Giftedness from a Tongan perspective

This video explores the following question: 

• From a Tongan perspective, when you think about giftedness, what Tongan words/concepts come to mind?

This video explores the following question: 

• When you think about your young children, how do you see those concepts of koloa and what you have talked about previously acted and lived out, and just also give some examples here in this centre.

The following content summarises key points from the videos. It offers insights for kaiako on engaging with Tongan children and their kāinga (families) to support giftedness from a Tongan perspective, as outlined below. 

Koloa (gifts/treasures) 

• Tongan culture views children as Koloa (gifts from Auta – God/Deity), to be nurtured and cared for with utmost respect and love.
• Children enrich the centres they attend with their presensce and bring with them their kōiaga (family) and community values, knowledge and experiences. 

Cultural enrichment 

• Children come to the centres with cultural knowledge and practices from their kāinga and communities, which should be acknowledged and integrated into the learning environment. 
• Events and milestones in a child's life, such as naming ceremonies, are significant and add value to their identity and learning experiences. 
• The role of kaiako extends to working closely with parents, grandparents, kāinga and other community members to support the child's learning. 

Respect and care 

• Treat each child as Koloa (a precious gift), worthy of the best possible care and educational experiences. 
• Maintain a perspective that values and honours the child’s intrinsic worth and potential. 

Energetic and engaged teaching 

• The presence of Kaiako brings energy and enthusiasm for learning to match the children's energy levels and curiosity. 
• Reflect on teaching practices regularly to ensure they align with the children's strengths and interests. 

Cultural responsiveness 

• Embed cultural practices and values into the curriculum and daily learning experiences. 
• Recognise the importance of kāinga in the child's learning and involve them within the centre programme. 

Holistic and inclusive learning 

• Develop learning programmes that consider all aspects of a child’s development. 
• Build reciprocal relationships with parents/experts and professionals to ensure that kaiako cater to children’s ako (the act of learning holistically). 
• Create inclusive environments where children can express their talents in singing, dancing, technology and other areas. 

Kakala 

• Utilise the Tongan concept of kakala (weaving together) knowledge, skills, and experiences to create meaningful and relevant learning opportunities for children. 
• Continuously seek to expand one’s own knowledge and skills to better serve the strengths of children’s talents and giftedness. 

Engaging children's interests

• Create and repeat activities children enjoy and excel in, such as singing, dancing, and storytelling. 
• Use technology and other tools that match the children’s interests and skills. 

Prayer and cultural practices 

• Incorporate prayer and other cultural practices into the daily routine if they resonate with the children’s interests. 
• Observe and listen to children’s spontaneous expressions, like singing or storytelling, to identify their interests and talents. 

Intentional teaching

• Engage actively with children during all activities. 
• Reflect on teaching methods and adapt them to better align with the children's needs and cultural background. 

By implementing these key concepts and considerations, kaiako can create a culturally responsive and supportive environment that nurtures and enhances the talents and abilities of Tongan gifted and talented children in early learning settings.