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Title / Reflect on own philosophy of professional practice for teaching and learning with Pasifika children in an ECE service
Level / 6 / Credits / 10
Purpose / People credited with this standard, in the context of an early childhood education (ECE) service, are able to: analyse the underpinning ECE teaching and learning philosophies relevant to own developing philosophy of professional practice with Pasifika children; select and justify aspects of selected ECE teaching and learning philosophies to support the development of own philosophy for teaching and learning with Pasifika children; and reflect on own developing philosophy for teaching and learning with Pasifika children.
Classification / PacificIslands Early Childhood Education > Pacific Early Childhood Education: Professional Development
Available grade / Achieved
Entry information
Recommended skills and knowledge / Unit 26747, Describe the implications of ECE curricular documents and practices for Pasifika children in an ECE service.
Explanatory notes
1This unit standard is intended for those who are trainee managers or supervisors of Pasifika children in ECE services.
2Three 'broad age groups' are defined in Te Whāriki for children. These are overlapping age categories and aredefined as:
infant – birth to 18 months;
toddler – one year to three years;
young child – two and a half years to school entry age.
Evidence in this standard is for children as a whole group. Each of the age categories are not intended to be assessed individually.
3An early childhood education (ECE) service may include a centre-based service, hospital-based service, or home-based service. The home-based service may be nominated by the child’s parent, be the child’s own home, or the home of the educator.
Evidence of one type of service is required in this unit standard.
4The researchers and/or theorists selected must be relevant to early childhood education in New Zealand. Examples of Pasifika educational researchers and/or theorists include but are not limited to – Ana Koloto, Diane Mara, Jean Mitaera, Konai Thaman.
5The implementation of own developing philosophy for teaching and learning must be carried out in an ECE service attended by Pasifika children.
6People seeking credit for this unit standard will be required to show that their demonstration of the evidence requirements arises from teaching and/or practicum experience in an ECE service, through observing and implementing Te Whāriki and current legislative requirements relating to curriculum.
7Definition
Pasifika children are pre-school members of Pasifika communities in New Zealand, and may include but are not limited to – Cook Islands Māori, Fijian, Niuean, Samoan, Tokelauan, Tongan, Tuvaluan.
8Legislation includes but is not limited to:
Children, Young Persons, and their Families Act 1989
Education Act 1989
Education (Early Childhood Services) Regulations 2008
Health and Safety in Employment Act 1992
Human Rights Act 1993
Privacy Act 1993
Vulnerable Children Act 2014
and subsequent amendments.
9References
Education Council New Zealand, The Education Council Code of Ethics for Certificated Teachers; available at
Ministry of Education, Te Whāriki, He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: early childhood curriculum (Wellington: Learning Media, 1996); available at
Ministry of Education, Kei Tua o te Pae/Assessment for Learning: Early Childhood Exemplars – Books 1-20(Wellington: Learning Media, 2004-2009);available at
Outcomes and evidence requirements
Outcome 1
Analyse the underpinning ECE teaching and learning philosophies relevant to own developing philosophy of professional practice with Pasifika children in ECE services.
Evidence requirements
1.1ECE teaching and learning philosophies of Te Whāriki and Kei Tua o te Pae are analysed in terms of their implication for professional practice with Pasifika children and their relevance to own developing philosophy.
1.2ECE teaching and learning philosophies of Pasifika theorists and/or researchers are selected and analysed in terms of the implication for professional practice with Pasifika children and the relevance to own developing philosophy.
Rangeevidence of three philosophies is required.
Outcome 2
Select and justify aspects of selected ECE teaching and learning philosophies to support the development of own philosophy for teaching and learning with Pasifika children.
Rangeevidence of three aspects is required.
Evidence requirements
2.1Selection is justified in terms of own developing philosophical viewpoint.
Rangejustification may include but is not limited to – the role and value of Pasifika cultures, Pasifika languages, play, learning experiences, cultural events.
Outcome 3
Reflect on own developing philosophy for teaching and learning with Pasifika children in an ECE service.
Evidence requirements
3.1Reflection compares the selected aspects of the philosophies that support own developing philosophy, to own professional experiences with Pasifika children in an ECE service.
3.2Further development of own philosophy for teaching and learning with Pasifika children is recorded and justified in terms of own professional practice and the expectations of the Pasifika community.
Planned review date / 31 December 2019Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 30 August 2002 / 31 December 2016
Review / 2 / 9 December 2010 / 31 December 2017
Revision / 3 / 8 December 2011 / N/A
Rollover and Revision / 4 / 20 August 2015 / N/A
Consent and Moderation Requirements (CMR) reference / 0182
This CMR can be accessed at
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.
Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services if you wish to suggest changes to the content of this unit standard.
NZQA National Qualifications ServicesSSB Code 130301 / New Zealand Qualifications Authority 2018