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In this learning story, The strand of contribution is demonstrated and connected through out the piece.

Breeze is able to learn and work alongside others of different ages, ethnicity and gender, which is one of the goals of the contribution strand. She contributes to each situation offering assistance and help. This is shown when Breeze takes the opportunity to help Jamie opening his container and then giving him assistance to eat his kai. We also see this contribution shown when Breeze offers to help folding the washing, and then putting the washing away.

Breeze has been encouraged to work alongside others within the centre. She feels confident and affirmed as an individual which is another goal of this strand, allowing her to take up the learning opportunities that are presented to her. Her contribution is valued by the centre and shown through the use of this learning story acknowledging her strengths.

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In this learning story, The strand of contribution is demonstrated strongly and connected through out the piece.

Breeze is able to learn and work alongside others of different ages, ethnicity and gender, which is one of the goals of the contribution strand. She contributes to each situation offering assistance and help. This is shown when Breeze takes the opportunity to help Jamie opening his container and then giving him assistance to eat his kai. We also see this contribution shown when Breeze offers to help folding the washing, and then putting the washing away.

Breeze has been encouraged to work alongside others within the centre. She feels confident and affirmed as an individual which is another goal of this strand, this allows her to take up the learning opportunities that are presented to her. Her contribution is valued by the centre, and this value is shown through the use of this learning story which acknowledges her strengths.

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Contribution and communication.
Breeze was using the strand contribution. She was participating in an active way and wanting to help the teacher and her peers.  This strand reflected Breeze wanting to help fold the washing, wiping down the tables and helping pack children’s bags. This showed that she was not only contributing, she was also contributing to the well being of others. This could mean that she felt comfortable. Breeze was also using Mana Reo. She was communicating with others that could lead to developing a meaningful context when she starts going to school and has to communicate with many more children and adults.

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Breeze shows a sense of belonging from Te Whariki with the comfort she feels in the kindergarten environment. The words tuakana and awhi are used for both tamariki and kaiako that Breeze adapts to quite easily. This awhi is shown perfectly with the younger tamati, Jamie is being helped with his/her lunch, It also mentions how she helps with the chores and her want to help with the basic routines of the kindergarten is a engaging place for her to learn roueines, customs and regular events or activities. .

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Breeze demonstrates most of the goals laid out in the five strands however Mana Tangata appeared the strongest to me. Her pro-social behaviour by assisting both tamariki and kaiako contributes to others direct needs and well-being. Her interaction with her friend eating lunch and assisiting with the laundry were actions that both parties involved found enjoyable, primarily because she was reading the situation and wanting to particpate. Her actions also indirectly contribute to the community by being a role model for other tamariki.

Hillary McLaughlin

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Strand 5-Mana Aotūroa; Exploration

Goal"The child learns through active exploration of the environment"
"They develop working theories for making sense of the natural, social, physical, and material worlds."
Both of these statements from Te Whariki are supported in Breeze's learning story because Breeze has been able to explore what she can do as a tuakana through helping Jamie with his kai. She is "exploring what it means to be a tuakana and kaiawhina" This is a quote directly from the learning story and I think it supports the exploration strand, it is super important for tamariki to be able to explore their surroundings and what they can do to be helpful. They are such wonderful little people and watching them work out things in their own time is fascinating.
I feel this is relatable because as Breeze engages with other children, she will develop social skills and a get a sense of how people work around her.

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Learning story links to Te Whariki- Megan Donegan.

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Learning story links to Te Whariki- Megan Donegan.

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First I would just like to say what a beautiful little girl breeze is. you can clearly tell that she is nurtured in the right way.
Strand 4- Communication- Mana Reo: Tamariki discover and develop different ways to be creative and expressive and they experience the stories and symbols of their own and others culture. I believe these goals are very percent within Breezes learning story. she is expressing herself in a Tukana (elder sister) kind of way by helping the little boy open his kai container. I also believe that by hand feeding him she is showing signs of her culture as this could be how she receives kai at her whare or it could be a way she has seen younger tamariki in her whanau receiving kai.

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Tara Francis
I felt that Breeze's story connected with the contribution strand. Her acting as tuakana (elder sister) in the centre by teaching other children to do things, and being there as a support for the others when she feels its needed shows great individuality. She also took it upon herself to look after Jamie and his kai, which he felt comfortable enough for Breeze to feed the kai directly to him. The centre staff appreciated the help she gave and that would have given her a tremendous feeling of encouragement and an opportunity to be a better, more confident student.

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Mana Aotūroa:
I perceive exploration as an important part of Children's development.

