Child Wellbeing and Safety in ECE

This assignment delves into the crucial aspects of child wellbeing and safety within Early Childhood Education (ECE). It examines various documents like the Vulnerable Children Act, the United Nations Convention on the Rights of the Child, ECE Code of Ethics, regulations, and Codes of Conduct that shape a safe and supportive environment for children. The focus is on understanding how these frameworks protect children's rights and ensure their overall well-being in ECE settings.

Running head: TE WARIKI
Role of Childhood Educators
Name of the Student:
Name of the University:
Author note:

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Executive Summary
The purpose of the report is to state about the Te Wahiti and its regulations to the Children
Educators. It discusses the important principles the educators must follow in order to understand
the need of the children and make a better place for them to sustain. Therefore accordingly, the
educators must wider the gap of the knowledge and understand the children according to the age
wise. There are also certain ethics which are needed to be followed accordingly. Ethics,
regulations and principles are needed to be maintained accordingly so that it creates a base for
the brighter future of the children to live in.

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Table of Contents
Introduction....................................................................................................................................3
Characteristics of Infants, Toddlers and Young Children........................................................5
Vulnerable Children Act (VCA)...................................................................................................6
United Nations Convention on the Rights of the Child (UNCROC).........................................6
ECE Code of Ethics.......................................................................................................................7
ECE regulations.............................................................................................................................7
Code of Conduct:...........................................................................................................................7
Conclusion......................................................................................................................................7
References.......................................................................................................................................8

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Introduction
Te Whariki is a teaching principle that is adopted for teaching young children. This
education system does not encourage education in a formal setting. This principle was published
in the year 1996 and later revised and adopted by the education system of New Zealand to
educate and take care of young children. (Lee, 2013) (Ritchie, 2013)
In this form of education children learn in an informal setting through play and a homely
environment is set up where the child is able to freely express himself as he does at home. The
children develop a sense of belonging and feel secure as they do at the comfort of their home.
The main principleof Te Wharaki are
1. Whakamana –Children are empowered through learning and growth by this the educational
curriculum. Each and everyone has a certain time in life when they are infants and are totally
ignorant of the world and it is at this time of their age that is when they are infants, that they are
encouraged or are empowered to acquire knowledge. It is the time when each and very children
is given a lot of enthusiasm and encouragement to learn from their surroundings and it is also the
most active stage in one’s life when the learning habit is at its prime.
2. Kotahitanga-This educational curriculum focuses on development of children in early
childhood by adopting a holistic approach (Lee, 2013) (Ritchie, 2013). It is the second stage
when the infants are in their growth phase are expected to learn from each and every activity
taking place around them, be it from their families their friends or from their society that is they
learn from any and every movement, activities or social changes that take place around them.

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3. Whānau Tangata – The educational curriculum creates a homely environment where children
feel that they are among their family and members of community. It is perhaps one of the most
crucial part because the children are very vulnerable at this age are perhaps the most closest to
their families and community and they have a kind of trust vested in them as a result of which,
they learn from whatever they witness in their surroundings.
4. Ngā Hononga – It is the phase of critical learning where children are taught to build
relationships which are reciprocal in nature. They learn from any and every responses or
reciprocal vibrations and communications taking place in their surroundings with which they
share some kind of relationship.
The strands of Te Whariki are
1. Well-being – Mana Atua
The educational curriculum ensures that children are in fine physical health and their well being
is of paramount importance in this curriculum.It is ensured that children learn in a safety
environment where there physical heath and emotional well being is taken care of. (Ritchie,
2013)
2. Belonging – Mana Whenua
A sense of belonging is developed in between children and their families

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Children feel comfortable through this educational procedure as they are protected and nurtured.
It is assured that children feel safe and they feel very comfortable to freely express themselves
through play and various other activities (May, 2012)
3: Contribution – Mana Tangata
Children are given equal opportunities irrespective of their age, gender, ethnicity, background,
race. Children get a chance to deliver equally and no discrimination is done in this educational
system where each child is encouraged to learn in perfect harmony
4: Communication – Mana Reo
This educational system boosts the verbal and non-verbal communication among children.
Children are encouraged to learn freely and express themselves. Open communication is
encouraged and children learn through stories and symbols of their own culture and also they are
encouraged to imbibe the values of different cultures. This educational system fosters learning
and growth in a multi-cultural environment (May, 2012).
5: Exploration – Mana Aotūroa
Children are encouraged to learn by undertaking spontaneous activities. Learning while playing
is encouraged which helps in cognitive as well as in emotional development of children.
Children are taught by this educational curriculum to think and they develop a sense of
reasoning. Children learn to explore their environment by this supportive educational curriculum.
(May, 2012).

