The Australian EYLF vs. New Zealand’s Te Whāriki: A Comparative Analysis of Early Childhood Curricula

Early childhood education is a foundational pillar in the development of young minds. Different countries have adopted varied approaches to ensure the holistic development of their youngest citizens. Two such notable curricula are Australia’s Early Years Learning Framework (EYLF) and New Zealand’s Te Whāriki. While both aim to provide quality early childhood education, their approaches and emphasis differ in several ways. This blog post delves into the main differences between these two frameworks.

1. Philosophical Underpinnings:

The philosophical underpinnings of any curriculum provide the foundational beliefs and values upon which the entire framework is built. They shape the approach, the content, and the methods of delivery. When comparing the Australian EYLF and New Zealand’s Te Whāriki, the differences in their philosophical bases are both profound and enlightening.

Australian EYLF: Belonging, Being, and Becoming

1. Belonging:
   • This aspect of the EYLF emphasizes the interconnectedness of life and the importance of relationships. It’s rooted in the idea that children, from birth, are connected to family, community, culture, and place.
   • The sense of belonging is nurtured through relationships, giving children a sense of security and allowing them to confidently explore their world.
2. Being:
   • “Being” focuses on the present – the here and now. It acknowledges the significance of childhood as a time unto itself, not just a preparatory phase for adulthood.
   • This philosophy encourages educators and parents to value and enjoy the present moments, experiences, and challenges, recognizing that they are foundational to children’s sense of self and their understanding of the world.
3. Becoming:
   • This aspect is about the changes children experience as they grow, learn, and develop. It encompasses their learning journey, acknowledging that each child will have their own unique path.
   • “Becoming” recognizes the role of various settings, experiences, and relationships in shaping children’s identities, capacities, and knowledge.

Te Whāriki: A Woven Mat of Learning

1. Interconnectedness:
   • The very name “Te Whāriki” translates to “a woven mat,” symbolizing the interconnectedness of learning experiences. Just as individual strands come together to form a strong mat, various learning experiences are interwoven to create a holistic educational journey.
   • This philosophy emphasizes that no single experience stands alone; each one is connected to others, building a comprehensive tapestry of learning.
2. Cultural Roots:
   • Te Whāriki is deeply entrenched in Maori traditions and values. It’s not just a curriculum; it’s a reflection of New Zealand’s cultural heritage.
   • The curriculum respects the Maori belief in the spiritual connectedness of all things, emphasizing values like respect, reciprocity, and responsibility.
3. Empowerment:
   • Central to Te Whāriki is the idea of empowering children. It’s about giving them the tools, confidence, and knowledge to navigate their world.
   • Empowerment in this context is not just about individual achievement but also about understanding one’s place in the community and the wider world.
4. Holistic Development:
   • Te Whāriki views children as whole beings, where their cognitive, emotional, physical, and spiritual development are intertwined.
   • This philosophy recognizes that each area of development impacts the others, and thus, a child’s growth and learning should be approached in a comprehensive manner.

While both curricula aim to provide a holistic and comprehensive early childhood education, their philosophical roots reflect the unique cultural and societal values of their respective countries. The EYLF, with its focus on belonging, being, and becoming, offers a perspective that values relationships, the present moment, and the individual journey of each child. In contrast, Te Whāriki, with its woven approach, emphasizes interconnectedness, cultural identity, empowerment, and holistic development, providing a rich tapestry of learning experiences deeply rooted in New Zealand’s cultural heritage.

2. Learning Outcomes:

The learning outcomes of any early childhood curriculum are pivotal as they set the direction for educators and provide a roadmap for children’s development. Both the Australian EYLF and New Zealand’s Te Whāriki have distinct learning outcomes that reflect their respective philosophical underpinnings and cultural contexts. Here’s a deeper dive into the differences in their learning outcomes:

Australian EYLF Learning Outcomes

1. Children have a strong sense of identity:

• This outcome emphasizes the development of personal and social competence. It encourages children to develop a sense of self, understand their rights, and respect the rights of others.
• Children are encouraged to express their feelings, needs, and ideas, recognizing and respecting the feelings of others.

2. Children are connected with and contribute to their world:

• This outcome focuses on children’s social competence and their ability to form connections with their environment.
• It promotes understanding and respect for diverse cultural backgrounds, fostering a sense of community and environmental responsibility.

3. Children have a strong sense of well-being:

• This outcome emphasizes physical and psychological well-being. It encourages children to be active and to make healthy choices.
• It also focuses on helping children develop emotional resilience and the ability to cope with challenges.

4. Children are confident and involved learners:

• This outcome fosters children’s enthusiasm for learning. It encourages curiosity, creativity, and problem-solving.
• Children are supported to develop a range of skills and processes such as experimentation, hypothesizing, researching, and investigating.

5. Children are effective communicators:

• This outcome emphasizes language skills and the ability to express ideas, thoughts, and feelings.
• It promotes both verbal and non-verbal communication, including the use of symbols, gestures, and body language.

Te Whāriki Strands:

1. Well-being (Mana Atua):

• This strand ensures that the health, safety, and well-being of the child are protected and nurtured.
• It emphasizes the importance of physical well-being, emotional resilience, and a positive self-concept.

