Partnerships with whānau build trust and belonging

Issue: Volume 101, Number 1

Posted: 2 February 2022
Reference #: 1HAS_x

Te Pito o Te Puna Wai o  Waipapa are putting whakawhanaungatanga at the centre of everything they do within their culturally diverse community in central Ōtautahi Christchurch – and whānau are thriving from the deeper connections. 

Madina and Marina have been at  Te Pito o te Punawai o Waipapa  Hagley Community Preschool since 2019.

Madina and Marina have been at Te Pito o te Punawai o Waipapa Hagley Community Preschool since 2019.

At Te Pito o te Puna Wai o Waipapa Hagley Community Preschool, tamariki and whānau speak 11 different languages and many have immigrant or refugee backgrounds. Kaiako wanted to make sure they heard and understood the aspirations of all their whānau, and so they began to explore the concept of whanaungatanga and how to make it part of daily interactions.

Their aim is to generate trusting relationships with whānau and tamariki that enable cultural funds of knowledge to be embedded within the curriculum, where whānau know they have a voice, that teachers have a genuine interest in the wellbeing of the whole whānau as well as tamariki, and that they will always be listened to with respect and a desire to understand. 

Their initial discussions and research culminated in a Teacher Led Innovation Fund (TLIF) report  Whakawhanaungatanga in a Culturally Diverse ECE Community which has become the blueprint for their learning community going forward into 2022 and beyond. 

Shift in kaiako dispositions

“The project really hasn’t finished,” explains Jocelyn Wright, kaiwhakahaere preschool director at Te Pito o te Puna Wai o Waipapa.

“Because it was an inquiry, it goes on, and it influences everything really. We keep reminding ourselves of what came up in the project, and the key dispositions we want from our kaiako about being curious, vulnerable, taking risks, and trying new strategies in our relationships with whānau, and with each other.”

Jocelyn says those dispositions were the biggest shift; not only being more confident in forming those relationships but stepping outside of the tradition of what’s ‘allowable’ and not.

“We have really big conversations about professionalism and personal professional relationships, and where’s the line, and should there be a line, and that was quite influential in our work.”

Whānau workshops 

Last year, the preschool piloted a 10-week ‘Whānau Learning Together’ programme for parents, talking about things like health and safety, oral hygiene, what to put in lunchboxes, and how to support children in numeracy and literacy at home. 

The idea emerged during their TLIF project, as kaiako often reflected on their inability to provide the same support for all parents. Jocelyn says language proved to be the main barrier to this, and so they thought about ways to gather parents together in a workshop with the help of translators, to be able to support whānau to gain familiarity with parenting and education in an Aotearoa New Zealand context.

“Kaiako taking on the facilitator role very much developed the programme themselves. The programme provided a new leadership opportunity, and kaiako involved in the programme developed new skills in planning, organising and facilitating adult learning,” she adds. 

Kaiako kaiarahi assistant director, Bee Williamson says the whānau workshops are also about listening to whānau and their aspirations.

“It’s whole-body listening. It’s going away and thinking about what we’re hearing and continuing to ask questions. Sometimes when you ask whānau what they would like for their children, it can startle people. 

“But we learned how to unpack that and really listen for those key messages so we can be culturally intentional and ensure we’re weaving those aspirations into our practices,”
says Bee.

At the end of the programme, kaiako asked participants what they had valued and what they would suggest for any future programmes. 

Jocelyn says they came up with a list of topics such as children’s behaviour, learning te reo Māori alongside their children, establishing good routines at home, how to overcome ‘fussy eating’, what to include in lunchboxes, creative projects, and how to better support learning at home.  

“One thing we would very much like to do is to take the class on hīkoi around our local area to learn some of the cultural history of Ōtautahi so they can also be involved in supporting their child’s learning.  

“One of the most valuable outcomes for kaiako has been the continuation of conversations that had begun during class. Parents have shown they are more comfortable to approach kaiako with queries about their child and queries about learning have increased,” says Jocelyn.

