C211 Parents' aspirations

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Criterion C211 Guidance

Criterion C211

Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.

Curriculum criteria documentation required

Guidance

It is important that educators and coordinators develop meaningful and reciprocal relationships with parents and whānau, hapū, iwi, and the wider community. An environment that is safe, respectful, and welcoming will encourage whānau | families to contribute the aspirations they have for their child.

Te Whāriki is a basis for weaving with children and parents and whānau their own valued learning, taking into consideration the aspirations and learning priorities of hapū, iwi and community.

Parents and whānau expectations are significant influences on children’s own experiences and aspirations. When educators, coordinators, and parents and whānau collaborate, relationships can strengthen. This will influence educators, coordinators, and parents and whānau understanding of aspirations and expectations for mokopuna.

Children’s learning and development is enhanced when culturally appropriate ways of communicating are used and when parents and whānau and community are encouraged to participate in and contribute to the curriculum.

Connections to past, present and future are integral to a Māori perspective of relationships. This includes relationships to tīpuna who have passed on and connections through whakapapa to, for example, maunga, awa, moana, whenua and marae.

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Things to consider

How are we aware of the concepts of mana and whakapapa and the importance of these concepts in the development of relationships?
How do we create an environment that recognises and appreciates the expertise parents and whānau have about their children?
When parents and whānau take the time to share their aspirations and expertise about their mokopuna, how do we acknowledge this and show it has been heard and implemented when working with their child?
In what ways do our notions of power impact on parents and whānau sharing their aspirations? Whose aspirations are missing and why? How can we gain these?
What happens when parents and whānau challenge our interpretations? Is this process one of empowerment?
How do we collect parent and whānau aspirations, and how are these shared so that educators and coordinators understand and use them?

The links below give educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.

Te Whāriki Online – Tāhūrangi

Tapasā – Pasifika

Tātaiako: cultural competencies for teachers of Māori learners – Teaching Council of Aotearoa New Zealand