Understanding Te Whāriki NZ's Early Childhood Curriculum

In New Zealand, the foundation for learning in the early years is the Te Whāriki Early Childhood Curriculum. The name "Te Whāriki," literally translated, means "the woven mat." This powerful metaphor represents how children, teachers, parents, and the wider community are all interwoven in connecting the learning experiences of our children. More than just a set of guidelines, Te Whāriki is a play-based educational framework designed to support children across the country to grow and thrive!

What Is Te Whāriki?

First published in 1996 and refreshed in 2017, Te Whāriki is a New Zealand-specific early childhood curriculum officially produced by the Ministry of Education. Unlike a prescriptive, subject-based program of study, Te Whāriki provides a flexible framework that empowers educators to build a local curriculum or set of priorities that works best with the unique strengths, interests, and needs of their children and whānau. With an emphasis on encouraging and enabling children to “learn how to learn” (Office of Early Childhood Education, 2025).

The core purpose of Te Whāriki is to empower children to become "competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society." (Ministry of Education, 2017). This vision is deeply rooted in Aotearoa New Zealand's bicultural heritage, giving effect to Te Tiriti o Waitangi (the Treaty of Waitangi) by valuing both Māori and Pākehā cultures and languages.

Te Whāriki has gained international recognition for its innovative approach to early learning and uses four broad Principles and five interwoven Strands that guide all aspects of early childhood education here in New Zealand.

The 4 Key Principles Of Te Whāriki

The principles of Te Whāriki are the underlying values and beliefs that are woven through every aspect of the curriculum. They are designed to form the foundation of early learning in childcare centres around New Zealand while allowing for individual interpretations or representations to be made to suit the needs of local children and whanau.

1. Empowerment (Whakamana). This principle works on the concept that the curriculum is built to “empower the child to learn and grow”. Meaning that children are to be recognised as capable and confident learners in their own right, so they should be free to initiate and contribute to their own learning in their own way. Educators support this by providing an environment where children's ideas are valued and their choices are respected while being encouraged to take responsibility for their own learning.

What this might look like is access to open-ended resources that encourage creativity and problem-solving, where children have choices in their play, for example, deciding whether to engage in painting, construct with blocks, or explore the outdoor environment. And children's questions and ideas are used as springboards for further exploration and project-based learning. Encouraging children to articulate their needs and desires, building their confidence and self-efficacy.

2. Holistic Development (Kotahitanga). This principle recognises that learning and development for children is an integrated process. Acknowledging that the cognitive, emotional, social, spiritual, and physical dimensions of a child are interconnected and therefore contribute to their overall well-being and learning. This concept works to remove the idea that learning can be compartmentalised and separate from the child and their life in general.

What this might look like is engaging in outdoor play, where they are not just developing physical skills, but also learning about social interaction, problem-solving (e.g. how to share equipment), and emotional regulation (e.g. managing frustration).

3. Family And Community (Whānau Tangata). This principle highlights the crucial role of families and the wider community in a child's learning. It emphasises the importance of reciprocal and ongoing relationships between the early childhood service, children, parents, and whānau. Acknowledging and building upon the knowledge, experiences, and cultural backgrounds that children bring from their homes and communities.

What this might look like is actively seeking to build strong, respectful partnerships with whānau, encouraging open and honest communication through daily conversations, learning journals, and regular parent-teacher engagement. Enriching the learning environment for all children through community excursions, visits from local emergency services, or involvement in local events to further connect to the wider community, making learning relevant and meaningful.

4. Relationships (Ngā Hononga). This principle is based around the idea that children learn through responsive relationships with everything around them including people, places, and things. These relationships help to foster a sense of belonging, trust, and security, all of which are essential for the learning process.

What this might look like is prioritising building positive, trust based relationships with each child, understanding their unique personalities and learning styles. Fostering healthy peer relationships through collaborative play and group activities, teaching children skills like sharing, negotiation, and empathy. Encouraging children to interact with materials and spaces in meaningful ways, developing a sense of connection to their surroundings.

The 5 Te Whāriki Strands

While the principles above are centred on describing the ‘how’, the following five strands describe ‘what’ children are learning. These strands and principles are viewed as interwoven, supporting the learning outcomes and goals, guiding educators in planning and assessing children's progress.

• Wellbeing (Mana Atua). Focused on the health and wellbeing of the child being protected and nurtured, this strand encompasses physical, emotional, social, and spiritual wellbeing, ensuring children feel safe, secure, and confident to play, earn and explore. This might include set hygiene practices, nutritious kai (food), or promoting active movement and encouraging self-care skills like handwashing and dressing, empowering children to take responsibility for their own wellbeing.
• Belonging (Mana Whenua). Emphasising a sense of belonging for children and their families. This strand is about knowing they have a place, feeling comfortable with routines, customs, and regular events, and connecting with their family, community, and the wider world. What this might look like is using family photos to create a sense of familiarity, incorporating languages and cultural practices into daily routines or celebrating diversity through stories, music, and art, acknowledging the unique heritage each child brings.
• Contribution (Mana Tangata). This strand aims to ensure that opportunities for learning are equitable, and each child's contribution is valued and heard. A strong focus on individual strengths and interests aids in this process, helping to ensure all children, regardless of their background or ability have the same opportunities to learn and contribute to the group. This might include actively encouraging children to participate in decision-making, such as helping to choose activities or setting up the environment or helping to care for the gardens or assisting in tidying up after activities.
• Communication (Mana Reo). This strand focuses on the promotion and protection of languages and symbols of children's own and other cultures. This concept encourages children to express themselves in various different ways while feeling safe and comfortable to do so. This will involve educators engaging in meaningful conversations with children, actively listening and responding, while offering encouragement to share their thoughts and feelings through various mediums, including storytelling, dramatic play, art, music, and movement.
• Exploration (Mana Aotūroa). This one is all about encouraging children to explore and make sense of their natural, social, physical, and material worlds. Placing value on active exploration, critical thinking, and the development of working theories about how things work. What this might include is providing access to natural materials, open-ended resources such as water play, building structures or investigating insects, offering opportunities for both spontaneous and planned outdoor play with the encouragement to experiment, be curious, and problem-solve.

Key Take Aways For Parents And Caregivers

As parents and caregivers, you are your child's first and most important teachers. Te Whāriki explicitly acknowledges this by placing a strong emphasis on the partnership between home and the early childhood centre. Be a part of your child’s learning journey and:

• Share Your Aspirations! Talk about what your hopes and dreams are for your child's learning and development with your child care providers.
• Communicate With Educators! Freely share insights into your child's interests, experiences, and cultural background from home with their educators, as this helps them tailor their learning experiences at the child care centre.
• Engage With Your Child's Learning! Take a look at your child's learning stories, talk to them about their day, and reinforce learning at home through play and everyday activities.
• Ask Questions! Discuss Te Whāriki and how it guides your child's learning with your chosen child care centre, don't be afraid to ask about their learning processes and methods.

At Annabel’s Educare, Te Whāriki is not just a document that sits on a shelf, it is the very core of our daily learning, influencing every interaction, every activity, and every learning opportunity we provide! Give us a call to discuss your child care options today and support your child to be curious, confident, and connected, laying a strong foundation for a lifelong love of learning!

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