https://www.educatingheartsandminds.com/things-we-have-been-pondering-on daily 0.75 2026-03-30 https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/from-process-to-purpose-rethinking-improvement-in-ece monthly 0.5 2026-03-30 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/15387070-20a6-461f-85c2-df11a787acbd/tempImagekJpmA6.jpg Blog - From Process to Purpose: Rethinking Improvement in ECE - At Educating Hearts and Minds, we acknowledge that compliance matters. It is part of our responsibility to mokopuna, whānau, and our profession. It creates a necessary foundation for teaching and learning. But how we approach change also matters - slowly, thoughtfully, and responsively, rather than reactively. During this time of change, we want to offer an approach that can replace processes that have, at times, felt cumbersome within internal evaluation, by bringing the focus back to: – intentional inquiry – shared reflection – meaningful change over time Because improvement is not about adding more. It is about doing what matters most - better. Right now, there is an opportunity to pause and ask: What really matters for our setting? How can we as a setting authentically engage with what might be termed internal evaluation but equally could be called a quality improvement focus. This alignment is what we want to share. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/46bfa2a8-fdb8-4c9d-a8b1-74cba702d7bf/Screenshot+2026-03-29+at+12.45.04%E2%80%AFPM.png Blog - From Process to Purpose: Rethinking Improvement in ECE We want to support settings to think beyond: “This is the way we’ve always done it” And instead consider: - What is making the biggest difference for our mokopuna? - How are we growing our kaiako capability together? - What does quality look like in our context? Because meaningful improvement doesn’t come from systems alone. It has never been about ticking a box for us, but for creating processes that are authentic and grounded in making meaning to the learning lives of the mokopuna. It comes from kaiako learning, inquiring, and reflecting together - a shared journey, not a checklist. That’s why we’ve made the decision to share our handbook openly. No cost. No gatekeeping. No conditions. Just a resource grounded in: - Te Whāriki - Te Tiriti o Waitangi - Professional growth through inquiry - Strengthening practice across the whole setting https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/walking-together-in-times-of-change monthly 0.5 2026-03-27 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/e400f97e-e47a-4203-86aa-160dc5b46210/IMG_7853.JPG Blog - Walking together in times of change - A shift in the conversation What also stood out in that hui was a subtle but powerful shift. After some light connection at the beginning, there was a moment where the conversation could have easily moved straight into compliance. But instead, one of the leaders gently redirected the space. The focus moved back to people. Back to connection. “Tell us what this means to you?” was the question to the Advisors. And in that moment, the hui changed. It was no longer about just getting it right. It became about understanding. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1774587816108-1W277T3ASYLXV8R3NXPT/unsplash-image-pZ61ZA8QgcY.jpg Blog - Walking together in times of change - The strength of collective leadership I want to acknowledge the leaders within this Tairāwhiti network. Each brings their own strength, experience, and insight. Together, they have created a space where it is safe to: Share openly Challenge thinking Offer support Be vulnerable They share resources. They share ideas. They share their thinking, even when it feels uncomfortable. And in doing so, they are building something incredibly powerful. Because leadership can often feel isolating. But it doesn’t have to be. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/becoming-intentional-marvellers monthly 0.5 2026-02-23 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/86fabec7-7fb5-48eb-9f70-7765ec6248b4/0Q3A0455.jpeg Blog - Becoming Intentional Marvellers - Pedagogy as Intentional Practice The role of the kaiako is to facilitate learning and development through thoughtful and intentional pedagogy. Intentional practice means: Recognising and responding to tamariki interests, strengths, and working theories Making deliberate decisions about when to guide, when to support, and when to step back Creating meaningful learning opportunities rather than leaving learning to chance https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/bb4e62b4-84dd-4de0-8160-17c99c3396e8/Screenshot+2026-02-23+at+5.04.56%E2%80%AFPM.png Blog - Becoming Intentional Marvellers - The Environment as Laboratory What might intentional practice look like in the day of an early childhood kaiako? It begins with valuing a rich, laboratory-like environment, a space that invites exploration, experimentation, and discovery. An environment that whispers possibilities rather than shouts instructions. A place where materials are open-ended and time is generous. It also requires us to slow down. To resist redirecting attention toward our own purposes. To notice when routine interrupts deep engagement. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/56b96ab6-972b-47a2-884d-91f79f0323d4/0Q3A0727.jpeg Blog - Becoming Intentional Marvellers - Plans are often driven by the learning outcomes or goals but these are lenses for kaiako, not targets for tamariki. Alison Clark’s Mosaic Approach reminds us that listening is an intentional pedagogical act. By positioning tamariki as “experts in their own lives,” Clark shifts the adult role from deliverer of predetermined outcomes to co-researcher alongside tamariki. Listening pedagogy asks us to gather the perspectives of tamariki through multiple methods - conversation, observation, documentation, shared reflection, and to allow these insights to shape curriculum decisions. In this way, intentional teaching is not about steering learning toward a fixed endpoint. It is about responding thoughtfully to the ideas children bring, trusting that curriculum emerges in relationship rather than from a template. