Te Whāriki — Early Childhood Curriculum (Aotearoa New Zealand)

New Zealand · Te Tāhuhu o te Mātauranga / NZ Ministry of Education · 1996 (data through 2017)

Aotearoa New Zealand's bicultural early childhood curriculum, woven across five Mana strands grounded in Te Ao Māori.

Aotearoa New Zealand’s bicultural early childhood curriculum. NZ Ministry of Education (2017).

Open the official Te Whāriki siteBrowse Te Whāriki indicators

The shape of Te Whāriki — Early Childhood Curriculum (Aotearoa New Zealand)

Alternate visualizations

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Overview · rings = areas → sub-areas → activities · hover to trace · click any segment to open it · drag the Rotate slider or Shift-drag to spin

Body (physical)Their health is promotedKeeping themselves healthy and caring for themselvesHannah used some very creative strategies for communicating her needs to me!Matthew sat Katy on his knee as Jake looked inside his doctor’s bag.He watched carefully as Jake shone the light into Katy’s eyes.Matthew looked eagerly at Jake for his diagnosis.When Alison told me about her conversation with you, it reminded me of how much you love to converse with others, enquiring, asking questions and making discoveries.Zachary’s parent suggests that Zachary draw a picture for his great-grandfather’s birthday while he is at creche.You continue to draw and then you talk to me about the green thing on your page and how you were going to draw a fish and then you decided to do a dragonfly.They are kept safe from harmKeeping themselves and others safe from harmhelps a younger sibling sit safely during playKnowledge about how to keep themselves safe from harm and the ability to take risks.A sense of responsibility for their own wellbeing and that of others.Respect for tikanga and rules about not harming others and the environment and an understanding of the reasons for such rules.Kaiako help young children to understand appropriate behaviour and how to protect themselves and others from harm.They gain confidence in and control of their bodiesMoving confidently and challenging themselves physicallyAmy climbs up on top to the platform to show me what she has been teaching herself to do.Never mind, I’ll put some toys in it." She drew a mouse, a cat’s drink bottle – with milk in it – and a ball.pulls his body through a small space to reach a goalpersists with a physical challenge despite difficultyrepositions body to ride a wheeled toy successfullythrows, kicks and catches a ball during outdoor playattempts to throw a ball into a basketball hoopHeart (social-emotional)Their emotional wellbeing is nurturedManaging themselves and expressing their feelings and needsShe finds a toy to comfort Krystal, and she takes Hannah by the hand and walks her down the steps.They offered him toys and for a while he was interested but not offering his usual delighted interactions.She got up on the crate and successfully moved Allen along until there was enough room for her to be comfortable.Two small trees – and one BIG one – of those you said!" he said as he painted.Lauren then began to rub Becky, and Becky pretended to fall asleep.David puts Greer very much at ease, and she feels comfortable communicating with him and even directing their play.recognises when responsibility needs adult or peer supportuses thinking instead of distress to pursue a goalConnecting links with the family and the wider world are affirmed and extendedMaking connections between people, places and things in their worldThe children returned to the centre and began to draw the mark.Tyler has shown huge interest in using the fax machine as a way to communicate with Mum and Dad while he is at the centre.Tyler has discovered that he can send faxes to his parents, and he can imagine his father waiting at the office for his fax to arrive.After a while Jedd joined Chris and Robert, smiling at them as he used the spoons to stir in the cups and talking and watching the others.Jedd’s enthusiasm and delight for music grow every day as he confidently participates in our music times.Jedd’s participation in dramatic play continues to develop in the new year; by now it includes other children (he role-plays feeding Elizabeth).Isaac wrote on the paper and then stuck it to the front door.connects discussion to family and wider cultural experiencestheorises place identity through people and cultural practiceshares prepared food with whānau after collective workThey know that they have a placeTaking part in caring for this placeTyler’s interest in the fax machine has introduced