Use these questions in team discussions to guide you through the process of developing and maintaining effective relationships with parents and whānau. 

• In what ways does the setting’s philosophy reflect the values and beliefs of the kaiako, parents, whānau, and community? 
• In what ways and how well does the setting’s curriculum whāriki respond to and value the children’s whānau and cultures? 
• How do we include diverse parent and whānau aspirations and expectations in the setting’s whāriki? 
• How do we find out about children’s funds of knowledge? How are these woven into the setting’s whāriki? 
• What does partnership with parents and whānau look like in the setting? How is a partnership different from a relationship with parents? 
• How effective are the setting’s partnerships with families? How do we evaluate the effectiveness? 
• How do we find out what supports a sense of belonging for parents and whānau in the setting? 
• How do we find out parents’ and whānau views about topical issues and concerns? 
• How do we work if tensions arise between different cultural norms, roles, responsibilities, and rituals? 
• What do we know about the local community? How can we find out more? 

Leaders in early childhood settings focus on leading teaching and learning, and find ways to constantly reflect on and evaluate teaching and learning practices. Establishing priorities and foci for weaving a whāriki that engages authentically with parents and whānau, may include: 

• framing parents and whānau as important contributors to a whāriki, ensuring they have the opportunity to contribute to discussion about “what matters here” 
• visiting family homes to gain deeper insights into children’s interests, cultures, and funds of knowledge 
• engaging in wider community groups and events to understand community values 
• demonstrating strong leadership or “stewardship”, not only with children and educators but also within local communities and government agencies 
• advocating for practices in the ECE setting and the community that promote and celebrate the inclusion of diverse ways of living and being. 

While positional leaders, such as head teachers and supervisors, have particular responsibilities associated with their role, all educators have responsibility for weaving a whāriki that engages authentically with families and community. 

Whakamana | Empowerment

Each child will experience an empowering curriculum that enhances their mana and supports them to enhance the mana of others when the links between their home and the ECE setting are valued. Kaiako ensure that curriculum and resources are sensitive and responsive to the different cultures, heritages, and funds of knowledge children bring from their home context. 

Whānau Tangata | Family and community

Children’s learning and development is enhanced when culturally appropriate ways of communicating are used and when whānau, hapū, iwi, and community are encouraged to participate in the ECE curriculum. It is important that kaiako develop meaningful relationships with whānau and respect their aspirations for their children. 

Kotahitanga | Holistic development

Partnerships with parents and whānau are vital to empower children’s holistic learning and development. The child’s whole context – physical surroundings, emotional context, relationships with others, and immediate needs – will affect what they learn from any particular experience. A holistic approach sees the child as a person who wants to learn, the task as a meaningful whole, and the whole as greater than the sum of its parts. 

Ngā Hononga | Relationships

Children learn and develop best when their culture, knowledge, and community are supported and respected, and when the adults in their lives support them to make connections across settings. The curriculum and learning priorities should take into consideration ways to strengthen and enhance these relationships. The beliefs, assumptions, values, and attitudes of adults will add colour and texture to settings and the intricate patterns and designs of authentic whāriki. 

• Cooper, M., & Hedges, H. (2014). Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families. Contemporary Issues in Early Childhood, 15(2), 165–175. https://doi.org/10.2304/ciec.2014.15.2.165 
  This open-access article written for an international, academic journal urges teachers to adopt more analytical and culturally responsive strategies so that children and families genuinely benefit from participation.
• Agee, M. N., Makasiale, C. 'Ofa., Culbertson, P. L., & McIntosh, T. (Eds.) (2013). Pacific identities and well-being: cross-cultural perspectives. Dunedin, New Zealand: Otago University Press. 
  An anthology addressing the mental health and therapeutic needs of Pacific and Melanesian people.
• Partnership with whānau Māori in early childhood services 
  An Education Review Office evaluation report focusing on the extent to which services provided well for whānau Māori. 
• Cooper, M., Hedges, H., & Lovatt, D. (2013). Responding authentically to Pasifika children’s learning and identity development. Early Childhood Folio, 17(1), 6–11.
  A case study describing how teachers were able to incorporate a Pacific family’s funds of knowledge into their play-based curriculum.
• Clarkin-Phillips, J., & Carr, M. (2009). Strengthening responsive and reciprocal relationships in a whānau tangata centre. Early Childhood Folio, 13, 12–15.
  This journal article describes an investigation of a whānau tangata centre attached to a kindergarten. This hub included a drop-in centre for parents, parent workshops, a whānau room, school and health centres liaison. 
• M, L., Bateman, A., Ouko, A., Gerrity, R., et al., (2015). Teaching Learning in Culturally Diverse Early Childhood Settings. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research. 
  An investigation of how teachers in diverse settings practically implemented their values by drawing on the funds of knowledge and cultural capital of the refugee and immigrant families they worked with, weaving these values into the fabric of the national curriculum, Te Whāriki. 
• Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in New Zealand: Best evidence synthesis iteration. Wellington: Ministry of Education.
  A report pulling together the research evidence on family and community influences on children’s educational achievement. 
• Cooper, M., Hedges, H., & Ashurst, L. (2014). Transforming relationships and curriculum: Visiting family homes. Early Childhood Folio, 18(1), 22–27. 
  This article discusses teachers’ experiences of visiting children’s family homes and ways these visits transformed relationships and curriculum. 
• The New Zealand Curriculum Online: Community engagement 
  This page has practical suggestions for building effective partnerships with families and communities. The sections specifically address Māori, Pacific communities, and inclusion contexts. Written primarily for a school audience but with relevance to early childhood contexts.