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Characteristics of Infants, Toddlers and Young Children
Infants: Infants are regarded as very vulnerable as they are dependent on their adults in order to
meet their needs. The infants need guidance from the educators and also the caretakers who are
really responsible to provide help to the infants. The educators if they ask questions such as
“How are you?” even if the infants do not able to understand the language but while
communicating with them would lead the infants to understand their speech and also the learning
of words. (Harms, 2017) (Lee, 2013).
Toddlers: Toddlers are considered to be quite energetic. Toddlers tend to search the interactions
based on civil and they also learn through imitating others. Educators over here are responsible
to portray their manner which would be needful in the near future. Toddlers are always looking
ways to get encouraged so that in future they can become explorers and creators. For example
through the mode of game or practical lessons, toddlers can develop the self- process learning or
regulation (Harms, 2017) (Lee, 2013)
Young Children: Young children generally utilize their imagination to discover their identities.
The art is regarded as a creative term and Young Children generally refine their skills. Young
children has the capability to recognize a wider range of pattern and also the regularities in the
environment around them. This gives them a boost to questions back when they see the things
are in a puzzling situation. The educators can develop the learning procedures “Do you know
how to do that?” and this promotes positive communication with the young children (Harms,
2017).

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Vulnerable Children Act (VCA)
It was made to strengthen the safety for the children by making sure that the centers for
Early Childhood adopt the policy of the child protection. To give protection to the vulnerable
children is everyone’s responsibility irrespective of the fact whether the children belongs from
other ethnic backgrounds. It ensures a safe place for the children and recognizes their protection
accordingly. (Grant, 2014 ) (Wang, 2016)
United Nations Convention on the Rights of the Child (UNCROC)
The UNCROC was creates in the year 1989 and got its approval from New Zealand in the
year 1993. It assures basic rights to the children and giving opportunity to the children from all
over the world. It gives an opportunity to feel the sense of belonging that they set foot in the
early childhood centre. (Wang, 2016)
ECE Code of Ethics
The Code of Ethics contains four principles such as Autonomy, justice, Truth and
Responsible Care. Without these principles, there is no presence of this Code of Ethics. This
document made to ensure protection for the children who are the part of the Early Childhood
Centre can get acknowledgement and abide by the rules and regulations of the Code of Ethics. It
is not only for Children but also for Teachers, parents (Umpstead, 2013)
ECE regulations: This regulation was created in the year 2008 to set the expectations and
standards for the development in the curriculum. The regulation encompasses the qualifications
of the teacher, sizes of the centre and adult to child ratios and administrative requirements. All

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ECC must meet the regulations requirements and decided to support the ethics which are
required to the educators (Bruce, 2012).
Code of Conduct: It is a concept which is supported four values bearing different aspects which
describe how the surroundings of the children would be. Educators need to create a
compassionate surrounding where all the children are encouraged to apply their full potential by
showing integrity and give meaning to the learning of the child (Bruce, 2012)
Conclusion: Therefore, it could be concluded that the area of knowledge of the wellbeing and
safety protection of the children. The prime responsibility of the educator is to provide education
to all children and make sure that they are aware about the policies which are beneficial for the
caregivers or the educators.

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References
Bruce, T. (2012). Early childhood education. Hachette UK. Hachette UK .
Grant, A. (2014 ). Vulnerable children act 2014. Auckland UL Rev., 22, 401.
Harms, T. C. (2017). Infant/toddler environment rating scale. Teachers College Press. Teachers
College Press.
Lee, W. C.. Lee, W., Carr, M., Soutar, B.( 2013). Understanding the Te Whariki approach: Early
years education in practice. Routledge. Routledge.
May, H. (2012). Ma An early childhood curriculum for inclusion in Aotearoa-New Zealand.
Diversität und Kindheit. Diversitat und Kindheit .
Ritchie. (2013) education grounded in a commitment to Te Tiriti o Waitangi. Weaving Te
Whāriki, 141-156. Weaving Te Whāriki.
Umpstead, R. B. (2013). Educator ethics: A comparison of teacher professional responsibility
laws in four states. JL & Educ., 42, 183. JL & Educ., 42, 183. .
Wang, W. (2016). Children's Views in the Family Court: Giving Form to Article 12 of
UNCROC: how Does New Zealand Measure Up Against Australia and England?
(Doctoral dissertation, University of Auckland). (Doctoral dissertation, University of
Auckland).

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