He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching
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| Title: | He Awa Whiria: Braiding Social and Emotional Learning with Bicultural and Intentional Teaching |
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| Language: | English |
| Authors: | Julie Houghton-Katipa |
| Source: | New Zealand Journal of Teachers' Work. 2024 21(2):175-196. |
| Availability: | New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Social Emotional Learning, Biculturalism, Intentional Learning, Intersectionality, Teaching Methods, Early Childhood Education, Malayo Polynesian Languages, Cultural Awareness, Foreign Countries |
| Geographic Terms: | New Zealand |
| ISSN: | 1176-6662 |
| Abstract: | This article explores the powerful intersection of social-emotional learning, bicultural practice, and intentional teaching in early learning. Recognising the crucial role of the first five years in a child's social and emotional learning and development, it explores how kaiako (teachers) can enhance children's learning experiences by integrating these three key constructs into future practices. While the importance of social-emotional learning within Maori contexts is acknowledged in the literature, there's a notable gap in understanding how kaiako incorporate bicultural practices to support this area of development. The refreshed early childhood curriculum, Te Whariki 2017, emphasises intentional teaching and enhanced bicultural framing, providing a strong foundation for this integration. Drawing from a larger research study, this article presents an overview of existing key research and suggests a potential way forward for kaiako to intentionally support social-emotional learning by drawing on the richness of the Maori language, culture, and traditions. This approach aims to realise the bicultural aspirations of Te Whariki and empower kaiako to create more holistic, culturally responsive learning experiences while addressing the need for teachers to articulate their evidence-based practices in supporting children's social and emotional learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457388 |
| Database: | ERIC |
| Abstract: | This article explores the powerful intersection of social-emotional learning, bicultural practice, and intentional teaching in early learning. Recognising the crucial role of the first five years in a child's social and emotional learning and development, it explores how kaiako (teachers) can enhance children's learning experiences by integrating these three key constructs into future practices. While the importance of social-emotional learning within Maori contexts is acknowledged in the literature, there's a notable gap in understanding how kaiako incorporate bicultural practices to support this area of development. The refreshed early childhood curriculum, Te Whariki 2017, emphasises intentional teaching and enhanced bicultural framing, providing a strong foundation for this integration. Drawing from a larger research study, this article presents an overview of existing key research and suggests a potential way forward for kaiako to intentionally support social-emotional learning by drawing on the richness of the Maori language, culture, and traditions. This approach aims to realise the bicultural aspirations of Te Whariki and empower kaiako to create more holistic, culturally responsive learning experiences while addressing the need for teachers to articulate their evidence-based practices in supporting children's social and emotional learning. |
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| ISSN: | 1176-6662 |
