What is the Te Whāriki Approach in Early Years?

Te Whāriki is an early childhood education approach developed in New Zealand. It takes its name from the Māori word for ‘woven mat’. The image of the woven mat is a central idea, symbolising the way each child’s learning path is made from different threads, each representing experiences, relationships, skills, and knowledge. No two mats are the same — each is personal and reflects the individual child’s journey.

The approach was first introduced in the 1990s and is used in early years settings with infants, toddlers, and young children. It is a national framework for early childhood education in New Zealand, created to respect cultural values, equity, and child-centred practice. Te Whāriki highlights the importance of meaningful, nurturing relationships and a learning environment in which the child’s voice is valued.

Guiding Principles

Te Whāriki is built on four broad principles that guide teaching and caregiving practice. Each principle works together to provide a base for children’s growth.

• Whakamana (Empowerment): Children are given opportunities to develop self-confidence and to make choices about their learning.
• Kotahitanga (Holistic Development): The focus is on the whole child, including physical, emotional, social, cognitive, and spiritual development.
• Whānau Tangata (Family and Community): The approach values partnerships with families and communities to support learning.
• Ngā Hononga (Relationships): Positive, secure relationships with adults and peers are central to children’s learning.

These principles are not treated separately — they overlap and influence each other, shaping the environment in which children can grow.

Curriculum Strands

Te Whāriki outlines five learning strands. Each strand represents an area of growth in children’s development.

• Wellbeing (Mana Atua): Supporting the health, care, and emotional security of the child.
• Belonging (Mana Whenua): Helping the child feel comfortable, safe, and able to participate confidently in the setting.
• Contribution (Mana Tangata): Encouraging every child to take part, cooperate, and learn from others.
• Communication (Mana Reo): Giving opportunities for language development, expression, listening, and the use of symbols and signs.
• Exploration (Mana Aotūroa): Stimulating curiosity and problem-solving, and supporting learning through play and discovery.

Each strand is linked to learning goals that reflect what children might achieve through everyday experiences in the setting.

Cultural Foundations

A distinctive aspect of Te Whāriki is its commitment to bicultural practice. The Māori culture holds a central role, ensuring that the curriculum reflects Māori values, language, and customs. This is combined with respect for all cultures represented in the community.

The bicultural approach means that non-Māori educators are expected to learn and use some Te Reo Māori words, understand key cultural practices, and include Māori perspectives in the learning programme. This supports a sense of respect and inclusion for all children, while affirming identity for Māori children.

Child-Centred Practice

Te Whāriki places children at the centre of learning. Curriculum planning starts with observing each child’s interests, strengths, and needs. Rather than setting the same learning goals for everyone, the approach adapts to the child’s unique abilities and learning style.

This means the adult’s role is to watch carefully, listen to the child, and respond supportively. Teaching is often led by the child’s curiosity, allowing them to investigate areas they care about. Activities are flexible and open-ended, giving space for creativity and problem-solving.

Learning Through Relationships

Relationships are a key part of Te Whāriki. Babies and young children develop trust and confidence when they feel safe with the adults caring for them. This safety allows them to explore more freely. The approach values warm and responsive interactions, encouraging children to feel respected and heard.

Close relationships with families are equally important. Families are encouraged to share insights about their child’s interests, routines, and cultural background. Staff work with families to plan experiences that reflect the child’s life at home and their place in the community.

Play as a Learning Tool

In Te Whāriki, play is a central way for children to learn. Play is viewed as deeply meaningful, allowing children to test ideas, solve problems, and try out new skills. Adults enrich play by providing resources, joining in activities when invited, and introducing ideas that expand the learning.

Play in this approach can be spontaneous or planned, indoors or outdoors, quiet or active. Children might engage in imaginative role play, sensory exploration, or cooperative games. The aim is to let children direct much of their own play within a safe, supportive space.

Assessment in Te Whāriki

Assessment is not about grades or formal testing. Instead, educators gather information about a child’s learning through observations, conversations, and samples of work such as drawings or photos of activities. Documentation is often shared with families in a portfolio, which might include stories describing the child’s learning and achievements.

This form of assessment respects the individuality of each child. It recognises progress that might happen in small steps and values both social and emotional development alongside cognitive skills.

Supporting Diversity

Te Whāriki recognises diversity among children and families. Settings using this approach consider cultural background, language, abilities, and family traditions. The goal is to provide a space where every child feels acknowledged and where learning builds on what the child already knows from home.

For children with additional needs, staff work with families and specialists to provide the right support while keeping the child involved in the group’s activities. Respect for identity and inclusion are priorities throughout the curriculum.

Role of the Educator

Educators in Te Whāriki are facilitators of learning. They listen closely, respond thoughtfully, and create environments that invite investigation. Their role includes:

• Creating safe and inviting spaces for play.
• Paying close attention to each child’s wellbeing.
• Valuing the knowledge and traditions of each family.
• Offering meaningful resources to extend children’s ideas.

Educators are encouraged to keep learning themselves, reflecting on their practice and seeking ways to make the learning environment richer.

Linking Home and Early Years Setting

Te Whāriki recognises that children learn across different environments. Learning in an early years setting connects with experiences at home and in the community. This can be encouraged by:

• Involving family members in activities or celebrations.
• Sharing learning stories with parents.
• Integrating home languages and customs into daily routines.

These connections help the child feel secure in the setting and see learning as a natural part of life.

Benefits of the Approach

Many settings find that Te Whāriki offers positive outcomes such as:

• Stronger self-confidence in children.
• Richer language development through meaningful communication.
• Greater respect between educators, children, and families.
• Freedom to learn through play and curiosity.

By recognising each child’s individuality, it supports varied learning styles and helps children develop skills that serve them into later education.

Final Thoughts

Te Whāriki offers a flexible and culturally mindful approach to early childhood education. Its strength lies in placing children’s interests and wellbeing at the centre, and in weaving together the experiences and values of families, educators, and communities. The focus on relationships, respect for culture, and open-ended play creates a warm and engaging environment where children feel confident to explore and grow. This approach reminds us that each child’s learning is a unique weaving, shaped by who they are, who they learn with, and where they belong.