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Early Childhood Education

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Early Childhood Education
1

He taonga te reo: Honouring te reo me ona tikanga1, the Māori language and culture, within early childhood education in Aotearoa2.
Dr Jenny Ritchie, Associate Professor, Early Childhood Teacher Education, Unitec Institute of Technology, New Zealand

Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children), whānau (families) and educators are integrating the use of the Māori language within their everyday educational interactions, as mandated by the bilingual New Zealand early childhood curriculum, Te Whāriki (Ministry of Education, 1996). Languages reflect cultures, expressing our deeper meanings and representations. Inscribed within verbal and non-verbal languages are our ways of being, knowing and doing (Martin, 2008). Jeanette Rhedding-Jones has inquired in her Norwegian multicultural context as to “What kinds of constructions are the monocultural professionals creating for cross-cultural meetings and mergings?” (2001, p. 5). What follows is an exploration of strategies by which Māori ways of being, knowing and doing are being enacted through the medium of te reo in early childhood centres. Introduction Te Whāriki (Ministry of Education, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already widely acknowledged across the early childhood education sector in this country, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ōna tikanga4 as an integrated component of early childhood education programmes. Te Whāriki contains strong clear statements of expectations for educators in terms of enacting te reo Māori within their teaching: New Zealand is the home of Māori language and culture: curriculum in early childhood settings should promote te reo and ngā tikanga Māori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and


References: AGB/McNair. (1992). Survey of Demand for Bilingual and Immersion Education in Māori. A Report to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005). Freeing Ourselves from Neocolonial Domination in Research: A Kaupapa Māori Approach to Creating Knowledge. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed., pp. 109-164). Thousand Oaks, California: Sage. Connelly, F. M., & Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in Early Childhood Care and Education. Unpublished M.Ed. Thesis, Victoria University of Wellington, Wellington. Cummins, J. (Ed.). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Māori Identity. In P. Te Whāiti, M. McCarthy & A. Durie (Eds.), Mai i Rangiātea. Māori Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001). A Framework for Considering Māori Educational Advancement. Paper presented at the Hui Taumata Mātauranga, Turangi/Taupo. Else, A. (1997). Maori Participation & Performance in Education. A Literature Review and Research Programme. Wellington: Ministry of Education. Harkess, C. (2004). Ethnicity in the Early Childhood Education Teacher-led Workforce. Demographic and Statistical Analysis Unit: Ministry of Education. 8 Martin, K. (2007). Making Tracks and Reconceptualising Aboriginal Early Childhood Education: An Aboriginal Australian Perspective. Childrenz Issues, 11(1), 15-20. Martin, K. (2008). Please knock before you enter. Aboriginal regulation of Outsiders and the implications for researchers. Teneriffe: Post Pressed. Ministry of Education. (1996). Te Whāriki. He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media. Ministry of Education. (2007). Ngā Haeata Mātauranga. Education 2006/2007. Wellington: Ministry of Education. Annual Report on Maori Ministry of Social Development. (2007). The Social Report. Retrieved 30 July, 2008 from http://www.socialreport.msd.govt.nz/documents/sr07-cultural-identity.pdf Rhedding-Jones, J. (2001). Shifting Ethnicities: 'Native informants ' and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(2), 135156. Ritchie, J. (1994). Literature Review on Pedagogy of Second Language Acquisition in Immersion Early Childhood Care and Education Settings Report to Te Puni Kōkiri. Hamilton: University of Waikato. Ritchie, J. (1999). The Use of Te Reo Māori in Early Childhood Centres. Early Education, 20(Winter), 13-21. Ritchie, J. (2002). "It 's Becoming Part of Their Knowing": A Study of Bicultural Development in an Early Childhood Teacher Education Setting in Aotearoa/New Zealand. Unpublished PhD thesis, University of Waikato, Hamilton. Ritchie, J., & Rau, C. (2006). Whakawhanaungatanga. Partnerships in bicultural development in early childhood education. Final Report from the Teaching & Learning Research Initiative Project. Retrieved February 21, 2008, from: http://www.tlri.org.nz/pdfs/9207_finalreport.pdf Robertson, J., Gunn, T. R., Lanumata, T., & Pryor, J. (2007). Parental decision making in relation to the use of Early Childhood Services. Report to the Ministry of Education. Wellington: Roy McKenzie Centre for the Study of Families & Ministry of Education. Schulz, R., Schroeder, D., & Brody, C. M. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. Qualitative Studies in Education, 10(4), 473-485. Skerrett, M. (2007). Kia Tū Heipū: Languages frame, focus and colour our worlds. Childrenz Issues, 11(1), 6-14. 9 Smith, L. T. (1999). Decolonizing methodologies. Research and Indigenous Peoples. London and Dunedin: Zed Books Ltd and University of Otago Press. Smith, L. T. (2005). On Tricky Ground: Researching the Native in the Age of Uncertainty. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (3rd ed., pp. 85-107). Thousand Oaks, California: Sage. Te Puni Kōkiri/Ministry of Māori Development. (1998). Making Education Work for Māori. Report on Consultation. Wellington: Te Puni Kōkiri/Ministry of Māori Development. United Nations. (1989). United Nations Convention on the Rights of the Child. Retrieved February 21, 2008, from: http://www.cyf.govt.nz/432_442.htm 10 11
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