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Hello everyone! My name is Yuki. Im from Southern China. I left my hometown at the age of 16 to start my high school in Singapore. In February last year I went to Massey University in Wellington to study my foundation courses. In July this year, I transferred from Massey University to the University of Auckland to pursue my new life.

I have many hobbies, singing and travelling are the favourite ones. Although I don't have many opportunities to go abroad or travel in China many times, I always meet my friends and drive to the nearby mountains and hike on weekends.

In this course, I hope to learn how to get along with children, taking care of them with patience, and handling the relationship between colleagues and parents. I am not only looking forward to my first placement, but also looking forward to cooperating with you guys!

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It was my first time as an educator inside a kindergarten. Te Whāriki, New Zealand's early childhood curriculum, promotes a comprehensive, child-centered approach (Ministry of Education, 2017), which I observed and participated in. After arriving at the kindergarten in the morning, the leading teacher took me and my partner to the campus. The kindergarten has four classes of 25 children, each with eight teachers. The children in two of the classes are 0 - 2 years old, and the children in the other two classes are 3 - 5 years old. My partner and I were assigned to the infant class of 0–2 years old. The class is filled with objects made by the children themselves (such as pieces with leaves glued to wooden boards), a small indoor slide, a reading area, a dining area, a nap area, and a bathroom. There are also outdoor sand areas, tree houses, and other recreational facilities. I think it is very meaningful that this kindergarten will record every activity of the children, they print their photos out and post them. Bernice was the first little girl I met in kindergarten. She wouldn't cry even she had confrontation with other children. When the teacher does not notice her, she will stand aside and wait patiently with her doll. When I first met Bernice, she was not so willing to talk. I would crouch down to make eye contact with her. After patiently guiding her to say something, she would hold my hand whenever I went. Max is a little boy with a strong desire to express himself. He would slowly tell me the story he wanted to express with me without using complex vocabularies. After a nap, he ate two cookies, which was particularly cute! Connor is a clingy little kid, and if no one has noticed him for a while, he would suddenly come and say hello to me and go off to play. The weather was fine this Friday. The teacher took us and the children to play in the park near the kindergarten. The teachers would encourage the children to pick up their favourite leaves and put them in a big bag so that they could make use of them when they return to the kindergarten. I think it's a great way to expose kids to the world, and kids will keep asking, "What is this?" ""Why is that?"as they play. And they will learn something in the process. My interactions with children such as Bernice, Max, and Connor highlighted the importance of developing positive teacher-student relationships as a key aspect of reflective practice in professional development (Brock, 2015). Overall, I enjoyed spending time with these kids, and it will be a great memory that I will not forget.

reference list:

[1].Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand Government.

[2].Brock, A. (2015). Reflective practice for professional development:a guide for teachers. Routledge.

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The theme of this week is how children learn new things through play. The teacher told me that they usually take the children out to play once a week, or even every day if the weather is good. The teacher also mentioned that the children aged 3-5 year old will have some study time every day that requires the children to concentrate in the class. In the room, children have ample opportunities to play, such as with magnetic blocks, chains, small train blocks, Lego blocks, and so on. Teachers need to encourage children to create something for themselves and learn how to present the ideas in their heads. I think it's very important for children to learn a lot of skills that they will use in life just by playing with them with their hands. Back indoors, children wanted us to help them build a tower or a small house with the blocks, and they will observe us and learn how to build. For example, when taking children to play outdoors, they will be curious about all the new things. They would calm down, observe the ducks swimming in the water, and imitate the sound of ducks. When there were some creatures or plants that they do not know on the roadside, they would squat down and touch them with their hands, and they would also ask the teacher, "What is that?" They would wonder why this leaf was different from other leaves, in which case we would guide the children to think about what was different about this leaf. Nature provides an excellent learning environment as highlighted by Te Whāriki, which highlights the importance of play and exploration in early childhood education (Ministry of Education, 2017). The teacher would let the children run and roll on the grass and climb trees to stand higher and see farther while guaranteeing their safely. The idea that children learn through observation and imitation, such as imitating the sound of a duck or distinguishing leaves, is that children demonstrate self-identity through interaction with their environment (Smith, 2012). One of the teachers I talked to about children's contact with nature said that informal learning is very important for infants and young children. Encouraging them to be curious and brave and explore the world arbitrarily is the best way for them to grow and learn.

reference list:

[1] Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. Wellington: Ministry of Education.

