During the class discussion time, all the children sat on the floor, and Ms. Metcalfe kindly gave me a moment to introduce myself. I told the class that I was here for my practicum and would be spending the next five weeks with them as a student teacher. The children were very curious about me and asked lots of questions during their free play time. I answered them all patiently, and it felt lovely to connect with them right from the start.

When I talked with my host teacher about the plan for the day, she told me that Fridays are usually more flexible. Since it’s close to the weekend and the children have already worked hard during the first four weekdays, Fridays tend to be more relaxed and include more activities.

As the school day was coming to an end, Ms. Metcalfe brought out a stack of folders and one for each child. She gently asked the children to sit together in a circle, and began handing them out, one by one. Each folder felt personal and special, filled with snapshots of the children’s lives that photos from different times, their little crafts, paintings, and drawings all carefully kept and displayed. It was such a lovely way to capture their learning journeys. Ms. Metcalfe invited me to help the children find a new page and paste in their most recent creations. It was a quiet, reflective moment, and I could see how proud they felt flipping through their work and adding something new. Moments like this made me feel so much valuable it is to celebrate children's growth in meaningful, visible ways.

It also made me think about how these portfolios can play a powerful role in easing the transition to school. As highlighted by the essay from the Education Hub (2020), inviting children to share their early childhood portfolios with their new teachers helps to build a sense of belonging in the new environment. It not only offers the teacher insight into the child’s learning and interests, but also empowers the child to take ownership of their learning story. Looking at how proudly the children revisited their own work, I could really see how these folders can spark conversations, connection, and confidence—one page at a time.

Bruce, T. (2019). Working with principles which are interpreted and embedded in articulated practice. In Educating young children: A lifetime journey into a Froebelian approach (1st ed., p. 36). Routledge. https://doi.org/10.4324/9781315658186

Coplan, R. J., & Arbeau, K. A. (2009). Peer interactions and play in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 143–161). The Guilford Press.

Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Author.

Hedges, H. (2022). Children’s Interests, Inquiries and Identities: Curriculum, Pedagogy, Learning and Outcomes in the Early Years (1st ed.). Routledge. https://doi.org/10.4324/9781003139881

New Zealand. Ministry of Education. (2017). The New Zealand curriculum. Published for the Ministry of Education by Learning Media.

Peters, S. (2010). The role of continuity and relationships in the transition to school. Early Childhood Folio, 14(1), 12-16. https://doi.org/10.18296/ecf.105

The Education Hub. (2020, September 25). Supporting children and their families through the transition to school. https://theeducationhub.org.nz/supporting-children-and-their-families-through-the-transition-to-school/

It was heartwarming to see how thoughtfully the children engaged in their work. Even though the styles and ideas were different, the feelings behind each card and drawing were filled with warmth, affection, and a sense of connection. Sociocultural theory suggests that learning is a social process that develops within social connections: family, community, and larger regional, national, and international contexts. In order to attain these objectives, active participation in significant social and cultural activities is required(MoE, 2017,). I believe that school-led celebrations like this play a valuable role in strengthening the connection between school and home. They foster better communication and mutual understanding between teachers and families, which in turn supports children’s development in a more personalised and holistic way. Through such events, educators can gain deeper insight into each child’s background and individuality, allowing for more responsive teaching practices.

In addition, creative activities such as card drawing and making not only engage children in meaningful expression but also promote their artistic development. As noted by the New Zealand Ministry of Education (2007), “The arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand (p20).” Participation in the arts also enhances students’ personal wellbeing, supporting both their emotional growth and cultural identity. It was a meaningful day, not only for the children and their grandparents, but also for me as a student teacher—to witness the importance of family and emotional expression in early childhood education.

We had prepared printed templates of Easter egg shapes in advance, and the children were invited to decorate them using their preferred colours and designs. They demonstrated great enthusiasm in selecting colours and expressing their ideas through art. After decorating, the children used scissors to cut out their eggs. For safety reasons, Ms. Metcalfe asked me to support those who were less confident in using scissors, offering assistance only when necessary.

This activity not only supported the development of fine motor skills, especially in colouring and cutting, but also provided valuable opportunities for imaginative expression. It was particularly noticeable how the open-ended nature of the task allowed each child to personalise their work, reflecting their individual creativity and decision-making.

In the second part of the activity, the children participated in making simple Easter cookies. We prepared the cookies before, so the children only need to put the topping on it. They were so excited to decorate them with colourful toppings and icing, proudly displaying their finished treats. They shared their ideas and admired each other’s creations.

Links to Te Whāriki:

Mana Tangata: This activity encouraged children to take responsibility for their own learning and to express themselves confidently. Whether by designing their own Easter eggs or helping others during cookie preparation, they were able to contribute unique ideas and feel a sense of ownership over their work.

Mana Aotūroa: Children’s physical and emotional wellbeing was supported through careful guidance during potentially risky tasks (e.g. scissor use and baking) and by creating a joyful, inclusive environment.

