Maori customary practices, values, and behaviors

Instructions

Essay

Early childhood teachers in Aotearoa New Zealand are guided by Te Whāriki and Tātaiako to respectfully implement Māori cultural knowledge, values and practices throughout the day to day teaching and learning experiences within their early childhood centres.  For some teachers this is a new journey and for others, a continuing one.

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Introduce your essay by reflecting on your learning journey and articulating your

knowledge of Te Tiriti o Waitangi and Māori cultural knowledge, values and practices Maori customary practices, values, and behaviors.

Consider why a commitment to these areas is important and what you can do in order to

grow and develop your learning journey further.

Then select two practices encompassing Māori cultural knowledge and values that can

be effectively implemented into an early childhood centre.

 Explain how they honour Te Tiriti o Waitangi

 Examine their importance and contribution to children’s learning and early childhood

education

 Explain how they can be authentically implemented; and

 Identify what teaching strategies and professional/personal goals can support the Maori customary practices, values, and behaviors

ongoing development of these practices

Explore practical ways to support key aspects of kaupapa Māori, tikanga Māori, and te

reo Māori in early childhood contexts

Critically examine historical and contemporary perspectives in relation to Te Tiriti o

Waitangi and The Treaty of Waitangi

Critically analyse and apply strategies for ongoing bicultural development and Tiriti-

based early childhood education

The practices

The Maori primary practices from waiata-song and whanaungatanga- kin relationships include Respecting Tikanga and Practicing Te Reo. One of the theoretical Tikanga principles, the way of Maori of doing things is whanaungatanga. Traditionally, Tikanga is customary practices, values, and behaviors (Campbell & Gordon-Burns, 2017). They are known as a guideline to everyday life and are necessary during Maori cultural interaction. Maori customary practices, values, and behaviors The Tikanga concepts are continuous, but the practices vary between hapu and iwi (sub-tribe). There are notably two Tikanga aspects. Manaakitanga, which means caring for, generally referring to the welcoming and caring of guests or hospitality, and Kaitikiakitanga, which means protection and guardianship, and relates to environmental management. It focuses on responsibility and authority but not ownership (Chan &Ritchie, 2016). Its vital concept includes Mana, Tapu, and Mauri. The waiata and whanaungatanga have to practice respect to Tikanga and use te Reo Maori. Children take turns leading waiata, karakia, and purakau in te Reo Maori while respecting Tikanga Maori practice.

How the Practice Connect with Te Tiriti O Waitangi

Article 2 of the Te Tiriti O Waitangi protects Maori rangatiratanga, referring to self-determination and more largely authority rooted in Tikanga. The safeguarding of lands, fisheries, forests ad other treasures-taonga. Te Tiriti o Waitangi warrantees Maori protection, participation, and partnership (Campbell & Gordon-Burns, 2017)Maori customary practices, values, and behaviors. In ways of honoring Te Tiriti o Waitangi, using Te Reo is among the methods. Te Reo relates to the cultural framing of Te Whariki. Also, The Treaty of Waitangi was translated to Te Tiriti o Waitangi and is considered Aotearoa New Zealand’s founding document, which was an agreement between the Crown and Maori. Therefore, practicing Te Reo is considered honoring Te Tiriti o Waitangi.

How the Practice Supports Children’s Learning

Teaching and learning te Reo Maori is significant since it relates to the bicultural framing of  Te Whariki and the visualization that children will strongly grow up in their language, identity, and culture (Chan &Ritchie, 2020). Learning Te Reo Maori supports children in growing up as learners. Maori customary practices, values, and behaviors As learners, they discover more learning ways, more knowing ways, and more about their capabilities. They become more reflective while comparing their first language knowledge with what they learn in Te Reo Maori (Council, 2017). Tikanga is the practice of leading the children to respect the culture and customs and enable smooth learning within the children. In authentically implementing te Reo and Tikanga within the ECE setting, Te Reo Maori needs to be compulsory in such environments and other New Zealand institutions so that the upcoming generation of children may benefit from the cognitive academic advantages and bilingual benefits (Cruse, 2017).

Whanaungatanga means that a person is not on his/her own but has the broader community’s support and guidance. Operating with such a concept in ECE involves healthy relationships among the community and kinship philosophy towards making decisions and planning processes in achieving and offering better services (Campbell & Gordon-Burns, 2017). Maori customary practices, values, and behaviors Adopting the whanaungatanga approach relies on kaiako, inspiring better relationships with whanau and their contribution to ECE services. The system is in line with the early childhood curriculum strand of Mana Whenua-belonging. In achieving a better quality of learning atmosphere, a sense of identity and belonging is significant for Maori learners and every ECE learner.

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Practice implementation

The practice of wanaungatanga is consistent with teachers encouraging good relationships with whanau. The kaiako need to work and support each other in close proximal in the early childhood environment. Children have to be taught more waiata since it considerably helps with skils development, concentration, cooperation, coordination, and many more(Chan &Ritchie, 2020).Maori customary practices, values, and behaviors  They respect the Tikanga and create good relationships with each other and the community by adopting the wanaungatanga approach. More so, te reo should be implemented by using it on day-to-day interactions. For instance, people greeting each other in te reo, labeling places or things in te reo for reference such offices, singing the NZ anthem in te reo and watching videos about te Reo Maori with the children (Cruse, 2017). Wanaungatanga can be further strengthened, for instance, doing more korero with other communities that are welcoming people and taking time to get them knowing several families and karakia during mealtimes with the guests or within the community.

Teaching Strategies and Professional/Personal Goals

Working to strengthen whanau, parents, and general community relationships- – is a catalyst for te Reo Maori and Tikanga practices. As a teacher, I believe it is vital to consult the parents and Māori children’s whanau concerning their aspirations (Campbell & Gordon-Burns, 2017). The responses are a trigger for us kaiako to develop further the practices, which in turn extends the bicultural curriculum. We teachers can create a welcoming environment setting for Maori children and whanau that considerably reflects the bicultural focus. The perspectives of Maori are woven by the learning program (Cruse, 2017). Maori customary practices, values, and behaviors Besides, early childhood teachers can naturally apply te Reo Maori and Tikanga practices using short phrases, learners’ artwork, singing māori waiata, and routines. Children should also take turns in leading waiata,. Besides developing these practices, overall bicultural development involves us teachers familiarizing ourselves with what it means for Maori to be who they are, to be responsive, and understand Maori perspectives, cultural practices, values, and beliefs (Council, 2017). Also, teachers’ appraisal goals as professionals and how they can be learning strategic side goals that focus on extending a bicultural program in ECE centers by developing the practices are ways to support these practices’ ongoing development.

References

Campbell, L. M., & Gordon-Burns, D. (2017). Bicultural development for teachers and students in Aotearoa/New Zealand: Is it working? He Kupu: The Word, 5(2), 58-68.

Chan, A., & Ritchie, J. (2016). Parents, participation, partnership: Problematising New Zealand early childhood education. Contemporary Issues in Early Childhood, 17(3), 289-303.

Chan, A., & Ritchie, J. (2020). Responding to Superdiversity while Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa, New Zealand. In Teacher Education in Globalised Times (pp. 219-237). Springer, Singapore.

Council, E. (2017). Our code, our standards. Wellington, New Zealand: Education Council.

Cruse, D. C. A. (2017). Whānau Stories: Creating meaningful engagement and wellbeing for the indigenous culture of Aotearoa New Zealand (Doctoral dissertation, University of Waikato) Maori customary practices, values, and behaviors.