[2] Smith, A. B. (2012). Identity, language and culture. In Understanding children’s development (5th ed.). New York: Wiley.

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Week 3 the personal feedback and the reflection

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Week 3 the personal feedback and the reflection

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When we just met this week, Bernice shared her new pink shoes and pink shiny earrings. She has became more familiar with me, willing to sit on my lap and listen to me tell her the story. Eva has already learned simple words in just two weeks, which reflects her very fast learning ability during her early childhood. When Bernice shared her new pink shoes and earrings, it was an opportunity to build bond between me and her, which is crucial to encouraging self-expression (Ministry of Education, 2017). Similarly, Eva's rapid acquisition of simple words reflects the importance of developing language skills during these formative years (Blaiklock, 2010). Today, the teachers also took out clay and encouraged the children to put ornaments such as feathers in the clay and shape the clay with a hammer. After lunch, I had a simple conversation with my leading teacher. She said I was happy to bend down and descend to the level of the kids. I think it's basic etiquette to make eye contact when talking to someone, no matter how old or who they are. She also mentioned that I have a calm and gentle nature, to which the children respond positively. I love it when the kids respond to my questions, or them helping me when I was organising their toys. The teacher also observed that when the children lead me, I am willing to follow in their footsteps to where they want to go. I don't feel the need to curb the children's instincts, and when they are happy to share their fun with me, I am happy to participate with them. I think I need to increase my vocabulary so that when children ask me questions, I can answer them more comprehensively. I also need to use more open-ended questions to deepen their thinking when playing with children. Later, when I discussed the self-efficacy and self-worth of young children with the other teacher, I had some insights of my own. Kaiako will always encourage children to do all the things they want to do. At lunch time, for example, the teachers encourage children to say if they need extra food. Or, when climbing, the teacher will encourage the children to reach that height as much as possible without help. I think it's a great way to encourage self-efficacy in kids. Confidence is the cornerstone of success. There is no need to undermine children's self-confidence, it can also boost their sense of self-worth. Guiding children to explore independently and encouraging them to satisfy their curiosity is what Kaiako, as an early childhood educator, should do.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

[2] Blaiklock, K. E. (2010). Understanding the Te Whāriki approach: Early years education in practice. Routledge.

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the participation and relationship with children 

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Today is the last placement before the holiday. The theme of this week is how to participate in the process of building relationships with children, which I think is based on building trust, support and interaction. I've learned to listen to the children, respect their needs, and make sure they feel valued. For example, I would crouch down when Bernice wanted to talk to me, and then she told me that her mother had lost her ear ring and now she only had one ear ring. In my interactions with the children, I realised that their behavioural and emotional development needed teachers' attention and guidance. Through this ongoing interaction, I have grown closer to the children and they are more willing to share their feelings and problems with me.

One of the most important strategies I've learned is to communicate with children at eye level rather than looking down on them. This not only reduce the psychological barrier, but also makes the children feel that I am supportive. This practice makes children more willing to share their thoughts and feelings with me.

At the same time, I avoid giving the child answers directly. For example, when they read books, they would ask me what is this animal? I would try to guess the name of the animal by asking them to describe what it looked like or what color it was. These questions encourage children to think for themselves and learn to express appropriately.

I'm particularly focused on bringing educational elements to the game. For example, when the children are outside, I guide them to observe nature and ask questions related to nature, such as "What is the shape of this leaf?" "

When dealing with children, I focus on providing emotional support. When my children cry, I use simple words to show understanding: "I know you're a little upset right now, it's okay, we can work this out together." This kind of empathic language helps children feel understood and also helps them learn to regulate their emotions.

I feel like I've become more patient through this process, I'm willing to spend more time understanding what kids are thinking, and I'm more observant and can pick up when kids need help and emotional support. It's all been a growing process for me.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

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the summary for my first placement period

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This week is my last placement in this kindergarten. I am very happy that I have met very good teachers and children. There are children from New Zealand as well as from India, China and other countries in the kindergarten. There are also teachers from overseas. For this multicultural environment, teachers incorporate bilingual education through songs, music and games. For example, the teachers would say a prayer in Maori before eating. I asked some teachers and they said that in the kindergarten they celebrate traditional festivals of other countries, such as Maori New Year, Chinese New Year and so on. If teachers have different cultural backgrounds, they can stimulate children's interest in cultural diversity by sharing their personal cultural experiences. For example, teachers can talk about their own experiences growing up, share holidays and family traditions, and help developing a bicultural atmosphere in the classroom. I would also take the initiative to introduce some Chinese culture to children while reading books. Biculturalism is embodied not only through language and cultural activities, but also through daily teaching interaction and curriculum design.

