At a Puna Reo in the Waikato, upholding Tainui tikanga by recognising the status of the Waikato awa (river) informs the people of the rohe (region) of their learning priorities. They explore the importance of water with pēpi and tēina.

The significance of water to the education and learning of pēpi and tēina is also reflected in whakarite (practices) such as utilising water and karakia to physically, spiritually, and emotionally heal and support wellbeing.

This involves placing a oko wai koiora (water bowl) in a central place within the centre and encouraging toddlers to sprinkle water on themselves when feeling sad, lonely, or hurt.

Interactions with Ranginui (Sky Father) are also encouraged, with opportunities for infants and toddlers to experience and make connections to the ua (rain) as a means of supporting the physical and spiritual connectedness with Ranginui.

Small groups of toddlers also take trips to the Waikato awa as a way of acknowledging their tūpuna (ancestors), whakapapa, and spiritual connectedness.

This is part of a story of practice from the Infants and toddlers resource.

Adding local, placed-based stories

At Rudolf Steiner Kindergarten in Christchurch, kaiako became aware of ways they could extend their rich oral storytelling tradition by adding more local, place-based stories to their repertoire.

They have gained knowledge of these through attendance at Early Years Community Cluster meetings and by using the Ngāi Tahu Atlas, a resource of place names, history, and stories.

This has led to them prioritising the following actions:

• investigating the story behind how the school came to be named “Te Ara Korowai” (cloak around the school), who gave this name and why
• telling a story of how the creatures of the awa lived during walks with tamariki
• creating stories in the Steiner tradition, for example, felt puppets and mats that are built around the people and creatures who once lived in the local area
• adding these local stories to tamariki “Journey Books”, which travel between home and centre, so parents and whānau benefit and contribute as well.

When it comes to evaluating the impact of their actions, kaiako will look for:

• more reenactment of local stories through the drawings and artwork initiated by children
• references to local stories in children’s everyday conversations
• whānau enthusiasm about the focus on local curriculum.

Representing and respecting elements of both kaupapa Māori and Steiner fairytales brings challenge, joy, satisfaction, and learning for kaiako.

This story is one of the stories of practice from the Identity, language, and culture resource.

A research paper looking at an early childhood setting close to Te Papa Tongarewa | The Museum of New Zealand, noted how other early childhood services could make use of their local museums.

They also noted that even very small settlements around the country will often have a local museum.

Developing a relationship with a local museum offers opportunities to enrich children’s learning about local history from multiple perspectives and encourages a deeper understanding of the history and partnership brought by Te Tiriti o Waitangi.

It can also provide connections to the physical landscape.

Reference:

Clarkin-Phillips, J., Paki, V., Fruean, L., Armstrong, G., & Crowe, N. (2012). Exploring te ao Māori: The role of museums. Early Childhood Folio, 16(1), 10–14.

This is part of a story of practice from the Identity, language, and culture resource.