Acknowledging and celebrating diversity through the early learning setting’s curriculum enables all children to learn together.

In Gordon Burns, D., Gunn, A., Purdue, K., & Surtees, N., McCartney, B., Purdue, K., & MacArthur, J. It is part of a growing international movement of integrated centres that recognise the value of local responses to local needs and encourage a model of “Parents as Involved Educators”, working creatively to provide seamless, inclusive education between home and centre.Te Aroha Noa is at the cutting edge of innovation and family practice.

), We have changed TKI so you no longer need to register/log in. For parents and whānau who have a child with additional learning needs, building a strong relationship is essential to their sense of belonging and inclusion.Reciprocal, responsive and respectful relationships with people, places, and things are significant in all children’s lives. Respecting all children and their whānau is fundamental to inclusion. Early learning / kōhanga reo, Certificated teacher ,

Te Whāriki, page 5 In this section you can explore some of the key ideas underpinning Te Whāriki . The section putting the spotlight on every child has a focus on inclusive leadership.This booklet will be useful in supporting the communication development of young children. Diversity and inclusion in early childhood education: A bicultural approach to engaging Māori potential. They made changes that were likely to be beneficial for all – at the same time as reducing barriers for children with additional needs.Te Aroha Noa Early Childhood Centre is part of an innovative whānau and community development organisation with an underpinning Christian kaupapa. The exemplars are a series of books that will help teachers to understand and strengthen children's learning.

Sociocultural and ecological theories underpin Te Whāriki, reflecting a holistic approach to learning and development. It also shows how children, parents and whānau can contribute to this assessment and ongoing learning.

This includes those with disabilities, health needs, diverse family types, refugee, migrant and minority families. It also prompts us to ensure that we are working with our learners and whānau in ways that are aligned with the principles, strands and learning outcomes of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. In Nuttall, J (Ed. Te Whāriki a te Kōhanga Reo ā-Ipurangi and Te Whāriki Early Childhood Curriculum Online

Kaiako are also prepared to adapt routines to accommodate individual needs and remove any barriers to children’s learning.“We ask ourselves – Is this place fair for each child?

Book 9 – Inclusive assessment.The Ministry of Education has prepared material for leaders in early childhood education. Of minority or refugee children?How visible are children with disabilities, or diverse learning needs in our curriculum, including in our resources for play?How well do we identify, prioritise and support children who are causing us concern?How visible is the learning, achievement, strengths, interests, progress and next steps of children with disabilities or diverse learning needs?How is assessment information used to plan and evaluate teaching and learning for How well do kaiako engage with parents and whānau of children who require additional support about their child’s learning?How well do our transition to school processes support children who require additional support for learning to transition to school successfully?Successful inclusion relies on strong leadership.

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