Animals and Te Whariki

Including animals in early childhood settings and curriculum aligns well with our early childhood curriculum aspirations in New Zealand, Te Whariki.

Children love learning in context!  They are not robots.  They don't necessarily learn best by sequential step-by-step measured progressions or by digesting segmented nuggets of information.
Rather, they learn best by being absorbed in the process of learning.  By feeling, thinking, questioning, theorising, repeating, and making multiple connections between different areas of learning.  Children will be happiest when engaged with learning that is both relevant and meaningful and in which they can experience for themselves.

Children are complex, and so is their learning.  Children are individual, so their learning should be too.  Children are wired for relationship, so the best learning occurs through sound relationships.
Including animals as part of an early childhood setting encourages these aspects of children's learning, acknowledging that relationships are important, relationships with our world as well as our fellow human beings.  Through interacting with animals, children also learn how to interact with one another, how to show empathy, to think through the ramifications of their actions on another being, to take responsibility and to enjoy socialising.  Plus of course they learn so many other things along the way.


Here are just a few examples of animals supporting the aspirations of Te Whariki's Principles and Strands:

Holistic Development - Kotahitanga

Cousins Michael, Lydia, and Asher enjoy feeding the ducks with their parents (Michael's Mum Amy in photo).  This is a social outing.  They are relating to one another, communicating, and listening.  They are also developing their skills of observation, and relevant numeracy as they count how many ducks (and eels!) they can see.  They're developing coordination skills as they throw the corn to the ducks too.  This experience has provided them with a holistic learning opportunity covering a myriad of learning possibilities.

 

Asher enjoys stacking the cat tins he just helped buy at the supermarket.  He's learning so much through this: balance, coordination, counting, helping others, communication, responsibility...the list goes on!  This is real-life, relevant, holistic learning and he's loving it.

Relationships - Nga Hononga

Lydia loves her cat Pixel!  She's built a relationship with Pixel where they each communicate their needs to one another, learn to respect and care for each other, and have mutually enjoyable times together.

Family and Community - Whanau Tangata

Isaiah and dog Kyla have been best friends since Isaiah was born.  Isaiah's parents got Kyla so their kids could grow up not being afraid of dogs. The are always playing together and Isaiah would not want to be without her. Kyla is very patient with Isaiah's occasional craziness. One time his mum walked in and saw 3 year old Isaiah sitting on Kyla's head pulling her tongue in one direction and her ear in the other. Kyla just sat there patiently and looked at her like "Seriously? Mom help me out". It has taught Isaiah how to treat animals like he would a friend as Kyla is part of his family.

Belonging - Mana Whenua

Rylan says, "I love Oscar because he is my friend."  Mum, Cristy, explains that Rylan loves feeding Oscar and holding his lead (personal communication).  He's learning how to take care of him, and in that process finding security in the familiar routines and customs of his family. 

Well-being - Mana Atua

Michael investigates a cockroach.  He spent ages watching it, and carrying it around in the plant pot and his fingers.  Mum, Amy, says that he was very vocal and determined to get to hold the cockroach!  His fascination enabled him to maintain interest over an extended time.  He also learnt how to take care of himself, washing his hands after holding an outside animal.

Contribution - Mana Tangata

Jasmine rescued some butterflies from the family's cats.  She searched with Mum on the internet about how to feed them, and made them a rescue centre.  Mum, Nicole, says that her girls have always been interested in bugs, and she doesn't discourage them as she, "thinks it's important for them to be okay with all animals/bugs...(not) scared of things like that" (personal communication).  Jasmine learned a lot, followed an individual interest, and collaborated with her family on this special project.
 

Communication - Mana Reo

Bella feeds a visiting guinea pig at Playcentre. She is developing her non-verbal communication skills.

Exploration - Mana Aoturoa

Michael investigates the inside of the new chook coop.  He's very interested in how it is made, where the chicken's sit, and what it feels like inside.


The early childhood curriculum of New Zealand is fully integrated.  It has no maths stream, nor science focus but rather all areas are seen as interlinked and woven together into a mat of learning.  In fact, Te Whariki goes so far as to state that curriculum is considered to be the "sum total of the experiences, activities, and events, whether direct or indirect, which occur within an environment designed to foster children's learning and development" (Ministry of Education, 1996, p.10).

Having the choice of access to animals within the early childhood setting fits well within the free-play based philosophy of many ECE in New Zealand.  Children are thus free to engage with animals as they choose, or avoid them if they prefer. 

Jasmine examines a worm she found in the garden. 

However, to further engage and enjoy learning through connections with animals, early childhood settings could consider some form of project based learning.  Learning that is focused around a child or children's interest that engages them in meaningful play or other activity is highly valuable.  A centre pet, or visit from a wild animal, can provide the spark for weeks worth of investigation and discovery, imagination and creativity.

Teaching in the early years should be holistic, focused on the skills of learning and on building each child's kete of strengths and interests, and developing a strong community of learners who support, challenge, and engage one another on our learning journey together.

We can teach skills through pet ownership.

We can teach values.

We can teach by modelling, and by instructing.

We can teach by direct involvement in play or exploration or by observing children's interests and providing tools and environments that promote positive interactions with animals.

Bringing animals into an early childhood setting can be both rewarding and challenging.
The key is to consider how they fit within the centre's philosophy and the pedagogy of teaching and learning.  How important are relationships and connection to the vision of your service's provision (or to your family if you're looking at pets in the home)?  One could argue that they should be central in importance to everything we do in the early years of a child's life. 

Care for animals can take a lot of time.  Building this into the regular framework of daily interactions in the setting can help ensure it doesn't become burdensome.  Aspects of animal care such as feeding, cleaning their house, or other regular maintenance can fulfil as valid a place in the curriculum as the learning that takes place at mat time or morning tea.  It's important to remember to allow lots of TIME in planning however.  Heading out to the next door paddock will require everyone to be ready with hats and gumboots.  It's not a three minute thing to squeeze in between other activities.  Animals offer children relevant learning so should be allocated relevant time in our daily and weekly curriculum planning for great teaching and learning!