Written by Inano Bailey and Lealofi Kupa, Tapasā Early Childhood Facilitators at Tui Tuia | Learning Circle.
This project marks the creation of the first Pacific digital resource for the Ministry of Education, focusing on Pacific Indigenous concepts of giftedness within the Te Whāriki framework. The nuances reflected in the Tokelau proverb, "Toku kāiga, he kānava, he fau e hē uia," emphasizes the understanding that individual success is deeply rooted in communal support and cultural heritage.
In the context of early childhood education, a Pacific perspective views children as sacred beings, embodying their ancestors' legacies and cultural identities. This aligns with Te Whāriki’s philosophy that recognizes children as "inherently competent, capable, and gifted" (Ministry of Education, 2017), positioning them as vital connections across generations.
The project emphasizes that giftedness is seen as a divine blessing, linked to ancestral and spiritual connections. It is the responsibility of all as guardians within an aiga (family), kainga (home), and fanau (family) to nurture and honor these children. This perspective highlights the dual role of empowerment and duty in fostering each child's potential.
To support kaiako (educators), the initiative provides culturally responsive learning environments that celebrate each child's unique gifts—referred to as koloa. By integrating essential cultural concepts and fostering connections with families, kaiako can create inclusive spaces that affirm each child’s mana (essence of self, spirituality ) and talents.
Addressing a critical gap in early childhood education, the project includes video resources that showcase authentic Pacific knowledge for nurturing giftedness in children aged 0-6. These resources reflect diverse cultural perspectives, incorporating languages such as Lea Faka-Tonga, Gagana Samoa, Te Reo Māori Kūki ‘Airani, and Gagana Tokelau, while honoring key Pacific values like alofa (love), tautua (service), fakaaloalo (respect), and akatāmamako (humility). This empowers kaiako to support children's development in a way that respects and reflects their cultural heritage.
Project Lead: Fa’alogo Dr Jacoba Matapo Tapasā Early Childhood Facilitators: Lealofi Kupa, Inano Bailey
Objective: To develop comprehensive content focused on understanding, recognising and nurturing koloa, ko e me’a’ofa mei he ‘Otua, meāalofa mai te Atua, meāalofa mai i le Atua, tareni oronga ia mai e te Atua – giftedness in tamaiti-children under 5 years from a Pacific early childhood perspective.
The content produced builds on and complements existing Gifted and Talented (e.g. Pito Mata) Pacific content on Te Whāriki Online.
Videos Produced:
Kaiako and academic leaders from diverse Pacific cultures who were invited to talanoa and share their views, values and beliefs in their home langauges regarding the concept of koloa, ko e me’a’ofa mei he ‘Otua, meāalofa mai te Atua, meāalofa mai i le Atua, tareni oronga ia mai e te Atua- giftedness. The participants (teachers and academic leaders) were carefully selected from Tonga (Auckland), Tokelau (Wellington), Samoa (Auckland) and Cook Islands (Auckland).
•Videos 1 & 2 will discuss how concepts of giftedness are reflected and played out in young children.
•Videos 3 & 4 will shares examples of nurturing giftedness using various methods such as technology, relationships, music, and dance. Videos will be featured on Te Whāriki website at the end of the year, providing insights for educators working with Pacific gifted and talented students.
Connection to Tapasā Document
•Focus: Tapasā emphasizes understanding and integrating Pacific cultural values in teaching and learning.
•Alignment: The project aligns with Tapasā by reflecting Pacific indigenous concepts of giftedness, supporting Tapasā’s goal of cultural understanding and responsiveness.
•Culturally Grounded Resources: Development of culturally relevant resources like the 8 resource tiles and snapshot videos complements Tapasā’s objective of providing effective, culturally grounded teaching tools
. •Collaboration with Pacific Educators: The project’s collaboration with Pacific educators and leaders aligns with Tapasā’s emphasis on authentic cultural insights.
