EC752: The Early Childhood Curriculum
Harjit kaur 20140579
Part One: Discussion Forum
The discussion focuses on enhancing my comprehension of the
significance of subject content areas in early childhood education. This
plays a crucial role in the holistic development of children, facilitating a
smoother transition from preschool to school. My conversations stem
from my understanding and the approach I took to integrate the fields of
arts and science, fostering this knowledge through play instead of
traditional, structured learning. The post explores how I applied my
current course learnings in a practical setting at my home centre by
establishing a responsive Nga hononga with the children and
incorporating Mana reo as the central element of this activity. Kumar
and Whyte (2018) mention curiosity as an important disposition,
identified science concepts that's also mentioned as science strands in
The New Zealand Curriculum. We can use incorporate questioning and
descriptive language to support children's visual literacy by encouraging
them to observe, describe, and interpret what they see like What
shapes do you see on the paper, what happens when we mix two
colours together? Use descriptive language to enhance their
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vocabulary and awareness like Instead of just saying “That’s blue looks
like the sky. I have gone through other students’ discussion on this
topic and found really good and useful knowledge.
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Part Two: one learning story from Kei Tua o te Pae
The story of 'Dressing up, painting faces and making masks' unfolds
through the journey of imaginative play, where transformation occurs in
tandem with the exploration of materials and technology. The narrative
explores a range of topics, including visual arts, technology, language,
and literacy.
Visual Arts
This links to Te Whāriki, as it emphasizes children’s exploration and
creativity through visual arts. Kolbe (2004) explains that Tamariki
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begins learning by looking, touching, and exploring different shapes,
colors, textures, and sounds. This fosters an effective learning
environment, particularly for Māori and Pacific children, by recognizing
social interactions and cultural identities (Fuemana-Foa’i, Pohio, &
Terreni, 2009).The New Zealand Curriculum states that children
engaging in visual arts can recognize, appreciate, and connect with
their own and others' artistic expressions (Ministry of Education, 2007).
Visual arts also help Tamariki communicate ideas, thoughts, and
emotions, while fostering self-expression, problem-solving, and
creativity (Ministry of Education, 2017). The Kaiako in this learning story
supported children’s interests by designing activities that extended their
creativity, aligning with Te Whāriki’s Exploration strand, which
encourages curiosity, communication, and expression (Ministry of
Education, 2017).
Feedback
This activity aligns with Te Whāriki, fostering creativity and selfexpression. By encouraging dressing up and water paint cosmetics, the
Kaiako promoted imaginative play through visual arts and drama,
supporting the Communication strand, which emphasizes creative
expression (Ministry of Education, 2017).The boys enthusiastically
created masks, exploring cutting, gluing, and painting techniques,
aligning with the Exploration strand, where Tamariki gain confidence
through material experimentation. The New Zealand Curriculum (Level
1) highlights developing practical knowledge by handling art tools
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(Ministry of Education, 2007). Through creative expression, Tamariki
builds confidence, communication, and cultural awareness, reinforcing
Te Whāriki’s holistic learning approach (Ministry of Education, 2017).
Feedforward
The use of recycled materials in visual arts activities aligns with Te
Whāriki’s Exploration strand, which encourages Tamariki to engage in
creative expression while developing an understanding of sustainability
(Ministry of Education, 2017). By repurposing materials like cardboard,
fabric scraps, and plastic bottles for costume-making, children learn the
value of reusing objects while exploring textures, forms, and artistic
techniques.
Expanding the activity by introducing clay modelling would further
develop fine motor skills and enhance creativity as Tamariki manipulate
and shape materials. According to the New Zealand Curriculum
(Ministry of Education, 2007), using recycled materials and clay
supports Developing Ideas (DI), as children transform everyday objects
into imaginative costumes.To extend the experience, Kaiako could
encourage Tamariki to create a play or story featuring their handmade
characters. This promotes dramatic arts, storytelling, and role-play,
linking to Te Whāriki’s Communication strand, which values selfexpression, collaboration, and creativity (Ministry of Education, 2017).
Technology
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To strengthen the link between costume design and technology,
consider how Tamariki engages in reasoning and problem-solving as
they construct their costumes.
Creating costumes requires children to design, plan, and adjust
materials to achieve their intended outcome. As they work with recycled
materials, fabric, and clay, they test different methods to piece
components together, refining their designs when something does not
work. This process aligns with the Technological Practice (TP) strand in
the New Zealand Curriculum (Ministry of Education, 2018), which
focuses on planning, trailing, and improving creations.
