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The bicultural early childhood curriculum of Aotearoa New Zealand (NZ), Te Whāriki (Ministry of Education [MOE] in Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf , 2017), is underpinned by Māori indigenous philosophy and associated core concepts. Teachers are encouraged to draw from these rich cultural underpinnings to integrate their own patterns of pedagogy and curriculum for young children. However, the teaching workforce in early childhood education is largely non-Māori and few speak the Māori language fluently or have a deep understanding of Māori practices (Ritchie in Handbook of international perspectives of early childhood education. Routledge, 2018). Hence, some teachers feel hesitant to fully engage with Māori concepts to inform their practice with very young children. This chapter explores ways teachers in English-medium centres can weave indigenous concepts into their pedagogy with infants and toddlers. We examine the meaning of two Māori concepts emphasised in Te Whāriki and important to all children’s learning in NZ: aroha (compassion, love, empathy, and affection for others) and manaaki (respect, hospitality, generosity, and care) (MOE in Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf , 2017), recognising that these concepts are interwoven with the principles of Te Whāriki. These understandings are applied to an analysis of two teaching and learning vignettes observed within an English-medium centre in NZ, drawn from a broader qualitative project exploring pedagogies of care with 1-year-olds in four countries. The chapter illustrates ways teachers of infants and toddlers can enrich their pedagogies of care by engaging with and understanding relevant cultural concepts that are valued by the nation’s indigenous community.

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Enacting Pedagogies of Care: Weaving Māori Indigenous Concepts of Compassion and Respect into the Curriculum for 1-Year-Olds

  • 章节

  • 发表日期：

    2025年

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  • Maria Cooper,
  • Jean Rockel

摘要

The bicultural early childhood curriculum of Aotearoa New Zealand (NZ), Te Whāriki (Ministry of Education [MOE] in Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf , 2017), is underpinned by Māori indigenous philosophy and associated core concepts. Teachers are encouraged to draw from these rich cultural underpinnings to integrate their own patterns of pedagogy and curriculum for young children. However, the teaching workforce in early childhood education is largely non-Māori and few speak the Māori language fluently or have a deep understanding of Māori practices (Ritchie in Handbook of international perspectives of early childhood education. Routledge, 2018). Hence, some teachers feel hesitant to fully engage with Māori concepts to inform their practice with very young children. This chapter explores ways teachers in English-medium centres can weave indigenous concepts into their pedagogy with infants and toddlers. We examine the meaning of two Māori concepts emphasised in Te Whāriki and important to all children’s learning in NZ: aroha (compassion, love, empathy, and affection for others) and manaaki (respect, hospitality, generosity, and care) (MOE in Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. https://www.education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf , 2017), recognising that these concepts are interwoven with the principles of Te Whāriki. These understandings are applied to an analysis of two teaching and learning vignettes observed within an English-medium centre in NZ, drawn from a broader qualitative project exploring pedagogies of care with 1-year-olds in four countries. The chapter illustrates ways teachers of infants and toddlers can enrich their pedagogies of care by engaging with and understanding relevant cultural concepts that are valued by the nation’s indigenous community.