Abstract:
Te Whāriki (Ministry of Education, 1996), the early childhood curriculum seeks to reflect and support the vision of a bicultural society where early childhood educators contribute towards the revitalisation and protection of the Māori language, not only for Māori, but also for the benefit and enrichment of all children within Aotearoa New Zealand. This study investigated how mainstream early childhood teachers are implementing Māori language aspirations from Te Whāriki in their teaching. Specifically, employing statements from Te Whāriki, the study also examined how teachers were making te reo Māori "visible and affirming its value for children from all cultural backgrounds" and promoting "an appreciation of te reo as a living and relevant language" in their centres. The study utilised a qualitative design, using a case study of one early childhood centre to rovide some contemporary insight into the issue of te reo Māori practice within mainstream early childhood education. The research questions were addressed through the data collection techniques of field observations, individual and group interviews and analysis of documentary evidence. The findings suggested that despite issues related to fluency, teachers were committed to using te reo Māori in their practice and used strategies in ways that their competence allowed. Teachers communicated a positive enthusiasm for the Māori language through using centre resources, instructions, mat-times and waiata in their practice. They also expressed strong beliefs in relation to influencing the attitudes and behaviours of children towards te reo Māori. Positive strategies were identified as a feasible way forward for teachers to gain competence and confidence in te reo Māori. Moreover, these were identified as a possible way to expose children to authentic examples of te reo and tikanga Māori and in encouraging positive attitudes towards the Māori language. The conclusion argues that in meeting the personal challenges in the implementation of te reo, there is a need for positive strategies that are relevant and responsive to teachers' specific needs and fulfill Te Whāriki's aspirations. However this thesis also argues that despite teachers' best efforts, this may not be sufficient to meet the aspirations of a Tiriti-based curriculum that supports the revitalization of te reo Māori. Nevertheless, this thesis provides positive support for early childhood teachers as they move forward in terms of Tiriti-based commitment and practice.