Through these experiences, children develop problem-solving, spatial
awareness, and construction skills (Mawson, 2011). Te Whāriki
emphasizes providing opportunities for Tamariki to experiment with
materials and technology, fostering creative thinking and innovation
(Ministry of Education, 2017). Introducing wheeled objects, magnets, or
fastening techniques (e.g., tying, taping, or stitching) could further
enhance their technological exploration while deepening their
understanding of movement, balance, and structure.
Feedback
This tale shows how the Kaiako utilized a sewing machine to teach the
children practical skills and fundamental technologies. Children learned
to solve problems while creating their costume ideas. Working with
tools and materials is essential for learning technical skills and
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understanding how things are formed (Mawson, 2011). The Kaiako
gave Tamariki a sewing machine and taught them how to operate it.
This taught Tamariki about the creative process, problem-solving,
critical thinking, and accepting mistakes. In line with Te Whāriki, this
story promotes Mana Aotūroa Exploration, where children create
working hypotheses about their environment via material
experimentation (Ministry of Education, 2017). It also promotes Mana
Tangata – Contribution by helping Tamariki gain confidence, accept
responsibility, and overcome obstacles with scaffolded assistance from
kaiako (Ministry of Education, 2017).The Kaiako also applied lotion
before masks to protect the children's safety and nurtured them while
encouraging safe exploration of materials and equipment.
Feedforward
To further support this learning, the Kaiako could guide children through
each stage of the design process (Ministry of Education, 2018).
Introducing discussions on material properties (linking to the
Technological Knowledge strand) could help Tamariki make informed
design choices, fostering a more comprehensive understanding of how
things are made.
Language
Language is fundamental to learning and thinking.Trevarthen and
Delafield-Butt (2017) and Bracefield and Woodgate (2020) highlight that
language and literacy development are especially important in the early
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years because core learning and thinking abilities are built. Tamariki
acquires language and literacy via active interaction with a range of
learning situations, not simply direct teaching. According to Trevarthen
and Delafield-Butt (2017), expressive environments matter—language
and literacy development is enhanced when children have opportunities
for free expression, meaningful conversations, and engagement with
spoken and written language. The English learning area of the New
Zealand Curriculum emphasizes listening, reading, seeing, speaking,
writing, and presenting as vital abilities for communication and
comprehension (Ministry of Education, 2007).
Feedback
The Kaiako has successfully promoted language development via
serve-and-return, social growth, and group activities. Te Whāriki
(Ministry of Education, 2017) emphasizes the importance of group
activities for children to improve communication skills and confidence.
Encouraging serve-and-return interactions supports language growth.
For example, when a child offers a mask design, the Kaiako listens and
asks questions, enhancing speech, vocabulary, and listening skills.
Wiremu was encouraged to share his mask creation in this story,
helping him develop confidence in speaking and participating in group
discussions (Ministry of Education, 2017).
These strategies align with Te Whāriki’s values, especially He Māpuna
te Tamaiti (Ministry of Education, 2019), which promotes social and
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emotional competence through meaningful interactions and
collaborative learning.
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Reference List
Bracefield.l , Woodgate. A.(2020). Literacy Learning in the Early Years:
Teaching and Learning in Early Childhood
Feumana-Foa’I, L., Pohio, L., Terreni,L. (2008). Narratives from
Aotearoa New Zealand: Building Communities in Early
Childhood Through the Visual Arts.
Kolbe, U. (2004). Children’s Imagination: Creativity Under Our Noses.
Mawson, B. (2011). Technological funds of knowledge in children’s
play: Implications for early childhood educators. Australasian
Journal of Early Childhood.
Ministry of Education. (2019). He Māpuna te Tamaiti: Supporting Social
and Emotional Competence in Early Learning. Wellington.
Ministry of Education.
Ministry of Education. (2019). Kei Tua o te pae/Assessment for
learning: Early childhood exemplars, books 10-20. Learning
Media.
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga
mōngā mokopuna o Aotearoa. Early childhood curriculum.
Wellington: Ministry of Education.