Growing Pasifika languages in schools for diverse Pasifika student populations
Written by Dr. Angela Bland, Facilitator at Tui Tuia | Learning Circle
From left: Dorothy Smith (Arahoe School), Angela Bland (Facilitator), Peter de Blois (Southland Girls High School), Browyn Davies (Sacred Heart College, Lower Hutt), Sophia Dommisse (Southland Girls High School), Bronwen Rophia (Western Heights High School), Wendy Pike (Western Heights High School), Nadia Ioane-Iona (Wellington Girls College), Tinae Vaimasenuu (Arahoe School), and Seteuati Nofoaiga (Sacred Heart College, Lower Hutt).
The ‘Growing Pasifika Languages in Diverse Pasifika Communities’ programme is in its third year with over thirty participants and twenty schools having been part of the programme so far. The participants have included teacher aides, classroom teachers, middle leaders, and senior leaders. This year’s participants are from Waihōpai, Te Whanganui-a-Tara, Rotorua, and Tāmaki Makaurau.
Each kura is at different stages of their malaga (journey). The strategies for growing Pasifika languages are diverse. One kura is using the new library to provide a space for Pacific languages and other heritage languages to come together in respective language groups. Additionally, this kura is building further resources to enhance their existing Gagana Sāmoa programme. One kura has been building a Pacific Studies class this year, and another kura has a Pacific Studies course approved for 2025. In one primary school, a fono will happen in Term Four to consult with community about how to support more Pacific languages at school. Here also, the primary school will share Down the Back of the Chair Pacific languages resources with families to take home and read in their respective Pacific language or languages. Finally, a secondary school is planning for their first school trip to Sāmoa because most ākonga of Samoan heritage have never been to Sāmoa.
On October 24th is the fifth workshop. We have had two full day workshops in Tāmaki Makaurau and Te Whanganui-a-Tara. Our workshop in Tāmaki Makaurau was at the Fale Pasifika at the University of Auckland. This was a beautiful fale to begin our malaga. Our workshop in Te Whanganui-a-Tara was at the Suzanne Aubert Heritage Centre. The staff at the Centre were very supportive and interested in our Pasifika kaupapa.
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2024 - Pasifika - Term 4 Newsletter Articles
Gifted in ECE from a Pacific Perspective
Written by Inano Bailey and Lealofi Kupa, Tapasā Early Childhood Facilitators at Tui Tuia | Learning Circle.
This project marks the creation of the first Pacific digital resource for the Ministry of Education, focusing on Pacific Indigenous concepts of giftedness within the Te Whāriki framework. The nuances reflected in the Tokelau proverb, "Toku kāiga, he kānava, he fau e hē uia," emphasizes the understanding that individual success is deeply rooted in communal support and cultural heritage.
In the context of early childhood education, a Pacific perspective views children as sacred beings, embodying their ancestors' legacies and cultural identities. This aligns with Te Whāriki’s philosophy that recognizes children as "inherently competent, capable, and gifted" (Ministry of Education, 2017), positioning them as vital connections across generations.
The project emphasizes that giftedness is seen as a divine blessing, linked to ancestral and spiritual connections. It is the responsibility of all as guardians within an aiga (family), kainga (home), and fanau (family) to nurture and honor these children. This perspective highlights the dual role of empowerment and duty in fostering each child's potential.
To support kaiako (educators), the initiative provides culturally responsive learning environments that celebrate each child's unique gifts—referred to as koloa. By integrating essential cultural concepts and fostering connections with families, kaiako can create inclusive spaces that affirm each child’s mana (essence of self, spirituality ) and talents.
Addressing a critical gap in early childhood education, the project includes video resources that showcase authentic Pacific knowledge for nurturing giftedness in children aged 0-6. These resources reflect diverse cultural perspectives, incorporating languages such as Lea Faka-Tonga, Gagana Samoa, Te Reo Māori Kūki ‘Airani, and Gagana Tokelau, while honoring key Pacific values like alofa (love), tautua (service), fakaaloalo (respect), and akatāmamako (humility). This empowers kaiako to support children's development in a way that respects and reflects their cultural heritage.
