Te Whāriki enables children to take Te Whāriki reflects a holistic way of growing
responsibility for their own learning, and gives and learning when it says that, "the child's
children the opportunity to create and develop whole context, the physical surroundings, the
their own ideas, knowledge and skills in areas emotional context, relationships with others,
that are of interest to them. To be able to do and the child's immediate needs contributes
this, children must be respected and valued as to the child's development" (M.O.E., 1996, p.
individuals, and teachers must understand their 41).
own individual ways of learning (M.O.E., 1996).
Montessori also, is a holistic form of
education. The physical, social, emotional,
In a similar way, Montessori curriculum believes and spiritual areas of the child's life are
that if the environment is calm, supportive and believed to contribute to the child's growth,
teachers are well- prepared and respectful, and for this reason they are valued as much
children learn how to learn, how to get along as academic progress. Through creating a
with others and to cope. This approach to safe and well-prepared environment the
education ensures that the children's view of development of each of these areas is
themselves is protected and that they are encouraged.
empowered to grow and become a secure adult
(Pickering, 2013).


Goal 1 of the strand of well-being says that, Goal 2 of the strand of exploration sees the
"Children experience an environment where their environment as a place where children gain
health is promoted", and as an outcome of this, confidence and control of their bodies, as they
"they develop an understanding of how their develop "strategies for actively exploring and
bodies work, and they also develop self-help and making sense of their world by using their
self-care skills for eating, toileting, resting, bodies, including active exploration with all
sleeping, washing and dressing" (M.O.E., 1996, senses, and the use of tools and materials to
p. 48). extend skills" (M.O.E., 1996, p. 86).
The Montessori environment emphasizes
practical life activities, and they are taught Montessori sensory materials such as the pink
through different types of exercises. For cubes tower, smelling jars and sound boxes,
example, care for the person includes washing train children's senses by focusing on visual,
hands and using dressing frames. Care for the olfactory discrimination and sound and pitch.
environment includes dusting and polishing a Sensory materials requires the child to be
table. Social relations include lessons in grace actively engaged in the activity, and in the
and courtesy. These activities are viewed as process of observing, distinguishing and
important because they encourage self-care classifying, the child learns to make sense of
skills, independence, and gradually and naturally their world and adapt to his or her environment
increase children's concentration span (Morrison, 2008).
(Morrison, 2008).