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Madi, Nina, Lani, Yehiela, Yasmine, Sunny

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Madi, Nina, Lani, Yehiela, Yasmine, Sunny

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HONESTY

- Being true to yourself about your identity and being honest to those around you. Identifying your strengths/weaknesses and taking action to improve those areas. To be honest is to be brave and ask for help/speak up, even if you are the only person who will stand for the truth.

- Being fair, having the integrity and doing the right thing. Ensuring that the 'playing field' is equal, and not having biases that will impact your teaching and the learning of the tamariki.

Whānau/relationships

Whānau relationships are not only who you share blood with but who you create strong relationships with,  scubas kaiako in your early childhood setting to tamariki, their whānau and community (iwi and hapū).

Approach

Being respectful of other people's cultural differences and taking the time to learn either through conversations or interactions you have with  tamariki and whānau.

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Chelsea, Aeliza, Paris, Vernon, Jen, Rosie

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Chelsea, Aeliza, Paris, Vernon, Jen, Rosie

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Balance:
-Definition: the ability to be fair, equal and treat all justly, the ability to self-regulate and the ability to balance your life. An even distribution of resources enabling someone or something to remain stable.
-How it looks: to encourage children not only to gain intellectually, but also grow in strength, develop new skills and increase confidence levels in the face of new challenges.

Respect:
-Definition: consideration for the feelings, wishes, or rights of others.
-How it looks: Ensure getting to know the tamariki and whānau before making snap judgements. Ensuring to treat everyone with kindness and accept everyone for who they are.

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Values:
#1 - Reflection: Serious thought & consideration.
To reflect on past & current experiences to be able to move forward, change your actions, learnings to create the best learning environment for our children.
#2 - Accountability & Performance.
Taking accountability for your actions and putting your best foot forward so you are the best version of yourself that you can be.
In a early childhood setting taking accountability would be taking responsibility of the children under your care the best way that you can. Insuring your performance as a teacher is true and honest.

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Hera, Molly, Sarah, CiCi, Serene, Valery

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Hera, Molly, Sarah, CiCi, Serene, Valery

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Values
1. Love- the act of caring and giving to someone else. Having someone's best interest and wellbeing as a priority in your life.
To show love- get to know our tamariki well, form a relationship with them. Spend quality time with them. Understand how they view love. Being present and supportive.

2. Respect- accept someone for who they are, even when they are different from you or you dont agree with them.
To show respect- listening and being mindful of the other tamariki. Be thoughtful of other's feelings. Show kindness to everyone including their family.

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Zoey, Georgia, Caitlin, Ruby, Danielle & Amy - Value 1 & 2

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Zoey, Georgia, Caitlin, Ruby, Danielle & Amy - Value 1 & 2

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Inclusive: Including all students and whanau despite whether their values align with you. Also making sure all students have the opportunity to learn, not just making the centre space all about you.
As a teacher we need to make sure our centre accepts all students cultures. We can do this by acknowledging their values.

Approachable: Making sure that the Tamariki and Whanau are comfortable to talk to you. As teachers we can do this by using open body language and having a friendly stamina about yourself.

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Katie, Madeline, Tyra, Laura, Sophie and Nawy

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Katie, Madeline, Tyra, Laura, Sophie and Nawy

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Self-awareness

Definition: conscious knowledge of one's own character and feelings

Self-awareness is evident when kaiako ensure that they regularly reflect on themselves and their teaching practice. When reflecting, kaiako need to think about their own values, attitudes , and beliefs that underpin their practice and understand why they have these values, beliefs, and attitudes. Kaiako should be conscious of how they a treating children and ensure that they are being treated equally.

Kindness

Definition: the quality of being friendly, generous, and considerate

Kindness is evident when kaiako are caring, welcoming, and accepting of tamariki and whānau. Kaiako should make an effort to get to know the child, their interests, and the family's aspirations for the child. They should show empathy, smile, use positive body language, and communicate effectively with tamariki, other kaiako and whānau.

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Patience: The capacity to accept or tolerate delay, problems, or suffering without becoming annoyed or anxious.

How it might be seen: taking the time to understand thoughts and feelings of tamariki and whanau.

Teamwork: Cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause.

How it might been seen: Working with a whaanau to overcome behaviour issues or any other problems. Also relates to colleagues working together to achieve a common goal.

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India, Ethan, Ella, Angelina, Katherine 

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India, Ethan, Ella, Angelina, Katherine 

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Patience - Is taking the time to listen & observe.

In practice - It’s important to be taking the time to understand the children’s individual needs. They’re still so fresh to the world and they’re learning so much every day so being patient with them and their journey is crucial.

Empathy - The ability to understand, relate and connect to others’ feelings.

In practice - You cannot build an effective relationship with the children if you aren’t willing to connect with them and who they are as a person. Children naturally build up walls and without having that personal connection with the children they won’t feel that they are valued as a person and consequently they tend to take less on board.

Reflection - Consideration and observations of past events.

In practice - Looking back on the experiences that the children undergo in a day. Being able to acknowledge the positive and negative effects and events for a child and also positive and negative actions that you have made which influenced the children. Looking back to move forward and looking at yourself, your actions, and your mindset to better yourself.

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Brooke, Sammy, Tayla, Savannah, Bianca, Destiny, Jess

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Brooke, Sammy, Tayla, Savannah, Bianca, Destiny, Jess

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Relationships:

Making connections and collaborating together in a positive way with children, colleges and family.

This would be seen in a centre by:
- Greeting the parents and making effort to get to know them.

- Asking the parents about their child's, needs, wants, and outcomes while they are at the centre.

- Making an effort to build trust with the child – it makes a difference if the child looks forward to coming to the centre.

Fairness:

Ability to understand what is and isn't fair to create an environment in which everyone feels equally as looked after.

This would be shown in a centre as:
- Having a non biased opinion.

- Finding both sides of the story (the single story)

- Treating everyone as equal regardless of culture, gender, ethnicity.

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Courtney, Amelia, Tayla, Lily and Bella.

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Courtney, Amelia, Tayla, Lily and Bella.

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Communication - the imparting or exchanging of information by speaking, writing, or using some other medium.

It would include speaking to the Whanau, communicating about Tamariki and their actions and learning with the other Kaiako.

Patience - the capacity to accept or tolerate delay, problems, or suffering without becoming annoyed or anxious.

Behaviour would include trying out new learning strategies and not getting or disheartened if that one doesn’t work out.

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Family -  a family is a group of people who may not be biologically related to you but who you feel most connected to. This can be seen as getting to know and understand the families in the centre and the families you create for a sense of well being and belonging.

Self awareness  - the conscious knowledge of one’s own character and feelings and becoming your own person, knowing who you are. Self awareness can be seen through an individual's actions and performances, how they present themselves, and respond to situations.