Strengthening responsive and reciprocal relationships in a whānau tangata centre

Abstract

In March 2005 the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) began discussions about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whanau tangata centre) as part of a Parent Support and Development (PS&D) initiative funded by the Ministry of Education in conjunction with the Ministry of Social Development. The evolving PS&D initiative in Levin has included a drop-in centre for parents, parent workshops on topics of their choice, a well-resourced whanau room, facilities for infants and toddlers, school liaison visits and liaison with local health centres. The initiative at Taitoko was one of six pilot PS&D projects. These pilot projects did not themselves include any research components to evaluate the processes and outcomes for teaching and learning. Subsequently, through the Teaching and Learning Research Initiative (TLRI), Jeanette Clarkin-Phillips and Margaret Carr (University of Waikato) set up an ongoing action research project at Taitoko Kindergarten to investigate these aspects of the initiative. The PS&D contracts were a relatively new initiative for New Zealand, and this research project was designed to provide information to guide this teaching and learning policy for future similar initiatives. The aim of the TLRI research project was to investigate the development of the whanau tangata centre at Taitoko Kindergarten with teaching and learning in mind. Aims and objectives Although the kindergarten teaching team members were excited at being a part of the PS&D initiative, they were also aware that they would face challenges that would affect their practice. They were committed to ensuring that the consequences of the PS&D initiative would be effective teaching and learning at Taitoko Kindergarten, and their involvement with the TLRI research project has helped to provide this. Through action research, the research team has addressed the teachers' questions in four areas. Strengthening relationships The teachers' first question was around the strengthening of relationships (how this has been done so far, and how it might be furthered). One aim of the research project was to ascertain whether the establishment of the whanau tangata centre was strengthening the relationship with the community and providing new learning opportunities for the children, parents and whanau. Changes in practice The second question was about changes in practice (what is possible, what appears to be effective). The teaching team and Wellington Region Free Kindergarten Association were committed to ensuring that the whanau tangata initiative had positive outcomes for children's learning, and that the teachers were able to reflect on their practice and make changes to accommodate the strengths and interests of children and their parents and whanau throughout the establishment of the integrated centre. The research project aimed to help establish if this was happening. Diversity The third question was about diversity (how a range of funds of knowledge [Gonzalez, Moll, & Amanti, 2005] can be shared and included in curriculum). The teachers were particularly interested in responding to the diversity of community at the kindergarten. They wanted to know, through the TLRI research project, what further strategies they might use as teachers to strengthen their relationships with a community that includes 59 percent Maori and 19 percent Pasifika parents and whanau. Documentation The fourth question was associated with documentation (and how this can engage families and learners). The teaching team was keen to have avenues available to them to look at their teaching, planning and documentation in an informed manner and to respond accordingly. …