C208 Language-rich environment

The service curriculum provides a language-rich environment that supports children’s learning.

Curriculum criteria documentation required

Language is a vital part of communication and cultural transmission. If children are competent communicators, they are well-placed to enjoy their relationships with others and to be successful learners.

Language consists of words, sentences and stories, languages of sign, mathematics, visual imagery, art, dance and drama, rhythm, music, and movement. For children who are non-verbal, alternative and augmentative communication (ACC) technology and devices can be used to replace or augment verbal communication. Mokopuna are encouraged to engage with different forms of expression in ways that they find meaningful and enjoyable.

Te reo Māori is a taonga under article 2 of Te Tiriti o Waitangi. In Aotearoa New Zealand, it is important that te reo Māori is valued and used in all early childhood settings. This may involve, for example, using correct pronunciation, retelling stories, and using Māori symbols, arts, and crafts. Fostering the learning and use of te reo Māori is the responsibility of all educators and coordinators in the education system.

The environment should be rich in signs, symbols, words, numbers, song, dance, drama, and arts that give expression to and extend children’s understandings of their own and other languages and cultures.

All children will enter an early childhood service with a first language. Sometimes this language is different to the language, or languages used in the service. It is important that educators and coordinators work in collaboration with the parents and whānau of the child to ensure that the child’s first language is integrated into the service curriculum in real and meaningful ways.

Educators and coordinators should be organised with groups of children in ways that support secure and consistent care, language learning pathways, and positive transitions for children and whānau.