An Examination of the Updated Te Whāriki in Relation to Inclusive Practice

Introduction

• Te Whāriki: New Zealand's first national Early Childhood Education (ECE) curriculum.
• Originally published in 1996, updated in 2016 by the Ministry of Education.
• Reflects bi-cultural and multicultural community of New Zealand.
• Aim: To empower every child to be competent, confident, and eager to learn.

Key Shifts from 1996 to 2017

• Strengthened inclusion of children with additional learning needs.
• Extension of theories to include bioecological, Kaupapa Māori, Pasifika approaches, critical theories, and neuroscience.
• Emphasis on equity and inclusion for all learners.
• Removal of "special needs" terminology, replaced with a focus on rights of the child.
• Emphasis on adapting teaching styles and environments to meet the needs of all learners.

Language and Inclusion

• Positive Language: Focuses on the rights and individual needs of children.
• Reflects rights of the child as per UNCROC, promoting protection and equitable access.
• Encourages learning alongside peers in inclusive settings.

Implementation Advice for Inclusion

• Teachers are required to critically think about meeting individual needs through principles, strands, and goals.
• Emphasis on removing barriers to participation and learning.
• Importance of collaboration with families and communities.
• Introduction of Individual Plans (IP) for children with additional needs.

Strands of the Curriculum

• Wellbeing: Protect and nurture children's health and emotional well-being.
• Belonging: Foster a sense of security and belonging.
• Contribution: Promote equitable learning opportunities and value each child's contribution.
• Communication: Support diverse communication methods, such as NZSL for deaf children.
• Exploration: Encourage children to explore and experiment, supporting individual talents.

Cultural Responsiveness

• Emphasizes use of Te Reo Māori and Kaupapa Māori methods.
• Recognizes New Zealand's cultural diversity and the importance of engaging families.

Summary and Conclusions

• The updated Te Whāriki is more inclusive and responsive to individual needs.
• Moves away from deficit labels, focusing on teachers' responsibilities.
• Encourages government policy and funding to support early intervention.

References

• Includes studies and sources from various educational researchers and the Ministry of Education.