Haris has settled in well at Mitverton Kindergarten. He participates in mat times and is comfortable taking individual turns. He explores a variety of areas both inside and outside, enjoying construction, vehicles, physical activities, and sand and water play. Haris works independently but also interacts confidently with other children and adults. His parents will provide comments to share about his learning and development.

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Helen Jo Maree Rachoe
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3. TeWheriki
THE PRINCIPLES
There are four broad principles at the centreof the THE CONTEXTOF EARLY
early childhoodcurriculum.
CURRICULUM
CHILDHOOD
Empowerment
quot;llre early chilclltood curriculum ernpowers the child to
leartr atrd grow.
LevelOne:
Holistic Development The learner
engaged
The early childhood curriculum reflectsthe holistic
way children learn and grow.
Family and Community
The wider world of family and community is an
integral part of the early childhood curriculum.
Relationships
Levels of Leamlng
Children learn through responsiveand reciprocal Level One
relationshipswith people,places,ar,d tl,ings. The leamer engaged with the leamlng envlronment:
r learning to respond to challengeand change;
r gaining knowledge of languageand cultural tools;
r having individual needsand rights met, and
developing associatedresponsibilities;
r responsiveand reciprocalrelationships.
Level Two
The immedlate learning environments
and relationships between them:
r home and family;
n early drildhood educationseftingpand the peoplein them.
Level Three
The aUutts' environment as it influences thelr
capacity to care and educate
r professionalism all adults;
of
r professionalsupport;
I collegialdevelopmentand opportunities for further
learning;
I kinship networks;
r friendship networks.
Level Four
The nation'a beliefs and values about chitdren and
early chlldhood care and educafion.

4. iI Te l^/hariki
THE PRINC|PLES'STRANDS,AND GOALS
FOR THE EARLYCHILDHOOD CURRICULUM
Strand 1: Strand 4:
Well-being- Mana Atua Communication Mana Reo
-
The l'realthand well-being of the child areprotected 'l'he languages
and syrnbolsof their own and other
and nurtured. culturesarepromotedand protected.
Goals Goals
Childrenexperience environrnent
an where: ChiIclren
experielrce erlvironmeut
au where:
rq their healthis prornoted; n they developnon-verbal conrmunication
E their emotionalwell-beingis nurtured; skills for a rarlgeof pur.poses;
a they arekept safefrom harm. n they developverbalcommunicatiou
skills
for a rangeof purposes;
Strand 2: n theyexperience stories
the and symbolsclf
Belonging ManaWhenua theirown and othercultures;
-
r Lhey discover
and developdifferentways to
Children and their families feel a senseof be creative
and exlrressive.
belonging.
Goals Strand 5:
Exploration Mana Aot0roa
-
Children and tl'reirfamiliesexperience environment
an
wirere: The child lear:ns
tlrroughactiveexplorationof the
environment.
!{ connectinglinks with the family anclthe
wider world areaffirmedand extended;
u they know that they havea place;
Goals
u they feel comfortablewith the routines, Childrenexperience envirorrment
an where:
customs, and regularevents;
n their play is valuedasmeaningfullearniug
u they know the lirnits and boundariesof and the importance spontaneous
of play is
acceptablebehaviour, recognised;
n they gain confidence aud controlof their
in
Strand 3: boclies;
Contribution - Mana Tangata m they learnstrategies activeexploration,
for
thinking,and reasoning;
Opportunitiesfor learningare equitable,
and each n theydevelopworking theories making
| ,t for
child'scontribution valued.
is sense the natural,social,
of
irl*l physical,
and
materialworlds.
f ', { Goals
Childrenexperience environment
an where:
u thereare equitableopportunitiesfor learning,
irrespective gender,
of ability,age,ethnicity,
or background;
n theyareaffirmed inclividr.rals;
as
n tl'rey etlcollragedto learn with and
are
alongsideotlquot;rers.

