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.

A brief personal perspective

A number of years ago when I was teaching English to students of other languages in Hong Kong, I did some work for an international kindergarten. My job was to create a programme to promote language for children who were about to leave for primary school. Having taught children of all ages at primary and secondary levels, I particularly enjoyed my time with the kindergarten group and decided to pursue a career as an early childhood teacher.