2. Belonging (Mana Whenua):

• This strand focuses on the connections children have with their family, community, and environment.
• It promotes a sense of belonging and understanding of the links between the past, present, and future.

3. Contribution (Mana Tangata):

• This strand emphasizes the importance of relationships. It encourages children to work alongside others and learn from one another.
• It fosters a sense of responsibility, ensuring that children understand that their actions have consequences and that they can make meaningful contributions to their communities.

4. Communication (Mana Reo):

• This strand promotes and protects the languages and symbols of all cultural groups in New Zealand.
• It emphasizes the importance of different modes of communication, including oral, written, and visual languages.

5. Exploration (Mana Aotūroa):

• This strand encourages children to learn through active exploration of their environment.
• It fosters curiosity, creativity, and a sense of wonder, emphasizing the importance of play as a medium for exploration and learning.

In summary, while both curricula aim to foster holistic development, the EYLF’s outcomes are more centered on the individual child’s identity, connections, well-being, learning, and communication skills. In contrast, Te Whāriki’s strands are deeply interwoven, emphasizing the child’s relationship with the wider world, their cultural heritage, and their role within the community.

 

3. Cultural Context:

The cultural context of any educational framework is pivotal as it shapes the values, principles, and practices that are embedded within it. Both the Australian EYLF and New Zealand’s Te Whāriki have been developed keeping in mind the unique cultural landscapes of their respective countries. Here’s a deeper dive into the cultural nuances of both curricula:

Australian EYLF:

• Diverse Cultural Tapestry: Australia is home to a diverse range of cultures, and the EYLF recognizes this multiculturalism. The framework emphasizes the importance of understanding and respecting the varied backgrounds of children and their families.
• Recognition of Indigenous Cultures: The EYLF acknowledges the rich cultural heritage of the Aboriginal and Torres Strait Islander peoples. It emphasizes the importance of embedding indigenous perspectives in early childhood settings, ensuring that children develop an appreciation for the country’s First Nations cultures.
• Cultural Competence: A significant aspect of the EYLF is the development of cultural competence. This means educators are encouraged to understand their own cultural lens and biases, respect multiple cultural ways of knowing, and embrace diversity. The aim is to ensure that every child and family feels included and respected regardless of their cultural background.
• Family and Community Engagement: The EYLF promotes active engagement with families and communities. It recognizes that families are children’s first and most influential teachers and that community contexts and values play a significant role in children’s learning and development.

Te Whāriki:

• Bicultural Foundation: Te Whāriki is deeply rooted in New Zealand’s bicultural foundation, emphasizing the partnership between the Maori, the indigenous people of New Zealand, and the Crown. The curriculum is designed to reflect the aspirations of Maori for their children and the commitment to the Treaty of Waitangi.
• Maori Worldview: The curriculum is not just about integrating Maori content; it’s about embracing a Maori worldview. This includes understanding the Maori concepts of the world, the significance of land and environment, and the importance of ancestry and genealogy.
• Language and Symbols: Te Whāriki places a strong emphasis on preserving and promoting the Maori language (Te Reo) and symbols. It encourages early childhood settings to integrate Te Reo and Maori cultural symbols, ensuring that children grow up with an appreciation for the indigenous language and culture.
• Community and Whānau: In line with the Maori worldview, Te Whāriki emphasizes the role of the wider community or ‘whānau’ in children’s learning. Whānau, in the Maori context, extends beyond the immediate family to include extended family, community, and ancestors. The curriculum recognizes the collective responsibility of the whānau in nurturing and educating the child.

The cultural contexts of the Australian EYLF and New Zealand’s Te Whāriki are reflective of the rich tapestries of their respective nations. While both curricula emphasize the importance of cultural respect and understanding, Te Whāriki’s deep integration of Maori perspectives and its bicultural foundation make it distinct. On the other hand, the EYLF’s focus on cultural competence and its acknowledgment of Australia’s diverse cultural landscape offer a broad and inclusive approach to early childhood education.

4. Role of Educators:

The role of educators in early childhood education is pivotal. They are not just teachers but also nurturers, facilitators, and co-learners. Both the Australian EYLF and New Zealand’s Te Whāriki recognize the importance of educators but define their roles differently, reflecting the unique philosophies and cultural contexts of each curriculum.

Australian EYLF:

• Facilitators of Learning:
  • In the EYLF, educators are primarily seen as facilitators. They create a conducive environment where children can explore, play, and learn.
  • They set up activities and experiences that cater to individual children’s interests and developmental needs, allowing children to take the lead in their learning journey.
• Reflective Practitioners:
  • The EYLF emphasizes the importance of reflection in practice. Educators are encouraged to continuously evaluate and adapt their teaching methods based on observations and feedback.
  • This reflective approach ensures that educators remain responsive to the ever-changing needs and interests of the children in their care.
• Collaborators with Families:
  • Recognizing that families are children’s first educators, the EYLF promotes a collaborative approach. Educators are encouraged to build strong partnerships with families, ensuring that the learning experiences provided align with the values and expectations of the child’s home environment.
• Continuous Learners:
  • The EYLF acknowledges that the field of early childhood education is dynamic. As such, educators are encouraged to engage in continuous professional development to stay updated with the latest research and best practices in the field.

