Target Audience (learning styles & personality traits) Overview, How might we, Issue
Kārearea (NZ Falcon)
Choleric (Extrovert-Task)
Likes to be boss, high energy, direct, impulsive, impatient, adventurous, determined, outspoken, competitive, strong willed, independent, decisive, leader.
Kaka
Sanguine (Extrovert – Relationships)
Socially active, energetic, likes being outdoors, highly imaginative, funny, mischievous, talkative, lively, outgoing, warm, friendly, compassionate.
Kārearea and Kaka personality traits in an Early childhood setting
- Lack patients - can be demanding
- Move fast/active
- Don’t follow schedule well
- Tell other children what to do
- Play well independently
- Ignore the word “no” when possible
- Need to be kept busy “I’m bored”
- Make their own rules
- Pushes boundaries
- Outgoing and sociable learn language through communication
- prefer learning in group environments
- Likes Kindy and its competitive activities
Kotare
Melancholic (Introvert – Task)
Like things done correctly, almost demands a routine, likes being by themselves, contemplative, self-disciplined, organised.
Kiwi
Phlegmatic (Introvert – Relationships)
Likes cooperating, calm, slow-paced, likes sharing, thoughtful, controlled, adaptable, diplomatic, quiet, calm, easy-going.
Kotare and Kiwi personality traits in an Early childhood centre situation
- Care about their appearance
- Avoid getting messy or dirty
- Shy in new situations
- Observe others rather than join in
- Get into planned routines easily
- Ask “Why” often and expect correct answers
- Prefer mental games to physical games
- Can focus on one toy or activity for a long time
- Takes things apart and puts them together
- Put themselves on a schedule
- Try hard to follow the rules and do what is proper
- Quieter and may have good vocabulary so would learn through reading
- Reflective learn through observation and listening
- Likes the structure of preschool and likes to learn
Auditory or language learners (Māngai - Mouth)
Children who are auditory learners understand new tasks, ideas or concepts best when they hear the information and can repeat or respond out loud. In the classroom they can understand information quickly by learning through singing, reading and listening. They will retain new information more accurately after talking or singing out loud and can pick up a rhythm or song with ease.
They may also:
- remember information by talking aloud
- need to have things explained orally
- may have trouble with written instructions
- talk to themselves while learning something new
- enjoy discussion groups over working alone.
- auditory learners might look like they’re not paying attention when you talk to them, but their listening skills are more developed than their visual skills.
Visual learners (Pūkanohi - Eyes)
Visual learners are drawn to visual imagery such as videos, photographs, drawings, story books and art to communicate, understand a topic and memorise things. You will find these children have a wonderful sense of imagination and are known to be very creative. For their learning to make sense they need to be able to see, visualise and illustrate their knowledge skills and concepts. If you step into a classroom you will see that the visual learner will be drawn to the illustrations on a whiteboard or sitting in the reading corner absorb in a picture book.
They may also:
- remembering visual details
- preferring to see what they are learning
- needing to have paper and pens handy
- doodling while listening
- liking to write down instructions or see them demonstrated.
- Telling these learners how to do something may not make sense to them at all — they need to see it.
Kinaesthetic/tactile learners (Ngirangira - Hands)
Physical learners use their hands and bodies to learn, discover and engage with the world making them actively involved in the learning process. You will find these learners engaging more with hands on activities and movement to help with problem solving and learning new things. When given a new task, idea or concept they will rely heavily on their sense of touch to navigate their way around it.
They may also:
- want to actually do whatever is being talked about or learned
- like to move around while listening or talking
- often “talk” with their hands
- like to touch things in order to learn about them
- remember events by recalling who did what rather than who said what.
- these types of learners can be misdiagnosed as ADHD or troublemakers because the more tradition visual or auditory learning styles just don’t work for them.
Overview of how we will design classroom material taking into consideration the different learning styles and personality traits of children.
The way that children learn best is unique to each individual and can vary due to many factors such as age, learning styles and personality traits. We will need to account for these factors when designing classroom material for children to engage with when learning Te Reo Māori in early childhood centres across New Zealand. Our aim for the material will be to help nurture the positive traits of the children and resolve the weaknesses to help them thrive when learning Te Reo Māori. Children from a young age learn through experimentation by listening, observing, socialising and moving. We would like to implement these learning styles into classrooms by bringing enjoyment and fun into group or individual activities using songs, music, dance, books, videos and games while encouraging the learning of Te Reo Māori.
Guide me
Engage me
Inspire me
How might we encourage the development of learning Te Reo Maori in early childhood centres across New Zealand?
How might we inspire children to engage with materials that are relevant to Te Reo Maori?
Issues
Issue - Rapid drop in Te Reo Maori in New Zealand
Aim - Revitalise/ renew Te Reo Maori in New Zealand
Issue - Negative attitude toward Te Red Maori
Aim - Create a positive perspective of Te Reo Maori
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