Blog

One of the most common questions teachers are asked of our new parents, families/whānau when children enrol at our centres is ‘how long will it take my child to settle in?’. The answer to that varies for every child, many children settle and respond to a new environment within a few weeks, however this looks different for all tamariki.

Some children, like my youngest child for example, take a few months to settle before they feel confident enough to say goodbye without getting upset during the leaving process.

Some children, like my oldest, wave and say goodbye on the first day without ever looking back and they continue to be like through their whole schooling experience.

Some children may take a few weeks to familiarise themselves with their environment, build relationships with kaiako and their peers, engage in routines and rituals, before they develop a sense of belonging and settle.

All of these examples of how tamariki settle are completely normal and I can tell you that eventually your child will settle with confidence. If we have concerns about this, we always engage in open communication with whānau to support and work with your child to review other strategies/alternatives.

Conservation and sustainability are wonderful kupu and the movements behind these kupu are beautiful and imperative for our world. Quite often in discourse around conservation and sustainable practice or ways of living, we hear things like ‘for the survival of the planet’. Of course, the planet will be fine, she has evolved through eons, and will continue to regardless of how many single use plastics we use. What we really mean is for our own survival. The health and state of the natural world is integrally connected to our own because we are of course a part of the ecology of the planet. Indigenous knowledge systems are based on this very foundation. So, for Conservation Week I am going to share my perspective on what that means to me as a kaiako, as a person and as tangata whenua.

I will start by acknowledging how upsetting, stressful and confusing that this behaviour can be for all involved (kaiako, whanau, tamariki) when these incidents take place before I venture into some of reasons they occur. There is a definite stigma around biting and why it occurs, but the reality is, that this is a very common and natural impulse that is far cry from a place of revenge or malice. While children are developing fundamental communication, language, and self-regulatory coping skills, they will often use physical gestures to get their message across. There are a multitude of different factors that can come into this. For example, changes occurring in children’s lives that leave a child feeling anxious, confused, and aware of a particular shift taking place that they cannot control or really understand (whanau separation, health and nutrition, developmental, environmental, sleep patterns, teething, another sibling on the way and what this means for them, the factors here are ongoing). Recognising that these behaviours are not calculated plans of aggression or revenge, or the often labelled “naughty” or “terrible two” behaviours, these are developmental natural impulses and responses to the child’s reptilian survival brain, and their developing limbic system. The reason I have touched briefly on the development cycles of the brain, is that figuring out developmentally appropriate expectations means you are better equipped to recognise, and to respond to them. Self-regulation, socially acceptable, and rational behaviour takes time to develop. It unfolds uniquely for each person, and although we are born with most, if not all, of the neural cells we will ever need, over time these connections are shaped by our interactions with the world. The main way to support desirable behaviours from tamariki, is to begin to try understanding those less desirable but natural behaviours. Only when there is some understanding, can we better respond to the child’s needs with empathy, love, and guidance.

St. Patrick's Day is a cultural and religious celebration held on 17th of March, the traditional death date of St Patrick, the patron saint of Ireland. Many legends grew up around him—for example, that he drove the snakes out of Ireland and used the shamrock to explain the Trinity. Although St. Patrick's Day started out as a religious holiday, over time it has become more a celebration of Irish culture than a religious event.

The Chinese New Year, which is also known as the Spring Festival or Lunar New Year is celebrated by millions of people around the world. China is not the only country that celebrates the start of a new lunar year around this time. Several other countries in Asia, including Vietnam, Korea, Japan, and Philippines, hold their own new year celebrations. Sometimes, the date celebrated may differ by one day or even one moon cycle due to time zones or other factors.

Community is a big word that can mean a lot of different things. In my experience in early childhood education, community is the intersection of the people connected with your service and the place itself. The Our Kids community is integrally connected with the Glen Eden community, geographically, socially and even historically.

Building whanaungatanga with your community is the foundation of place-based learning for us at Our Kids. This includes our relationships with our whānau, our neighbours, our local library, pet shop, grocer and community centre. This also includes our relationships to the whenua (land) our centre sits on, the ngahere (bush), awa (rivers), and maunga (mountains) which border it, and the history of these places.

Diwali is the festival of lights which is celebrated by millions of Hindus, Sikhs and Jains around the world, including those that are in New Zealand. The reasons people celebrate Diwali varies with the different religions. For some Diwali coincides with harvest and new year celebrations, for others it is a festival of new beginnings and the triumph of good over evil, and light over darkness.

We all want our children to succeed in life. Your idea of what success looks like might be a happy child, someone else might think success is a child that is learning to their full potential and someone else might think a successful child is one that is obedient and behaves by the rules. Whichever way, we need to ensure your child has a full kete in order for them to achieve success. This means we must meet their needs. Maslow’s ‘Hierarchy of Needs’ demonstrates 5 levels of different needs that adults and children’s lives are motivated by. The needs at the bottom of the pyramid are more important and must be met first in order to meet the needs at the top and for the person to meet their full potential and gain success.

Covid-19 has had a huge impact on the way we are currently living our day to day lives. Our ‘lack of control’ over the current situation and uncertainty about the future has caused many of us to experience some level of stress or anxiety. This is also a time when children can experience anxiety and uncertainty as their daily routines are turned upside down. Practicing Yoga and mindfulness with your children can be used as a helpful tool to support their physical, emotional and cognitive development in a fun, exciting and creative way.