another aspect of communication technology and how it can be used in a learning environment.Tessa collected some more blocks and block people, and Suelisa carefully continued to build her tower.Aminiasi sticky-taped each corner into place.Pihikete spontaneously makes links between the nurturing of plants and Papatùànuku.She asks questions about what happens in different childcare centres.Erica selects objects in both her centre and home environments in the same way.notices adult work and chooses to contribute to the kōhangacleans carefully by following a familiar adult modelcontinues caring for shared spaces after completing one jobcleans the wharekai as part of shared responsibilitycollects soil while joining adults in gardeningThey feel comfortable with the routines, customs and regular eventsUnderstanding how things work here and adapting to changeJace discovered a familiar experience here at the centre, drawing on funds of knowledge from home.asks for the next step after finishing a taskAbility to anticipate routines, customs and regular events and to know what is acceptable and valued behaviour.Ability to help others with self-care skills.Kaiako talk with children about upcoming events that are out of the ordinary, such as trips, so that they can anticipate and be comfortable with them.They know the limits and boundaries of acceptable behaviourShowing respect for kaupapa, rules and the rights of othersuses words about sharing to negotiate a valued objectPredictability and consistency in their behaviour towards, and responding to, others.Understanding of the reasons for rules about acceptable behaviour.Understanding of the kaupapa of the ECE setting and the need to be fair to all children.Strategies that promote positive behaviour for learning are used to prevent unacceptable behaviour and support the learning of new behaviours, social skills and competencies.There are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity or backgroundTreating others fairly and including them in playRespect for others, the ability to identify and accept another point of view, and acceptance of and ease of interaction with children of other genders, capabilities and ethnic groups.Confidence that their family background is viewed positively in the ECE setting.Confidence to stand up for themselves and others against biased ideas and discriminatory behaviour.All children have rights of access to all learning experiences.Language and resources are inclusive of each child’s gender, ability, ethnicity and background.They are affirmed as individualsRecognising and appreciating their own ability to learnHe got a large tarpaulin out of the shed and said he was a "wave".Then Jak ran to the doorway asking where David was and called to him and gave him a beautiful necklace too.Leon said, "I’m going to make a police jacket," and drew his pattern showing the same view as Tane.Leon drew maps on his police jacket and he wanted me to write the words "This is a police jacket with maps on it".50 cents a cup." Kirstlee decides on the name without a challenge from the other two girls!!!Kirstlee uses a laptop to make a sign, and the girls design and paint a tablecloth, count their takings, and "read" the catalogue; these are all aspects of the Communication/Mana Reo strand.Shavaughan suggests a trial run with a pretend juice stand!!shows pride after completing a self-chosen challengedevelops new skills through determined explorationuses encouragement and confidence to achieve a play goalwalks an obstacle path independently without looking backThey are encouraged to learn with and alongside othersUsing a range of strategies and skills to play and learn with othersThen Micah demonstrates a willingness to share the building treasures with David, and Jak takes in Micah’s actions and follows his example.Suddenly Micah left, followed by Jak, who then returned and with great delight slid into the construction and it collapsed.As I tried to answer her questions she moved alongside Zach’s painting and started shaking glitter over it.You just moved over and let him share in the activity.Zohra noticed all these things and wrote the friendship story.Nina approaches a group of children dancing that includes her older sister.Jayden likes to sort, put things away, and put things together.offers to help with younger children during a care routinewalks with younger children into a shared caregiving routineencourages a peer to create shared play togetherseeks kaiako mediation when peer disagreement continuesstays beside a younger sibling for an extended timesupports