Breeze demonstrated exploration by instinctively wanting to help those around her. The actions she took in helping Jamie and Sue will lead her in the appropriate direction to become confident in and control of her body. It also shows her developing working theories to make sense of the natural, social, physical, and material words. (As written in the Te Whāriki poster).

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Goal 2- they are affirmed as individual. Children develop awareness of their own special strengths , and confidence that these are recognized. I see this story has prevalent links to this strand through the affirmation of teacher supporting Breeze's efforts to awhi other children, and Breezes sense of comfort within her new setting that she is demonstrating competency and confidence doing so

June Caples

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Breeze's story fits into more than one of the five strands of essential learning and development, however her Contribution (Mana Tangata) in the learning centre stood out the most to me.
Breeze shows an incredible willingness to aid and support her fellow peers and teachers in various tasks. This ties in closely to Goal 3 for Contribution, which is: Children experience an environment where they are encouraged to learn with and alongside others.
Breeze is learning how to care for and empathize with other people and she has an understanding that to help others is a positive thing. She is comfortable in her role as a helper and this is teaching her to work well with others not only as a member of the group but as a leader or older sibling to her peers.
Her interaction with other children is heartwarming to see, and to read that she is also confident in approaching an adult to help her fold some washing and wipe down tables is a great way to see how Breeze likes to contribute to daily tasks.

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Jill White

Breeze felt comfortable with the routines that happened within her environment. She was comfortable enough to offer help to both her peers and teachers. Her participation with these activities shows she is happy to contribute and collaborate with her teachers. This maybe an activity that she also models at home.

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I think that this learning story reflects the contribution strand from Te Whariki. "each childs contribution is valued" (Te Whariki) this is shown to be upheld through the teachers response to Breezes determination to help his peers, she encourages him and shows that she appreciates his help. He is also "encouraged to learn with and alongside others" (Te Whariki) shown once again by the teacher supporting Breeze in assisting his younger peers and teaching them how to do things for themselves.

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Lisa Morley
I feel that the strand that most connects with Breeze's learning story is strand 3 Contribution. I feel the 3 goals of this strand connect to what was happening in the story. Breeze was wanting and willing to help with tasks and interrelate with peers in a helpful and emphatic way. This all relates to her desire to contribute in a meaningful way. To be a kaiawhina. The teacher responded to Breeze helping her class mate by (goal 1) allowing this opportunity to unfold in a natural way, not influencing the outcome or stages. This was a beautiful shared moment with no background separation colouring the interaction. (Goal 2)Breeze was affirmed by the interaction as being able to care for another and Jamie was affirmed by the interaction as being able to accept help. (Goal 3) This interaction is a real learning experience for Breeze, she is putting into effect her helpful and caring nature, by helping her peer with his lunch. This is a positive moment where both parties are happy to work together. Playing with the balance of giving and accepting help, mutual support.

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Tori Goble
Goal 2: Children and their families will experience an environment where connecting links with the family and the outer world.
Breeze relates directly to to the strand of belonging as she demonstrates what she has learnt in her home environment and display these qualities within the this environment. She has been taught by her parents or caregivers to always show love towards others and to always give a helping hand. This is shown when she demonstrates love towards Jamie when he was seen to be upset or lonely, Breeze allowed him to feel a sense of belonging.

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Cindy Dawson
Breeze has shown characteristics of 'belonging'. Her interactions with Jamie has formed a connection were she feels comfortable with her peers and surroundings to help others. This was demonstrated by Breeze helping Jamie open his container and hand feeding the sandwiches.
She felt comfortable participating in daily routines such as wiping down the tables and helping to pack the other children's bags.
Her actions towards others have made her feel a sense of belonging as she approached her teacher, Sue, to help fold the washing.

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Helen Macfarlane

Breeze wanted to help fold the washing and put it away. This would be placed under the goal of connecting links with the family and the wider world are affirmed and extended as Breeze is able to help with something that she would have seen being done at home and make connections about the outside world (somebody else does this too!). Breeze feels comfortable with the routines, customs, and regular events of her centre, she was comfortable to approach Sue and offer help

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I feel you can link Breeze's behaviour to three of the strands of Te Whāriki quite well:
Strand 2 Belonging - Mana Whenua:
Breeze is creating positive connections with her environment. with her teacher and peers by helping out with chores and engaging in learning activities with others. She shows an understanding of acceptable behaviour in that environment and knows her place - that she is important.
Strand 3 Contribution - Mana Tangata:
Breeze demonstrates this by offering her knowledge to other younger children which follows the goal mentioned in Te Whāriki that' 'there are equitable opportunities for learning, irrespective of gender, age, ethnicity, or background'. She has received positive feedback and encouragement to continue helping others and contributing to the jobs around the class which will aid in her learning also,.
Strand 5 Exploration - Mana Aotūroa:

I feel you can relate this to Breeze in a way that she is engaging herself  in helping others and actively exploring her environment. This will help her gain the confidence to continue along the same path, develop ideas and an understanding of the reason behind learning certain skills.