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1763091687368-522J5E9ZL2HOHPHC69GA/Screenshot+2025-11-14+at+4.40.58%E2%80%AFPM.png Blog - Becoming Intentional Marvellers - Embracing Uncertainty To sidestep checklists and IDPs does not mean abandoning responsibility. It means shifting our lens. Instead of asking, “Have they achieved this milestone or learning goal?” We might ask, “What theory are they building?” Instead of asking, “How do I teach this skill?” We might ask, “What conditions invite this learning to emerge?” Professional judgement is not the absence of rigour. It is rigour lived in relationship. Accountability need not reduce pedagogy to paperwork. It can instead be found in the transparency of thinking, the clarity of reflection, and the courage to articulate why we chose to act - or not act in a particular moment. Perhaps intentional teaching in early childhood education is best understood not as something we prove in advance, but as something we live alongside tamariki each day. Every moment holds the potential to be intentional. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/more-than-a-mud-kitchen-what-outdoor-kitchens-make-possible monthly 0.5 2026-01-05 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/7ee45b36-6326-422a-a2f0-a01ecdb3a1c3/0Q3A0729.jpeg Blog - More Than a Mud Kitchen: What Outdoor Kitchens Make Possible Natural play research echoes this thinking, highlighting that open, accessible environments encourage cooperative play, shared problem-solving, and sustained social interaction. When the mokopuna can approach a space from multiple sides - physically and imaginatively - the play becomes richer, more relational, and more inclusive. So take a moment to think about your spaces, particularly your outdoor kitchens. How do they invite community? How do they acknowledge that kai, and the preparation of kai, isn’t just one person’s mahi, but something that can be collective? And how does your space invite more tamariki to participate? I’ve watched my moko, who absolutely love the outdoor kitchen. Our outdoor kitchen at home followed a more traditional ECE approach and sat against the fence. There was more than a subtle change in the play when the space was transformed into something more communal. What shifted the play was moving a wooden platform to create an island bench. That change allowed for much more working alongside one another. The play shifted. It was still a cooking space, but it also became a shop. Ollie, Archie, Paisley, and myself could move from one side to the other, collaborating rather than working in parallel. Another shift came from allowing loose parts to move freely. Traditional indoor provocations were taken outside, and suddenly magnetic tiles became holders for ice cream toppings. If resources are being used for a purpose, can they not shift and move with play? This is about creating a yes environment - pausing to consider why we might say no. Are we interrupting what we value, which is play, because of a preconceived rule we’ve put in place without revisiting its purpose? Rules about keeping things segmented: inside and outside, dramatic play and art, and the resourcing that belongs in each space. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/ecdfb805-324c-48a7-982e-1b4b0beeb2e9/IMG_7177.JPG Blog - More Than a Mud Kitchen: What Outdoor Kitchens Make Possible Those working in natural playground design often begin not with adding new elements, but by observing how children already use the space. What children return to, abandon, move, or transform becomes data - their voice made visible through action. A wise kaiako/leader once told me about their environmental review, and she said that before they did anything, they observed how the tamariki used the space first. So how are your tamariki using the space? That’s their voice. If they are moving resources, that’s their voice. If they want to move resources from inside to outside, that’s their voice. If they are seeking collaboration, that’s their voice. And if you notice dramatic play diminishing in the outdoor kitchen, that’s their voice too. Kitchens should be buzzing with creativity and conversations. Think about any kitchen. It’s where food is prepared, often where it’s eaten, and where it’s cleaned up - but all of that happens in community. So think about your outdoor kitchens. I love outdoor kitchens. I love the conversations, the imagination, the creativity, and often the kindness that flows so naturally in these spaces. And I wonder how you might add another layer, intentionally thinking about how your space builds community.We have had some incredibly high winds recently, so during this time I took the gazebo that framed the outdoor kitchen space down. Guess what happened - nothing. The play stopped. The space was no longer drawing Ollie and Archie in; it became abandoned. Environments talk. We need to think closely about what they say. The actions and reactions of the mokopuna are often their voice - a previously buzzing space now empty, even though the resources are still there. It is never just about the resources; it is also about how they are thoughtfully curated. So perhaps the real question isn’t what resources we add next, but how well we are listening to what the mokopuna are already telling us. Writers from the Bienenstock Playgrounds blog describe outdoor environments as places that should “grow with children,” responding to their needs for connection, creativity, and belonging rather than remaining static displays. When environments are designed - or re-designed, through listening, they naturally become places of community rather than consumption. