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We review everything we do
Te Whāriki (page 10) describes curriculum as “the sum total of the experiences, activities, and events, whether direct or indirect, which occur within an environment designed to foster children's learning and development”.
This review caused us to relook at our curriculum policy. Even just looking at programme planning, we've now realised that we need to look at other things too – things like appraisal, policy and health. Review opens us up for a really good look!
We review our practice – everything we do! Deliberate and careful review of our practice provides the opportunity to improve our curriculum, in its fullest sense, over time.
There are 3 key areas of practice contributing to the functionality and quality of our curriculum whāriki. They are:
- learning and teaching practice
- collaborative practice
- governance and management practice.
These areas of practice are relevant to all early childhood education services but will be approached in different ways according to identified priorities. Over time, services will evaluate each area of practice through review. A review plan or schedule ensures that no area is overlooked.
In review, the relationship between these areas of practice and the principles of Te Whāriki can be described as the warp and weft of a weaving. The principles of Te Whāriki can be represented in the warp. This is the foundation for our work. These principles act as a stable framework and are always the basis for review. They establish a foundation for reviewing our practice by asking:
- How well does our practice empower children to learn and to grow? (Empowerment | Whakamana)
- To what extent does our practice reflect the holistic nature of learning? (Holistic development | Kotahitanga)
- How integral to our practice is the wider world of family and community? (Family and community | Whānau tangata)
- To what extent does our practice support children to learn through responsive and reciprocal relationships with people, places, and things? (Relationships | Ngā hononga)
Drawing on the principles of Te Whāriki in review enables us to evaluate practice in the light of our shared beliefs about what really matters.
The areas of practice can be likened to the weft of the weaving – where different threads are selected according to the review priorities of our service. These priorities are developed in response to our obligations to meet legal requirements and our commitment to quality education.
Tikanga whakaako | Learning and teaching practice
Learning and teaching practice is what we do to foster children's learning. It can best be described by the term 'ako', which acknowledges learning and teaching as reciprocal processes. In embracing the concept of 'ako', we recognise the fact that learning is ongoing, and context based. The way we foster learning is informed by our knowledge of theory and of practice as well as by our ability to put theory into practice (and vice versa).
[The relationship between learning and teaching is interconnected,] they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn
1998, page 83
Learning and teaching practice includes such things as:
- our ability to notice, recognise, and respond (Kei Tua o te Pae, Book 1, page 6)
- curriculum planning and evaluation
- responsive and reciprocal relationships.
When we review learning and teaching practice, we ask “How well do we foster children's learning?” In responding to this question, we explore what we do, what we say, what we believe, what we know, and what the result is for children in our service. We want to know how well aspects of our practice support children in their learning.
Te mahi ngātahi | Collaborative practice
Collaborative practice is concerned with the way we work together. When everyone has authentic opportunities to learn and contribute to learning, we become a learning community. A learning community is built on a shared set of values, such as:
- respect
- trust
- honesty
- empathy
- sharing
- safety
- concern for one another.
The way we work together is informed by our understanding of one another, our ability to ask for and respect the opinions of others, and the recognition we are able to give to the wider world of the child and their family. When we are prepared to embrace the perspectives and views of others, we add great richness to our curriculum whāriki.
[It is important to shift the balance of power to] reflect children's increasing ability and inclination to steer their own course, set their own goals, assess their own achievements, and take on some of the responsibility for learning.
2004, page 2
Collaborative practice includes:
- processes that we have in place for ongoing consultation with members of our learning community
- authentic partnerships with local iwi that facilitate appropriate Treaty-based approaches to learning
- systems, such as portfolios, that enable children's voices to be heard in all aspects of the learning process (Kei Tua o te Pae, Book 4, page 2).
When we review collaborative practice, we ask, “How well do we work together?” In responding to this question, we explore what we do, what we say, what we believe, what we know, and what is happening as a result. We are keen to find out how responsive and reciprocal our relationships really are in supporting learning.
Te mahi whakahaere | Governance and management practice
Governance and management practice is concerned with the responsibilities for operating our service – both now and in the future – and the ways we keep things running smoothly. The importance of sound governance and management practice in our early childhood education service can be expressed through this well-known whakatauākī.
Ka pai ki muri, ka pai ki mua, ka pai ngā mea katoa.
If the back's right, the front's right. It's all good.
The way we govern and manage our service is informed by our knowledge of service priorities and external expectations. When everyone is aware of what is expected, we are in a position to successfully achieve our shared goals.
"Governing is being responsible for your centre so that it will be running well for many years”, whereas "Managing is doing the day-to-day things at the centre so your long-term plan is achieved"
2004, pages 12 to 13
These practices may be shared by the same people or separated out, depending on the organisation of each service.
Governance and management practice includes:
- planning for the future
- developing and maintaining systems
- formulating and reviewing policies and procedures.
When we review governance and management practice, we ask, “How well do we govern and manage our service to support children's learning?” In responding to this question, we explore what we do, what we say, what we believe, what we know, and what is happening as a result. We are interested in finding out how well aspects of our governance and management support children's learning.
Hei whakaaro iho | Some questions to think about
How do we strike a balance between planned and spontaneous reviews in our service?
To what extent does our documentation convey the depth and breadth of review that takes place in our service? Would other people understand the documentation if we showed it to them?
How much emphasis do we place on review that fulfils our accountabilities as opposed to review that seeks improvement? Is there a healthy balance between the two?
What does review tell us about our practice in relation to the principles of Te Whāriki?
What aspects of our practice do we regularly focus on? Why?
What aspects of our practice do we overlook? Why?
What do we know about how well we are doing in relation to our:
- learning and teaching practice?
- collaborative practice?
- governance and management practice?
How do we know that children's learning is being enhanced through our practice? What evidence do we have?
