Mentoring/Coaching

As we continue to explore the shift to the 2026 Teaching Standards, it is really apparent that the changes not only affect what we do. They are also about how we understand ourselves as kaiako. In this article, we are turning our attention to one of the three key domains. Professional Knowledge – I know. […]

The transition to the 2026 Teaching Standards is more than a structural update. It represents a significant shift in how we understand our professional teaching identity in Aotearoa. Previously, we explored what the updated Standards mean for your teaching practice. If you’d like to read more about this, you can check out the article here

Change is on the horizon for the teaching profession in Aotearoa. From 2026, early childhood education (ECE) centres and schools will begin using the updated 2026 Standards for the Teaching Profession as the foundation for teacher practice, professional growth cycles, and certification preparation. The updated standards have been developed to provide a clearer articulation of

The move from study into a full-time teaching role is an exciting transition for any provisional teacher. But it can feel a little overwhelming also. When studying, you are working within a structure of assignments, clear deadlines, and academic expectations. But once you graduate, you are completely immersed in a complex and fast-moving world of

“Children experience an environment where they learn through active exploration of the environment.” — Te Whāriki, 2017 From the moment tamariki begin to explore the world, they are already learning. The exciting thing about this is that every question and discovery builds their knowledge, confidence, and problem-solving skills, while building a strong learner identity. Exploration

Last month, we explored the concept of how important reciprocal communication is in early learning. It forms the foundation for strong relationships, gives the tamariki a sense of belonging, and plays a crucial role in their cognitive, social and emotional development. By fostering meaningful exchanges, we can help the tamariki develop critical thinking, creativity and

Communication is at the heart of how tamariki make sense of the world. It also allows them to connect with others around them in a variety of settings. So, it’s no wonder that the fourth strand of Te Whāriki is Mana Reo which emphasises the importance of language, symbols, and expression. It is through communication

“Children experience an environment where there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background.” — Te Whāriki, 2017 Every child deserves to be seen, heard and valued. This is especially important in the ECE space – an environment that is such a big part of tamariki’s development. Te Whāriki recognises

“Children and their families feel a sense of belonging when they are welcomed and able to participate fully in the services of the early childhood setting.” — Te Whāriki, 2017 In Aotearoa’s ECE Centres, belonging isn’t just a warm and fuzzy ideal. It’s the foundation of healthy development. Without a definite sense of belonging, tamariki

“When children’s wellbeing is protected and promoted, they feel secure and confident to explore, connect, and grow.” In early childhood education, wellbeing is the foundation of everything. Without it, tamariki cannot learn, engage or thrive. That’s why Te Whāriki prioritises Mana Atua | Wellbeing as the very first strand. It recognises that the emotional and