Partnership boosts literacy

Bee says having a space for parents to discuss challenges or ask questions alongside other parents, and away from their children, has been pivotal for learning beyond the preschool doors, and at home. 

Jocelyn explains that during conversations with whānau, kaiako heard comments such as,  ‘my child doesn’t sit still with books; they don’t like stories’. 

This view conflicted with kaiako experiences at the preschool where they found all tamariki loved reading, listening to stories and looking at books.  

“What we were also aware of was that parents put more emphasis on more formal learning such as alphabet and numbers and writing names,” says Jocelyn.

Kaiako then organised a visit to the Hagley College Library which is next door to the preschool, and with whom they have an existing relationship.

“I don’t think any of us knew that whānau didn’t use the library – this was a first-time experience for the majority. The expressions on their faces when Liz [the librarian] showed them books in their home languages said it all!  All whānau signed up with the library there and then. The librarian told us some weeks later that whānau have continued to use the library. 

“One parent in particular has shared with us that her son now ‘loves’ books and they regularly read together at home.”

Wider whānau social events have also become a key part of whanaungatanga and relationship-building. 

Assistant director Bee Williamson, kaiako Lisa Fleming, director Jocelyn Wright and kaiako Susan Butson put whakawhanaungatanga at the centre of everything they do.

.Assistant director Bee Williamson, kaiako Lisa Fleming, director Jocelyn Wright and kaiako Susan Butson put whakawhanaungatanga at the centre of everything they do.

Whānau engagement

In 2019, kaiako looked for ways to celebrate Matariki with their community, and after reading Stolen Stars of Matariki by Miriama Kamo, they wondered about visiting local place
Te Mata Hapuku Birdlings Flat, where the story is based. 

Jocelyn says kaiako were keen to do the visit as a team one weekend and invite whānau along.

“We had comments about how whānau hadn’t known where
Te Mata Hapuku Birdlings Flat was, and that they would be able to take their families back again some time. Everyone had so much fun as we played games and walked along the shore together,’ says Jocelyn.

Bolstered by the success of that excursion, the preschool planned further trips, including a whānau day at a local railway park, and attending a Hagley College event that involved the preschool’s tamariki.

“We joined in a large Hagley College event one evening where tamariki walked the ‘red carpet’ to model their wearable art creations. Whānau at this event were so proud of their children, they stood and applauded. It is through these social events that whānau can meet and get to know each other, they mix beyond cultural, social or work-based groups,” says Jocelyn.

The relaxed, informal atmosphere is also key for kaiako-whānau relationships as conversations flow, she adds. 

“This has been even more evident during Covid-19 lockdown periods, making ongoing communications and support easier to put into place and maintain.  We often hear parents say to us that we are like their family. There is a strong sense of mutual trust, respect, and good humour that underpins our relationships. I think tamariki sense this and they naturally feel secure in their sense of belonging here.”

Whole-community approach

Something else that is important, says Bee, is wider community networking. 

Bee Williamson

Bee Williamson

“We’ve got relationships wider than just this place; with refugee resettlement, diversity services, a network of local schools (primary through secondary) as well as our neighbouring Hagley Community College and their resources and services. 

“We’re also strengthening our relationships with other early learning services, especially those that work within our refugee communities, to have that support for each other with different resources and ideas.”

Bee explains that if there are new families coming to Christchurch with tamariki, they know they are coming and can do a bit of research in how they greet and welcome them.

“Teachers will also be quite intentional with their children about making some cards or signs, and getting the children involved to welcome them and show them around.”

Transitions

As well as being intentional about welcoming new children and whānau, Jocelyn says the same applies when helping children move on to the next phase of their learning journey.

“We have been very intentional about supporting transitions out of early learning for the whole whānau. We help with documentation, clothing, translating pamphlets and information.  We talk to parents face to face about their choices, what it means to go to school, what the expectations are.