Lisabelle finally got familiar with me in the past five weeks and was willing to share her toys with me. Connor also took the initiative to hug me and said that I was his good friend. At the end of the day, Bernice and I said, "This is my last day as an intern in this kindergarten, and we may not see each other again for a long time. Will you miss me?" Bernice smiled at me and said, "I'll miss you!" The teacher said, "Do you think she can understand me?" I said, "I hope she understands." The teacher said, "I am sure she does."

All in all, my biggest gain is that I became more patient and insightful, and I am so happy that I was able to meet this group of lovely children, who also healed me little by little. In my opinion, what I have done well is that I am willing to listen to the stories of children. Although my English may not be able to guarantee that I can understand everything they say, this is also what I hope to improve in the next internship.

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It's the first day of my internship at the new kindergarten. This kindergarten is located in South Central Auckland, so would assume it is more multicultural than the first kindergarten. On the walls are the words "hello" in various languages, and the children here are mostly mixed race. The class I led is 2-3 years old, a little older than the children I took for the first time. In the morning, the children will be led by the teacher to read a story (mostly Maori books), and then have a morning tea. It happened that I met the children in yoga class. The teacher hired outside would take the children to complete simple yoga movements and play games with them. After the yoga class, the children sit together and play with blocks and other toys before having lunch. After lunch, the children will have a nap for about an hour, and when they wake up, the teacher will lead them to learn to cut paper with scissors.

I think for children at this age, teachers may be more focused on teaching them hands-on skills. Children will also be more clear about their needs, for example, they will say that the dish is too hot to eat, or they want to wear what clothes. Bobby and Rocky are fraternal twins, Gwenny is Chinese, Mady is a very thoughtful girl, and Lily has cute dimples when she laughs. 2- and 3-year-old children are full of curiosity about everything, and they are more likely to ask, "Why?" They also have a more independent sense of self and are willing to explore in their own world. I'm looking forward to getting along with them.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

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Developing a partnership with Whānau at Te Whariki

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Week 7: Developing  a partnership with Te Whariki and Whānau

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Week 7: Developing  a partnership with Te Whariki and Whānau

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Today, I had an enlightening conversation with my leader teacher about strategies for relationships with whānau(family) and encouraging their involvement in our child care centre. Her insights are deeply rooted in Te Whariki, an early childhood program in New Zealand.

whānau Tangata (Family and Community) :

The teacher stressed that Te Whariki sees the child's world as a whole. whānau Tangata's principles recognize that children learn through responsive relationships with people, places and things. The teachers also encourage whānau to share their cultural knowledge and practices and to involve extended family and community members in centre's activities.

Building strong, respectful relationships is at the heart of Te Whariki. Examples include daily informal conversations with whānau during pick-up and drop-off times, or regular meetings to discuss children's learning and development, setting collaborative goals for children, and teachers and whānau celebrating children's achievements together. On one wall of the kindergarten, each child will have a small box containing their parents' expectations and prospects for the year.

At the same time, Te Whariki emphasizes the holistic way children learn and grow. To support this, in this kindergarten, teachers share and capture learning stories about the holistic development of children and organize workshops on how to support holistic learning in daily life.

The teacher and I stressed the importance of embedding Maori language and practices, such as using te reo Maori in daily communication with all families, and incorporating Maori concepts and values into our curriculum.

While respecting traditional practices, we also use modern tools, with teachers taking pictures of the children and sharing these with parents on a regular basis.

After talking to teachers, I gained a deeper understanding of Te Whariki's culturally responsive approach. The course emphasises partnership with whānau and goes beyond participation, it seeks to weave the home and early childhood environment together seamlessly.

I am particularly interested in the concept of learning stories and how they can capture children's learning in ways that are meaningful to both educators and whānau. I want to explore more how to effectively create these stories and use them as a tool to strengthen partnerships. I wanted to take a deeper look at the Maori concepts that underpin Te Whariki and consider how they could really be integrated into everyday practice, even in Settings outside New Zealand. I also reflect on how this approach to the relationship between family and teacher can be adapted to other cultural contexts while maintaining its respectful, mutually beneficial development.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

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Week 8 with the kids, parents and teachers 

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Week 8 with the kids, parents and teachers 

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Today is the third week of my internship at little moa kindergarten. Time has flown by and I feel like I am settling into the rhythm of this vibrant 2-3 year old class.

