Source: Eastern Institute of Technology – Tairāwhiti
6 minutes ago
NZ Diploma in Early Childhood Education and Care (Level 5) students at EIT Tairāwhiti went on a haeranga (journey) of the region this semester to learn about bi-culturalism and local pūrākau (legends). From Left to Right are Mary Louis Gerald; Lavinia Paongo; Pat Dewes, Kaiwhakaako – Te Whatukura; Tania McQuillan, Coordinator of Early Childhood Education and Care (Level 5) programme; Samara Wharehinga-Walters; and Saina McClutchie.
Early Childhood Education students at EIT Tairāwhiti went on a haeranga (journey) of the region this semester to learn about bi-culturalism and local pūrākau (legends).
The NZ Diploma in Early Childhood Education and Care (Level 5) students visited sites that they had been learning about over the semester. The areas visited were Te Wherowhero Lagoon, said to be the final resting place of the Horouta waka; Manawaru – Hinehākirirangi’s kumara garden; Popoia – Ruapani’s pā; Makauri – the story of Ruakapanga’s prized birds; and Māia Poroaki – the story of Te Toka a Taiau.
Tania McQuillan, EIT’s Coordinator of the Diploma programme, says the trip was an important part of the curriculum. Accompanying her and the students on the trip was Pat Dewes, Kaiwhakaako – Te Whatukura, EIT.
“One of the papers is called Te Puna, which has been looking at the biculturalism within early childhood. I’ve been focusing on the local pūrākau and connecting that. I’m looking at how they can put the local stories and the legends into the early childhood centre.”
“We also invited the Level Four students from the Study and Career Preparation programme, so that they can be introduced to the local pūrākau, and find out how that could be significant in the degree they undertake next year.”
Tania says that making students culturally aware of the history of the region is important because it is “all about belonging”.
“The biggest part of early childhood is being connected and knowing where you come from. The expectation is that the students will, as they go on into their careers, use this as part of their practice and part of their teaching.”
“It’s about the kete (knowledge) that they’ll use in their teaching practice, along with knowing some te reo, understanding karakia, as well as knowing their own mihi and pepeha.”
Tania says that the feedback from students to the trip was positive.
“They loved it and one student said that she had not realised the significance of all the places that we visited.”
“We are currently doing enrolments for next year and I would encourage anyone who is interested in working in early childhood care to get in touch and learn what we have to offer.”
