Ahuru Mōwai and Born to Learn
Ahuru Mōwai and Born to Learn Curriculum – the key to supporting whānau to
encourage their children to reach their fullest potential!
He iti tangata, e tupu
He iti toki, e iti tonu iho
A little child will grow
A little axe always remains small
All whānau workers receive one week’s initial training in the use of the two Ahuru Mōwai
and Born to Learn curriculum manuals.
The curriculum contains well researched information for sharing with parents about brain
development, child development and learning, parenting issues, play ideas and extra
information on child focussed topics. The curriculum is organised into sections according
to the child’s age and contains ideas about development together with play ideas for
parents which will enhance development. Ahuru Mōwai and Born to Learn also contains
Te Mahere Kaupapa Māori, which provides additional ideas and activities of particular
relevance to whānau Māori.
The curriculum also includes a wealth of information and references for whānau workers
to enable them to increase their own knowledge.
The Ahuru Mōwai and Born to Learn curriculum is designed to be delivered at personal
visits to whānau, where information can be individualised to suit. Visits can be of varying
frequency depending on the needs of the family.
A key idea for whānau workers is that in a “child centred” service such as Family Start,
the child needs to be central to service delivery. This means that while a family may
have many issues, the needs of the child for warm, responsive care and appropriate
stimulation cannot wait for crises to pass. The needs of children and how parents are
meeting them are a core focus of Family Start.
Factors which will enhance the delivery of this component of the Family Start service
include:

Clear explanations to whānau, from the beginning, that Ahuru Mōwai and Born to
Learn is an integral part of the Family Start Service.

Asking how baby is coping with all events impacting on the family.

Setting goals for children’s learning in whānau plans.

Encouraging parents to observe their child and to share what they have been
noticing.

Modelling positive, warm and respectful interactions.

Affirming all positive and attentive parenting behaviour.

Showing parents how simple household objects can be used for playing and
learning.

Building the awareness in parents that what they provide in the way of experiences
for their child in the early years has a lifelong impact on brain development, the
child’s attitude to and enjoyment of learning and on their relationships with others.