TL;DRAbstract
In this paper we view infants, toddlers and young children as cultural beings and outline some implications regarding the need for educators to interrogate our individual and collective discourses pertaining to cultural differences and identities, particularly in relation to tamariki Māori. We suggest that if we are able to honour, respect and affirm the identities of Māori children (and, by extension those of children of other cultures) within our centres, this affirmation of their ‘being-ness’, will serve as an anchor, a source of strength and resilience assisting them through daily transitions between home and centre, and other less infrequent transitions. A selection of data from recent research projects will serve to illustrate awareness of parents, teachers, and children pertaining to dynamics of identity and transition within early childhood education.
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In this paper we view infants, toddlers and young children as cultural beings and outline some implications regarding the need for educators to interrogate our individual and collective discourses pertaining to cultural differences and identities, particularly in relation to tamariki Māori. We suggest that if we are able to honour, respect and affirm the identities of Māori children (and, by extension those of children of other cultures) within our centres, this affirmation of their ‘being-ness’, will serve as an anchor, a source of strength and resilience assisting them through daily transitions between home and centre, and other less infrequent transitions. A selection of data from recent research projects will serve to illustrate awareness of parents, teachers, and children pertaining to dynamics of identity and transition within early childhood education.
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