a younger sibling through tuakana careworks with others to make bread for whānauuses many hands to complete a shared taskaccepts tuakana help to leave a heavy toyMind (cognitive)They develop non-verbal communication skills for a range of purposesUsing gesture and movement to express themselvesNina picks up the poi and begins to explore its movement.Look," she said, pointing to the koru-shaped patterns.It’s green," he said and, pointing with his finger, said, "One, two".She supports her language using non-verbal communication methods such as facial expressions and hand gestures.reaches to peers to request help when tiredThey develop verbal communication skills for a range of purposesUnderstanding oral language3 and using it for a range of purposesShe wanted to share that feeling with Mira as she showed such a positive interest in Mira’s work.It’s got to be big enough to cover my nipples!" she said.Harrie’s mermaid outfit has been an inspiration to several other girls – now lots of children are wanting to make lovely costumes!!!!Jorjia: (excited) "Look, it’s running." She ran alongside the plank.Later on, when Jaimee was having a turn, she accidentally put in four A’s.Leo initiated this game later in the week and repeated the last two words of the sentence.Connor made STOP signs, using long pieces of timber to construct them.uses short instructions to guide younger childrenasks an adult to explain the work underwaydiscusses different interpretations of a shared imagepersists in explaining a perspective to a peerThey experience the stories and symbols of their own and other culturesEnjoying hearing4 stories and retelling and creating themRecognising print symbols and concepts and using them with enjoyment, meaning and purposeRecognising mathematical symbols and concepts and using them with enjoyment, meaning and purposeKaeleigh takes on the responsibility of teaching Jaimee how to delete letters from the screen.You remembered how to delete the letters and showed Jaimee what to do to fix up her name.He wrote "STOP" on them, using another sign to copy the letters and made sure they were well hammered into the steps to complete his work.Fea asked for the opportunity to revisit something she previously didn’t have the confidence to be involved in – writing Fuka’s hen book.When she had finished that book, she did the same thing again and chose another story, Brown Bear, Brown Bear.Damien can read the words back to his mother.He reads out the words that are written about T Rex eating Long Neck, and he says, "Those are the exact words I said, Mum!identifies a koru as a Māori visual symbolbegins looking at books and pictures with adultsThey discover different ways to be creative and expressiveExpressing their feelings and ideas using a wide range of materials and modesMira is drawing, and Mùmù Te Àwha joins her at the whiteboard.Mira smiled at Mùmù Te Àwha and carried on drawing.Ann shows Phoebe the pictures of hei matau on our kindergarten walls and she laughs – "They’re the same!March (4 years) Ray has learned to draw nice, straight lines and nice triangles.Ben came along and said, "If you draw lines here, it will look more like fish." Ray tried, and it did look better.She told me she particularly wanted to see a resident called Mr Shanks, who she had met on a previous visit.Matthew is starting his third attempt to draw his car.builds creative structures with a peer to sustain playvolunteers to draw a Māori image when invitedTheir play is valued as meaningful learning and the importance of spontaneous play is recognisedPlaying, imagining, inventing and experimentingThe children were able to draw on and weave prior knowledge into this discussion (as evidenced by Jimmy’s expression of ideas about the mountains and the snow melting).Daniel came to me during the afternoon and showed me two drawings he had done about the fire.Matthew is finding out what happens to the reflection when he jiggles, moves from side to side, and looks at the mirror from different angles.She points to each photo and says, "That’s me." Children gather around to see.Esther sees people, places and things that are familiar.Esther shows great eagerness in seeing photos and stories of her engagement in daily activities.Painting faces and making masks Painting faces is an activity children have long loved, but it has also raised issues surrounding children’s own creative art experiences.creates active challenges to enjoy surroundings more fullyThey learn strategies for active exploration, thinking and reasoningUsing a range of strategies for reasoning and