A Bicultural Curriculum for Toddlers: Living It Every Day
http://www.manukau.ac.nz/__data/assets/pdf_file/0016/172411/Ongley_I-student.pdf
Key section of article for us!
Waiata. Children’s knowledge increased rapidly in the field of waiata and in the understanding of te reo Māori. This could be because children are musical creatures. They seem to have an innate sense of rhythm and through music can connect with their daily experiences (RussellBowie, 1989). The research findings were consistent with this belief and showed that including waiata in the first cycle was the best method of incorporating te reo into the curriculum. Given children’s love of singing, including Māori songs, was genuine. They didn’t worry about the different language; instead they learnt the language in an effortless and fun way (Mihaka, 2008). In addition, learning the language through songs didn’t feel tokenistic in any way; instead it was very natural and intuitive (Jenkin, 2009). Interactive Resources Created by the Researcher to Help Deliver a Bicultural Curriculum Figure 1: The myth resources were made using books written and illustrated by Peter Gossage (2005a, 2005b, 2006). singing (including dancing, musical instruments, CDs and flashcards) proved to be even more effective. With the added action or object the children’s interest grew and their involvement in the experiences intensified. The level of children’s learning, however, seemed to depend greatly on their teachers’ involvement. This could be related to children needing role models to follow, having the knowledge that what they are doing is meaningful and brings joy also to the adults in their lives, and having people to share their pleasure with (Russell-Bowie, 1989). This would also conform to Vygotsky’s and Bronfenbrenner’s notions that children develop through association with others (Santrock, 2009). Some teachers claimed they were reluctant to join in because they had limited personal knowledge and confidence to initiate these experiences (even though resources were provided). There seemed to be a correlation between the teachers’ knowledge and confidence and their commitment to being involved. The children learnt the songs and actions after only a few repetitions, which showed that with a bit of practice, the teachers could have learnt them, too. With all teachers equally incorporating waiata into practice, the learning would increase (Jenkin, 2009). On a positive note, it should be stated that teachers’ ability to get involved increased with the use of interactive resources.
Key section of article for us!
Waiata. Children’s knowledge increased rapidly in the field of waiata and in the understanding of te reo Māori. This could be because children are musical creatures. They seem to have an innate sense of rhythm and through music can connect with their daily experiences (RussellBowie, 1989). The research findings were consistent with this belief and showed that including waiata in the first cycle was the best method of incorporating te reo into the curriculum. Given children’s love of singing, including Māori songs, was genuine. They didn’t worry about the different language; instead they learnt the language in an effortless and fun way (Mihaka, 2008). In addition, learning the language through songs didn’t feel tokenistic in any way; instead it was very natural and intuitive (Jenkin, 2009). Interactive Resources Created by the Researcher to Help Deliver a Bicultural Curriculum Figure 1: The myth resources were made using books written and illustrated by Peter Gossage (2005a, 2005b, 2006). singing (including dancing, musical instruments, CDs and flashcards) proved to be even more effective. With the added action or object the children’s interest grew and their involvement in the experiences intensified. The level of children’s learning, however, seemed to depend greatly on their teachers’ involvement. This could be related to children needing role models to follow, having the knowledge that what they are doing is meaningful and brings joy also to the adults in their lives, and having people to share their pleasure with (Russell-Bowie, 1989). This would also conform to Vygotsky’s and Bronfenbrenner’s notions that children develop through association with others (Santrock, 2009). Some teachers claimed they were reluctant to join in because they had limited personal knowledge and confidence to initiate these experiences (even though resources were provided). There seemed to be a correlation between the teachers’ knowledge and confidence and their commitment to being involved. The children learnt the songs and actions after only a few repetitions, which showed that with a bit of practice, the teachers could have learnt them, too. With all teachers equally incorporating waiata into practice, the learning would increase (Jenkin, 2009). On a positive note, it should be stated that teachers’ ability to get involved increased with the use of interactive resources.
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