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/hmk1q5dgriz64l8wryikicohifggnx monthly 0.5 2026-01-05 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/0f95fec9-d640-4ced-8b62-68112927c98a/Screenshot+2025-11-14+at+4.40.58%E2%80%AFPM.png Blog - When tamariki stop being wizards… - There’s a moment in childhood when imagination begins to fade from the centre of play and drifts quietly to the edges. It’s the moment when mokopuna move from participants to observers, from wizards to watchers. And yet, this doesn’t happen because they’ve outgrown magic. It happens because we, the adults, have stopped seeing the world the way they do. When we rush mokopuna, direct their play, worry about meeting outcomes, or misunderstand curiosity as distraction, the wizardry of the early years starts to retreat. But the light doesn’t disappear, it simply waits for someone to notice it. Is that someone you? As a kaiako, are you full of playfulness? Do you have a high tolerance for uncertainty? If yes - yay - because this is where the magic stays alive. How can the uncertainty of play and imagination live side by side by with rosters, daily room plans and individual plans that focus on what next? How can a focus on outcomes sprinkle life into the wizards spell? . https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1763092347033-73SQ6QGXG0SOSNA7G3Y9/GettyImages-600083526.jpg Blog - When tamariki stop being wizards… - The Companionship of Wonder “If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in.” Rachel Carson, The Sense of Wonder Rachel Carson reminds us that wonder isn’t something to teach; it’s something to keep alive. Every child needs at least one adult willing to go on that journey with them, someone who will pause to feel the wind on their face, to listen to the conversation between the wind and the trees, someone who will kneel beside the puddle and wonder about reflections, some one who is curious about the world around them. Wonder grows in relationship. It’s nurtured in the company of someone who still sees magic in the ordinary. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/the-power-and-weight-of-connection monthly 0.5 2025-11-03 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1762149337914-02E9L5XNLSDXFBYXCYIA/unsplash-image-5nagizND5Ec.jpg Blog - The Power and Weight of Connection As empathetic listeners, we don’t just hear stories we feel them. Sometimes those feelings echo our own experiences of shame, fear, or grief. In those moments, I find myself wondering: How do we support others while also protecting ourselves? Recently, someone shared something so raw and deeply human that it touched the emotions many of us quietly carry. It reminded me that connection is both a gift and a responsibility, one that nourishes us, but also asks us to be gentle with ourselves. I read this quote today - You are not stressed because you have too much to do; you are stressed because you are not doing enough of the things that make you happy. Sometimes it’s not the number of conversations that drains us it’s forgetting to fill our own cup between them. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/eb5a19c7-0120-4f08-b8f5-21cc6d3509e5/0Q3A0206.png Blog - The Power and Weight of Connection - Honouring Leaders Who Hold Space I admire so deeply the leaders who turn up every day, listening to the stories that come through the door, the stories of kaiako, mokopuna, and whānau. The stories are many and varied, and they’re listened to without judgment. Even in their busy worlds, these leaders stop and hold space to ensure everyone is seen. Sometimes, the conversations might stir something deep within them, but they remember — their story doesn’t need to be shared in this moment. Once the computers are off, the doors are locked, and they’re back in their own spaces, they take time to reflect, to think about what the day has meant for their own healing journey, and to gently release what is not theirs to carry. The Heart of It All He aha te mea nui o te ao? He tāngata, he tāngata, he tāngata. What is the most important thing in the world? It is people, it is people, it is people. This whakataukī captures the essence of our profession. Everything we do, every plan, every policy, every reflection is ultimately about people. It reminds us that connection is not a by-product of our work; it is the work. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1762148367870-WW8L8J04QB6GYGIGPV5B/GettyImages-524904212.jpg Blog - The Power and Weight of Connection - Final pondering you might consider How can I stay open-hearted without being unguarded? How do I offer safety to others without losing my own? What rituals help me to release what is not mine to carry? These questions move us from self-sacrifice to sustainable compassion, the kind that doesn’t burn out, but keeps giving life. Every conversation in our work whether with mokopuna, whānau, or colleagues is an act of connection. Each word, glance, and gesture shapes the emotional climate of our day and the day of all that enter into our spaces. When we hold our boundaries as containers for care, we honour both the connection and the people within it including ourselves. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/connection-through-courage monthly 0.5 2025-10-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/4019e01e-d955-4c49-8e86-186b2ff08649/0Q3A0929.jpg Blog - Connection through courage Redefining Courageous Conversations In ECE, we often talk about “having courageous conversations.” Typically, these are associated with addressing deficits, challenges, or areas needing improvement. But after reflecting on what it means to see and affirm others, I’m beginning to wonder: What if the most courageous conversations are not the ones that confront but the ones that connect? The ones that honour the mana of others. It actually takes deep courage to speak affirmation, to look someone in the eye and say, “You make a difference here,” or “I see the way your warmth changes the atmosphere for mokopuna.” Such conversations invite vulnerability, both for the speaker and the receiver. They challenge ingrained cultural habits of modesty and self-protection. In doing so, they become profoundly mana-enhancing, restoring, uplifting, and humanising. