In every Whakatipu booklet there is a Kaitiaki Pēpi section which explores aspects of tikanga Māori and how child development at this stage can relate to that tikanga. You can see the topics covered in the list of supporting information. These topics relate to a Māori world view but they may also be relevant to other cultural practices and ethnicities who share similar tikanga. They might also be applicable across a wider range of ages. 

He iti tangata, e tipu. He iti toki, he iti tonu iho - A little child will grow. A little adze will always remain small.

Te Pihinga 2 covers the period of development from 6 months to one year old. And as the whakataukī says unlike the little adze which will always remain the same this little ‘sprout’ is growing and developing at a rapid pace. If they’re not already they will during this period be moving freely and independently. Curiosity driven pēpi will want to fully explore their world using all their senses. This independent exploration will have to be balanced with their continuing need to feel safe with the familiar people in their world close by or at least in their sight.

Tohea ki te tohe i te kai - Persistence and perseverance

As we read through Te Pihinga 2 we see how pēpi will be using trial and error to solve problems and repeating activities over and over again that have had interesting affects. The whakaktaukī is very apt at describing both how pēpi will be behaving and how whānau will need to be responding. Pēpi is driven to explore with no awareness of dangers. Dad and mum will have to persevere during this stage providing the supervision that pēpi relies so heavily on to keep safe and secure.

There is no intention here to provide a full kete of knowledge but to link to the kaitiaki pēpi sections in the SKIP Whakatipu booklets including whakataukī pakiwaitara and waiata kōhunghunga.

The supporting information gives more background on topics while the session notes offer ideas for introducing them to whānau.

We acknowledge that people accessing this resource and the whānau they work with will have a wide range of different backgrounds and experiences. Their own identity, connectedness, knowledge of tikanga and te reo Māori will vary greatly. Take cues from where the whānau is at as a guide to where to begin a conversation.

Additional reading

Metge, Joan (1995) New Growth from old: The whānau in the modern world: Wellington Victoria University Press

 Hemara, Wharehuia (2000) Māori Pedagogies a view from the literature:NZCER

 Pere, R (1997), Te Wheke: A celebration of infinite wisdom.  Gisborne: Ako Ako Global Learning.

The  links below to other related material are for those who are interested in additional information. It may help to reinforce or strengthen knowledge and increase understanding. 

Other related external links