Ngaru
Kowhaiwhai from Ngati Kahungungu
This design represents the cutting of the waves
when the waka travelled
www.maori.org.nz
He nui maunga e kore e taea te whakaneke,
engari he nui ngaru moana ma te ihu o te
waka e wahi
A great mountain cannot be moved, but a giant wave can be
broken by the canoe’s prow
Broughham, Reed & Timoti (2001)
At Camberley Kindergarten we believe,
With perseverance, things can be achieved
Centre Philosophy
Welcoming environment,
challenging and supporting
children in their learning
Responsive relationships that
support independence,
cooperation and
thoughtfulness towards others
We value, respect and actively
seek the involvement of parents
and whānau
Ko koutou ki tēnā, ko mātou ki tēnei kīwai o te kete
With you at that and us at this handle of the basket
(we can work together to contribute to your child’s growth as a competent and confident learner)
Ahakoa he iti, he pounamu
Pounamu, like tamariki, is a precious taonga…
Tamariki are gifted to us by our tīpuna, born already knowing, their learning
beginning at conception
Both pounamu and tamariki have origins of potential and possibility…
Both have the potential to, be shaped, maintain cultural continuity,
break down barriers, cement meaningful relationships and reflect
love…
Both have the possibility to become national icons, reflecting Aotearoa
as a unique place known for its precious gifts of pounamu and Te
Whāriki, which focuses on the unique characteristics of ngā pepe me
ngā tamariki as…
“competent and confident learners…(who will) make a valued
contribution to society”
Adapted from Rita Walker, Te Tari Puna Ora o Aotearoa Hui, 2001
Head Teacher : Hayley Whitaker
B. Ed (teaching) ECE, PG Dip (ECE)
Kia ora koutou. I am born and bred in Hastings though
my Mum is from England and my Dad has iwi affiliations
in Te Arawa. I live in Hastings with my partner Marty
who has two children, Logan and Holly, who stay with us
part time. I like to spend time riding motorbikes and
hanging out at the beach.
Teacher : Pam Standen
Diploma of Teaching (ECE)
I was born and have lived most of my life in Hastings and
now live in Napier with my husband Ross. We have two
adult sons who are living overseas at present. I love
nature and the outdoors and am keen on camping and
gardening.
Teacher :
Lynda Cushing
Diploma of
Teaching (ECE),
B. Ed
Kindergarten Support : Debbie Wroe
I was born and bred in Hawkes Bay. I live in Hastings with
my husband Jeremy and two children Bradley and Teagan.
We enjoy going to the beach as a family. I also enjoy riding
horses in my spare time.
How Things Work
Afternoon and Morning Tea
Children at both sessions are offered fruit for their snack. We ask that you help us
out by bringing a few pieces of fruit a week. We supply morning children with
sandwiches half way through the session since it is such a long morning.
Lunch Days
On Fridays the morning children bring their lunch to eat at kindergarten. Some
healthy choices that you can provide in their named lunch box may include
sandwiches, fruit, yoghurt, crackers.
5th Birthday
We celebrate your child’s 5th birthday and move to the next exciting phase of his/her
life with a dough cake and birthday hat. Children share popcorn that we make for
them and sing farewell and birthday songs.
Change of Clothes
Please send a change of clothes with your child each day in case of toileting
mishaps, water play and other messy activities.
Your Role
You are always welcome to come and spend time at kindergarten with your child. It
is great to have a spare set of hands to help out too. Occasionally we may ask you to
have a turn at taking the washing home on a Friday and/or the dolls and dress up
clothes at the end of the term. Please let us know if your child will be absent or if
they are finishing.
Committee
We really value family input in the running of our kindergarten. Being part of the
committee is stress free and you can bring your children along with you. Notices
about the dates of meetings are in the newsletter and on the whiteboard.
Te Whāriki
Our curriculum was written specifically for Aotearoa to reflect our
unique bicultural heritage. All children living in Aotearoa should
be given the opportunity to develop knowledge and
understanding of the cultural heritages of both partners of Te
Tiriti o Waitangi.
Te Whāriki recognises that curriculum is provided by the
people, places and things in the child’s entire environment
including the adults, the other children, the physical environment
and the resources. Our curriculum has been envisaged as a
whāriki, or mat, woven from the four principles and with input
from all those in the learning community. Decisions about
learning and teaching should reflect our bicultural heritage and
made in consultation with appropriate tangata whenua
(Te Whāriki, MOE, 1996, pp 9, 11)
Whakamana
Empowerment
Children who experience a curriculum that empowers them as
competent and confident learners are likely to develop a
strong sense of who they are and their place in the world.
Whakamana is the process of nurturing the mana of children.
This involves acknowledging and valuing the uniqueness of
each child – the skills and knowledge they bring and the
contribution they make to their whānau and the early
childhood education setting.
Empowerment is about giving children choices, encouraging
them in their decision making and promoting critical thinking.
Adults who empower children allow them to take risks,
experience success and failure, make mistakes and take
increasing initiative and responsibility.
Kotahitanga
Holistic Development
All aspects of a child’s learning are interrelated and
interconnected. Māori world views recognise that holistic
learning occurs through the connections between te taha
hinengaro (mental well being), te taha wairua (spiritual well
being), te taha tinana (physical well being), te taha whānau
(social well being) and whatumanawa (emotional well being).
Children construct their understanding of the world from a
range of connected and increasingly complex experiences.
These understandings grow and change as children make
meaning of their experiences and as they observe the roles
and models of people around them.
When teachers allow experiences to extend over time,
children have opportunities to build on, change or reconstruct
their learning.
Ngā Hononga
Relationships
Close relationships develop in early childhood education
services when teachers work with groups of children and
adults and children get to know each other very well.
Children’s potential to engage in meaningful and relevant
learning experiences is enhanced when the relationships are
caring and supportive.
Engagement is critical for children’s learning. Being engaged
in learning involves making meaningful connections and
relationships with people, places, things and time. Teachers
create opportunities for engaged learning that involves
reciprocal relationships (the concept of ako) between children
and adults, children and their peers and children and the
environment.
Teachers recognise that values such as respect, empathy,
generosity and caring for others affect behaviour and influence
how children engage with people, places, things and time.
Whānau Tangata
Family and Community
Whanaungatanga embraces the concept of relationships and
recognises that each child has relationships that are a source
of learning, empowerment and identity. Many of these
relationships are expressed in the whakapapa of each child.
Whanaungatanga is the process of supporting and
strengthening relationships that are significant to children and
to their whānau, family, hapu and iwi. The process is built on
values such as respect, empathy, sharing and caring for
others. This process contributes to the learning of all children.
Learning experiences become meaningful and purposeful
when they are connected to the child’s world, e.g. to their
family, their culture or their past experiences.
Assessment for Learning
The four principles of Te Whāriki are also the principles for
assessment. Assessment for is described as noticing,
recognising and responding (MOE, 2004). Assessment for
learning requires teachers to know the children and their
families very well.
Notice : Observe
Teachers notice what children are doing, interested in and
engaged in.
Recognise : Assess
Teachers then recognise the learning that is occurring for the
child or children, reflecting on what it tells them about
children’s learning, making links to theories, content
knowledge, Te Whāriki etc.
Respond : Plan
Teachers respond to children’s interests and learning, both at
the time, in the moment, and for the future. They reflect on
what they did, could have done and could do in the future to
extend children’s learning and interest?