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/anchoring-tamariki-containment-or-connection monthly 0.5 2025-09-12 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1757653532522-NTW3KW6NLH6M3X1FT6PP/GettyImages-1136973662.jpg Blog - Anchoring Tamariki - Containment or connection The Story Imagine the busyness of the morning in a pēpi space. Mokopuna, whānau, and kaiako are all transitioning into the day ahead. We have choices in these moments: convenience or connection. Several years ago, we were challenged by the idea of removing a swing in our pēpi space. We began wondering about the responsiveness of kaiako, was the swing about containment or connection? Every day Wiremu would come into the space with some apprehension. The ritual became Wiremu being placed in the inside swing by Mum, and then the kaiako would step in during the transition. This sounds responsive, but was it really? (Just a note: the swing was hanging from the ceiling, not something Wiremu could get in and out of by himself.) https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1757653840420-0RZAW8KKJ166Q9MYHK93/GettyImages-2216418469.jpg Blog - Anchoring Tamariki - Containment or connection - When we think about the word play, we imagine curiosity, fun, discovery, and child-led exploration. Now consider the word pen: we might think of a small enclosure, a place to contain. These two words together can feel at odds. In my mind, a playpen is devoid of kaiako presence, far too small for the sharing of space and making connection. Many kaiako we work with have shared their own journeys of moving away from playpens. One setting in our cluster described how they used to rely on them, but now they’ve embraced a new expectation: there will always be a kaiako present on the floor with mokopuna, anchoring them through connection. The result? More freedom to roll, crawl, and reach, and more laughter and shared joy between mokopuna and kaiako. I wonder: how small does a contained space need to be to be considered a playpen? Is it something that is 2 metres by 2 metres, or can it be bigger, a wall that contains mokopuna and blocks out the kaiako and other mokopuna? What does the physical environment say to the mokopuna in your space? Does it acknowledge: https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/08162501-d325-4238-b5ea-368e5d34e729/unsplash-image-JsTmUnHdVYQ.jpg Blog - Anchoring Tamariki - Containment or connection - Pennie Brownlee, a treasured voice in early childhood education, often reminded us that mokopuna do not need to be entertained or contained—they need us. The anchor they seek is found in our presence: in the way we slow down during care moments such as a nappy change, the way we listen to their cues, and the way we trust in their natural development instead of hurrying it along. Slow pedagogy is about the element of time and the way we use it. It is a deliberate, unhurried approach to learning where the process becomes as important as the outcome. By slowing down and being present with mokopuna, we create space for them to experience the world fully, to process at their own pace, and to feel truly seen. In Wiremu’s case, slow pedagogy would not be concerned with moving him quickly through the transition, but with being present with him, seeing his emotions, acknowledging them, and supporting him with our presence. Presence is a gift; it means that we are not rushing ahead, thinking about a checklist of things we need to do. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/anchoring-tamariki-the-look-of-love-in-everyday-transitions monthly 0.5 2025-08-10 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/0398a88c-d92d-4b2c-824e-564c9bbbf3c9/IMG_6386.jpeg Blog - Anchoring Tamariki: The Look of Love in Everyday Transitions During the week, the boys still attended daycare as usual or almost as usual. It’s never quite the same when Nana is doing drop-offs, especially when Mum and Dad are away. The first morning was rough for Archie, the two-year-old. Meanwhile, Ollie breezed into the centre, found his friends, and was ready to go. But Archie? The moment we arrived, he realised we weren’t off to the park, beach, or for ice cream. Despite all the morning conversations to help him picture the day ahead, the change in routine hit him hard. Archie likes predictability. So there I was Nana, dropping off a now-upset moko at a centre I hadn’t visited often, with kaiako I didn’t know and routines I wasn’t familiar with. It struck me that maybe I like routine and predictability too. Sorry, Archie, it must be in the DNA. The second day went smoothly. Archie knew what to expect. The rest of the week unfolded gently, with both boys heading into the centre full of anticipation for the day ahead. Then Friday came. That morning, Archie settled easily. But for Ollie, things were different. It was a cold day, and as we entered his room, he looked at my mohair fingerless gloves and asked if he could wear them. “Sorry, not today,” I replied. Next, it was my scarf. “Can I have that?” This wasn’t about gloves or scarves. This was Ollie saying, I don’t want to let go today. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/a9e8ad7d-4974-4672-b1fa-cd0e3d943147/Screenshot+2025-08-05+at+6.48.24%E2%80%AFPM.png Blog - Anchoring Tamariki: The Look of Love in Everyday Transitions When a kaiako becomes that anchor for a tamaiti, they are upholding their mana and foster a sense of ūkaipotanga, a place where they belong, where their voice is heard, and where they can contribute to everyday decisions. Te Whāriki supports this, emphasising that “children experience an environment where they know that they belong and have a sense of connection to others and the environment.” Anchoring tamariki in this way is not about rushing to fix or distract, it’s about slowing down, tuning in, and honouring the whakapapa of emotion that lives within each tamaiti. Anchoring Tamariki: The Look of Love in Practice Reflecting on my week with Archie and Ollie, I found myself returning again and again to the idea of anchoring tamariki into their day, not just through routines, but through presence, empathy, and connection. These real moments align deeply with the intention of our Settling In Policy, which recognises the importance of emotionally safe transitions and the need for kaiako to be consistent, available, and responsive during these times. