Show simple item record  

dc.contributor.advisorMatamua, Rangi
dc.contributor.authorKaru, Joceleen Helen
dc.date.accessioned2015-08-03T04:53:29Z
dc.date.available2015-08-03T04:53:29Z
dc.date.issued2015
dc.identifier.citationKaru, J. H. (2015). HE PI KA RERE ‘An Early Childhood Approach to a Cultural Milieu’ (Thesis, Master of Arts (MA)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/9510en
dc.identifier.urihttps://hdl.handle.net/10289/9510
dc.description.abstractThis study explores the issues surrounding the inculcation of te reo me ngā tikanga Māori, Māori language customs and values among early childhood teacher educators in a tertiary setting and how these academics go about preparing students with limited or sufficient knowledge of te reo Māori (Māori language) me ngā tikanga Māori (Māori cultural practices) to meet expectations. Te Whāriki, the early childhood curriculum is a curriculum commonly referred to as a bicultural curriculum that contains two expressions of the curriculum, one for general early childhood centres and another for kōhanga reo, neither of which are translations of one another and further asserts the importance of Te Tiriti o Waitangi/ the Treaty of Waitangi and the responsibility of teachers for bicultural development in the education of all children. Equally important, Te Whāriki acknowledges the dual heritage existent within Aotearoa/ New Zealand and further encourages teachers in early childhood settings to have knowledge of te reo and tikanga Māori. Policy imperatives reflected within the New Zealand Graduating Teaching Standards (New Zealand Teachers Council, 2010) and the Ministry of Education’s document Tātaiako/ Cultural Competencies (2011) place further emphasis on the need for those in initial teacher education to demonstrate their conversancy with te reo me ngā tikanga Māori. The purpose of this study is to provide a narrative of the ways in which the early childhood initial teacher education programme prepares students to use te reo and tikanga Māori. It offers a premise to engage in further discussion of the continued effectiveness of early childhood teacher educators in the maintenance and delivery of te reo me ngā tikanga Māori and sets in motion a cyclical platform for further research from a traditional worldview which reflects and embodies the Māori language, culture and identity through a Kaupapa Māori philosophy and praxis.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectEarly childhood education
dc.subjectcultural milieu
dc.titleHE PI KA RERE 'An Early Childhood Approach to a Cultural Milieu'
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (MA)
dc.date.updated2015-02-16T02:55:44Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record