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!

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.