New Zealand’s early childhood curriculum, Te Whāriki, was updated in April 2017. Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa is for use by all early childhood education services: Te Whārikia te Kōhanga Reo is for use in all kōhanga reo affiliated to Te Kōhanga Reo National Trust.
Since July 2017 early learning services have been supported to implement Te Whāriki through a programme of professional learning and development (PLD) including workshops, webinars and online resources provided by the Ministry of Education (the Ministry). ERO is undertaking a series of evaluations on the implementation of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa.
This report follows two evaluations ERO published in 2018: Awareness and confidence to work with Te Whāriki and Engaging with Te Whāriki (2017). These earlier reports were a ‘temperature take’ of how leaders and kaiako in early learning services were beginning to work with the updated curriculum. The reports focused on their awareness, familiarity and confidence with Te Whāriki, and their involvement in PLD to support them to start to implement the updated curriculum document.
Below shows ERO's planned series of evaluations
Awarness and confidence to work with Te Whāriki
How is the impletmentaion of Te Whāriki (2017) going?
Engaging with Te Whāriki
How is the implementation of;Te Whāriki(2017)going?
Preparedness to implement
How well prepared are services to implement Te Whāriki (2017)?
How well are services implementing;Te Whāriki <(2017)?
The updated Te Whāriki (2017) reflects changes in theory, practice and early learning contexts that have occurred over the last 20 years. Specific changes include:
The aspiration for children, bicultural structure, principles, strands and goals remain the same. (Te Whāriki Online)
ERO’s Engaging with Te Whāriki report stated that “while there are no recipes or templates for implementation, there are some clear messages in Te Whāriki that convey expectations beyond those required by the prescribed curriculum framework.” These include:
ERO’s previous evaluations regarding awareness and engaging with Te Whāriki have identified variability in the understanding and practice associated with implementing Te Whāriki, both within early childhood education services as well as between services.
This Phase 2 evaluation focuses on how well prepared leaders and kaiako in early learning services were to implement the updated curriculum.
By preparedness, we mean leaders and kaiako:
The findings of this report are based on data gathered from 362 early learning services reviewed by ERO in Terms 2 and 3, 2018. Figure 2 shows how this data‑gathering phase aligned with the timeline of Te Whāriki (2017).
 Professional learning and development includes professional learning opportunities provided by and occurring within the service, and from external sources.
 See Appendices 1 and 2 for the evaluation questions and rubric used to make a judgement about preparedness.
 See Appendix 3 for the sample characteristics. Please note the sample does not include Kōhanga Reo.