Matariki has become synonymous with the celebration of the Māori New Year. Matariki is the name of a star cluster, and when it is visible in the night sky, this marks the change in season and the start of the first lunar cycle of the maramataka (Māori lunar calendar). Matariki is part of a bigger constellation called Te Waka o Rangi. It is a canoe with Matariki at the bow (front) and Tautoru (Orion) is at the stern (back). The waka is captained by a tupuna (ancestor) named Taramainuku whose mahi (work) it is to cast a cosmic net across the earth as the sun sets each day. With this net, Taramainuku trawls for the wairua (spirits) of those who have died. Each day he hauls the net up to the sky and hangs it off the back of his waka. This story tells how our dead are carried across the heavens by a waka lead by Matariki. As the sun rises, Taramainuku casts the wairua of the dead into the sky where they become part of the cosmos. Kua wheturangihia is a way of saying someone has died in te reo Māori, it literally means they have become stars.

We all want our children to succeed in life. Your idea of what success looks like might be a happy child, someone else might think success is a child that is learning to their full potential and someone else might think a successful child is one that is obedient and behaves by the rules. Whichever way, we need to ensure your child has a full kete in order for them to achieve success. This means we must meet their needs. Maslow’s ‘Hierarchy of Needs’ demonstrates 5 levels of different needs that adults and children’s lives are motivated by. The needs at the bottom of the pyramid are more important and must be met first in order to meet the needs at the top and for the person to meet their full potential and gain success.

A simple children’s favourite at Our Kids Mataki Way. I have parents asking me about this recipe regularly. Good for school boxes and very quick and easy to make. Can substitute blueberries with your child’s favourite fruit. Strawberry & banana is another favourite at the centre.

Covid-19 has had a huge impact on the way we are currently living our day to day lives. Our ‘lack of control’ over the current situation and uncertainty about the future has caused many of us to experience some level of stress or anxiety. This is also a time when children can experience anxiety and uncertainty as their daily routines are turned upside down. Practicing Yoga and mindfulness with your children can be used as a helpful tool to support their physical, emotional and cognitive development in a fun, exciting and creative way.

This weeks words relate to the body, alongside an encouragement song, Kai Pai!
Te Tinana - the Body
Mahunga/ ūpoko Head
Pakahiwi Shoulder
Uma Chest
Tuarā Back
Puku Stomach
Hope Hip
Waewae Leg/ foot
Ringaringa Hand/ arm
Matimati Finger/ toe
Makawe Hair
Kanohi Face
Rae Forehead
Taringa Ear
Whatu/ karu Eye
Waha Mouth
Ngutu Lips
Ihu Nose
Kauae Chin
Pāpāringa Cheek

This is an easy fun recipe to do with your kids on ANZAC day. Have a read of Anita's post on making ANZAC Day meaningful for children for more ideas.

This recipe will make approximately 12 biscuits.

Acknowledging ANZAC day is about building young children’s understanding of the traditions, facts and folklore of ANZAC Day and many real-life stories. It is about creating anniversaries that brings back these sensory memories.

Ngā Tae - Colours

Mā White

Whero Red

Kikorangi Blue

Kōwhai Yellow

Kākāriki Green

Karakaraka Orange

Parauri Brown

Tawa Purple

Kiwikiwi Grey

Pango Black

Hiriwa Silver

Koura Gold

COVID-19 has triggered a humanitarian crisis of global proportions, with thousands of lives disrupted daily. Sadly, we are not nearing the end of the crisis. In my day to day, I enjoy being in a mentoring role in an early childhood education setting, supporting head teachers and their teams when embracing challenges within the changing education landscape. In recent days, COVID-19 has dominated our lives and it is no surprise that I have been musing over how the situation was handled and what makes a great leader. In my opinion, the leader’s primary responsibility is to keep the teams successfully united and inspired to achieve a set of common goals. But what should a leader be focused on, in midst of disruptions the COVID-19 pandemic is causing to early learning services?

Words and Song of the Week

Kia ora – Hi, hello, thank you (literally - be well)

Tēnā koe – Greeting one person

Tēnā koutou – Greeting a group

Ka kite – See you (goodbye)

Apōpō– tomorrow

Ka kite apōpō– see you tomorrow

Mōrena – good morning

Ata mārie – good morning (peaceful morning)

Ahiahi mārie – good afternoon (peaceful afternoon)

Pō mārie – good night (peaceful night)

Te reo Māori holds unique status as the indigenous language of Aotearoa, New Zealand. It is also an official language of Aotearoa. The early childhood curriculum, Te Whāriki, is a bilingual and bicultural document which guides everything we do as kaiako (teachers) in early childhood in NZ. Te Whāriki recognises Māori as tangata whenua (people of this land) and states our roles as kaiako in protecting te reo Māori as it carries the culture of our tangata whenua.

Banana loaf is something we make regularly at Our Kids Mataki Way. We never have leftovers, its a constant hit with the children. Its a great snack to make at home, for you or children.

When parents think of school readiness, subject skills such as the ability to write their name, count up to 20 or recite the alphabet are often the usual things that come to mind.

A simple children’s favourite at Our Kids Mataki Way. I have parents asking me about this recipe regularly. Good for school boxes and very quick and easy to make. Can substitute blueberries with your child’s favourite fruit. Strawberry & banana is another favourite at the centre.

When I show new parents around our mixed-age early childhood centre I often see the same expression. It’s a look of slight concern or worry. Usually once they feel comfortable in our space they will ask the questions behind that expression.