Trevarthen, C., & Delafield-Butt, J. (2017). Intersubjectivity in the
imagination and feelings of the infant: Implications for education
in the early year
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Part Three: Refection Smyth model
Describe
During my field practice, I observed that their theories about the world
shift quickly, making it difficult to track their individual interests. Te
Whāriki (Ministry of Education, 2017) emphasizes in Strand 5 –
Exploration (Mana Aotūroa) that children should engage in an
environment that fosters active exploration, thinking, and reasoning.
I created an activity related to animals, where children started naming
animals and imitating their sounds. I supported this by providing
opportunities for them to explore animal printouts, animal figures, and
related songs. I also observed the development of responsive and
reciprocal relationships, using facial expressions, body language, and
attentiveness to the children’s needs.
Additionally, children showed deep curiosity towards technological
exploration through block play, allowing them to experiment with
shapes, sizes, balance, and gravity. Some children persisted in building
block towers, demonstrating problem-solving and persistence. Infants
also gained confidence to select and experiment with materials in their
environment, actively exploring with their senses (Ministry of Education,
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2017).In my animal exploration activity, the two subject areas included
were science and technology.
Inform
Through animal photos, figures, and noises, I encouraged children to
explore their surroundings, a crucial part of early childhood
development (Ministry of Education, 2017). As animal names and
noises were spoken, language development improved (Santrock,
2021).Puppets promote communication, socialization, and creativity,
making them a good way to teach children about animals. Kaiako may
design wisely in this play area since puppets provide imagination and
engage childrens. Touched animal cutouts or moving toys may boost
interest (MacDonald, 2015).
Technology was also practiced by our children. Many children explored
my basket of blocks on the mat. They curiously rotated, removed, and
discarded the blocks one by one. One child tried to place a little block
atop a bigger one. When unsuccessful, they stared at me with dismay. I
said same-sized bricks fit better. They built, yelling Woah and tower as
they went. Their perseverance showed how play develops engineering,
problem-solving, and spatial abilities (Berk, 2020). This activity aligns
with Te Whāriki, as children utilize play to learn about the environment
via physical manipulation and spatial awareness (Ministry of Education,
2017).Involving parents and whānau in pet talks or farm visits enhances
animal learning, strengthens connections, and aligns with Te Whāriki's
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Whānau Tangata concept. According to the Education Council of
Aotearoa New Zealand (2017), the Code of Professional Responsibility
emphasizes continuous contact with whānau to improve children's
learning and well-being.
3. Confronting:
One challenge I faced was managing varying levels of engagement in
group activities. While some children were deeply interested in animalrelated activities, others lost focus. As Honig (2015) suggests,
educators should support exploration rather than provide direct
answers, fostering curiosity and independent learning. During block
play, children explored balance, but some faced frustration with
different-sized blocks. Magnetic or heavier blocks and structured
guidance could improve their experience. Scaffolding their learning may
also help them persist through challenges. I also observed limited
verbal communication during block play, which could impact problemsolving and language development. Encouraging children to talk about
their play may enhance their understanding. Artinian (2018) highlights
the importance of inquiry-based learning in science, allowing children to
explore and understand phenomena
4. Reconstructing:
My goal is to improve teaching practices and enrich learning
experiences for young learners by adhering to Te Whāriki and Our
professional standards. For future lessons on animals, I plan to use
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sensory animal materials and involve whānau through live animal visits
or pet discussions, fostering Whānau Tangata. In block play, I’ll scaffold
learning, and encourage verbal explanations to support cognitive,
language, and social skills, aligning with Te Whāriki and professional
standards.
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Reference list
Berk, L. E. (2020). Development through the lifespan. Pearson.
Education Council of Aotearoa New Zealand. (2017). Our code, our
standards: Code of professional responsibility and standards for
the teaching profession. https://teachingcouncil.nz/professionalpractice/our-code-our-standards/
Ministry of Education. (2017). Te Whāriki: Te whāriki mātauranga mō
ngā mokopuna o Aotearoa—Early childhood curriculum.
https://tewhariki.tki.org.nz/en/
Santrock, J. W. (2021). Children (14th ed.). McGraw Hill.
childhood curriculum. Wellington, New Zealand: Author.
Artinian, T. (2018). Engaging teachers and toddlers in science. YC
Young Children.
Honig, A. (2015). Experiencing nature with young children.
Hynes-Berry, M., Jie-Qi, C., & Abel, B. (2022). It’s the math all around
that counts.
MacDonald, A. (2015). Investigating mathematics, science, and
technology in early childhood
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