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https://tewhariki.tki.org.nz/en/teaching-strategies-and-resources/physical-education/
In Te Whāriki, the exploration/Mana aotūroa learning goals include an expectation that all children will become increasingly capable of moving confidently and challenging themselves physically, and that kaiako will support and assess children’s progress in these areas.
https://tewhariki.tki.org.nz/en/weaving-te-whariki/infants-and-toddlers/
Central to the understanding and practice of Te Whāriki is the idea that childhoods, child development, and quality infant and toddler provision are culturally bound. Culture encompasses beliefs about child-rearing practices, images of the child, relationships, and places value on different skills, traits, knowledge, and competencies.
https://education.govt.nz/early-childhood/teaching-and-learning/learning-tools-and-resources/play-ideas/physically-active-play-korikori/
Jan 22, 2015 · Te Whāriki. Physically active play supports learning across all strands of Te Whāriki. In particular, it supports the Exploration strand, where children gain confidence in and control of their bodies. They develop increasing knowledge about how to keep physically healthy.
https://famly.co/blog/management/te-whariki-new-zealand-early-years-curriculum/
Oct 24, 2018 · The Te Whāriki approach suggests that children should learn with and alongside others. However, it is also important to make sure that children have a strong sense of themselves. They need opportunities to play on their own, allowing their imagination and problem-solving skills to develop as well as their physical skills.
https://www.hekupu.ac.nz/article/child-wellbeing-integrated-curriculum
May 03, 2018 · Child wellbeing is a well discussed topic in a variety of domains, including health, welfare and education, and for instance, Te Whāriki, the New Zealand early childhood education curriculum, dedicates not only an entire strand to wellbeing but has the notion of physical, mental and spiritual wellbeing woven throughout the framework. The Center on the Developing Child at Harvard University (2010) developed …
https://www.coastguard.org.nz/images/CC-For%20Profile%20Books%20-Te%20Whariki%20&%20Curriculum.pdf
Te Whāriki is based on Four Principals: • Empowerment – Early Childhood Care and Education services assist children and their families to develop independence and to access the resources necessary to enable them to direct their own lives. • Holistic Development – Cognitive, social, cultural, physical, emotional, and spiritual
https://graduateway.com/lifespan-studieste-whariki/
Gradually voluntary control increases and the infant starts to develop gross and fine motor skills. This physical development and growth goes on to become milestones such as rolling, sitting and walking and grasping objects and using fingers and toes. Te Whariki supports physical development through strand 5 – Exploration, Mana Aoturoa.
https://www.myece.org.nz/educational-curriculum-aspects/106-te-whariki-curriculum
Te Whāriki sets out four broad principles, a set of strands, and goals for each strand. Below is an outline of these. Principles. 1. Whakamana – Empowerment. The early childhood curriculum empowers the child to learn and grow. 2. Kotahitanga – Holistic Development. The early childhood curriculum reflects the holistic way children learn and grow. 3.
https://education.govt.nz/assets/Documents/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf
terms of achieving equitable outcomes for Māori and ensuring that te reo Māori not only survives but thrives. Early childhood education has a crucial role to play here, by providing mokopuna with culturally responsive environments that support their learning and by ensuring that they are provided with equitable opportunities to learn.
https://www.geteduca.com/frameworks/te-whariki-ece-curriculum-new-zealand/
Te Whāriki, Early Childhood Education Curriculum – New Zealand Te Whāriki Overview. Te Whāriki is the New Zealand early childhood education curriculum first introduced in 1996, updated in 2017.. Te Whariki is underpinned by a vision for children who are competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the ...
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