Values, Beliefs and Cultural Contexts in Pasifika and Reggio Emilia Approach of Early Childhood Learning

Early childhood learning
communities

The right of the children in participating within the educational settings is deemed to be the
universal principle and is stated by many organisations (United Nations Educational, Scientific
Cultural Organization, 1994). The above right becomes compromised when it comes to young
children with special needs or are with disabilities (UN General Assembly, 2007). It is important
that the younger are provided with supports which will ensure their full participation within the
system (Guralnick, M., 2008). While considering the participation of the children WHO
established certain indicators for ensuring the quality provided (World Health Organization,
2007). As of today, education is categorized as the commodity so the associated ideas of ROI
that is the return on investment or the value for money are the seen to have low achievement on
the Pasifika children (Sjöman, M., Granlund, M., and Almqvist, L., 2016). On the other hand, the
Reggio Emilia approach becomes much more compatible when it comes to the standards of
science education in the preschools, since this approach actively helps in creating exemplary
projects of science for developing and nourishing the skills and knowledge in a successful
manner. The aim of the essay is to identify how values, beliefs and cultural contexts uniquely
shape the two communities, i.e., under the Pasifika and the Reggio Emilia approach of early
childhood learning. This essay argues that Reggio Emilia approach can be compatible for the
children, since the creation of exemplary projects will not only develop but will also nourish the
skills and knowledge. For this purpose, the essay will firstly discuss the values, beliefs and
cultural contexts which uniquely shape the two communities by exploring the opportunities for
shared responsibility and agency with the Gee's activity triangle for comparing the two settings
from the purview of the subject, the tools, the outcome, followed by the conclusion.
The Pasifika early childhood education can be traced back to 1970s after the setting up of the
punanga reo that is the playgroup setting in Tokoroa, where the Church offered its hall for

making the home (Mara, D. Teu le va, 2013). The establishments were led by the Pasifika
women, which were then set along with the Pasifika playgroups, or that of the language nests,
including the home-based as well as the early childhood services in a predominant way. The
Pasifika women acted as the visionaries and had the advanced thinking. The maintaining of the
cultural heritage of all the individuals were considered and was instilled within the Pasifika
children since their early childhood. Not only, the Pasifika women possessed visionary
advancement but was also equipped with consultation as well as the process involved within the
developments of the curriculum published which was bicultural was mentioned by (Mara, D.,
Foliaki, L., Coxon, E., 1994). So, it can be understood that there is a need through which the
children can benefit from the early learning experiences. Thus, the Pasifika settings for early
childhood education entails the preference of the parents linked with caring or that of the
security, while keeping in mind ethnic settings to create the homely environment.
As transients to their new nation, Pasifika people accepted that social qualities shaped the
technique which the children of the Pacific Islands would learn and such qualities required to be
instilled. For strengthening the value in order to be submissive or becoming obedient, were
qualities to be implanted in small children. Pasifika people are known for the high achieving
rates in the field of business including other instructional fields. In any case, notwithstanding a
progressively increasingly positive profile the development is below average, and the despite
government interventions, through policies and other implementation, the Pasifika people uplifts
the antagonistic social lists. Researchers highlights the variations as opined by (Simeonsson,
2003) , that the raised migrants are different when compared to Samoan-brought up individuals.
The research while focusing on the differences contributed to theories of trans-generational
modification. This essay, while doing the inspection of varied differences will highlight the

issues the dynamically constructive profile of Pasifika society with the antagonism identified
within the same Pasifika community. The straightforward absence of investigation and
verification around effective changes for Pasifika students from early childhood education to
primary school, as identified by (Sally Peters- Ministry of Education., 2010). So, there is the
need of the extra investigation for Pasifika children who are transgressing from early childhood
education to primary school.
Most importantly, the need to amass the voices of is for detecting the approach needs to be taken
for lessening the unfavourable conditions. (Keddell, 2005) clarifies the moving out of the
Pasifika children from early stages settings into Palagi schools which precipitates appallingly
limited data around early youth settings. The significance of change to high school from early
childhood education cannot be belittled, so a fruitful change will help in setting the child on an
effective learning for the near future (Sjöman, M., Granlund, M., and Almqvist, L., 2016). So,
the basic demand from the school is to incorporate the right strategy. The impact of the
interconnected variables does create the effective progress, if begun with the initiative in schools
through the progress technique which have the potential to actualize a durable change
satisfactory work force and resourcing so as to ensure that the each and every child gets the
required support on their entry to the school. The child must not be held in disengagement, so the
fundamental duty of the schools is in the creation of a child who will be the true learner. Thus,
the Pasifika education setting lays the emphasis on the significance of character, followed by the
difference in language with the multi- ethnic culture amongst the families and networks.
Pasifika inspired educational settings grow genuine associations with children and can expand
the likelihood of an effective progress. The multi-ethnic Pasifika characters with the future
assurances questions the concerning the nature of personalities which must not be overlooked .