Bit of a babble! Thanks for reading :)

- Jessie Black

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Hannah Bridman-Smith
Breeze chose to help others and has realised the positive response when she does so.
Breeze predicted what Jamie wanted and then she planned and asked the teacher her idea. When she helped Jamie eat his sandwich, Jamie happily accepted her hand-feeding offer. Breeze chose to help Sue with the washing by handing it to her from the pile which is an example of her making a non-verbal offering to help and Sue accepted her offer and got Breeze to help further by putting the washing away.

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by Tamara Standeven
In the learning story, Breeze is shown to be recognised by her teacher as a kaiāwhina, a helper. This shows affirmation of her as an individual (goal 2); her special strengths are valued and appreciated.  She has the confidence to use her own abilities. We know this because she let the kaiako know that she wanted to help Jamie, and then did it herself, and she also took her own initiative in helping the kaiako fold the washing. Encouragement to learn with and alongside others is also seen (goal 3) as the kaiako is facilitating Breeze's interest in helping others. eg. when she wanted to help Jamie, she is encouraged to do so by the kaiako. She is then able to enjoy this relationship with Jamie, where she is supporting him and fulfilling the needs that she understands he has. Breeze has "an increasing ability to take on another's point of view and empathise with others" (goal 3) which leads her to give a helping hand.

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Contribution - Mana Tangata
Goal: Children experience an environment where they are affirmed as individuals, they are encouraged to learn with an d alongside others.
Breeze has demonstrated this by being kind and caring to the younger children.  Helping with the washing shows she is very comfortable in her environment that she can contribute and interact with the adults as well as the children.

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Claudia Murdoch

Goal 3:  They are encouraged to learn with and alongside others.
Breeze is able to help and support others and make sure they feel safe and not left out or alone. She is showing care and and responsibility for her peers while her teachers support her choices. Breeze could be considered as a guide or helper to younger children/students, helping them out when they need it and being their friend.

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Kim Powell
Goal 3- they are encouraged to learn with and alongside others.
Breeze looks very much supported by her teachers
under this strand, as she is encouraged to be caring and empathetic to others around her. She is learning that her actions and the way in which she helps, has a positive impact on the centre environment. Breeze is showing responsibility and respect for the wellbeing of her peers as a tuakana, as she assists with kai and inu wai. She is also helping the teacher with the domestic chores of their role, which Breeze must have a natural love and intrest of. This is sure to have a positive impact on Breeze as she sees the positive impact these contributions make to the group - therefore enhancing her well-being. She is obviously enjoying building relationships with peers and teachers alike as she is willingly participating in joint activities that maybe of natural intrest to her such as the mothering/caring role.

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Diana Johnston
Breeze's story can link to the contribution strand in Te Whariki especially goal 3. She is showing that she is able to recongnise other children's and adult's needs and respond in a meaningful way. With Jamie, she noticed him wanting to eat kai and needing help with a container, so she took an active tuakana (older sibling) role and "supported" him with this. The interaction was enjoyed by Jamie so she had obviously read the situation well and strengthened their relationship at the same time, showing she was able to contribute to his well being. Taking an active role with folding washing, helping with children's bags, etc. is also showing she is able to contribute in a positive way to the culture of the centre.

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Goal 1: "children and their families experience an environment where connecting links with the family and wider world are affirmed and extended
learning outcome: "connecting links between ECE setting and other settings that relate to the child, such as home,schools, or parents work places."
Breeze is able to explore things that she has seen in her own Microsystem with the support of the teachers. Shes making connections to home routines and the way her parent or caregiver takes care of her and makes her feel safe and loved and it replicating that to a fellow child to make them feel safe, loved and cared for. Rach Howley

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The strand I connected to Breeze's learning story was he strand of contribution, strand 3.
Breeze is contributing to the learning environment of the centre. She is learning alongside the other children and the adults in the centre. She is also engaging her own method of teaching through acting as a helper/mentor to the younger children. Breeze is being affirmed as an individual through receiving lots of feedback and recognition from her teachers. She is also getting many opportunities for learning which are all guided by her interests and abilities.