In the morning, when I arrived at the playground, Louise, a spunky little boy, excitedly ran over to me and gave me a big hug. He especially loves to snuggle up to me, which makes me feel both warm and a little overwhelmed. I hugged him gently and then guided him to his blocks.

For our morning craft time, we practised paper cutting. It was both adorable and worrisome to watch these children struggle to manipulate the scissors. I carefully supervised each child to make sure they were using the tools safely, and Lily cut out a crooked heart shape and showed it to me gleefully. I heartily complimented her on her creativity and effort, and her smile made me feel that my work was so rewarding.

Before lunch, we had a short Maori prayer. Although I wasn't quite familiar with the words and phrases, I followed suit when I saw the way the children earnestly folded their hands. This ceremony gave me a unique taste of New Zealand culture and made me realise that I still need to learn more about the local culture.

Meal time is always a challenge, and Dylan has been a picky eater again today, pushing the carrots aside. I patiently encouraged him, ‘Dylan, why don't we try this orange carrot together?’ He hesitated and finally bravely tasted a spoonful. I immediately gave him praise and a proud smile appeared on his face. This small progress was gratifying to me.

Looking back on these three weeks, I feel that I have improved in many ways. I have become more familiar with the daily processes and have a better understanding of each child's personality and needs. However, I also realise that there is still a lot to learn. For example, I'm still figuring out how to maintain appropriate boundaries while still giving enough love and care to the children, especially those who are particularly close like Louise.

I'm also thinking about how to better incorporate some cultural elements so that the children are exposed to multiculturalism from an early age. Although we have a Maori prayer before lunch, I would like to find more ways to introduce different cultural practices and develop cultural sensitivity in the children.

To continue to improve myself, I have developed the following strategies:

1. learn more about early childhood psychological development to better understand and meet the needs of 2-3 year olds.

2. discuss with experienced colleagues how to maintain a balance between intimacy and professionalism.

3. learn some simple Māori words and phrases to better participate in cultural activities.

4. explore more craft and creative activities for this age group.

5. continue to focus on my physical and mental health and remain patient and enthusiastic.

This job has taught me the importance of building trusting relationships. Seeing the children make new progress every day gives me immense pleasure and happiness. I believe that through continuous learning and adjustments, I will be able to become a better early childhood teacher and create a loving and learning environment for these lovely children.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

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On a sunny morning during my fourth week at Little Moa Kindergarten, I arrived at the indoor play area. It was filled with the sound of children's laughter and an energetic atmosphere. My eyes were quickly drawn to a 3-year-old Chinese girl named Gwenny. She was excitedly challenging herself on the climbing frame, her face beaming with confidence and joy.

When Gwenny saw me, she immediately waved and invited me to join her on her adventure. I gladly accepted and walked towards the climbing frame. After making sure that Gwenny had completed her climbing challenge safely, she took my hand and led me to a corner with all sorts of ‘old’ electronic equipment. These are actually the children's favourite pretend play props.

Gwenny starts by picking up a fake plastic keyboard and started ‘typing’. As she pressed the colourful keys, she explained in a mixture of English and Chinese, ‘I'm writing a very important email!’ I smoothly picked up the conversation and asked, ‘Who is it addressed to?’ Gwenny smiled mysteriously and said, ‘It's for Mummy! Tell Mummy that she had really good biscuits for morning tea today’ We both laughed at this funny imagery.

Then Gwenny picked up an old toy phone and handed me a handset that looked like it had a broken antenna.’ Ring ring ring!’ She mimicked the ringing of a telephone. I immediately picked up the phone and pretended to talk to her, impressed by Gwenny's creativity and expressive language.

As we played, I noticed a broken Music player in the corner, and when Gwenny caught my eye, she immediately picked it up, put on her imaginary headphones, and started rocking out to the ‘music’. I joined the silent dance party and we danced together, with Gwenny improvising some of the steps.

These simple props, driven by Gwenny's imagination, became the keys to a new world. Through these games, she not only demonstrated her rich imagination and creativity, but also practised her language skills, social skills and understanding of modern technology. Seeing other children's interest in our activities, Gwenny took the initiative to invite them to join.

I look back on this morning with great pleasure. By engaging in Gwenny's imaginative play, I not only supported her creative development, but also promoted her language skills, socialisation and cultural identity. These fit perfectly with the key areas of exploration (mana aotūroa), communication (mana reo) and contribution (mana tangata) in the Te Whāriki framework.