Mana Atua: Children used both verbal and non-verbal communication to express their ideas, listen to instructions, and describe their creative choices, fostering language development in meaningful contexts.

Reflection:

I observed that giving children the freedom to make their own creative choices helped boost their confidence and engagement. Some children initially appeared hesitant, especially when using scissors, but with gentle encouragement and support, they were able to complete the task with pride. This reminded me of the importance of balancing support with independence—knowing when to step in and when to step back. It was a great reminder of how meaningful learning can emerge from simple, well-planned activities that allow for creativity and individual expression.

Ms. Metcalfe explained to me that we can engage with the children during this time, encouraging them to think about what they want to draw and helping them come up with a sentence to get started. However, we don’t correct their spelling mistakes—the focus is on encouraging their thinking, creativity, and confidence in expressing themselves through both drawing and writing. Teacher expertise and their ability to respond to children’s needs in ways that support their learning are key factors. In research on interest-based approaches, the influence of teachers' personal interests—how these might ignite new interests in children, and how teachers’ own knowledge impacts their teaching—often goes unacknowledged. However, teachers' personal experiences and understanding strongly shape the decisions they make regarding curriculum and teaching strategies(Hedges, 2022).

As a result of observing the free writing time this afternoon, I think sometimes a teacher's true wisdom lies in how they make children engage with the classwork at hand. I have realised that sparking interest and curiosity in children is often more important than focusing solely on right or wrong answers. This approach not only nurtures their creativity but also helps them develop a love for learning. Next Friday, I will try to apply this strategy by encouraging children to explore their own ideas and interests during class activities, allowing them to express themselves freely without the pressure of perfection. I hope this will foster a more engaging and confident learning environment.

providers, and facilitators ((Hedges, 2022, p136). Apart from that children can explore new roles and develop identities in a powerful way through play. Children can express themselves, form relationships, and assume a variety of social roles through creative and cooperative play. Throughout this process, children receive useful guidance and support from peers and kaiako, that helps in their understanding of the social environment.

According to Bruce (2019), Working with principles which are interpreted and embedded in articulated practice, play represents the most authentic and spiritual expression of human nature. It brings joy, freedom, peace, and fulfillment, and lays the foundation for qualities like perseverance, self-discipline, and care for others. A child who plays with focus and determination develops the traits of a resilient and socially responsible adult. Moreover, play provides children with a meaningful space to process real-life experiences, express their thoughts and emotions, and build relationships. It empowers them with a sense of control, as they can create their own rules and choose how far to challenge themselves within a safe environment. This also made me realise how important it is to take a guided approach—encouraging children to explore their interests and express their true selves through play, while meaningfully integrating this into the curriculum.

After completing their name tags, each child was encouraged to share their work with the group. This sharing session created a supportive environment where children proudly talked about their choices—such as the colours they used or how they recognised the letters in their names. This moment of celebration not only promoted self-confidence but also fostered a sense of peer respect and recognition.

According to Te Whāriki, effective early childhood education involves providing children with experiences that hold personal meaning, and supporting their strengths, interests, and developmental needs through responsive teaching (MoE, 2017). The name activity exemplified this approach, as it encouraged both individual agency and collaborative learning in a context meaningful to each child.

Following the name activity, the teacher introduced a personal “collection book” for each child—a scrapbook where they could begin to compile and display their creative work. The name tags were glued onto the first page, marking the beginning of an ongoing journey of self-expression, documentation, and reflection. I noticed that this simple addition created a sense of ownership and pride among the children. They treated their work with more care, knowing it would be preserved in their own book.

I found this experience to be both powerful and inclusive. Inviting children to engage in an activity that celebrates their name supports early literacy development while also affirming their identity. The introduction of the collection book aligned beautifully with the inclusive goals of Te Whāriki, which emphasises the importance of recognising the diversity of children’s backgrounds, learning needs, and family contexts. An inclusive curriculum, as described in Te Whāriki, is one that embraces this diversity and supports every child to participate and learn in ways that are respectful and empowering (MoE, 2017).

Moreover, as Te Whāriki also highlights, inclusive teaching requires kaiako to work alongside families and communities to identify and remove barriers to participation and learning. By providing personalised learning tools such as the collection book and inviting children to share and reflect on their work, this practice strengthens the connections between home and school while celebrating the uniqueness of each child.

Children were consistently encouraged to explore their surroundings with confidence and curiosity, using all of their senses and physical abilities to make sense of the world. Whether they were listening to stories, experimenting with different materials, solving problems, or asking thoughtful questions, they were actively building their own understandings. The learning activities were intentionally designed to support children in developing control over their bodies, agility, and balance, while also engaging in inquiry, pattern recognition, reflective discussions, and even digital expression.

These daily practices clearly reflect the aims of Te Whāriki, which highlights the importance of fostering curiosity about the world and the ability to share interests with others. By providing opportunities for children to inquire, research, and modify working theories about the natural, social, and physical worlds, the learning environment not only supports the development of foundational skills but also nurtures a deep and meaningful connection to the core values of being confident, responsible, and curious.

