Nga Kaitiaki Bachelor of Training

Question: Discuss about theNga Kaitiakifor Bachelor of Training. Answer: Introduction In M?ori mythology, Ranginui is considered as the Sky Father and in the origin of the World. Ranginui played an important role in the birth of the moon, sun, starts and constellations (Hardy 2016). Ranginui and Papatuanuku are considered the sky father and earth mother respectively who tied together in an embrace. The Tangotangocalled the blackness of the heavenly night and the ocean called Wainui are the two children of Ranginui and Papatuanuku. They produced offspring; sun (Te Ra), moon (Te Marama), stars (Nga Whetu) and moonlight (Te Hinatore). Ranginui is the closest to the earth and considered that human life and knowledge originated in the realm of sky father. Ranginui can be applied in the Bachelor of Training (ECE). The teachers sought affirmation that within the early childhood education and curriculum, there is a requirement of M?ori ecological principles and enhancement of principles (Kaupapa) of the ecological sustainability (Kelly et al. 2013). The Ranginui called the Sky Father is considered to look after all of us. The sun, rain, wind and stars look after the plants and in turn look after us. The children (tamariki) are being nurtured so that they look after the environment. By learning about Ranginui, the children can be inspired in making ecological and sustainable choices. It is an opportunity to teach the children (tamariki) about the M?ori history, culture and whakapapa. In the M?ori culture, there is a high value for caring for others (manaakitanga) and this core value within the M?ori philosophy that can be implemented in nurturing relationships, caring and in teaching how to treat others. The children can grow under the sense of relatedness while describing about the Ranginui, the Sky Father. The introduction of M?ori culture through the personification of Ranginui helps to increase the sense of empathy towards the environment. The teachers help the children to view the earth and sky through their own eyes and the understanding of the family. The children will learn to face new challenges and changes that their family faces and ways to solve them. Moreover, Ranginui helps gives the children an opportunity to gain knowledge and show concern for the Mother Earth and Sky Father. By teaching about Ranginui as a Kaitiaki example in an ECE setting, the young learners would learn to care for the earth and it lays the foundation of a generation who knows to care. The Kaitiaki could be implemented in daily programs as it helps to teach the meaning of conservation and an in depth education about conservation of the earth. The sustainability principles can also be learned through Kaitiaki with M?ori values of sustainability for the living earth. The care for the nature is deepened through the incorporation of knowledge as Kaitiaki called guardian or steward (Ritchie 2013). The nature based education and knowledge can be incorporated in our daily programs through the personification of Kaitiaki. Kaitiaki meaning guardian or care giver that acts as a pivotal factor in protecting, guiding and caring for the people. Kaitiaki also means management of resources in an effective manner. Children use food scraps for compost, gardening of plants, using soaps and cleansing agents and use of environmental friendly materials. In an ECE setting, the teachers serving as guardians or kaitiaki help to incorporate the practice of caring for the people and for the environment. The M?ori culture believes that humans are interconnected with nature and nurturing the environment stems under the Kaitiakitanga meaning guardianship, preservation, protection and sheltering. The kaitiaki values would influence people with the feelings of respect for the people or the environment (Stephenson 2014). The trust role of Kaitiaki is Kohanga Reo. Its role is to ensure quality care and education to the people. This ensures to promote and survive the M?ori language. This is done by providing a training course to the teachers (kaiako) through Te Whariki (ECE curriculum). Through this curriculum, the children are taught empowerment, hoslitic development, family and community and relationships (Podmore et al. 2015). The roles and responsibilities of Kaitiaki lie in the guardianship, trusteeship and in fostering the feeling of care among the children. The leadership role primarily focuses on caring, protection, safety and well-being of the staff and learners. It also holds an important role in caring for oneself and leading a healthy life. The guardianship role under kaitiaki is to protect and nurture the environment where the teachers teach the children to conserve environment and care for the living earth. The kaitiaki also helps to enhance kaupapa of ecological sustainability as being articulated by the teachers, children and families (Paul-Burke and Rameka 2015). References Hardy, A., 2016. Matariki hunganui: te papa tongarewa and the celebration of matariki, the m?ori new year.Material Religion,12(3), pp.396-398. Kelly, J., White, E.J., Dekker, M., Donald, J., Hart, K., McKay, F., McMillan, L., Mitchell-King, A. and Wright, G., 2013. The Ngahere Project: Teaching and learning possibilities in nature settings.Hamilton: Wilf Malcolm Institute of Educational Research. Retrieved from https://? www.? waikato.? ac.? nz/? _? _? data/? assets/? pdf_? file,7, p.146176. Paul-Burke, K. and Rameka, L., 2015. Kaitiakitanga-Active Guardianship, Responsibilities And Relationships With The World: Towards A Bio-Cultural Future In Early Childhood Education. Podmore, V.N., Hedges, H., Keegan, P.J. and Harvey, N., 2015. Children who learn in more than one language: Early childhood teachers afloat in plurilingual seas. Ritchie, J., 2013. Titiro whakamuri, hoki whakamua. We are the future, the present and the past: Caring for self, others the environment in ECCE. Stephenson, A., 2014. Outdoor play in New Zealand centres: protecting, defending, extending.Exploring Outdoor Play in the Early Years, p.127.