In the future, I plan to introduce more technology and communication related themes, such as creating a drawing project on ‘future communication tools’. I would also like to introduce more Chinese cultural elements, such as traditional Chinese communication methods (e.g. pigeons), to enhance cultural connections. In addition, I would like to encourage Gwenny to take turns to be the ‘leader’ in these imaginary games to develop her leadership and teamwork.

This experience reminded me once again that in early childhood education, the simplest objects often inspire the richest imaginations. As educators, it is our responsibility to create an environment that encourages exploration and supports creativity so that every child can learn through play and grow through imagination. At Little Moa Nursery School, we are working hard to achieve this goal, and Gwenny's story is a vivid example of how we support children's holistic development through everyday play.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.

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As my placement journey at Little Moa Kindergarten draws to a close, I look back on this valuable experience with mixed feelings. These few weeks have not only enriched my teaching experience, but have also profoundly changed my understanding of early childhood education. As I prepare to leave, I am filled with sadness, but at the same time, I am looking forward to the future.

Growth and Progress:

Looking back on this time, I am pleased to find that I have made significant progress in several areas. Firstly, I have developed a deep emotional connection with the children. Although they may not remember me when they grow up, I believe the time we spent together has planted precious seeds in their young minds. This intimacy has enabled me to better understand and meet their needs, which is a tangible expression of the principle of relationship (Ngā hononga) emphasised in the Te Whāriki framework.

Secondly, I think I have become more patient and better at observing and responding to children's needs in a nuanced way. This personal growth not only improved the quality of my teaching, but also gave me a deeper understanding of the importance of holistic development (Kotahitanga) in Te Whāriki. Every small improvement gives me a sense of relief knowing that it will translate into better care and teaching for the children. I have also learnt how to relate to the children and deal with their emotions and needs in a reasonable manner.

Finally, by incorporating some Chinese elements into my daily activities, I have managed to promote cultural exchange and create a more multicultural environment. This approach not only enriches the children's cultural experience, but it is also in line with Te Whāriki's principle of Whānau tangata (family and community), which allows children from different backgrounds to find a sense of belonging in the kindergarten. I also introduced some of the Chinese culture to other teachers in the kindergarten.

Challenges and reflections:

However, this internship experience was not all smooth sailing. The biggest challenge came from communicating with the kindergarten teachers. Due to language barriers and cultural differences, misunderstandings sometimes arose, leading to some minor frictions and unpleasantness. These experiences have made me acutely aware of the importance of effective communication and cultural sensitivity in an educational setting, which is at the heart of the emphasis in the area of communication (mana reo) in Te Whāriki.

These challenges prompted me to reflect on how to improve my communication skills. I realised that to be a good educator in a cross-cultural environment requires not only professional knowledge, but also excellent communication skills and cultural resilience. This will be something I will continue to work on in the future.

Future Outlook:

Based on my experiences and reflections from this internship, I have set three personal goals for myself that carry over into my second year of internship:

1. Enhance Intercultural Communication Skills: I will aim to improve my intercultural communication skills, not only in terms of language but also in terms of cultural understanding and sensitivity. This will help me to better interact with colleagues, parents and children from diverse backgrounds.

2. Deepening Te Whāriki practice: I plan to delve more deeply into the Te Whāriki framework, especially how to better realise its principles and goals in my daily teaching. I will focus on how to create more opportunities for children to learn through play and develop their spirit of enquiry and creativity.

3. Developing personalised teaching strategies: Based on my experience in this placement, I realise that every child is a unique individual with different needs and learning styles. My goal is to develop more individualised teaching strategies to meet the unique needs of each child while promoting their holistic development.

Although I am sad to part with the children of Little Moa Kindergarten, I am embarking on a new journey full of rewards and growth. This experience has not only allowed me to grow professionally, but has also given me a deeper understanding of what early childhood education is all about. Every smile, every progress, every warm hug will become my precious memories and inspire me to continue on my future educational path.

I look forward to applying these valuable experiences and insights in my next internship and continue to contribute to the growth of every child. At the same time, I am well aware that education is a never-ending learning process. With a love for education and a sense of responsibility for children, I will continue to learn, grow and strive to become a better early childhood educator.

reference list:

[1] Ministry of Education. (2017). Te whāriki: he whāriki mātauranga mō ngā mokopuna o Aotearoa = Early childhood curriculum guidelines. New Zealand: Ministry of Education.