Reflection 3 - How your centre implements Tikanga Maori

STOP

At my centre there are sort of things that Tikanga Maori is similar to my culture.Tikanga Maori is an important aspect within early childhood centres, especially in New Zealand. It is a good way to help teach the Maori language and establish a foundation of speech early in a child’s life. Unfortunately with the centre I work in being an Aoga Amata (Samoan Early Childhood Centre) Tikanga Maori is not really used within my centre like the Maori language and customs. Other cultures like Samoan, Tongans and Indians have also made plans and ideas to help keep their language and ways strong within their people. This is really important in New Zealand with such a multicultural nation. In saying that we do have similar guidelines which are implemented the same way Tikanga Maori is. We have values and customs, although they may differ but they do help separate and identify our unique differences. It is based on logic and teachings of Samoans and their beliefs. Our ways of teaching may be slightly different but all have the same aim of helping children develop physically, mentally and spiritually. We do teach and encourage Maori language through waiata or songs. This is a good thing because Te Reo is used throughout New Zealand, but the emphasis of the early childhood centre that I work is to teach, nurture and protect the children while promoting the Samoan language and values at the same time.

THINK

Being a Samoan based early childhood centre, the core of Tikanga Maori has not been too successful in my centre. We have had success with teaching songs in the Maori language and the children have enjoyed, learned and have held onto most of the songs in we have taught. Sadly with the guidelines and programmes being based on Samoan customs and values we have not been able to include more Tikanga Maori into our daily activities. As teachers we do understand that this is New Zealand where Maori language is the mother tongue but also has to meet the needs and requirements of the parents and their child. Most parents who enrol their children in my centre have goal of introducing and teaching Samoan language and life into their young lives. Sometimes they do not mind Te Reo included for some parents come from both Samoan and Maori families but have to keep to our unique difference of establishing that Samoan Culture into the children’s lives. We do get a lot of support from the community, they believe this is a great way and solution to uphold our cultures and encourage more cultural childhood centres.

CHANGE

On a personal note I think including more Tikanga Maori into day to day activities should be looked at again. I believe that being in New Zealand, it should be compulsory learning more about Tikanga Maori; it helps children know more about the language which is used regularly up and down the country. We can improve on this by introducing a few activities which are different from just singing waiatas. It can help make the children more aware of Maori and their customs and values. In saying that it is relieving to know that other cultures want to promote and protect their language which helps this multicultural country identify and see the beautiful and wonderful differences that each culture stands for. This helps us gain a sense of belonging, helps us remember who we, where we come from. “Children and their families feel a sense of belonging” (Ministry of Education, 1996, p.15). We are all trying to head in the same direction which is teaching young ones and helping them establish a foundation which will one day mould them into the person they are to be.

Reflection 2 - Establising and maintaining relationships with children

STOP

On the 16^th of August I started my work experience at Fatugatiti Pre School. There are more than 30 children. It divided into three groups which are infants, toddlers and young children. I started at babies areas; it’s a new experience for me. At toddlers and young children’s area it’s quite interesting. Everyday always begin with a prayer, sing both Samoa and New Zealand national anthem. Three children hold Samoa and New Zealand flags and one child conduct the song. At mat time they form a big circle where they telling stories, sing songs, playing games and so on. There’s lots of music and movement occur. I started to build my relationship with the children by helping them what area they need help. I set activities for them like paintings, drawings and cut out images from magazine and newspapers to stick on their piece of paper.  At the play dough table I showed and teach them different ways to explore the play dough. I teach them how to use different equipments like knives and cater to cut the play dough so that they can create different shapes and sizes from it. There is a one child who is a special need I had a good relationship with him. He can’t speak nor hear anything.  He is a lovely boy. Every morning I went to work he always gives me a smile. If he wants to drink, eat he came grabbed my hand and take me where his lunch box is. He likes to join to a table where young children are. I did an activity about the child’s interest. I sat down at the art table and had eight children joined me. I grabbed tools for painting while the children were waiting. I asked them what they want to do and each child came up with an idea of what they are interested in. Each child picked up a paint brush placed it in the ballet where a variety of colours were and started to paint on their cubic design. As we painted a lot of children came around because they wanted to join us while we are painting. I helped the children paint their desired picture by showing them how to use the brushes and paint in different ways. I also helped other children that struggled with this activity. I communicated with the children by observing, talking and their physical actions. I also communicated with them through conversation.

