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Title / Demonstrate knowledge of language acquisition of Pasifika children in an ECE service
Level / 5 / Credits / 10
Purpose / People credited with this unit standard, in the context of an early childhood education (ECE) service, are able to: demonstrate knowledge of language acquisition; observe and document examples of bilingual acquisition and communication by Pasifika children; and discuss the importance of Pasifika language acquisition and development for Pasifika children’s learning and cultural identity.
Classification / PacificIslands Early Childhood Education > Pacific Early Childhood Education: Curriculum
Available grade / Achieved
Explanatory notes
1This unit standard is intended for those who are student teachers, trainee managers, or supervisors of Pasifika children in ECE services.
2An 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.
3Language may include:
verbal – spoken word, songs, stories, poems, chants, questions, descriptions, prayer;
non-verbal – body language;
symbols – written, graphics, visual, spiritual.
4Language acquisition theories may include but are not limited to – studies by B F Skinner, N Chomsky, J Piaget, L Vygotsky, J Bruner.
5People 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.
6Definitions
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.
Educatormay 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 languages are any of the languages of the Pasifika communities in New Zealand, eg gagana Samoa, lea faka-Tonga, te reo Māori Kuki Airani, vagahau Niue, vaka Viti, gagana Tokelau, gana Tuvalu.
7Legislation includes but is not limited to:
Education (Early Childhood Services) Regulations 2008
Vulnerable Children Act 2014
and subsequent amendments.
8References
Education Council New Zealand, The Education Council Code of Ethics for Certificated Teachers; 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
Ministry of Education – Te Kete Ipurangi (TKI), Pasifika languages and resources, 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, Developing programmes for teaching Pacific Islands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Cook Islands Māori Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Niuean Language Programmes; planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Samoan Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Tokelauan Language Programmes: planning guidelines to accompany developing programmes for teaching PacificIslands languages (Wellington: Learning Media, 2000).
Ministry of Education, Guidelines for Tongan Language Programmes: planning guidelines to accompany developing programmes for teaching Pacific Islands languages (Wellington: Learning Media, 2000).
Outcomes and evidence requirements
Outcome 1
Demonstrate knowledge of language acquisition in the context of early childhood education.
Evidence requirements
1.1Language acquisition theories are discussed in the context of early childhood education.
1.2A bilingual acquisition theory is described in the context of early childhood education.
1.3The teacher’s role in supporting language acquisition for Pasifika children in an ECE service is described in terms of language acquisition theories.
Outcome 2
Observe and document examples of bilingual acquisition and communication by Pasifika children in an ECE service.
Rangeevidence of one age category is required.
Evidence requirements
2.1Documentation records observations of bilingual language acquisition by Pasifika children in an ECE service.
Rangetwo observations of language acquisition are required.
2.2Documentation records observations of bilingual communication by Pasifika children in an ECE service.
Rangetwo observations of bilingual communication are required.
2.3Documentation records observations of the educator’s role in strengthening language acquisition development for Pasifika children in an ECE service.
Rangethree examples of the educator’s role are required.
Outcome 3
Discuss the importance of Pasifika language acquisition and development for Pasifika children’s learning and cultural identity.
Rangeevidence of acquisition and development for – infant, toddler, young child.
Evidence requirements
3.1The importance of the acquisition and use of Pasifika languages to the development of the cultural identities of Pasifika children is discussed in terms of how language development is planned for and supported within an ECE service and by Te Whāriki.
3.2The importance of the acquisition and use of Pasifika languages to the development of Pasifika children as learners is discussed in terms of how language development is planned for and supported within an ECE service and by Te Whāriki.
Planned review date / 31 December 2019Status information and last date for assessment for superseded versions
Process / Version / Date / Last Date for AssessmentRegistration / 1 / 9 December 2010 / 31 December 2017
Revision / 2 / 8 December 2011 / N/A
Rollover and Revision / 3 / 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