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Title / Demonstrate knowledge of transition of Pasifika children from an ECE service to school
Level / 6 / Credits / 5
Purpose / People credited with this unit standard are able to: investigate and analyse current ECE transition theories and practices and their impact on transition of Pasifika children from an ECE service to school; observe the transition practices of an ECE service and analyse the relevance of the practices to the transition of Pasifika children and their families from the ECE service to school; and reflect on the analysis of the findings and observation of the transition of Pasifika children and their families from the ECE service to school.
Classification / Pacific Islands Early Childhood Education > Pacific Early Childhood Education: Management
Available grade / Achieved
Explanatory notes
1 This unit standard is intended for those who are trainee managers or supervisors of Pasifika children in ECE services.
2 Three '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 of the young child is required in this unit standard as this is the age category relevant to entry to school.
3 An 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.
4 People 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.
5 Definitions
Educators may be persons and groups including teachers, supervisors, co-ordinators, whānau/families, and nannies who are involved in the learning and development of children.
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.
Pasifika families and communities in this standard may include aiga potopoto, fanau, kaiga, kainga, kopu tangata, magafaoa, mataqali and includes Pasifika parents, families, and other community groups and/or persons associated with an ECE service.
6 Legislation includes but is not limited to:
Education (Early Childhood Services) Regulations 2008
Vulnerable Children Act 2014
and subsequent amendments.
7 References
Education Council New Zealand, The Education Council Code of Ethics for Certificated Teachers; available at http://www.teacherscouncil.govt.nz/content/code-of-ethics-certificated-teachers.
Meade, Anne. Catching the waves: innovation in early childhood education (Wellington: NZCER, 2005).
Meade, Anne. Cresting the waves: innovation in early childhood education (Wellington: NZCER, 2007).
Meade, Anne. Riding the waves: innovation in early childhood education (Wellington: NZCER, 2007).
Ministry of Education, Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Early Childhood Curriculum (Wellington: Learning Media, 1996); available at http://www.education.govt.nz/early-childhood/teaching-and-learning/ece-curriculum.
Outcomes and evidence requirements
Outcome 1
Investigate and analyse current ECE transition theories and practices and their impact on transition of Pasifika children from an ECE service to school.
Evidence requirements
1.1 The roles of the parties involved in the transition of Pasifika children from an ECE service to school are investigated and documented.
Range parties include but are not limited to – Pasifika children, ECE service staff, Pasifika families, school staff, new entrant educators, school principals.
1.2 Theories and practices integral to the smooth transition of Pasifika children from an ECE service to school are analysed and documented.
Range theories and practices may include but are not limited to – sharing a child’s assessment information, policy and procedures for ECE services and schools, orientation visits, philosophy, curriculum, educational environment and climate, educational practices, Pasifika language(s) and culture(s), literacy, family involvement;
evidence of at least four examples is required.
1.3 Potential barriers to smooth transition from an ECE service to school for Pasifika children are identified and ways to mitigate these are discussed.
Range examples include but are not limited to – liaison with key parties, identification of barriers and ways to deal with these, orientation visit.
Outcome 2
Observe the transition practices of an ECE service and analyse the relevance of the practices to the transition of Pasifika children and their families from the ECE service to school.
Evidence requirements
2.1 The roles of the parties involved in transition are analysed in terms of their relevance for Pasifika children and the findings are summarised.
2.2 Transition practices in the ECE service are observed and analysed in terms of their relevance to smooth transitions for Pasifika children and their families from the ECE service to school.
Outcome 3
Reflect on the analysis of the findings and observation of the transition of Pasifika children and their families from the ECE service to school.
Evidence requirements
3.1 The summarised findings from the investigation and analysis of the theories and practices are compared and contrasted with the actual practices of the ECE service.
3.2 The findings are reflected on and recommendations made for future transition practices in terms of eliminating barriers to smooth transitions for Pasifika children and their families.
Planned review date / 31 December 2019Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for Assessment /Registration / 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 http://www.nzqa.govt.nz/framework/search/index.do.
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 / Ó New Zealand Qualifications Authority 2015