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.O9 Teacheil Maree
#uul -d l
Todoy wosyour f irst doyot Milverton
Kindergorten Hqris.How greatto seeyouconfidently
ffi'. qll
lookoround the exciting oreosof ploywith Mum.f
ffiwml wosso impressed your willingness try new
with to
qctivities After o little bit of exploring diff erent
. the
M'. u l
a oreqsof kindergqrten comein for mqt time.Youwereq bit
you
#
- uncertoin oboutwhqtto do of mot time but after o
M'.
uel
T
h. I little while youbegon join in the octions!
to Great
ffi
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work Hqrisl. think youhod hodenough sitting
f of
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|-
uw1 n ml downqfter mqt time becquse spentthe rest of
you
ffi
the session outside. decided work in the
You to
sondpit. Youwere very excitedqboutoll the
diff erenteguipment the sondpit
in shed! Youhoppily
tried severol 'boking' in
resources the sondpit. f
I wonder youdo boking
if with Mumot homeZ You
:demonstroted identphysicol
conf skillsqs you
explored chqllenge
the courseset up.You returned
severqltimesto the sondpit qndf think this is going to
be oneof your fovouriteoreosto ployot
kindergorten. fnsidef couldseeyou enjoy
iusing trqin set with o smoll
the group of
boys. Yourtidy upjob is to helpput owoy the
wotertoys. AfIer tidy up time youwere
hoppy sit downto o story before Mum
to
lcqme to tqke you home.
Horis,youhodo greot f irst doy.Youwere
hoppy ployondexplore,selecting
to severol
diff erentthingsto useond ploywith. We
hopeyouenjoyed yourf irst day.We lookforwordto
wotching growonddevelop
you withinthe
kindergorten ronmentl
envi
M''rtul @wr',
sul
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6. Dat e: 2 .3 .0 9
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Haristhanksfor hefping me makingnew
dough this morning.You were one of 5 chif- o
O
dren that got to help with this special
taskto-
day.You had to help measure the flour,
out
a
saft.creamof tarterand oif into the bowf,then I
added the dye and hot water and mixedit. lt
was good thatyou were able to wait your turn N)
and hefpwith the countingaswe addedaffthe
(2
differentingredients. pickedthe cofouryel-
You
fow to makethe dough. Karlapickedthe colour
a
purpfe. Once I had mixedin the hot water,you
continued mixingeverythingtogether,you a
showed good perseverance it was stiffand
as
hard to mix everythingtogether.When it was
all mixedyou washedout your bowl and
spoon.good takingresponsibifity Haris. Next tD
you returnedto the tabfeto hefp kneadthe
dough.I wonder what cofourthe dough wiff
.)
be by the end of the week when the cofours
have mixed together?
wash your bowl and spoon.
Knead and mix the dough together,
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You know the routineswith mat Taking sometime to do some
time, andjoin in the actionsof creativeexplorationwith the dye.
someofour songs. Greatto seethat you feel confidentto
have an individual turn in front ofthe
group at mat time.
You are confidentto join a group of
children alreadyworking together
You know to help yourselfto with the sears.
You are able to follow the
somewater when you need processand make yourself
it. sometoastat process
cooking.
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More searsconstruction -;:(
You startingworking with the train set by yourself, soonyou are happy to
ir
work alongsideother childrenwhen they join you. Togetheryou constructa
train track for the trains to go on.
]
'J Creat see
to
tr you having
tlr up time.
youhelping
been
tidy up what
playingwith at tidy
Datet 72.3.09
Teachen
Heten t{ltverton flndergorten f
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8. Dat e: 2 .3 .0 9 RelievingTeacher:
Claire
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N)
Haristhanksfor hefpingme makingnew
dough thismorning. Youwere one of 5 chif-
a
dren that got to hefpwith this speciaftaskto-
day.Youhad to hefp measure the flour,
out
a
saft,creamof tarterand oil into the bowf,then I
added the dye and hot water and mixedit. ft
was good that you were abfeto wait your turn t.J
and helpwith the countingaswe addedaflthe
differentingredients. pickedthe cofouryef-
You O
fow to makethe dough. Karfa pickedthe colour
a
purple.Once I had mixedin the hot water,you
continuedmixingevery[hing together, you |t
showed good perseverance it was stiffand
as
hard to mix everythingtogether.When it was
all mixedyou washedout your bowl and
spoon,good takingresponsibifity Haris. Next
you returnedto the tableto hefp kneadthe
dough.I wonderwhat cofourthe dough wiff
l?
be by the end of the week when the colours
havemixedtogether?
wash your bowl and spoon.
Knead and mix the dough together,
t.)
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9. Name:
rrc*
l*tltver?on dergorten
nh
Haris Gh,azali Date: L6.3.09
Date Started Kindergarten: 2.2.09
Ffow have thev settled:
Haris has settled in well to kindergarten. He is of kindergarten routines
^w^re
and expectations and tries to work within these. He is huppy to say goodbye to
Mum, and get busy at kindergarten. He participates in our r*at times and will
take on an individual role in front of the group when he is feeling confident. He
is self motivated in the choices of activities he chooses to do.
Where are they working and playing?
Haris explores a variety of areas at kindergarten. Inside he likes construction
type activities, such as the mobilio and marble run. FIe also enjoys vehicles and
transportation activities. He does a few painting and a bit of aft and creative ex-
ploration. Haris prefers the outside environment, especially physical activity like
the challenge course, running, trolleys, swinging, and working in the carpentry.
FIe also enjoys sand and water play, especially mixing the two together.
Who are they interacting with?
Haris is happy to work independently at an activity of his own choosing. He is
confident to join a group of childten aheady working together, and will initiate
conversation with them. He comfortably interacts with other children at the same
activity as himself. He is confident to make his needs known to adults when he
needs help.
Parents comments:
Date shared: tfi .q ' 0 q Parents Signature:
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