The idea of of writing this musing is to present a case to state that the word 'bully' is not a relevant one to describe a child in an ECE environment.

As a teacher, I have always thought it inappropriate to label children in this age group with a negative connotation. This has long term effects on a child as he could very easily grow out of a particular behaviour with guidance at this stage of development. These are the years for children to develop their social skills, and comprehend the foundation for socially acceptable behaviour. I feel that the word 'bully' has a very negative connotation for any young child before they even comprehend the concept. Let me reason why I believe 'bullies' do not exist in early childhood settings and why we should not label them so. Behaviour management is an important area for us as teachers to keep reflecting on. We need to keep working on strategies depending on the type of behaviour of the individual child that we are addressing. I consider the development of social skills for children as the key factor for teachers to address and promote in the environment.

One of the theoretical principles of Tikanga, the Māori way of doing things, is Rangatiratanga. In this musing, I look at how this perspective can be identified in an early childhood setting.

I am attempting to unpack all the theoretical principles of Tikanga to further develop my bicultural practice. So far I have written short reflections on wairuatanga and manaakitanga. Once again I found that there doesn't seem to be any singular meaning to rangatiratanga from a Pākehā point of view, but from what I can gather, it incorporates a number of different meanings in different contexts in the English language.

Rudolf Steiner (1861-1925) believed that there are three stages of development from infancy to adulthood.

The first stage is up to seven years of age when the child is sensitive to the surrounding environment and responds through the 'will'. This implies that learning takes place through doing, which is from movement and activity. The child is driven by what he is exposed to in the environment, as well as through the imitation and example of others around him. The second stage from seven to fourteen years is when children live in the emotional realm and develop an understanding of the feelings for life. The third stage from fourteen to twenty one years is when the individual is in the realm of ideas. These three stages constitute an education where the will (doing), the heart (feeling), and the head (thinking) are at the forefront during the developmental stages to adulthood (Bruce, 2011).

In his book, Frames of Mind: The Theory of Multiple Intelligences, Howard Gardner claims that all human beings do not have a single intelligence but actually possess a set of multiple autonomous intelligences. How does this relate to the young child, and how can we as early childhood teachers use the MI theory to assess children?

A brief insight from an early childhood perspective.

Early childhood is an extremely important period for children to develop their gross motor skills. Research indicates that those children who are unable to develop these Fundamental Movement Skills (FMS) are less likely to indulge in sporting activities during the early years.