problem solvingHe showed me how he was thinking, by showing me how he screwed up his eyes and went "hmm".Brittany carefully compares the two photos of swinging upside down from a trapeze bar at age four.Maria noticed the information sheet from the Maori clip art kowhaiwhai patterns and identified the kaperua pattern as being the same as the patterns Frances had painted.tries several strategies to retrieve a wanted toyretrieves an object and repeats the successful strategyfinds an alternative route when the first strategy failsuses available equipment as a tool to reach a goaluses visual evidence to support an explanationshifts attention after noticing the sound of a toolThey develop working theories for making sense of the natural, social, physical and material worldsMaking sense of their worlds by generating and refining working theoriesHe drew a plan of his design, chose the material he wanted to use and set about transforming himself into Batman!Aminiasi then chose his materials and set about creating his kite, working independently.searches for new ways to explore the environmentcompares Māori and Pākehā ideas through drawingsaves yeast to use again in future bread makingBody (physical)Their health is promotedKeeping themselves healthyand caring for themselvesHannah used some verycreative strategies forcommunicating her needs tome!Matthew sat Katy on hisknee as Jake looked insidehis doctor’s bag.He watched carefully asJake shone the light intoKaty’s eyes.Matthew looked eagerly atJake for his diagnosis.When Alison told me about herconversation with you, itreminded me of how much you loveto converse with others,enquiring, asking questions andmaking discoveries.Zachary’s parent suggeststhat Zachary draw a picturefor his great-grandfather’sbirthday while he is atcreche.You continue to draw and then youtalk to me about the green thingon your page and how you weregoing to draw a fish and then youdecided to do a dragonfly.They are kept safe from harmKeeping themselves andothers safe from harmhelps a younger siblingsit safely during playKnowledge about how tokeep themselves safe fromharm and the ability totake risks.A sense of responsibilityfor their own wellbeingand that of others.Respect for tikanga andrules about not harmingothers and the environmentand an understanding ofthe reasons for suchrules.Kaiako help young childrento understand appropriatebehaviour and how toprotect themselves andothers from harm.They gain confidence in and control of their bodiesMoving confidently andchallenging themselvesphysicallyAmy climbs up on top tothe platform to show mewhat she has been teachingherself to do.Never mind, I’ll put sometoys in it." She drew amouse, a cat’s drinkbottle – with milk in it –and a ball.pulls his body through asmall space to reach agoalpersists with a physicalchallenge despitedifficultyrepositions body to ride awheeled toy successfullythrows, kicks and catchesa ball during outdoor playattempts to throw a ballinto a basketball hoopHeart (social-emotional)Their emotionalwellbeing isnurturedManaging themselves and…She finds a toy to comfort…They offered him toys and for a…She got up on the crate…Two small trees – and one BIG one…Lauren then began to rub Becky,…David puts Greer very much at…recognises when responsibility…uses thinking instead of distress…Connecting linkswith the familyand the widerworld are affirmedand extendedMaking connections between…The children returned to the…Tyler has shown huge interest…Tyler has discovered that he can…After a while Jedd joined Chris…Jedd’s enthusiasm and delight…Jedd’s participation in dramatic…Isaac wrote on the paper and…connects discussion to family…theorises place identity…shares prepared food with…They know thatthey have a placeTaking part in caring for this placeTyler’s interest in the fax…Tessa collected some more blocks…Aminiasi sticky-taped each…Pihikete spontaneously makes…She asks questions about what…Erica selects objects in both…notices adult work and chooses…cleans carefully by following…continues caring for shared…cleans the wharekai as part of…collects soil while joining adults…They feelcomfortable withthe routines,customs andregular eventsUnderstanding how things workhere and adapting to changeJace discovered a familiar experiencehere at the centre, drawing on…asks for the next stepafter finishing a taskAbility to anticipate routines,customs and regular events and…Ability to help otherswith self-care skills.Kaiako talk with children aboutupcoming events that are out of…They know thelimits andboundaries ofacceptablebehaviourShowing respect for kaupapa,rules