In the booklet that accompanies the video, Empowerment to Learn: Whakamana ki te Ako, there are some questions for reflection posed (quoted below):
- Reflect on your own practice. What does your practice tell you about your image of infants and toddlers?
- How do you demonstrate that infants and toddlers are:
– competent and confident learners and communicators
– healthy in mind, body, and spirit
– secure in their sense of belonging
– secure in the knowledge that they make a valued contribution?
- How do you value and promote Maori concepts, understandings, and language?
- What aspects of your practice would you like to enhance? How might you do this through your:
– communication with infants and toddlers, other colleagues, parents and whanau
– professional reading?
- How do you encourage tuakana teina relationships among infants and toddlers?
- How do you show infants and toddlers that you value and respect them?
- In what ways do you facilitate the development of trust in your relationships with infants and toddlers?
- How do you encourage infants and toddlers to develop trusting relationships with each other?
- In the context of relationships, how do you extend the thinking of infants and toddlers, and how do you increase the complexity of their learning?
- How do you understand the concept of primary caregiving, and what does it mean in your setting?
- When planning for the learning of infants and toddlers, how do you integrate routines and rituals as learning opportunities?
- To what extent do the routines and rituals of your setting reflect an awareness of the whole child? For example, during mealtimes, consider how:
– the infants and toddlers are empowered to communicate experiences that occur outside and within the setting
– they are being given time to communicate and to eat
– you encourage the infants’ and toddlers’ voices to be heard
– you develop a sense of community through the sharing of meals
– you support the infants’ and toddlers’ enjoyment of the food and their food preferences
- To what extent are the routines and rituals of your setting responsive to the cues, signals, and rhythms of infants and toddlers?
- What strategies do you use to encourage the children to develop skills in self-care and self-regulation?
- How do you ensure that routines are positive and enjoyable experiences for infants and toddlers?
- How do you develop infants’ and toddlers’ understandings of early literacy in contexts that are meaningful to them?
- How effective are you in recognising and responding to a range of cues and signals from infants and toddlers? What might change in your approach?
- How do you ensure that you are communicating about things that are authentic to infants to toddlers?
- How do you encourage infants and toddlers to communicate and talk about things that are meaningful to them?
- What resources do you have to support the ways that infants and toddlers communicate?
- What strategies do you use to provide a range of language opportunities for infants and toddlers?
- How do you build on your vocabulary in te reo Maori?
- What strategies for second language learning do you use with infants and toddlers? What further strategies might you use? Who might you approach for help to extend your knowledge of te reo Maori and of second language learning?
- What is your understanding of whanaungatanga? How can you use this philosophy to strengthen the relationships between teachers, infants, toddlers, and their family/whanau? How do your actions strengthen the family/whanau of infants and toddlers?
- To what extent do you feel that your setting has created and supported a community of learners?
- How do you use co-construction to extend the learning process for infants and toddlers and for yourself?
Ministry of Education (2001) Empowered to Learn: Whakamana ki te Ako: Te Whariki for infants and toddlers. Learning Media: Wellington