“We contact the schools and get them to come and visit us and continue that relationship with them. Something that came out of the TLIF project was also teacher confidence – confidence to reach out and build those relationships.”

Bee says they have open conversations with tamariki about school visits, their teachers’ names, and what they’re going to be wearing, as well as sharing photos of their new school or previous tamariki who go to their new school.

“It becomes quite natural for children to be having those conversations with each other throughout the day and getting excited together. It helps with the whole perception of what going to school is about, and it becomes something to look forward to and that they feel ready for.”

Te Pito o te Puna Wai o Waipapa are excited to share their learning with other kaiako and groups. Their report, Whakawhanaungatanga in a Culturally Diverse ECE Community can be found at Te Pito o te Punawai o Waipapa Hagley Community Preschool(external link) 

Whānau kōrero

A group of parents at Te Pito o te Puna Wai o Waipapa Hagley Community Preschool talk about their journey at the preschool, and how kaiako have helped them settle into their child’s education in Aotearoa. 

What has been valuable about preschool for your children?

“How they were happy – we felt happy when they were happy. The girls would wake at 5am and say, ‘can we go to school, can we go to school?’ They wanted to come on days of no class. We liked that they learned from each other, how to behave, to be with others.” Fatima

“He learnt a lot in here; at home he played on his own with stuff but here he learns how to play with others. Now he is learning English and talking. His behaviour has improved, not fighting.” Hamida

“Good for them when English is not their first language. Learning about relationships with others, learning to play, having storytimes. They learn a lot from preschool.” Simret

“Eating and going to toilet, and he has friends. He loves his friends, and he is more social. Before he couldn’t speak English but now, he does. He speaks a lot at home [in Farsi] about preschool, he tells us what happened and what he did. He’s always talking about it. He is happy.” Rastrum and Laila

What where the challenges?

“We didn’t know about food, what to put into lunchboxes. What to do or not to. This was the hardest thing for me you know, the food, he is a fussy eater, you know. The Thursday classes have helped with this.” Hamida

“It was hard because they didn’t eat lunch without me and they always cried.” Simret

“We wanted him to go to preschool – just a little worried about being in a strange environment. He couldn’t speak [English] so couldn’t say what he needed. I wanted him to play and have fun with other kids and to be social with other friends. I was worried he might get hurt, fall over and get hurt with other kids. He didn’t know the language and he needed help with routines, his food, toileting, and learning.” Rastrum and Laila

What are the most helpful things kaiako do?

“People are good – polite, nice behaviour, we felt from our heart this is a place for them (children). I was very happy. And important that the teachers came to visit my daughters at home. That was very helpful. And the paper and drawing [teachers dropped off during Covid], they were so happy, it was good. The course we did this year was very good for mums. We learnt a lot. I didn’t know to let my child carry his own bag and put them away. I thought I needed to do that, now I don’t. At first, I thought I was too busy to do the course, and now my friends want to do this.” Fatima

“The teachers help how to play and learn with other children, telling them what to do or not to do. They listen here. Helping children understand behaviours, [getting them] interested in learning to read books. Remember when I said my son won’t sit and read – he does now. Teachers always ask, ‘what can we do to help with Abbas’ learning?’ I like that, it is helpful.” Hamida

“Teaching them to eat by themselves now. They love preschool. They learn a lot. They didn’t talk at preschool to begin with. Now they talk. At home they talk all the time about teachers and other children.” Simret

Tamariki at Te Pito o te Punawai o Waipapa Hagley Community Preschool thrive with strong kaiako-whānau relationships.   

Tamariki at Te Pito o te Punawai o Waipapa Hagley Community Preschool thrive with strong kaiako-whānau relationships.  

BY Education Gazette editors
Education Gazette | Tukutuku Kōrero, reporter@edgazette.govt.nz

Posted: 10:25 am, 2 February 2022

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