THINK

The relationship between teacher and child is a real important bond if not the most important relationship in an early childhood environment. “Interaction provides a rich social world for children to make sense of and gives opportunities for them to learn by trying out their ideas with adults and other children” (Ministry of Education, 1996, p.43). Building relationships with children for me has been a very successful learning experience. I have faced many challenges while teaching the children but I would have to admit it has only made me understand more about each child individually. Observing and relating to children has helped me to gain more knowledge about each child and I have been able to identify the unique differences each child brings to the early childhood centre. Being a new face within my early childhood centre has not been a problem. Reason being is because I have been able to participate and contribute as much as I could to every activity that is done. This has helped the children become more familiar with me and has given them a sense of comfort when I am around them. Being able to build and build on my relationships with the children is not only important for me but more important for the children as this helps us as caregivers and teachers to identify strengths and weaknesses for each child. This is a major factor in helping a child with their learning and development. Having children being able to share and communicate with me on a personal level has been a welcoming experience and helps me as a new member to a early childhood family learn as much as I can, develop my attributes and help me build a character that could help children reach their full potential.

CHANGE

To help the children reach their full potential I know that there are many improvements and changes I would need to do to help them achieve this. Introducing more activities where we can identify more differences between children and see their strengths and weaknesses. By ensuring this we are able to adapt to make use of every child's ability. Having more one on one time with each child helps establish a strong relationship individually which will help the child feel safe and comfortable about discussing any issue with the teacher.

Most importantly upgrading my skills and knowledge by going back to school will also help me understand and become more aware of children and their needs so that they may have further progress and development for their learning which will ultimately help them with preparation for primary school.

Reflection 1 - Establising and maintaining relationships with staff

STOP

When I started the course, we had a work experience to do. So I was searching for a centre to work with. I had a church member who is one of the supervisors at the centre that I’m working in now. I called her to ask if I can do my work experience there. She said yes and organise an appointment for my interview. On Friday 13^th of August I had an interview with the supervisor. She is a lovely woman. She gave me good advice and encouraged me to aim for a higher level. She told me about how hard it was for her when she went through while she was doing Bachelor in Teaching. On the same day I started my hours for work experience. There are five qualified teachers, an administration and an unqualified teacher. I started to build my relationship with the staff, by supporting them during activities. I helped them get the children involved in an activity. I also helped by singing songs during mat time and they asked me if I could change the children’s nappies if they were busy. One of the teachers allowed me to take over a transition while she’s going for lunch. Transition is a word, phrase, sentence, or series of sentences connecting one part of a discourse to another. There are five young children involved in a transition. It is a challenge for me to speak and take a turn to do an activity in front of young children. It went well and young children were really enjoyed it. I read a wiggle book to them and each of them picked a character they liked. I asked them questions and they answered it very well. There are many ways of communicating with other staff member. I communicated with them by conversation outside of work, sharing ideas and thoughts during meetings, day to day discussions and hands and body movements. I had a good relationship with one of the teacher. She’s 26 years old. She advice me of what to do and what not to do. I also support her and her if she needs anything. The entire staff members are lovely and kind. They are friendly and respect different cultures. They are supportive and helpful to each other. I am glad to work and gain experience at the centre I’m in right now. They hired me on the 17^th of October as a reliever and it’s wonderful to work with such a lovely team. There is a new unqualified teacher at my centre and I have started to build a relationship with her.   

THINK

From my perspective establishing relationships with fellow staff members within the early childhood centre has been a very successful and exciting experience. Although I have only been there for a short time I have been able to share stories, information and contribute to all the staff meetings and procedures. In Te Whāriki book says “the confidence and ability to express their ideas and to assist others” (Ministry of Education, 1996, p.58). Most importantly through I have learned a lot from not only the staff members but from the maintenance team. Stepping out of my own comfort zone has helped me gain success in getting familiar with other staff members. Getting to know them on a personal level and being able to assist senior members of the centre has also helped me gained a wealth of knowledge and information about each individual. This has helped the centre grow and develop through the strong bond between the staff. “A feeling of confidence of belonging and having a right to belong in the early childhood setting (Ministry of Education, 1996, p.58). Being able to experience this has made me feel very welcome and at home. Joining a team as the newest member sometimes could be a difficult experience but in this case staffs have been very friendly and the centre encourages a family orientated environment. Through this experience I now know that establishing and maintaining strong relationships between staff members is a very key aspect not only for the work experience, for teachers but also the learning and development for the children.

CHANGE

Although I have been very successful I know that there are improvements and changes that I can make in order to strengthen bonds between myself and fellow staff members. Organizing more staff functions, Christmas dinner and outings can help me develop more as a person and help me get to know more about other staffs unique differences. Attending fellow staffs personal invitations can also improve my status with each individual.