Playgroup curriculum

Curriculum framework

All certificated playgroups are required to 'plan for, provide and review an education programme that is consistent with the curriculum framework' which can be found in the booklet 'Certification Criteria for Playgroups 2008'.

Certification criteria for playgroups

The curriculum framework provides the structure for everything that happens, and the way in which it happens, in a playgroup.

Te Whāriki

The early childhood curriculum framework consists of the 4 principles and 5 strands of Te Whāriki. Te Whāriki is Aotearoa New Zealand’s early childhood curriculum document. It describes in broad terms what is seen as important learning for children as well as the kinds of environments in which this learning can occur.

Te Whāriki’s vision is for children to "grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging, and in the knowledge that they make a valued contribution to society". This vision is the foundation for the opportunities, activities, events, experiences and interactions that occur in early childhood settings.

In early childhood, 'Curriculum' means the "sum total of experiences, activities and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development".

Principles

A curriculum that is based on the 4 principles of Te Whāriki means that playgroups:

Whakamana | Empowerment

Empower children to learn and grow by encouraging and allowing them to make choices and take responsibility for their own learning.

Kotahitanga | Holistic development

Reflect the holistic way that children learn and grow by recognising that all learning is interwoven and occurs within the context of relevant and meaningful experience.

Whānau tangata | Family and community

Incorporate and involve children’s families and their local community by respecting differing viewpoints and fostering family and community participation.

Ngā hononga | Relationships

Recognise that children learn through interacting with the people, places and things in their environments by providing a wide and interesting array of people, places and things for children to interact with.

Strands

The 5 strands of Te Whāriki give more direction to what children will experience in a playgroup environment. They are the 5 key areas of learning and development in early childhood education.

Mana atua | Wellbeing

Children are physically and emotionally safe.

Mana whenua | Belonging

Children and their families feel a sense of belonging.

Mana tangata | Contribution

Everyone is treated fairly, and contributions are valued.

Mana reo | Communication

Using language and a range of other communication tools (such as books, art, dance, drama, mathematics, movement, music) from children’s own cultures, from New Zealand’s Māori heritage and from other cultures is promoted and valued.

Mana aotūroa | Exploration

Children can actively explore and make sense of their world.

So what does this mean in practice for playgroups?

The day-to-day activities, experiences, events, routines, rituals, resources, opportunities and interactions that occur in the playgroup should reflect and promote the principles and strands of Te Whāriki but the specific nature of these will be decided on by the children and families in the playgroup.

Each playgroup will do things in ways that best suit the values, beliefs and interests of their own children, families, and the resources available in the setting and local community.

Some playgroups find it helpful to provide a range of activities, resources, and experiences each session that allow for:

• family and dramatic play
• creative play
• exploring language, literacy and communication
• physically active play
• constructive play
• exploratory play
• manipulative play.

The way these types of play are made available to children, and the ways that adults interact and respond to children as they play should reflect the principles and strands of Te Whāriki.

Questions to ask

It is useful to ask the following questions to help decide what might happen and how adults might interact with children and each other on a day-to-day basis in the playgroup:

• What are our children interested in, trying hard to master, spending a lot of time doing, finding out about at the moment?
• Are we providing opportunities, activities and resources that support them to continue to do these things?

Mana atua | Wellbeing

• Are we providing opportunities, activities and resources that will enable children to develop knowledge, skills and attitudes relating to keeping themselves safe and healthy?
• Are we interacting with children and each other in ways that promote a good sense of self-worth?

Mana whenua | Belonging

• Are we providing opportunities, activities and resources that are familiar to children and enable them to feel welcomed and comfortable in this place?
• Are we interacting in ways that show each other that in this place we are safe and cared for and we are all respected and accepted for who we are?

Mana tangata | Contribution

• Are we providing opportunities, activities and resources that encourage children to actively participate with and alongside others?
• Are we acting and interacting in ways that support children to learn about valuing themselves and others and working together?

Mana reo | Communication

• Are we providing opportunities, activities and resources that enable children to develop increasing competence and confidence to communicate in a range of ways and for a range of purposes? Are we providing opportunities for children to learn about New Zealand’s dual heritage and some activities and resources that reflect Māori language, culture and values?
• Are we interacting in ways that encourage children and adults to think, problem solve, express ideas, opinions and feelings?

Mana aotūroa | Exploration

• Are we providing opportunities, activities and resources that are enticing, interesting, challenging and meaningful for children and encourage them to try things out, experiment, play around with materials and ideas and revisit and build on past experiences and ideas?
• Are we interacting in ways that encourage children to actively explore their environ­ments and are we showing that we value their play and spontaneous exploration?

Ask the staff at your regional Ministry of Education office for more information and ideas about what you can do to support children’s learning and promote Māori cultural learning within playgroups.

Regional offices