Project Lead: Fa’alogo Dr Jacoba Matapo Tapasā Early Childhood Facilitators: Lealofi Kupa, Inano Bailey
Objective: To develop comprehensive content focused on understanding, recognising and nurturing koloa, ko e me’a’ofa mei he ‘Otua, meāalofa mai te Atua, meāalofa mai i le Atua, tareni oronga ia mai e te Atua – giftedness in tamaiti-children under 5 years from a Pacific early childhood perspective.
The content produced builds on and complements existing Gifted and Talented (e.g. Pito Mata) Pacific content on Te Whāriki Online.
Videos Produced:
Kaiako and academic leaders from diverse Pacific cultures who were invited to talanoa and share their views, values and beliefs in their home langauges regarding the concept of koloa, ko e me’a’ofa mei he ‘Otua, meāalofa mai te Atua, meāalofa mai i le Atua, tareni oronga ia mai e te Atua- giftedness. The participants (teachers and academic leaders) were carefully selected from Tonga (Auckland), Tokelau (Wellington), Samoa (Auckland) and Cook Islands (Auckland).
•Videos 1 & 2 will discuss how concepts of giftedness are reflected and played out in young children.
•Videos 3 & 4 will shares examples of nurturing giftedness using various methods such as technology, relationships, music, and dance. Videos will be featured on Te Whāriki website at the end of the year, providing insights for educators working with Pacific gifted and talented students.
Connection to Tapasā Document
•Focus: Tapasā emphasizes understanding and integrating Pacific cultural values in teaching and learning.
•Alignment: The project aligns with Tapasā by reflecting Pacific indigenous concepts of giftedness, supporting Tapasā’s goal of cultural understanding and responsiveness.
•Culturally Grounded Resources: Development of culturally relevant resources like the 8 resource tiles and snapshot videos complements Tapasā’s objective of providing effective, culturally grounded teaching tools
. •Collaboration with Pacific Educators: The project’s collaboration with Pacific educators and leaders aligns with Tapasā’s emphasis on authentic cultural insights.
Growing Pasifika languages in schools for diverse Pasifika student populations
Written by Dr. Angela Bland, Facilitator at Tui Tuia | Learning Circle
From left: Dorothy Smith (Arahoe School), Angela Bland (Facilitator), Peter de Blois (Southland Girls High School), Browyn Davies (Sacred Heart College, Lower Hutt), Sophia Dommisse (Southland Girls High School), Bronwen Rophia (Western Heights High School), Wendy Pike (Western Heights High School), Nadia Ioane-Iona (Wellington Girls College), Tinae Vaimasenuu (Arahoe School), and Seteuati Nofoaiga (Sacred Heart College, Lower Hutt).
The ‘Growing Pasifika Languages in Diverse Pasifika Communities’ programme is in its third year with over thirty participants and twenty schools having been part of the programme so far. The participants have included teacher aides, classroom teachers, middle leaders, and senior leaders. This year’s participants are from Waihōpai, Te Whanganui-a-Tara, Rotorua, and Tāmaki Makaurau.
Each kura is at different stages of their malaga (journey). The strategies for growing Pasifika languages are diverse. One kura is using the new library to provide a space for Pacific languages and other heritage languages to come together in respective language groups. Additionally, this kura is building further resources to enhance their existing Gagana Sāmoa programme. One kura has been building a Pacific Studies class this year, and another kura has a Pacific Studies course approved for 2025. In one primary school, a fono will happen in Term Four to consult with community about how to support more Pacific languages at school. Here also, the primary school will share Down the Back of the Chair Pacific languages resources with families to take home and read in their respective Pacific language or languages. Finally, a secondary school is planning for their first school trip to Sāmoa because most ākonga of Samoan heritage have never been to Sāmoa.
On October 24th is the fifth workshop. We have had two full day workshops in Tāmaki Makaurau and Te Whanganui-a-Tara. Our workshop in Tāmaki Makaurau was at the Fale Pasifika at the University of Auckland. This was a beautiful fale to begin our malaga. Our workshop in Te Whanganui-a-Tara was at the Suzanne Aubert Heritage Centre. The staff at the Centre were very supportive and interested in our Pasifika kaupapa.