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/3d0a8f7c-b3c0-4358-95d7-c96b68a9c4df/IMG_6344.jpeg Blog - Anchoring Tamariki: The Look of Love in Everyday Transitions Our Settling In Policy calls kaiako to be that “someone” not just during the initially transitions but in the ongoing transitions into the setting daily. This is offering what is referred to as the loving gaze, “moments of genuine, unconditional presence where a mokopuna feels truly seen and heard.” This kind of attunement is a daily invitation for kaiako to slow down, tune in, and respond with warmth and care. This is vital. The response from the kaiako needs to be authentic, a genuine response of aroha, acknowledging that the day-to-day emotional terrain of the individual tamaiti might look different. We cannot rely on rolled-out phrases and distractions, but rather we must be responsive to the moment. Who holds the loving gaze? Who anchors the tamaiti when they are feeling a little wobbly? In my experience with my moko, I came to see this more clearly than ever. Transitions are not just about getting through the door they are sacred opportunities to build trust, reinforce identity, and hold space for the emotions that arise. As a Nana, and as someone who walks alongside kaiako, I am reminded that the smallest moments often carry the deepest meaning. To anchor a tamaiti is not just to ease a transition it is to offer them a sense of being seen, heard, and loved. So let us ask ourselves who holds the loving gaze in our settings today? Who anchors our tamariki in moments of vulnerability? And how might we, as a team, ensure no tamaiti is ever left without that steady hand, that warm presence, that sense of being seen? Anchoring Tamariki https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/did-the-lid-come-off monthly 0.5 2025-06-26 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/8fc9dd74-0d49-4733-bbef-21f8fe61afad/Screenshot+2025-06-27+at+8.44.20%E2%80%AFAM.jpg Blog - Did the lid come off? But I did what Simon Sinek describes so beautifully, I called a friend. Click here to hear his words. Sometimes, all we need is eight minutes of real, grounded connection with someone who knows us. Someone who can listen, gently hold our story, and remind us of the context of who we truly are beyond the bump in the road. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/42ea552d-e9b5-4769-bf53-a8f18c699ff5/IMG_6829+2.jpg Blog - Did the lid come off? Ko te mauri, he mea huna ki tō moana. The life force is hidden in the sea. Hinemoa Elder gives context to the whakatuki, with originates from the story of Nukutawhiti, an ancestor from the north, who cast his kura , his feathered cloak, into the Hokianga Harbour to calm the waters. That treasured cloak still rests beneath the waves, unseen but present, a symbol of the ancient strength and support of those who have gone before. This whakatauki is a good reminder that, like the kura under the water, our strength is still there, even when it feels submerged. We only need to remember to look beneath the surface. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/3dgle3la8sd996naz3s06izle2p1x4 monthly 0.5 2025-06-12 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/9788483f-3abf-47c6-8681-2575fdc8f3ec/Screenshot+2025-06-11+at+2.40.09%E2%80%AFPM.png Blog - Beyond the Cut-Out Stars - Some of the questions included in the Hopes and Dreams form are: https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1749617555923-66NTD29OCW75C7914ALG/GettyImages-841902604.jpg Blog - Beyond the Cut-Out Stars Matariki is traditionally marked by three themes, which align closely with Te Whāriki: Matariki Hunga Nui – remembering those who have passed (Belonging | Mana Whenua) Matariki Ahunga Nui – celebrating togetherness and shared kai (Contribution | Mana Tangata) Matariki Manako Nui – setting intentions for the future (Wellbeing | Mana Atua) These are not just conceptual ideas; they are tangible ways we connect mokopuna to their whakapapa, their whānau, and their dreams. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1749619068290-DRREJWXTULT4XTVKE5YE/GettyImages-147270272.jpg Blog - Beyond the Cut-Out Stars Celebration Grounded in Whakapapa https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/the-look-of-love monthly 0.5 2025-06-05 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1744409716036-O0JU1XZ5JAPZLXZNRSKN/unsplash-image-r1VZp_Wl6_8.jpg Blog - The look of love Don’t you love having your thinking challenged? Lately, Michelle and I have been facilitating multiple Ministry of Education-funded professional learning contracts focused on infants and toddlers across Auckland and the Waikato—something we are both deeply passionate about. These spaces have not only allowed us to support kaiako but have also given us precious time to reflect, research, and challenge our own thinking around infant and toddler pedagogy. As part of this ongoing journey, we’ve encountered ideas and readings that have both inspired and stretched us. One outcome of this reflection is an article I’ve written: The Look of Love. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/collective-effervescence monthly 0.5 2025-10-20 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/9480fba7-54ad-4c10-bb39-1df933c34ce9/IMG_6802.jpeg Blog - Collective Effervescence Let me share an example. I was sitting with a teaching team as they tried to make sense of their internal evaluation. They had done a great deal of mahi, but their ideas were scattered threads of thought that didn’t quite weave together. The meeting’s original purpose was to “kick-start” the internal evaluation, which had been on a very slow simmer. The energy in the room was heavy, filled with uncertainty about the process and how all their efforts might connect. At first glance, it seemed like a difficult space to be in. But what happened next was remarkable. After circling around their ideas for some time, the team agreed to wind that particular evaluation up and move forward collectively with something new, something that everyone was curious about, a question that everyone could own. As the kaiako began sharing ideas for a new internal evaluation focus, I felt a shift. The energy in the room lifted. Then it bubbled, and soon it overflowed. Ideas, laughter, and possibility filled the air. That moment, the rising energy, the shared excitement, the joy of finding purpose together was the beginning of collective effervescence. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/professional-learning-networks-and-leadership-support monthly 0.5 2024-07-26 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/eeacc2ab-9fc6-48a8-b29f-a4cf3e44e14c/IMG_9025.jpeg Blog - Professional Learning Networks and Leadership Support - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/0698bb4b-7687-4537-a7cf-8b02352c0474/Screenshot+2024-07-26+at+12.12.44%E2%80%AFPM.png Blog - Professional Learning Networks and Leadership Support In Educating Hearts and Minds, we provide a clear and efficient process that fulfils the two requirements. This process ensures that you meet the Licensing Criteria and the Teaching Council's expectations, making the annual appraisal and renewal straightforward. You can be confident that you are meeting all the necessary requirements in an efficient manner. When you join Educating Hearts and Minds you will have a Kaiārahi (mentor) who journeys with you over the year of your PGC, meeting with you to discuss progress, give feedback, provoke your thinking, and create evidence of your professional growth This fulfils the first requirement- that everyone in ECE has an annual PGC/appraisal. The next part is sharing this feedback and appraisal written by your Kaiārahi with your endorser so they can be confident that you are meeting all the requirements set out in Our Code : Our Standard. Throughout the year, Educating Hearts and Minds Kaiārahi will facilitate online meetings. These are the Professional Learning Networks. The meetings are based on your availability. At the moment, our groups are held at 1pm, 3pm, or 7pm. We document the meetings for your evidence. It is not about where you are in Aotearoa. We are supporting kaiārataki from Wānaka, across the South Island, all the way up the North Island, and finishing in Tāmaki Makaurau. These groups are kept small to ensure that the process is authentic. We feel that authenticity is built through strong relationships, so for us group size is important. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/9948b7aa-21f7-44d2-a828-10c08f310a1d/IMG_7664+2.jpeg Blog - Professional Learning Networks and Leadership Support The benefits of being part of a Professional Learning Network are huge when you adhere to authentic practice and abandon the idea of just ticking a box. Nā te whakarongo me titiro ka puta mai te kōrero. Through looking and listening, we gain wisdom. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/what-colour-are-you monthly 0.5 2024-05-04 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/7375e949-2de3-46ee-9fdc-ec6f3c768783/IMG_7517.jpeg Blog - What colour are you? - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/070b3e97-3423-4eba-945d-0383e985fa33/IMG_4105.jpeg Blog - What colour are you? - Can you see where I might be going with my hmmmmm? My blonde-haired, brown eyed Māori mokopuna Paisley will possibly be faced with the same questions if the people she meets look at her and make an assumption based on the colour of her skin. (yes that was a reference to Corrella’s song Blue Eyed Māori) Assumptions are so dangerous. My concern for my blonde haired blue, green or brown eyed mokopuna is that they are assumed to be pakeha by the colour of their skin. Does this matter? Do they just have to explain themselves to people they don’t know? What does this do to their sense of identity? The question to me, ‘do you have a Māori husband’ was tricky, the question is how did you get your Māori last name because to look at you there is no possibility of you being Māori. The question was complex, short answer yes, long answer yes but we are no longer husband and wife, too much information for a first meeting, so my reply was ‘yes’. I don’t have answers, I do have questions and wonder what your thoughts might be. In explaining my hmmm moments to my son, Paisley’s dad, his first thoughts were for Paisley and considered what the impact of this conversation might have had on her if she was standing where I stood. Should she have to explain herself, justify why or how she might have a Māori name? How do we do better? How do we ensure that the wolrd in which our tamariki live in see them for all that they bring? How do we move from preconceived ideas that lead us to catagorise people by what we see on the surface rather than hearing the rich story that they come with? How do we ensure we are understanding the complexity of living in a changing Aotearoa, where there are blonde-haired blue eyed Māori? Corrella’s song is a small acknowledgement of diversity, my mokopuna Paisley loves the song, she says, ‘that is me, I just need blue eyes’. Paisley is proud of her rich cultural background, proud to be Māori, proud becuase she knows the stories of her tīpuna that have shaped who she is today. In a world that does not SEE Paisley we can support her by building resilience through connecting her to her culture, to know the stories of her tīpuna and by having a big view of what is means to be Māori. How do we do better…… we have a hmmmm, we stop and reflect on the biases and preconceived ideas that we have, ideas that lead to assumptions, assumptions that could cause injury not to the body but to the mana of our mokopuna. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/evu7gjexwcrv9s0skd0n3qtq6luqau monthly 0.5 2025-10-20 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/e93b5437-1050-4050-943e-b4eb987d2f1b/This+weeks+reminder-4.jpg Blog - The waka we are all in together He waka eke noa — we are all in this waka together. This whakataukī reminds us that we journey not as individuals but as a collective, bound by shared purpose and care. Over recent months, as I’ve worked alongside early childhood settings in Tairāwhiti and Wairoa through a SELO contract focused on manaakitanga, I’ve witnessed this truth come to life. Our sector has long understood that collaboration and kindness strengthen both our professional and human connections. Yet in regions still recovering from the devastating impacts of the cyclone, He waka eke noa carries even deeper meaning, one of compassion, generosity, and collective healing https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/he-tangata-he-tangata-he-tangata monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1661726481605-B5IA9B4NG5KBAAS9MUZ0/4466F14D-7A95-45FD-B1A5-61573E13879C.png Blog - He tangata, he tangata, he tangata https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1661726484225-QRSDD1N1I0XNWUX9AZ12/A30AF78B-5CD7-447B-811A-B713451035CC.png Blog - He tangata, he tangata, he tangata https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/mnawatia-a-matariki monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1656629212699-IKFU7CN2UMVWWD36G7EZ/20220624_191221.jpg Blog - Mānawatia a Matariki https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1656629219236-HVU3EVIVFOPOATL2MQ06/20220624_184437.jpg Blog - Mānawatia a Matariki https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/10f058b0-66b4-4c35-bf15-e1d7b704833f/20220625_135859.jpg Blog - Mānawatia a Matariki - Te Aho Matariki Wānanga, Te Papa, 2022 As we drove home we talked about the highlights of the weekend, of which there were many, including trying to teach Raechel to knit. For all of us though the main highlight was the sense of awe for what had just happened in terms of significant shifts in accepting and celebrating of Mātauranga Māori. During the wānanga at Te Papa the panel were asked a pātai from someone in the audience, he asked, “when in the history of Aotearoa has something like this happened in the past?” There are many examples in the history of Aotearoa where change has been lead by Māori, for Māori, embraced by the Government and embraced by most of Aotearoa. For example the Kohānga Reo movement, the impact Naida Glavish (the kai ora lady), Māori TV, Māori Education Movement, Māori Land Movement etc these have all been steps in the right direction. The Matariki celebration is a continuation of the steps we have taken so far. For many the dance may have felt slow, 2 steps forward and 1 step back as we navigated our way through issues that needed to be addressed and at times the progress was unbearably slow. What will make a difference this time? You will, we all will. Mahatma Gandhi said, “be the change you want to see in the world”. It is up to us individually to keep the momentum going. Tā Hemi Henare said, "Kua tawhiti kē to haerenga mai, kia kore e haere tonu. He nui rawa o mahi, kia kore e mahi tonu." We have done too much to not do more, we have come too far to not go further." We can go further, we can move from our sometimes surface implementation of a bicultural curriculum into a space where mātauranga Māori permeates through all aspects of our early childhood curriculum design. From Matariki 2022, when the whole nation stopped and celebrated mātauranga Māori, what are you going to do differently? https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/a51iwsh71zexo3379m3lnsg3a8vvj6 monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/658a19af-08e0-43e1-a6bf-a12c3f4a1827/3118E95A-756D-4FA3-988C-5F5A23DF668C.jpg Blog - Stepping out of our comfort zone Across the other side I found a map, at a quick glance I could see, I thought, that the pathway would lead me back around to my starting place. It did mention ‘look out point’, something I didn’t pay much attention to. The walk started close to the river and then meandered away through the surrounding bush bordering on the farm land.. Not knowing the area or having really looked at the map to see where I was going my mind started me on a pathway of doubt. It felt like I was far from any thing and there were no people around. The repeating voice in my head wondered if I should turn back as I know the pathway behind me, it is familiar therefore safe. This voice can be quite loud at times, but there is also another quieter more persistent voice that also had a message on repeat - “if you turn back now you will not know how far you could have gone, you will not know the joys that lie ahead. You may always be wondering at what the possibilities were. Your story could end with - what if….” https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/045a399f-8526-46c9-842e-28a9e7ee8ad0/17765F3F-4669-41C2-A8E9-87839FE220C2.jpg Blog - Stepping out of our comfort zone - As kaiako in Aotearoa we have an obligation to ensure Māori succeed as Māori, this requires change. It requires us to be brave and to step out side of our comfort zone. The NELP is a good reminder for us all to reflect on what this might look like in the everyday life of the centre. Priority 5 says, “Meaningful incorporate te reo Māori and tikanga Māori into the everyday life of the place of learning.” The final action under this NELP suggests that we practice without judgement, this is about creating a safe space for everyone to learn. Learning shifts us out of our comfort zone, we have to remember to be kind on ourselves and others during this learning time. Part of my ongoing journey has been to think about the messages held inside pūrākau, I am still practicing and will hopefully continue to grow this new knowledge authentically into my teaching practice. Here are two learning stories that I have written recently for my moko Ollie. The first learning story introduces Ollie to his ECE kaiako Curious, determined, observant me and all I bring. The second story picks up on the whānau aspirations for Ollie to connect with taiao/nature - Connecting with what is important https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1647826082084-QLRVQMWWY1WO1SAWR55S/FCF53501-4591-484A-A94B-974B8D457C66.png Blog - Stepping out of our comfort zone https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1647826086035-5A7P9QU7GTTDWQPAGV35/7C8B5C84-A068-49FA-B776-AA2A6AC343DC.png Blog - Stepping out of our comfort zone https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/listening-with-open-hearts monthly 0.5 2025-10-21 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/5cf2bdf1-694b-45c8-9047-21d5a961eee2/956702AA-B3F7-441F-B2A8-33D8957E7889.jpg Blog - Listening with open hearts Aunty Rangi’s story reminds us how paradoxical our place can feel here in Aotearoa — for both Tangata Whenua and Tangata Tiriti. When a Pākehā relative was invited to whaikōrero on her marae, she wept. As a child, she had been strapped for speaking te reo Māori - her own mother tongue. Watching that young Pākehā man stand proudly and speak in the same language that had been beaten out of her was both beautiful and unbearable. Her tears were not of judgement, but of pain, irony, and love, a powerful reminder of the long shadow of colonisation, and of the tenderness required as we walk forward together. The poem by Colquhoun echoes this sense of paradox — that to stand upright in the world, we must learn to walk humbly within it. I’ve been reflecting lately on the power of pūrākau and ngā kōrero o neherā, how they hold ancestral knowledge, wisdom, and emotion in ways that invited deep listening. Perhaps this is what we are called to do now: to listen, not to respond, justify, or defend — but to understand. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/where-is-the-love monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/bcc8cd77-698f-47dc-9d4a-ef4dafb6ad6d/0FC0CDF2-1F56-40B3-9051-C894E184662D.jpeg Blog - Where is the love? - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/work-life-balance monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/eb604184-2ad6-4d2f-a090-d61653b210ec/D4AE85DB-7017-4D5D-83D5-C4451835F274_1_201_a.jpeg Blog - What you focus on grows Roman, my moko, joined me for my walk yesterday. I stopped as normal to pick up a flat tan stone then explained to Roman that I will add this to my collection at the end of our walk. We hadn't gone too much further and I noticed another stone that would fit perfectly with the pattern. As I picked up the stone Roman asked, "How come you can see the stones Nanna? All I see is sand and my footprints." The question caused me to pause and consider, how come I can see the stones? To me they stand out and are obvious. After a moment of reflection I said to Roman, "I think it is what I have trained myself to look for." https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/828abf58-20b1-4bbe-a1b3-d9a0ab3e19b6/75319F7F-CDB0-4889-8812-DF10FCD20918_1_201_a.jpeg Blog - What you focus on grows - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/lessons-from-the-past monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1633574590208-Y4X4UYS1C4XSR8C3DZH9/B14C56FA-CBBA-47BA-B6F3-41EFA6E65445.jpeg Blog - Lessons from the past https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1633574948096-YYIOAPZ7JND5J92ZEC2V/64883797-6574-4025-9D11-87F10792941A.jpeg Blog - Lessons from the past https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1633574927515-K54PJMTXMD8HB1RT9S4Y/51712C98-6D1C-4F91-A7DC-AABE76BD3F57.jpeg Blog - Lessons from the past https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1633574931328-JPF2LTP4QD2H60VIHSCY/D09EE54A-2064-41A0-93F0-3D696E35C6A8_4_5005_c.jpeg Blog - Lessons from the past https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/how-do-we-know monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1623029198870-6PXIQP7KBX1SDYOMPECG/F7F44FF8-7097-4E7B-9CAB-874B0C05CC6C_1_201_a.jpeg Blog - The land of ‘what if’. - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1625970924875-Q9AMNXGUHUM1NQ32RHSK/011EACB2-ABBD-4794-B534-430C1F2D9747_4_5005_c.jpeg Blog - The land of ‘what if’. - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1623029800480-N8H9CZOTUWHMIVKRHX3R/20210422_082115.jpg Blog - The land of ‘what if’. - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/he-aroha-whakato-he-aroha-puta-mai monthly 0.5 2025-10-17 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1618610481306-H5PBZMDMNT48QY2DF7OZ/Screen+Shot+2021-04-17+at+10.00.56+AM.png Blog - He aroha whakatō, he aroha puta mai. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1618610621698-TFLT964IGA5EF5QBVO2S/Screen+Shot+2021-04-17+at+10.03.19+AM.png Blog - He aroha whakatō, he aroha puta mai. An AROHA Gaze If we come with an AROHA gaze, we equip ourselves to pause and reflect before becoming judge and jury over what is right, wrong, or respectful. A – ARO: Place the individual mokopuna in front of you. See their uniqueness in this moment and set aside assumptions. Remember this mokopuna comes from a long line of ancestors and carries their hopes, dreams, and aroha. Mokopunatanga reminds us that our actions today shape the thriving of future generations. R – RO: Take time to pause and consider your inner voice. Be reflective, not reactive. H – HA: Remember that there is energy in our presence. Mokopuna sense the energy between us, we don’t always need words to communicate. Is our presence one of power over the mokopuna, or one that radiates power with, through ako and connection? O – OHA: Be generous and expect the best. See the mokopuna with generosity of spirit. Focus on what is positive, because what we focus on grows. https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/eeacc2ab-9fc6-48a8-b29f-a4cf3e44e14c/IMG_9025.jpeg Blog - He aroha whakatō, he aroha puta mai. https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/spvwasdmry7r5qs351cjrw4ogrjmh4 monthly 0.5 2022-11-25 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1613894012912-D3U1YXXEWTLJRLA09RVC/20210221_193647.jpg Blog - The “How are you?” “I’m ok” dance. (Manaaki is about the subtle and intuitive kindness in the touch of a hand, the hug, recognising each other’s losses, pain and triumphs. (Dr Hinemoa Elder)) https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/ta5363h0glkudjamu0ji39v777sgdf monthly 0.5 2021-01-18 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1610738333375-5QIPXL6U2HNCMUNCCFUE/F8050FEE-5A26-4AD5-9282-9C9459CEDA5E.jpg Blog - Being a Human is Weird Island Bay, Wellington https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1610853725604-WOX2GIZVKTQOVP75ZOXT/Screen+Shot+2021-01-17+at+4.20.59+PM.png Blog - Being a Human is Weird - I AM ME https://www.educatingheartsandminds.com/things-we-have-been-pondering-on/building-resilience monthly 0.5 2020-09-11 https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1597438569776-08159LZFCC38W239X9WX/Screen+Shot+2020-08-15+at+8.30.22+AM.png Blog - Building resilience https://images.squarespace-cdn.com/content/v1/5f0cde88b7507073c7409493/1597439771242-QFZTBK5205ZZD6QA1EVV/0D14B2B2-DC4A-4D74-B270-C9D752F3720A.png Blog - Building resilience 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