ECE Learning Outcomes Framework
STRENGTHENING THE LEARNING IN ECE: A FRAMEWORK
developed by a Learning Outcomes Working Group of the MoE ECE Research Policy Forum in 2011
(as at 18 September 2012)
Te Whāriki
strands
[NZC Key
competencies]
Mana whenua
Belonging
[Participating &
contributing]
Mana atua
Well-being
[Managing self]
Mana ao tūroa
Exploration
[Thinking]
Domains of mana and
Strengthening the learning and
broad
Places and connections.
Connections with cultural identity,
home languages, funds of knowledge
and interests from one place to
another. Interests and real-world
connections deepen and grow; they
are shared.
Health and well-being: mind, body
and spirit.
Possibilities and potential for the self,
recognition of the learning journey
from the past and into the future.
Infants, toddlers and young children
are emotionally physically socially
and culturally safe; they thrive here,
are engaged and find joy.
The world in the widest sense.
An increasingly complex array of
valued exploration and meaningmaking practices (including
movement and playful imaginative
thinking); an increasingly focused
curiosity about aspects of the world
and a questioning attitude. Learners
enjoy challenge at the edge of their
ability.
empowerment.
Learning in
ECE is about:
realising potential:
outcomes
Whakapapa, pepeha
shapes cultural identity, te
reo Māori helps children
to define their position in
their whānau and wider
society
Connecting with
Mana is the foundation
for power and potential;
children gain an
awareness of ‘self as a
whole’; their abilities are
reinforced and extended;
they learn in a place they
feel is culturally safe
Participating /
engaging in
The mauri of a child is
observable. The
children’s ability to
explore, be creative, be
challenged and engaged
over sustained periods of
time grows; learning is
culturally and socially
mediated.
Exploring
Whānau,
family and
children need
to ask:
Do you know
me?
E mōhio ana
koe, ko wai au?
[Te Whāriki pp.
56, 58, 60, 62]
KToTP Book 11
Can I trust
you?
Ka eke taku
tūpono ki a koe,
kore rānei?
[Te Whāriki
pp. 48, 50, 52]
KToTP Book 12
Do you let me
fly?
Nāu aku
huruhuru kia
rere ai au?
[Te Whāriki
pp. 84, 86, 88,90]
KToTP Book 13
Strengthening the learning and
realising potential
Teaching with strengthening the
learning and realising potential in
mind: affordances, formative
assessments and follow-up will
make connections with and build on
cultural identity, home languages,
funds of knowledge and interests
from home. Interests achievements
and real-world connections are
documented and shared at home.
Families and whānau are welcome.
recognise achievement and map
possibilities for each infant and
child; caregiving is responsive and
sensitive. Teachers document
sequences of learning episodes, and
construct portfolios; they notice and
note changes and progress and
communicate aspirations for
children to families and whānau.
make available and support an array
of exploration and meaning-making
practices (including physical
movement and imaginative
thinking). Curiosity and a
questioning attitude is modelled.
Personalised challenges at just the
right level of ability are encouraged
and successes documented.
Page 8 of 22
ECE Learning Outcomes Framework
Mana reo
Communication
[Using language
symbols and
texts]
Mana tangata
Contribution
[Relating to
others]
Communication and languages
A growing repertoire of modes and
languages to communicate and
represent ideas for increasingly
complex purposes. Infants, toddlers
and young children enjoy and
sometimes tell a story; they notice
and take up opportunities to have a
say on matters of importance to them
and they also support others to be
heard.
People
Positive relationships with peers and
teachers; children have friends. They
recognise the value of dialogue and
collaboration and expect to make a
difference, sometimes taking a
leadership role and sometimes
enabling others to take the lead:
recognising the mana of others.
Pūrakau, kōrero paki,
Māori symbols and icons;
waiata, karakia, chants
and te reo Māori
contribute to the
complexities of thinking
and learning
Communicating
with
Kei te rongo koe
ki a au?
[Te Whāriki
pp. 74, 76, 78,
80]
Whanaungatanga forms
the basis of positive
relationships; concepts of
awhi, manaaki, tautoko
and tiaki lead to
collaborative learning;
tuakana, teina
relationships provide
opportunities for children
to support others and for
others to support them.
Do you hear
me?
Contributing to
KToTP Books
14 & 16-20
Is this place
fair?
He wāhi tūpono
tēnei?
make available and support a
growing repertoire of language and
symbolic modes and competences;
an enjoyment of storying is
reciprocal; children have permission
to speak or communicate on matters
of importance to them; they are
listened and responded to with
interest.
encourage active contributions and
equity. Teachers model and support
positive relationships, dialogue and
collaboration and children coconstruct their own assessments
where possible.
KToTP Book 15
[Te Whāriki
pp. 66, 68, 70]
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ECE Learning Outcomes Framework
EXAMPLE OF THE FRAMEWORK IN ACTION FOR LITERACY OUTCOMES
Chorus line
KToTP books 16 and 17 ‘literacy’ includes:
1. Observing and listening into languages, literacies and communication practices (LLCP)
2. Playing with LLCP
3. Using the LLCP for a purpose
4. Inventing, questioning/enquiring and transforming LLCP.
Literacy
Literacy = communication tools of cultures.
Literacy is about oral, gestural, visual, print, listening, spatial, physical modes of communication.
