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dc.contributor.authorRitchie, Jenny
dc.contributor.authorRau, Cheryl
dc.description.abstractIn 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.en_NZ
dc.publisherUniversity of Aucklanden_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectcultural identityen_NZ
dc.subjectcultural differencesen_NZ
dc.subjectearly childhood educationen_NZ
dc.subjecttamariki Māorien_NZ
dc.titlePoipoia te tamaiti kia tū tangata: Identity, belonging and transitionen_NZ
dc.typeJournal Articleen_NZ
dc.subject.marsden130107 Te Whāriki (Māori Early Childhood Education)en_NZ
dc.identifier.bibliographicCitationRitchie, J., & Rau, C. (2010). Poipoia te tamaiti kia tū tangata: Identity, belonging and transition. First Years Ngā Tau Tuatahi, 12(1), 16-22.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionNew Zealand Childcare Associationen_NZ
unitec.publication.titleFirst Years Ngā Tau Tuatahien_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.subject.tukutukuKura pūhoumi_NZ

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