Kaiako respect Māori beliefs by carrying out everyday caregiving practices in line with cultural protocols. For example, they uphold the concept of tapu and noa by separating soiled personal items from kitchen laundry.
tapu; noa
•Cultural concept — preserved verbatim
Observe whether the child: Kaiako respect Māori beliefs by carrying out everyday caregiving practices in line with cultural protocols. For example, they uphold the concept of tapu and noa by separating soiled personal items from kitchen laundry.
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 feeling, preference, or need and offers support, though the pace leaves little time for children to show what they already know.
What you might see
A small cue about a feeling, preference, or need is offered, and participation is visible for only one turn.
In waiting, comfort, conflict, or settling, adults make the first move, so a child follows the routine but does not extend it.
A kaiako places quiet cushion within reach in waiting, comfort, conflict, or settling; the link to whānau or tikanga remains implicit.
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 setup lets a child complete a meaningful part of waiting, comfort, conflict, or settling.
Kaiako balance safety, tikanga, and choice while children participate.
A peer-facing action emerges, such as helping, inviting, explaining, or waiting.
Exceeding
Going further
Kaiako notice a subtle cue, change the environment or language, and extend participation without taking ownership away.
What you might see
A child explains the practice to someone else using materials or actions.
A child connects timer with another place, person, story, or routine.
Adults step back once children can sustain the purpose together.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Offer quiet cushion for a real purpose and wait before helping. Pay attention to how a feeling, preference, or need shapes the next step.
After the first attempt, ask one open question and then go quiet; see whether the child revises, demonstrates, or continues.
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.