Back to Te Whāriki
all_early_childhoodTheir health is promoted

joins healthy kai or hygiene routines with visible confidence

Observe whether the child: joins healthy kai or hygiene routines with visible confidence.

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

During kai, rest, handwashing, dressing, or energetic play, the child notices a body need or care step and attempts one useful response after a cue. The response is visible but still fragile.

What you might see

  • During active play, the child pauses when an adult offers water and takes a short drink.
  • At kai, the child points to the drink bottle and accepts help opening it.
  • The child copies one step of wiping a face or nose after seeing it modelled.

Expected

On track

Across a short interaction, the child coordinates people, materials, body, or language to show health and body care. The action has a clear social or practical purpose.

What you might see

  • The child asks for help with a button or zip before becoming upset.
  • The child opens part of a lunchbox, chooses food, and puts rubbish or scraps in the agreed place.
  • The child pulls on a hat before going outside and checks that it stays on.

Exceeding

Going further

The child extends the behaviour into a peer interaction, a new resource, or a later routine without losing the original intent.

What you might see

  • The child changes from running to resting after noticing breath or body tiredness.
  • The child says the room is too hot, chooses water, and moves to a cooler space.
  • The child prepares a simple care item, such as a tissue or cup, before an adult suggests it.

Try this at home

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

  • Use drink bottle during kai, rest, handwashing, dressing, or energetic play, with hand towel nearby. Notice when a body need or care step becomes visible in action rather than talk.

  • Invite the child to show the activity to someone else; look for teaching, simplifying, pride, or respect for the listener.

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.