and the rights of othersuses words about sharing tonegotiate a valued objectPredictability and consistency intheir behaviour towards,…Understanding of the reasons forrules about acceptable behaviour.Understanding of the kaupapa of theECE setting and the need to be…Strategies that promote positivebehaviour for learning are used…There areequitableopportunities forlearning,irrespective ofgender, ability,age, ethnicity orbackgroundTreating others fairly andincluding them in playRespect for others, the ability toidentify and accept another point…Confidence that their familybackground is viewed positively…Confidence to stand up for themselvesand others against biased ideas…All children have rights of access toall learning experiences.Language and resources are inclusiveof each child’s gender,…They are affirmedas individualsRecognising and appreciating…He got a large tarpaulin out of…Then Jak ran to the doorway…Leon said, "I’m going to make…Leon drew maps on his police…50 cents a cup." Kirstlee decides…Kirstlee uses a laptop to make…Shavaughan suggests a trial run…shows pride after completing…develops new skills…uses encouragement and confidence…walks an obstacle path…They areencouraged tolearn with andalongside othersUsing a range of strategies…Then Micah demonstrates a…Suddenly Micah left, followed by…As I tried to answer her…You just moved over and let him…Zohra noticed all these things…Nina approaches a group of…Jayden likes to sort, put…offers to help with younger…walks with younger children into…encourages a peer to create…seeks kaiako mediation when…stays beside a younger sibling for…supports a younger sibling…works with others to make bread…uses many hands to complete a…accepts tuakana help to leave a…Mind (cognitive)They developnon-verbalcommunication skillsfor a range ofpurposesUsing gesture and movementto express themselvesNina picks up the poi and beginsto explore its movement.Look," she said, pointing tothe koru-shaped patterns.It’s green," he said and,pointing with his finger, said,"One, two".She supports her language usingnon-verbal communication methods suchas facial expressions and…reaches to peers torequest help when tiredThey develop verbalcommunication skillsfor a range ofpurposesUnderstanding oral language3…She wanted to share that feeling…It’s got to be big enough to cover…Harrie’s mermaid outfit has been…Jorjia: (excited) "Look,…Later on, when Jaimee was having…Leo initiated this game later in…Connor made STOP signs, using…uses short instructions to…asks an adult to explain the…discusses different…persists in explaining a…They experience thestories and symbolsof their own andother culturesEnjoying hearing4 stories…Recognising print symbols…Recognising mathematical symbols…Kaeleigh takes on the…You remembered how to delete…He wrote "STOP" on them,…Fea asked for the opportunity…When she had finished that book,…Damien can read the words back to…He reads out the words that…identifies a koru as a Māori…begins looking at books and…They discoverdifferent ways to becreative andexpressiveExpressing their feelings and…Mira is drawing, and Mùmù Te…Mira smiled at Mùmù Te Àwha…Ann shows Phoebe the pictures of…March (4 years) Ray has learned…Ben came along and said, "If you…She told me she particularly…Matthew is starting his third…builds creative structures with…volunteers to draw a Māori image…Their play is valuedas meaningfullearning and theimportance ofspontaneous play isrecognisedPlaying, imagining, inventing…The children were able to draw on…Daniel came to me during…Matthew is finding out what…She points to each photo and…Esther sees people, places and…Esther shows great eagerness…Painting faces and making…creates active challenges to…They learn strategiesfor activeexploration, thinkingand reasoningUsing a range of strategies…He showed me how he was thinking,…Brittany carefully compares the…Maria noticed the information…tries several strategies to…retrieves an object and repeats…finds an alternative route when…uses available equipment as a tool…uses visual evidence to support…shifts attention after noticing…They develop workingtheories for makingsense of the natural,social, physical andmaterial worldsMaking sense of their worlds bygenerating and refining workingtheoriesHe drew a plan of his design, chosethe material he wanted to use and setabout transforming himself…Aminiasi then chose his materialsand set about creating his kite,working independently.searches for new ways toexplore the environmentcompares Māori and Pākehāideas through drawingsaves yeast to use againin future bread makingTe Whāriki

