Age groups#

When choosing equipment for children, consider the 3 broad age groups described in Te Whāriki:

• Infants – birth to 18 months.
• Toddlers – 1 to 3 years.
• Young children – from 2 years 6 months to school entry age.

Te Whāriki – Tāhūrangi

Principles#

Make sure the principles and strands of Te Whāriki are at the centre of your planning decisions to provide an enriched environment for children.

Empowerment | Whakamana#

The early childhood curriculum empowers the child to learn and grow.

Holistic development | Kotahitanga#

The early childhood curriculum reflects the holistic way children learn and grow.

Family and community | Whānau tangata#

The wider world of family and community is an integral part of the early childhood curriculum.

Relationships | Ngā hononga#

Children learn through responsive and reciprocal relationships with people, places and things.

Strands#

Wellbeing | Mana atua#

The health and wellbeing of the child are protected and nurtured.

Belonging | Mana whenua#

Children and their families feel a sense of belonging. Equipment and resources should:

• reflect tikanga Māori and language.
• reflect the cultures in the local community.

Contribution | Mana tangata#

Opportunities for learning are equitable, and each child's contribution is valued.

Resources should reflect differing attitudes and feelings that will help children to accept other people who are different from themselves.

Equipment should encourage children to solve conflicts in a peaceful way. This will develop positive and constructive attitudes to competition.

Communication | Mana reo#

The languages and symbols of children's own and other cultures are promoted and protected.

There are a range of resources and things you can do that support and promote communication, including:

• books, language, talking, storytelling, puppets, listening and Māori resources
• written language – te reo Māori as numbers, waiata | songs
• equipment and resources to support creative expression in areas such as art, music, dance, construction
• greeting each person in their language
• visual resources
• music and instruments from other countries
• fantasy play – dress-up clothes, eating utensils
• puzzles and books
• resources from support agencies for families to access
• opportunities for emerging literacy
• equipment, furniture and layout to support conversations, for example cushions, sofas, mat or carpet.

Exploration | Mana aotūroa#

The child learns through active exploration of the environment.

Equipment and resources that could be available to children include:

• books and storytelling props
• puzzles and manipulative equipment
• blocks
• materials that foster creativity
• dough and clay
• dramatic play resources
• sand
• water
• papatūānuku materials such as stones, bark, shells
• science resources like magnifying glasses, magnets, microscope or experiment books
• carpentry equipment and resources that promote physically active play resources, for example, cardboard, blankets or wood for large constructions such as huts or boats
• paper, pens, rulers
• information and communication technology (ICT) equipment.