2024 NZIRECE Journal (Vol. 26)

FULL REFERENCE: Nabou, S., Matapo, J., & Utumapu-McBride, T. (2024).  Decolonising early childhood education: An indigenous Fijian perspective.  NZ International Research in Early Childhood Education Journal, 26, pp. 45- 55.

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ABSTRACT: This paper is based on the first phase of a doctoral research study that aimed to decolonise early childhood education (ECE) in Fiji. The review of literature undertaken in this phase highlights the need to prioritise Indigenous Fijian values and aspirations in educating Indigenous Fijian children and indicates ways in which ECE can contribute to the broader decolonisation of education. From 1990 to the late 2000s, ECE in Fiji, largely influenced by Western knowledge and ways of thinking, became formalised in schooling. Noting that the doctoral research is to be conducted using an Indigenous Fijian methodology known as veiwasei yaga (sharing meaningful ideas) as well as Talanoa discussions and the Fijian Vanua Research approach, the article emphasises literature that indicate the importance of understanding Indigenous Fijian viewpoints to the successful delivery of early childhood development, care, well-being, and education. The literature strongly suggests that recognising and incorporating Indigenous Fijian knowledge and methods of knowing into ECE is vital for broader acceptance of and integration into this learning environment. Through its presentation of the significance of Indigenous Fijian community cultural knowledge, concepts, customs and collective goals, both in general and as they relate to early childhood education, this first phase of the study lays a foundation for the investigation of the relevant perceptions of the people of the village of Dromuna in Viti Levu, Fiji.

KEY WORDS:  Decolonisation, early childhood education, Indigenous Fijian childhood, Fijian Vanua Research, Talanoa.

INTRODUCTION

The decolonisation of education involves undertaking the deconstruction of ‘colonising practices’ by interrogating and challenging the dominant power perpetuated through education philosophies and practices (Matapo et al., 2023). A Western model of early childhood education (ECE) in Fiji, according to Whippy (2018), was introduced in the early 1960s to educate young Pacific children and their families (UNICEF, 2017). Historically, ECE in Fiji was run by non-governmental organisations (NGOs) and the community until the 1990s, and in late 2000, it was formalised in the school system (Tausere-Tiko, 2015; Whippy, 2018). In order to decolonise ECE in Fiji, we must both explore the impact of Western-centric education on Indigenous Fijian perceptions of early years learning and care and understand how Indigenous Fijians view early childhood development, care, well-being, and learning. Creating spaces for Indigenous Fijian narratives within these subjects is crucial to affirm and position Indigenous cultural knowledge and epistemology within the greater knowledge frame (Tausere-Tiko, 2015; Tiko, 2021).

FULL REFERENCE: Postlewaight, G.  (2024).  Early childhood teacher engagement with place-based education: Professional learning at the Ōtātara Outdoor Learning Centre.  NZ International Research in Early Childhood Education Journal, 26, pp. 69-83.

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ABSTRACT: This article explores the second cycle of an action research project, undertaken to determine how to support local early childhood education [ECE] settings to utilise the nature-based education space, the Ōtātara Outdoor Learning Centre [ŌOLC], at Te Aho a Māui Eastern Institute of Technology [EIT] in the Hawke’s Bay (NZ). The first cycle of the research involved a focus group to introduce local early childhood kaiako (teachers) to the space and to ascertain the possibilities and opportunities for them to make use of the location with tamariki (children) to facilitate place-based education (PBE). This second cycle examined the professional learning experiences provided to the focus group to increase their knowledge and confidence to facilitate appropriate and inclusive nature and place-based experiences with tamariki. Two professional learning workshops enabled participant kaiako to familiarise themselves with the ŌOLC space through the sharing of whakapapa (genealogy) and pūrākau (historical stories) of the rohe (region), and to experience possible approaches for place- based teaching and learning. Although this is a small-scale research project, the value of the experiential learning about PBE, and the need for kaiako professional learning is evident from the participant discussion, reflection and feedback. Participants recognised this pedagogical approach and its relationship to bicultural practice, honouring Te Tiriti o Waitangi and building local curriculum as a foundation of authentic practice.

KEY WORDS:  Kaiako, action-research, professional learning, place-based education, kaupapa Māori (customary practice, approaches), pūrākau, learning in nature, play.

INTRODUCTION

The whakataukī (significant traditional saying) above aligns with the intent of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, Aotearoa, New Zealand’s early childhood education curriculum(Ministry of Education [MOE], 2017).  Te Whāriki (2017) articulates how tamariki learn in a holistic way that encompasses each of the contexts identified in Bronfenbrenner’s (1979) ecological model: whānau (adults in the life of the tamaiti, (the child), local and wider community, and national and global contexts. Such learning occurs when their whakapapa (genealogy), identity, mana (prestige) and mauri (life force) are nurtured within learning experiences and teaching approaches that value, respect and affirm their connection with papatūānuku (mother earth), place, language and culture. The teaching approaches include; place-based education (PBE), which offers tamariki opportunities to: connect with: taiao (nature), papatūānuku, local pūrākau and to experience te ao Māori (Māori world view) kaupapa. Williams, et al. (2023) describe te ao Māori further, as ngā aronga, identifying that this acknowledges that there are multiple world views that are iwi and hapū (tribe) based. Embedding kaupapa Māori pedagogies of learning and teaching, as described above promotes, respects and protects Te Tiriti o Waitangi (The Treaty of Waitangi) (University of Auckland, n.d.). Embodied within place-based experiences is a rich local holistic curriculum that includes; te reo and tikanga Māori(language, values, philosophies, and cultural customs), literacies, mathematics, science, the Arts, history – both Māori and Pākeha (New Zealander of European descent).  These experiences also foster social and emotional competency, education for kaitiakitanga (guardianship and sustainable approaches), utilising play and child initiated experiential learning approaches.

FULL REFERENCE: Moffat, T.K., Stuart, N.A., Fitzgerald, H., Shepherd, D. & Patrick, L. (2024).  An evaluation of parent/whānau satisfaction with Autism New Zealand’s early support programme, EarlySteps.  NZ International Research in Early Childhood Education Journal, 26, pp. 56- 68.

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ABSTRACT: EarlySteps was the first autism specific NZ early support (formerly known as ‘early intervention) programme. Research on the provision of early support tells us that early diagnosis of autistic children maximises developmental outcomes and reduces or prevents secondary behaviours, such as regression. Early support can reduce parental stress, increase acceptance of diagnosis earlier, and increase children ability to manage challenges later in life. This practitioner-led evaluation of the EarlySteps programme sought to understand the impact it had on parents and families with autistic children under the age of six and to identify improvements that could be made to the programme. Parents from 12 families who had participated in all aspects of the EarlySteps programme were interviewed and completed questionnaires. The results indicate satisfaction with the programme in relation to the quality of support provided, partnership, education programmes provided, focus for support plan (FFSP), play sessions and transitions to school support. Future research could identify the barriers for families to participation in certain aspects of the programme, the experience for Māori and Pacifica families and comparing the experience of families within an autism specific service to that of a generic additional needs programme.

KEY WORDS:  Autistic children, autism, play, parent education, school transition, playdates.