Te Whāriki
strands
[NZC Key
competencies]
Mana whenua
Belonging

[Participating &
contributing]
Domains of mana and empowerment
Strengthening the learning and realising potential:
broad outcomes
Places and connections.
Making connections with cultural
identity, home languages, funds of
knowledge and interests from one
place to another. Interests and realworld connections deepen and grow;
they are shared.
Whakapapa, pepeha
shapes cultural identity, te
reo Māori helps children
to define their position in
their whānau and wider
society
Indicators of Success
Context
Context reflects child’s cultural tools
(a ‘bridge’/resources, role of
family/community, artefacts, other
“different” children, home-service
communication)
Context uses LLCP modes to
acknowledge and reflect child’s
whakapapa
Communication with/between
communities
Child
Child expresses LLCP from
previous generations and
acknowledges it in others
Child joyfully uses the
communication tools of his/her
culture(s)
Child initiates communication
Child understands and responds to
communication customs
Child takes risks in new languages
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ECE Learning Outcomes Framework
Mana atua
Well-being
[Managing self]
Health and well-being: mind, body
and spirit.
Recognising possibilities and
potential for the self, the learning
journey from the past and into the
future. Infants, toddlers and young
children are emotionally physically
socially and culturally safe; they
thrive here, are engaged and find joy.
Mana is the foundation for
power and potential;
children gain an
awareness of ‘self as a
whole’; their abilities are
reinforced and extended;
they learn in a place they
feel is culturally safe
Context celebrates, acknowledges
and values child’s LLCP learning in
all his/her cultures
Child expresses wairua, mana,
mauri in self and recognises these
attributes in others
Context celebrates the cultural
advantages of Māori
Child expresses pride in their own
identity and respects the identity of
others
Context encourages trust
Communication is listened to
(teachers “read’ and respond
intentionally and appropriate)
(“watchfully attentive”)
Mana ao tūroa
Exploration
[Thinking]
The world in the widest sense.
Exploring an increasingly complex
array of valued meaning-making
practices (including movement and
playful imaginative thinking); an
increasingly focused curiosity about
aspects of the world and a
questioning attitude. Learners enjoy
challenge at the edge of their ability.
The mauri of a child is
observable. The children’s
ability to explore, be
creative, be challenged
and engaged over
sustained periods of time
grows; learning is
culturally and socially
mediated.
Teachers demonstrate knowledge
of child’s world and LLCPs that
illustrate and represent the child
Child demonstrates trust in self and
encourages trust in others
Child communicates in a range of
modes accompanied by joy, delight,
comfort and amusement
Child uses a repertoire of
expressive tools
Child engages with others through
LLCP to make meaning of and
explore their worlds and beyond
Context encourages and values
breadth and depth of exploring
LLCP
Child affilitates with ao tūroa
A range of opportunities to explore
different modes is readily available
Child takes risks with LLCP
Teachers make available, invite,
jointly participate and personalise
LLCP opportunities
Teachers make it safe and
permitted for child to explore
through communication
Child shows curiosity in LLCP
Child switches codes – literacy
practice linked to belonging and well
being
Child extends their LLCP repertoire
– broader, deeper and more
complex, communicating with a
range of people/modes
An environment that is attuned to
exploration through communication
Mana reo
Communication and languages
Teachers value te reo Māori in
Child recognises that te reo and
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ECE Learning Outcomes Framework
Communication
[Using language
symbols and
texts]
Growing a repertoire of modes and
languages to communicate and
represent ideas for increasingly
complex purposes. Infants, toddlers
and young children enjoy and
sometimes tell a story; they notice
and take up opportunities to have a
say on matters of importance to them
and they also support others to be
heard.
Pūrakau, kōrero paki,
Māori symbols and icons;
waiata, karakia, chants
and te reo Māori
contribute to the
complexities of thinking
and learning
action and other cultural LLCPs and
encourage their use
other cultural LLCPs belong in this
place
Teachers facilitate peer
communication and support
Child shows a growing repertoire of
modes and languages to
communicate and represent ideas
for increasingly complex purposes
Teachers make available and
support a growing repertoire of
modes and languages for
communicating and representing
Infant/toddler enjoys and sometimes
tells a story; he/she notice and take
up opportunities to have a say on
matters of importance to him/her
Child supports others to have a say
Mana tangata
Contribution
[Relating to
others]
People
Developing positive relationships with
peers and teachers; children have
friends. They recognise the value of
dialogue and collaboration and
expect to make a difference,
sometimes taking a leadership role
and sometimes enabling others to
take the lead: recognising the mana
of others.
Whanaungatanga forms
the basis of positive
relationships; concepts of
awhi, manaaki, tautoko
and tiaki lead to
collaborative learning;
tuakana, teina
relationships provide
opportunities for children
to support others and for
others to support them.
Teachers provide opportunities for
child to be responsible, to take
responsibility and to share in use of
LLCPs
Teachers recognise the importance
of, and enable, children to
contribute using LLCP (cultural)
Context provides equitable
opportunities for learning
Teachers facilitate LLCP bridges
between children
Child makes a contribution of their
own LLCP and respects the
contribution of others
Child takes responsibility in the use
of LLCP and recognises leadership
in others
Child initiates and contributes to
collaborative storying and story lines
Child initiatives and contributes to
symbolic play
Child has a repertoire of LLCP to
develop and sustain friendships and
other relationships
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