WELL-BEING >> MANAGING SELF​

How does Te Whāriki support the ‘pathway to school’ journey from Well-Being (eg: building resilience) to NZ Curriculum (Managing Self)

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1. What does that look like?​
2. How can we overcome the barriers that our students face?​
3. How do we support our learners with complex learning?

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Reflections:/ Discussion/ Feedforward & Feedback from hui:

• Learning songs from our schools that we can incorporate within our programme
• Teachers supporting children by going to school visits with the child
• Making good connections , building trusting relationships and having everyone on the same page about the development process
• Conversations with parents about expectations for children going to school
• Transferring skills from ECE to school - including managing emotions
• Supporting the individual needs and having structures in place to support ie: buddies
• Tuakana-teina - regular routines - cue cards (working with the children not doing to children)
• Communication between ECE and schools ECE and whānau
• Clear expectations of what this looks like for their child.
• Building self confidence and beliefs
• Building relationships to feel emotionally safe
• Knowing children with diverse needs and what they need with coping strategies
• Supporting whānau

BELONGING >> PARTICIPATING & CONTRIBUTING

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How does Te Whāriki support the ‘pathway to school’ journey from Well-Being (eg: building resilience) to NZ Curriculum (Managing Self)

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• What does that look like?​
• How can we overcome the barriers that our students face?​
• How do we support our learners with complex learning?

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Reflections:/ Discussion/ Feedforward & Feedback from hui:

• Drawing on their own cultural understanding - who they are and branching out to schools and the community.
• Developing identity and culture and embracing their uniqueness
• Teachers from schools visiting ECE - feeling welcome and taking an interest
• Barriers - transferring their knowledge - how it is dome at an ECE might not be the same recycling
• Making connections to something they are familiar with from their culture or something that contributes to their belonging from their outside/ wider lives
• Taking ownership
• Empowering them to be kaitiaki of the wider environment
• Barrier - not feeling confident in a space
• Building resilience so they can be more independent

CONTRIBUTING >>​ RELATING TO OTHERS​

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How does being “affirmed as an individual” support tamariki to make valued contributions?​

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1. What are the barriers they might face?
2. How can we support their continuity as confident, capable and competent learners?​

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Reflections:/ Discussion/ Feedforward & Feedback from hui:

• Challenges - parents doing everything for their child. Educating parents around seeing that their children are capable and confident.
• Cultural Expectations from families for their children and what is expected at school
• Listening to child voice
• Mana and confidence
• Empowerment
• They feel valued to contribute - matters!
• Problem solving - supporting tamariki to have the confidence to problem solve on their own
• Barrier - not having many teachers to support this

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COMMUNICATION >> USING LANGUAGE SYMBOLS AND TEXTS ​

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What might be some of the barriers faced by students with complex learning needs and students from diverse backgrounds?​

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• How can we empower our students to have a voice? ​

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Reflections:/ Discussion/ Feedforward & Feedback from hui:

• Children whose second language is English
• Support them with visual cues and buddy systems
• ESOL
• Speech referrals / RTLB forms taking so long from ECE to school
• News time - telling news and asking/ answering questions
• Barriers - turn taking / lack of confidence/ oral language causing frustration and misunderstanding
• How to empower - lots of opportunities to share
• Target sharing - sharing what they have created/ learned/ made etc
• Diverse backgrounds - understanding the system
• Complex needs - needing more time to visits schools - can schools / ECE set this up?
• Parent cooperation and understanding

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EXPLORATION >> THINKING

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How can we construct a pathway that continues to support students to extend their sense of curiosity and wonderment as they transition to school?​

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1. What opportunities are there to adapt or change what we are each doing to strengthen student transition to school? ​

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Reflections:/ Discussion/ Feedforward & Feedback from hui:

• Building experiences and opportunities/ provocations through their interests
• Asking critical questions (thinking)
• Play based learning (free play/ nature play/ EOTC)
• Having the resources to support the play and building their knowledge - curiosity will come through that
• Kāhui Ako meetings - building connections and bridging the gap
• Extending curiosity and wonderment
• Barriers - the structure of school

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