An age-bracket-free curriculum: explore by strand, goal, and indicator. Click any segment to drill in; drag the Rotate slider to spin the overview.

Te Whāriki Mana strands (23)

166 child-facing indicators · sorted by entry age

Mana atua— Wellbeing

3 goals · 0 activities

The strand grounded in te oranga nui — children's wellbeing across physical health, emotional regulation, and safety from harm. Te Whāriki treats wellbeing as the foundation every other strand rests on.

Te reo Māori strand statementMana atua

Mana atua names a child’s uniqueness and spiritual connectedness — the mana motuhake they carry from before birth. Wellbeing is held inseparable from this dignity.

Ko tēnei te whakatipuranga o te tamaiti i roto i tōna oranga nui, i runga hoki i tōna mana motuhake, mana atuatanga.

The health and wellbeing of the child are protected and nurtured.

  1. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  2. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  3. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

Mana whenua— Belonging

4 goals · 0 activities

Children and their families experience connection to people, place, and identity. Mana whenua names the right to belong — to whānau, to the early-learning community, to the land. It is the strand of being known.

Te reo Māori strand statementMana whenua

A child’s relationship with Papatūānuku and their whakapapa is the foundation of belonging. Mana whenua is felt before it is named — tūrangawaewae, the place one has the right to stand.

Ko te whakatipuranga tēnei o te mana ki te whenua, te mana tūrangawaewae, me te mana toi whenua o te tangata.

Children and their families feel a sense of belonging.

  1. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  2. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  3. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  4. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

Mana tangata— Contribution

3 goals · 0 activities

Children are valued as individuals and learn alongside others equitably. Mana tangata recognises that contribution grows when a child's standing is affirmed and when peers learn to share, include, and acknowledge each other.

Te reo Māori strand statementMana tangata

Children are seen as a link between past, present and future generations. Mana tangata grows when a child’s contribution is acknowledged equally to those around them — manaaki, the discipline of mutual care.

Ko te whakatipuranga tēnei o te kiritau tangata i roto i te mokopuna kia tū māia ai ia ki te manaaki, ki te tuku whakaaro ki te ao.

Opportunities for learning are equitable, and each child’s contribution is valued.

  1. Age window fromKei Tua o te PaeTe Whāriki 1996

  2. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  3. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

Mana reo— Communication

4 goals · 0 activities

Verbal, non-verbal, and symbolic communication grounded in own and other cultures. Mana reo holds that children meet the world through language — te reo Māori, English, the languages of home — and through gesture, art, mathematics, and story.

Te reo Māori strand statementMana reo

Te reo Māori carries identity, belonging and wellbeing inside the words themselves. Mana reo names the way language is a living protocol — a way of being with others, not just a tool for exchange.

Ko te whakatipuranga tēnei o te reo. Mā roto i tēnei ka tipu te mana tangata me te oranga nui.

The languages and symbols of children’s own and other cultures are promoted and protected.

  1. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  2. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  3. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  4. Age window fromKei Tua o te PaeTe Whāriki 1996

Mana aotūroa— Exploration

4 goals · 0 activities

Active inquiry, working theories, and confident bodily exploration of the world. Mana aotūroa frames the child as a researcher: testing, hypothesising, returning to a question, building theories about how the natural, social, and material worlds work.

Te reo Māori strand statementMana aotūroa

Children see themselves as explorers — connecting with and caring for their own and wider worlds. Mana aotūroa frames inquiry as relationship and kaitiakitanga, not extraction.

Ko te whakatipuranga tēnei o te mana rangahau, me ngā mātauranga katoa e pā ana ki te aotūroa me te taiao.

The child learns through active exploration of the environment.

  1. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  2. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  3. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

  4. Age window fromKei Tua o te PaeTe Whāriki 1996Te Whatu Pōkeka

Coverage status

  • What to observe in the child — 18 strand-goal milestones derived from Te Whāriki 2017 with bilingual EN+Māori titles, plus 166 child-facing indicators with concrete 3-level rubrics and parent observation prompts sourced from Te Whāriki 2017 + Kei Tua o te Pae + Te Whatu Pōkeka.
  • Child activities — first-pass library of authored activities drawn from learning-story extensions and kaiako practice, linked to each goal. Currently weighted toward kaiako-facilitated setups; child-led recipes are the next authoring pass.
  • Parent coaching — on the way. Te Whāriki's relational shape makes it well-suited to voice-coaching threads (one per Mana strand-goal × three stages: observation, midpoint, consolidation). Pending cultural review and build.

