ABSTRACT
This chapter deals with some reflections on aspirations for the future of early childhood care and education in Aotearoa. It discusses some key cultural constructs and values that are recognised in Te Whariki; in particular, those of the Indigenous people, the Maori. The chapter describes the narrative assessment models that were developed to support the implementation of Te Whariki followed by an outline of implications for teacher education. Early childhood care and education in Aotearoa draw upon some key philosophical premises that derive from its particular cultural and historical context. These include: recognition of the Indigenous people and their language, culture, values, and traditions; a strong egalitarian ethos; and a progressive sense of being responsive to particular contexts and needs. With its promulgation in 1996, Te Whariki offered an innovative, even radical, treatment of the notion of an early childhood education curriculum.
