Bi-lingual approach to pre-schooling – best of both worlds

Tu Tangata, Issue 3, 1 November 1981, Page 26

Bi-lingual approach to pre-schooling - best of both worlds

MATAURANGA/Education

Bi-lingual education is not just the preserve of primary or secondary schools with pre-school groups now joining in the move.

Three playcentres at Horohoro, Whangamarino and Rotoiti are now incorporating Maori values into their programmes with some success. The move came about through meetings with elders, Department of Education Officers and Maori Womens League and Health League.

It was decided to use flax, hand and finger games, stick and string games, action songs, legends and story telling and the use of natural materials e.g. stones, leaves, weeds, grass, water and sand.

HOROHORO

A positive approach in the use of the language has developed rapidly. The mothers, as often as possible, use the language with their children and the interaction and relationships are a splendid sight. The influence of the elders who continually attend the sessions can be seen in their support of the mothers. The centre is situated on school grounds and enjoys good relationships with the primary school and the teachers. Added to this, the marae and church buildings are close by so that the community spirit and atmosphere is conducive to the learning of maoritanga.

With the help of a support group member and an elder, the craft work is emerging and the mothers are enjoying learning to make playthings form flax. Other facets of the culture are also developing.

Weekend schools have been held on their marae for both the Rotorua Playcentre Association Mother Helper Training Course, and the Kindergarten movement. They speak proudly of the extension of their work into the Rotorua City where during Playcentre Publicity week they held a Court, the theme, Maoritanga in Pre-School Education. The mothers with their children at their knees, worked with the flax and other natural materials.

WHANGAMARINO

Began with much enthusiasm and established the environment for learning, however they need greater support from their elders. The leaders are in the community and need to come forward, otherwise the programme is a difficult

one for the mothers and their children. The craftwork is being developed, and it is pleasing to report that Whangamarino Playcentre mums have made piupius for the primary schools cultural group. Singing, action songs, stick and

string games are used spasmodically as well as the language. The elder of the group is steeped in the culture of her people, but because of family commitments and for health reasons, her skills have not been deployed consistently.

ROTOITI

This group has the full support of the elders who attend some of the sessions, however more help is required from the younger folk of the community. A resource person has been enlisted to help the mothers learn songs, action songs and poi dances. Rotoiti has the experts in flaxweaving and so adept are these

mothers, that they are creating all sorts of craft work never seen before. Their skills are being sought after throughout Waiariki and more recently at national level. The language is just emerging from the elder who constantly attends and supports the group, and

she is fully aware that her younger mothers need help. This awareness has taken her out to attend the meetings held in the community by the Maori Affairs Cultural Officer who is projecting Katerina Mataira’s Maori language programme. She is mindful that she must encourage her women to attend as well. Rotoiti has its maori identity firmly established and this can be felt and seen not only as they work with their little ones in the centre, but also in their roles on the marae. The group has hosted many a playcentre weekend-workshops and national executive meetings of the NZ Playcentre Federation. Both Horohoro and Rotoiti have set their course, know what they are doing and where they are going. They have such a belief in their work and the benefits, that it gives their families a confident future. FUTURE PROGRESS All three groups are taking things slowly and results are most encouraging on the whole. A visit by the Pre-school Adviser Special Needs, Department of Education, Auckland, was welcomed by the bilingual and bicultural groups and her continued support in supplying written materials has been appreciated. The next step to be taken will be

the writing of books in the language learning more language and history greater interaction with the children and families in the Family Education Centres. Throughout Waiariki other preschool groups are observing, and interested to use these principles, and the ultimate aim is that all preschool groups maori and pakeha can blend the bicultural and bilingual concepts into their family education programmes. The Eastern Bay of Plenty Playcentre Association, through its President, has expressed a keen desire that the idea be adopted and used in their Association. She herself attended the workshop day held at Te Teko, May 2nd 1980, the theme of which was “Maoritanga in PreSchool Education”. The Tauranga Playcentre Association has also indicated a willingness to use Maori values and the Maketu Playcentre, which belongs to the Association, could be an excellent starting point. The roll is predominantly Maori. The Maketu Playcentre operates in an empty classroom of the primary school and currently is being serviced by a Rotorua Maori Affairs Cultural Officer and by a Department of Education itinerant Maori language teacher. The playcentre therefore operates in a climate suited to developing a cultural programme as well.

HINE POTAKA Maori Education Foundation pre-school officer