Curriculum context (110)

Te Whāriki framing for kaiako and whānau

Te Whāriki is a relational curriculum. Alongside the child-facing indicators above, the source supplies guidance for the adults creating the learning environment — what kaiako do, what the strand statements obligate, and the Te Ao Māori framing that every strand sits within. We render that context here so it stays visible without crowding the child-observation surface.

Kaiako practice — what teachers do

85

Practice indicators describing what kaiako do to create conditions for learning.

  • Their health is promotedKaiako empower infants to discover their own limits by allowing them the time and space to learn for themselves and not intervening unnecessarily.
  • Their emotional wellbeing is nurturedKaiako trust each infant’s ability to communicate their needs through cues and gestures. They respond sensitively to signals of distress, hunger or tiredness.
  • They are kept safe from harmKaiako pay attention to the physical environment, ensuring it is calm, safe, hygienic and rich in sensory opportunities. Infants’ exploration is encouraged and carefully supervised.

Curriculum intent — strand opening statements

5

Strand-opening statements naming the curriculum’s obligation to the child.

  • They are kept safe from harmThe health and wellbeing of the child are protected and nurtured.Ko tēnei te whakatipuranga o te tamaiti i roto i tōna oranga nui, i runga hoki i tōna mana motuhake, mana atuatanga.
  • They know the limits and boundaries of acceptable behaviourChildren and their families feel a sense of belonging.Ko te whakatipuranga tēnei o te mana ki te whenua, te mana tūrangawaewae, me te mana toi whenua o te tangata.
  • There are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity or backgroundOpportunities for learning are equitable, and each child’s contribution is valued.Ko te whakatipuranga tēnei o te kiritau tangata i roto i te mokopuna kia tū māia ai ia ki te manaaki, ki te tuku whakaaro ki te ao.

Bicultural framing

20

Te Ao Māori framing for each strand — cultural concepts, models, and protocols.

  • Their health is promotedKaiako should have an understanding of Māori approaches to health and wellbeing and how these are applied in practice.Māori approaches to health and wellbeing
  • Their emotional wellbeing is nurturedKaiako respect Māori beliefs by carrying out everyday caregiving practices in line with cultural protocols. For example, they uphold the concept of tapu and noa by separating soiled personal items from kitchen laundry.tapu; noa
  • They know the limits and boundaries of acceptable behaviourRespect is shown for Māori views of the world, the natural environment, and the child’s connection through time to whenua, atua Māori and tīpuna.whenua; atua Māori; tīpuna

Te ao Māori framing

Kaupapa Māori source companion

Te Whāriki is woven bilingually. Each English-named strand sits inside a te ao Māori concept of mana — a child's authority, prestige, and spiritual standing. The five te reo Māori strand statements render at the top of each strand subsection above, verbatim from the source. This footer carries the structural notes — provenance, authoring status, paradigm.

Bicultural crosswalk. 45 te reo Māori strand statements are semantic-mapped to Te Whāriki's English-side constructs above. Each Māori indicator has an English sibling.

Authoring status. 20 kaupapa Māori activity stubs are drawn verbatim from Te Whāriki's te reo Māori passages; kaiako-authored activity recipes for the te reo-primary surface are forthcoming.

Pedagogical paradigm. Opportunity provision. Te Whāriki provides conditions a child grows in — mana motuhake, whakapapa, kaitiakitanga — not levels a child achieves against a rubric.

Comparative analysis

How Te Whāriki / Māori compares to the developmental baseline

We scored how much attention this framework gives each broad area of a child's growth, then compared it to what developmental research suggests is proportional across the early years.

