings, songs, and basic phrases from Pacific languages in daily interactions. 
• Display posters, books and labels in both English and the children’s heritage languages.
• Include Pacific stories, legends and cultural artefacts in the classroom. 
• Recognise and celebrate Pacific language weeks and cultural events.

Build trusting relationships 

• Invite family members to share their knowledge, stories and cultural practices with the class. 
• Establish strong, respectful relationships with parents and extended families. 
• Encourage the use of both English and the child’s heritage language at home and in the classroom. 

Cultural responsiveness 

• Implement talanoa, a traditional method of dialogue and storytelling, to build relationships and understand children’s perspectives.
• Integrate Pacific cultural content across all areas of the curriculum.
• Develop themes and projects that reflect the children’s cultural backgrounds. 
• Create learning spaces that reflect the natural environments of the Pacific Islands, such as sand and water play areas. 

By implementing these key concepts and considerations, puapi’i can create a culturally responsive and supportive environment that nurtures and enhances the talents and abilities of Kūki ‘Āirani and talented children in early learning settings. 

Below are key concepts that express Giftedness from a Kūki ‘Āirani perspective.

• Tareni – talents 
• Apinga aroa na te Atua i oronga mai – Gift from Atua (God/deity) 
• Piri’anga – relationships 
• Taunga – expert 
• Inangaro - love 
• Ta 'aka'aka - humility from all parties.