Reflecting on this, I’ve come to realise how important it is—even as a student teacher—to hold onto this philosophy. Building strong relationships and creating inclusive, welcoming environments are not just responsibilities of experienced teachers. They’re values that I need to carry with me throughout my own teaching journey. When educators actively support both children and their families, they lay the foundation for a smoother, more successful transition—one that equips children to face challenges with confidence and builds positive momentum that can benefit them for years to come.

However, I also gained valuable insights through observing classroom practices and engaging in conversations with teachers. I became increasingly aware of the differences between the early childhood curriculum in New Zealand and the educational approach I experienced growing up in China. These differences were not only about content, but also reflected deeper contrasts in values and teaching philosophies.

This experience left a strong impression on me, as it stood in contrast to my own cultural background. In many Chinese early childhood centres and schools, the focus tends to be on structured academic learning—such as early literacy, numeracy, and memorisation. Children’s daily schedules are typically fixed and teacher-directed, with clear expectations for behaviour and outcomes. The teacher is often seen as the main source of knowledge, and children are expected to follow instructions carefully. While this system helps children develop self-discipline, time management skills, and academic foundations, it can limit opportunities for them to explore their own ideas, express creativity, or make meaningful choices about their learning.

In New Zealand's education system, there is a strong emphasis on encouraging children to explore the world around them, stay curious, and pursue their own interests. One shift in primary and secondary education has been the introduction of what Byers et al. (2018a, 2018b) describe as innovative learning environments. These are usually open and flexible classroom spaces where multiple teachers collaborate with large groups of students. Much like early childhood education (ECE) settings, these environments are designed to centre the learner, with a focus on student-driven projects and interests—often seen in forms such as inquiry learning or passion-based projects (Hedges, 2022).

This made me reflect deeply on the potential of more flexible, inquiry-based learning environments that honour children’s agency. I realised that children can be highly motivated and capable when given the trust and freedom to explore topics that matter to them. The New Zealand curriculum Te Whāriki encourages this by positioning children as “competent and confident learners and communicators” from birth (MoE, 2017). It made me think about how learning can be both joyful and meaningful when children are empowered to take part in shaping it. And

Kaiako really play a vital role in early childhood education. Their main responsibility is to support and guide children’s learning and development through thoughtful, intentional teaching practices. This means they are not just supervisors, but active facilitators who observe, respond, and plan according to the unique needs and interests of each child(MoE,2017). It is also important to keep in mind that transitioning to school is not only a significant change for children but also for their parents, especially when it's their first child starting school. So teachers really play a vital role in supporting both children and their whānau by building trusting relationships. Although establishing these connections takes time and can be challenging amidst a busy teaching schedule, research highlights that strong partnerships between teachers and families are crucial for a positive start to school life—making the effort well worth it.

As a result of this experience, I have realised that incorporating elements of child-led learning—even in a more structured environment—can greatly enhance children’s engagement and ownership. In my future teaching, I hope to find a balance between providing necessary structure and allowing children the freedom to explore. I will try to listen more closely to children’s voices, respond to their interests, and view myself not only as a guide but as a partner in their learning journey.

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This small moment brought Bronfenbrenner’s Ecological Systems Theory (1979) to life for me. It showed how a child’s learning and transition to school are not just influenced by what happens in the classroom (microsystem), but also by the relationship between their home and school environments (mesosystem). The child’s cultural background, the family’s language proficiency, and the school's inclusive practices all played a role in shaping his experience. It reminded me that educators must be attuned not only to individual children, but also to the wider systems that support or hinder their adjustment. Understanding this helped me appreciate the importance of creating strong, respectful relationships with families and adapting our teaching practices to support every child’s unique context.

This experience also resonates with Peters’ (2010) research, which highlights that effective transitions are supported through continuity of relationships, expectations, and learning experiences across home, early childhood education, and school settings. In this case, my associate teacher was not only supporting the child, but also actively bridging the gap between home and school—helping the family feel seen and valued. Peters argues that transition is not a single event but a process that involves collaboration and mutual respect between educators and families. Reflecting on this, I realised that my role as a student teacher is also to acknowledge each child’s background and ensure that our classroom is a place where all children and their families can feel a sense of belonging. When we honour these connections and maintain open communication with whānau, we help create smoother and more empowering transitions for tamariki.

I am compassionate, patient, and eager to create positive learning experiences for young learners.I havegained both practical experience and knowledge in supporting children’s growth and learning. My previous experience teaching beginner-level badminton and tutoring primary school students in mathematics has helped me develop strong communication skills and the ability to connect with children in a fun and meaningful way. 

During this placement, my goal is to gain a deeper understanding of what children in primary school need to thrive and explore the most effective ways to support their learning. I hope to observe and apply different teaching methods to ensure each child receives the best possible learning experience. Additionally, I want to enhance my ability to communicate effectively with parents and build strong, meaningful connections with both students and teachers. Outside of my studies, I enjoy playing badminton, hiking, diving, and explore new places with friends.

I look forward to meeting you all and being part of your learning journey!