Coverage by area — bar is this framework, dashed line is the baseline

Language
10 / 12 baseline
Academic
Lower coverage2 / 5 baseline
Thinking
Lower coverage6 / 12 baseline
Social
16 / 11 baseline
Character
12 / 10 baseline
Physical
8 / 10 baseline
Creative
8 / 8 baseline
Nature
Strong focus14 / 6 baseline
Practical
10 / 7 baseline
Inner
8 / 4 baseline
This frameworkDevelopmental baseline

Areas this framework covers lightly

These areas receive noticeably less attention than developmental research suggests. It can mean families need to seek these experiences elsewhere.

Lower coverageAcademic2 vs 5 baseline (40% covered)

Premature academic pressure before age 6–7 competes with developmental tasks (play, motor, social) that have narrower windows. Post age 7, academic engagement should accelerate.

Lower coverageThinking6 vs 12 baseline (50% covered)

Executive function (working memory, inhibitory control, cognitive flexibility) underlies all later learning. Frameworks neglecting cognitive development miss the foundation for academic success.

Areas this framework emphasises strongly

These areas receive far more emphasis than the baseline suggests is proportional. A strong focus here is a real strength — though where time and attention are finite it can leave less room for other areas.

2.3× baselineNature14 vs 6 baseline

Nature connection, ecological literacy, and outdoor experience support wellbeing, attention restoration, and systems thinking. Highly indoor curricula often starve this domain.

How this is measured

Area scores reflect how many distinct skills each framework defines in that area (drawn from official documents and research summaries). The baseline comes from the organic distribution of our canonical milestone set — what actually emerged when we clustered skills across cultures.

About Te Whāriki — Early Childhood Curriculum (Aotearoa New Zealand)

What is Te Whāriki?

Te Whāriki is Aotearoa New Zealand's early childhood curriculum, first issued in 1996 and revised in 2017 by Te Tāhuhu o te Mātauranga (the New Zealand Ministry of Education). It is bicultural by design — every strand and principle is expressed in both English and te reo Māori, grounded in Te Ao Māori (the Māori world view) and the partnership between Māori and the Crown enshrined in Te Tiriti o Waitangi (the Treaty of Waitangi).

Where many early childhood frameworks describe what children should learn, Te Whāriki describes the woven mat — whāriki — that a learning community lays down for its children: the principles, strands, and goals that hold the curriculum together. The metaphor is intentional: a whāriki is woven from many strands, none of which can stand alone, and each setting weaves its own pattern.

The five Mana strands

The curriculum is structured around five interwoven strands, each named for a dimension of mana — the standing, authority, and prestige that grows in a child as they learn and belong:

  • Mana atua — Wellbeing. The health of the child is protected and nurtured.
  • Mana whenua — Belonging. Children and their families experience an environment where connecting links with family and the wider world are affirmed.
  • Mana tangata — Contribution. Opportunities for learning are equitable, and each child's contribution is valued.
  • Mana reo — Communication. The languages and symbols of children's own and other cultures are promoted and protected.
  • Mana aotūroa — Exploration. Children learn through active exploration of their environment.

Why we include Te Whāriki on Learning Curve

Te Whāriki is one of very few national early childhood curricula co-authored with indigenous knowledge holders rather than translated onto them. For families and educators outside Aotearoa, it offers a working model for how relational and cultural dimensions of early learning can sit alongside the developmental concerns that more familiar frameworks (such as EYFS or Stanford SHQ) emphasise.

On this page the indicators are shown in their English-side framing. Te reo Māori-language indicators within Te Whāriki are surfaced separately on the companion Māori (Te Whāriki) page, preserving Māori concepts verbatim where a single English word cannot carry the meaning.

Source: Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: NZ Ministry of Education.

Methodology & sources

Citation

Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington: NZ Ministry of Education.

Also indexed under: bicultural frameworks