Weaving Te Whāriki: Why these choices?
The weaving metaphor of an inclusive mat is produced by the careful integration of Western theories of the developmental and sociocultural discourses of Vygotsky and Bruner, with the traditional knowledges of Māoridom and te ao Māori form the foundation of the bicultural weaving of the mat. It accommodates diverse pedagogical approaches, and in this way it provides for cultural and learner diversity, and for bicultural knowledges and understandings. Increasing attention has been given in recent years to the issues involved in supporting and promoting equitable outcomes, as well as the latest child development research and information, directed at ensuring that the teaching and learning in Te Whāriki is up to date.
BIOECOLOGICAL MODEL
The Bioecological model was developed by Urie Bronfenbrenner, which explains the influence of social environments on child development. It offers a framework through which Te Whāriki envisages teachers in early learning settings working in partnership with families and community to realize set of learning outcomes that reflect the the vision for children that is at the heart of Te Whāriki.
SOCIOCULTURAL THEORIES
Te Whāriki builds on Bruner's and Vygotsky’s ideas that emphasized the social nature of learning, citing that the process of interacting with peers and teachers can help a child develop skills through scaffolding. Both agree that play is the main source of development in early years. In this view, teachers need to incorporate cultural and social activities for the children.
KAUPAPA MĀORI THEORY
Kaupapa Māori theory is drawn from Māori ways of knowing and being and assumes the normalcy of Māori knowledge, language and culture. At its
core is the retention of the Māori language and culture, which provides a foundation to implement the underpinning bicultural basis of Te Whāriki. In relation to this Te Whāriki approach, teachers need to incorporate bicultural experiences, activities and events into their programmes.
PASIFIKA APPROACHES
Pasifika approaches draw on different ethnic-specific ways of knowing and being, which also stress the notion of multiple relationships between people and across time, places and ideologies and the ability to navigate between familiar and unfamiliar worlds, different Pasifika world views, and Pasifika and non-Pasifika world views. To meet Te Whāriki's goals, teachers need to recognize that children develop knowledge through trying things out, exploration, and curiosity, while supporting the development of culturally responsive practice for the care of children in contemporary early years settings.
CRITICAL THEORIES
This application of critical theory involves a future-oriented approach which suggests that we need to develop new ways of thinking about equity and diversity. How teachers engage with diversity and equality among peers in the classroom can play a critical role in children experiences, satisfaction, and learning outcomes. Teachers can support in-depth teaching and learning for all children irrespective of their abilities and existing attainment through the development of teaching materials, assessment procedures and an innovative curriculum, which lays the foundation for Te Whāriki in relation to inclusive practice.
EMERGING RESEARCH AND THEORY
Understanding recent research on development in child brain development allows for specific aspects of the classroom environment to be routinely evaluated to determine where improvement is needed. The importance of such knowledge is underscored throughout Te Whāriki. In this perspective, teachers need to have a sound understanding of child development research in order to lay the groundwork for lasting progress.