Te Whāriki:

• Co-Constructors of Knowledge:
  • Educators in the Te Whāriki framework are viewed as co-learners alongside children. They engage in shared experiences, exploring and discovering together.
  • This approach recognizes that learning is a two-way process, and educators can also learn from the children’s unique perspectives and insights.
• Cultural Advocates:
  • Given the bicultural foundation of Te Whāriki, educators are expected to be advocates for cultural diversity. They play a crucial role in ensuring that the curriculum remains inclusive and respectful of Maori perspectives and the broader cultural diversity of New Zealand.
  • This involves integrating Maori language, customs, and values into daily routines and activities.
• Relationship Builders:
  • Te Whāriki places a strong emphasis on relationships. Educators are tasked with fostering a sense of belonging and interconnectedness among children, families, and the wider community.
  • They create an environment where children feel valued, understood, and connected.
• Narrative-Based Assessors:
  • Assessment in Te Whāriki is deeply narrative-focused. Educators craft learning stories that capture the nuances of children’s experiences, highlighting their discoveries, challenges, and achievements.
  • These narratives are not just for assessment but also serve as a tool for communication with families, fostering a deeper understanding of the child’s learning journey.

The role of educators, as defined by the Australian EYLF and New Zealand’s Te Whāriki, reflects the core values and principles of each curriculum. While both recognize the multifaceted role of educators in early childhood settings, the emphasis varies. The EYLF positions educators as reflective facilitators, while Te Whāriki views them as co-constructors of knowledge and cultural advocates. These differences underscore the unique cultural and philosophical underpinnings of each framework.

5. Assessment and Documentation:

Assessment and documentation are critical components of early childhood education, as they provide insights into a child’s learning journey, helping educators and parents understand their progress, strengths, and areas that might need more attention. Both the Australian EYLF and New Zealand’s Te Whāriki approach this aspect with distinct methodologies, reflecting their foundational philosophies.

Australian EYLF:

• Nature of Documentation:
  • The EYLF promotes a variety of documentation methods, including learning stories, portfolios, and checklists. This allows for a comprehensive view of a child’s learning journey, capturing both qualitative and quantitative aspects of their development.
• Purpose of Assessment:
  • The primary goal of assessment in the EYLF is to inform practice. By understanding where a child is in their learning journey, educators can tailor their teaching methods to better suit individual needs.
  • It also serves as a communication tool between educators and families, providing a tangible record of a child’s experiences and achievements in the early learning setting.
• Involvement of Stakeholders:
  • While the EYLF encourages family involvement, the primary responsibility for assessment and documentation lies with the educators. They are trained to observe, interpret, and document children’s learning in ways that can guide their teaching strategies.
• Feedback Mechanism:
  • The EYLF promotes regular feedback sessions where educators discuss a child’s progress with their families. This collaborative approach ensures that both parties are aligned in their understanding and expectations.

Te Whāriki:

• Nature of Documentation:
  • Te Whāriki primarily uses narrative-based assessments, focusing on learning stories. These stories capture the child’s experiences in a narrative format, highlighting their explorations, discoveries, and interactions.
• Purpose of Assessment:
  • The assessment in Te Whāriki is holistic, aiming to capture the child’s development in the context of their cultural, familial, and community backgrounds. It’s not just about academic or skill-based progress but about understanding the child as a whole person within their unique environment.
  • The learning stories serve as a record of the child’s journey, emphasizing their strengths, interests, and relationships.
• Involvement of Stakeholders:
  • A distinctive feature of Te Whāriki’s approach is the deep involvement of families in the assessment process. Families are not just passive recipients of information but active contributors to the child’s learning stories.
  • The curriculum recognizes that families bring valuable insights into their child’s learning, given their understanding of the child’s life outside the educational setting.
• Feedback Mechanism:
  • In Te Whāriki, feedback is a continuous, collaborative process. Learning stories are often co-constructed with input from both educators and families. This ensures that the child’s learning journey is viewed from multiple perspectives, providing a richer, more nuanced understanding.

While both curricula recognize the importance of assessment and documentation in early childhood education, their approaches reflect their broader philosophies. The EYLF, with its varied documentation methods, offers a structured and comprehensive view of a child’s progress. In contrast, Te Whāriki, with its emphasis on narrative-based assessments, provides a more holistic and culturally contextualized understanding of a child’s development. Both approaches, in their unique ways, underscore the importance of capturing and celebrating the early learning journey of every child.

Conclusion:

While both the Australian EYLF and New Zealand’s Te Whāriki aim to provide a solid foundation for early childhood education, their approaches reflect the unique cultural, historical, and social contexts of their respective countries. Both frameworks highlight the importance of holistic development, family involvement, and play-based learning. However, the emphasis on cultural identity and the integration of indigenous perspectives make Te Whāriki distinct. On the other hand, the EYLF’s focus on belonging, being, and becoming offers a unique lens through which to view early childhood education. Both curricula, with their strengths, offer valuable insights into the world of early childhood education.