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young_childrenTheir health is promoted

Children are assisted in ways that support independence and competence and do not engender shame or embarrassment.

Observe whether the child: Children are assisted in ways that support independence and competence and do not engender shame or embarrassment.

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

The adult notices a body need or care step and offers support, though the pace leaves little time for children to show what they already know.

What you might see

  • The programme touches on health and body care, but children use the materials briefly and then drift away.
  • During handwashing, snack, rest, or dressing, hand towel is visible, yet children mostly observe rather than shape the next move.
  • Kaiako notice a body need or care step and name it, while children copy the model without adapting it yet.

Expected

On track

A kaiako uses the child’s cue to change the placement, timing, or language of support. The response becomes shared practice rather than delivery.

What you might see

  • The adult invites a question or idea before adding more instruction.
  • The adult notices how children handle a body need or care step and changes the pace immediately.
  • A child’s signal changes where drink bottle is placed or how help is offered.

Exceeding

Going further

Kaiako notice a subtle cue, change the environment or language, and extend participation without taking ownership away.

What you might see

  • Kaiako invite comparison, responsibility, or reflection from the children.
  • Children transfer the practice to a peer while adults stay nearby and responsive.
  • Children repair a problem in handwashing, snack, rest, or dressing before adults take control.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Use hand towel as a cue for kai, rest, handwashing, dressing, or energetic play. Watch hands, face, posture, words, and material choices that follow.

  • Leave the materials available after the prompt ends; notice whether the child returns, extends, or invites someone back.

Where this comes from

The dataset source and any supporting developmental research.

  • Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.

    The bicultural early childhood curriculum of Aotearoa New Zealand. Te Tāhuhu o te Mātauranga (NZ Ministry of Education), 2017 revision.