Te Whāriki has four principles that relate to the five strands. The first is Empowerment- Whakamana which is defined by the Ministry of Education as “curriculum which empowers the child to learn and grow”. Empowerment is connected to the theory of B. F. Skinner (1904-1990) about children learning through positive reinforcement. Skinner’s theory showed that a child’s behaviour was likely to be repeated if the child receives positive encouragement and rewards like when a child washes his hands and then receives a stamp and compliments every time this is done which is promoting Te Whāriki strand well-being- Mana Atua strand, goal 1: “Children experience an environment where their health is promoted” (Ministry of Education, p.48).but after a while the child will then wash their hands by their-self even without a stamp afterwards so through Empowerment this child learnt how to self-care and self-help. Implications that exist when...
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...02). Negotiating the meaning of ‘curriculum’: Can we awaken the ‘sleeping beauty’? Early Education, 28, 5-10.
Nuttall, J. (2003). Weaving Te Whāriki: Aotearoa New Zealand’s Early Childhood Curriculum Document in Theory and Practice. Wellington, New Zealand: Printlink
Richie, J. (1999). The use of te reo Māori in early childhood centres. Early Education, 20, 13-21.
The Open Polytechnic of New Zealand. (2008). The Open Polytechnic of New Zealand- Diploma of Teaching- (Early Childhood Education. Te Matauranga mo nga Kohungahunga I Roto I nga marautanga/ Te Whāriki: Early Childhood Curriculum and Early Childhood Education. Wellington, New Zealand: Author
Wright, L. (2003). The core ingredients: Embeddedness, relationships, and identity as components of home-based curriculum, Paper presented at Eighth Early Childhood Convention: Palmerston North, New Zealand.
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