Identity, language, and culture in a Montessori curriculum
A story about creating an environment that reflected the cultures of all children attending.
Montessori Flagstaff serves an increasingly diverse multicultural community. They are now at a point where whānau and kaiako represent approximately 14 ethnicities.
Questions about how well they were catering for this diversity were sparked by observations that several tamariki were not accessing the curriculum as fully or as positively as they might. Kaiako had a hunch that cultural and linguistic elements were playing a part in this and that the service could do more to support the diverse mix of identities, languages, and cultures.
The jumping-off point for change became the Te Tiriti o Waitangi principle of protection, in this case, protection of tamariki identity, language, and culture. Kaiako made a point of increasing their knowledge of language development through research and checking that their expectations and practices were based on sound pedagogy, guided by Te Whariki.
They also consulted parents about their priorities for their tamariki language learning. This highlighted English language learning was also important to whānau.
The information they gained showed the value of tamariki seeing their “cultural selves” represented in the environment, and its impact on their success as learners.
In response to this kaiako have:
- added culturally familiar language and resources to their traditional Montessori equipment and activities, such as the Peace Corner, Grace and Courtesy presentations, and the Birthday Walk
- added books in different languages – for example, gagana Samoa, Korean, Hindi, Mandarin – and encouraged tamariki to take a lead in teaching others (ako)
- provided information for parents on the value of fostering home languages.
In observing the impact, kaiako have so far noted:
- anecdotes and stories from parents about tamariki pride in their identity and language beyond the centre gate
- tamariki taking books relevant to their culture to read with their parents and returning with the confidence to teach – and sometimes correct – others, including kaiako
- some tamariki opening up and using their home language for the first time at the centre.
About this resource
A story from a Montessori centre that adapted their curriculum to recognise the “cultural selves” of all children and make it visible within the centre environment.