From 31 – 36 m��s

B�KLET

Th�e

Whakatipu is a resource to support whānau in parenting, covering pregnancy, birth and child development up to the age of five years. It contains information, activities and tikanga-based learnings for all parents.

The Te Kōhuri series covers 19 – 36 months. This is the final booklet in the series.

For more information, go to Whakatipu at www.skip.org.nz

CHAPTER 1:

31 – 33 M��sCHAPTER 2:

34 – 36 M��s

From 31 – 36 m��s

Mā te huruhuru, te manu ka rere.

Adorn the bird with feathers so it can fly.

3 1 – 33 M��s

Pēpi Says:

What’sHappening...

y whānau, listen to me. ̀I can kōrero now. Ko ine tōku māmā, he wahine ataahua ia.

I like drawing pictures and I can hold my pencil like my tuakana. I can build tall towers too, because my hands are very steady.

Ive got heaps of friends and ̀cousins. ome go to ̀kōhanga, some go to puna reo, some go to kindy and some go to play group. I want to go too.

3

Pēpi Says:hen my whānau kōrero ̀āori to me, I understand ̀and sometimes I kōrero back. I m really clever my whānau tell me that all the time. Ka mau te wehi tama

I like playing pretend games. hen I m a farmer, I put on

my gumboots and pōtae and I drive my tractor to round up the kararehe.

I tried to make a ramp for my tractor down the back steps but my whānau stopped me before I could try it out ̀

Kia maumahara! Put lighters,

matches and poisonous stuff out

of sight and well out of reach

and always know where pēpi is,

outside or inside.

4

Whānau Say:upporting p pi to be bilingual is simple –

kōrero, kōrero, kōrero e use talking games and waiata and make it fun. If he gets mied ̀up, we don t say kao, kei te h koe. e ust ̀say ae and say the right words back to him. ̀̀

anguage learning is easier when you re young. earning te reo āori helps p pi learn about his culture. e ask him, kei te aha koe ̀i te rā nei e aha te waiata o te rā

e has his own cupboard in ̀the kitchen for paper, pens and pencils so he can help himself anytime. ut we have ̀our whare rules about where its okay to do writing and ̀drawing. e even tries to put ̀a newspaper underneath his paper - we think he learned that from kōhanga.

5

Whānau Say:

She thinks she’s all grown up, but with limited self-control and lots more skills, she can get herself into some dangerous situations. She climbs, she opens doors and lids, turns keys and watch out – she’s quick!

We make sure she gets lots of time to play with other tamariki. Walking or riding bikes to the park is a great way to use up all that energy.

ue p pi, tatari mā mātou.

Her curiosity and drive for exploring and experimenting is as strong as ever. She is starting to understand more about safety but we still need to be firm with our boundaries and one step ahead of her to know she’ll be safe.

6

Kaitiaki Pēpi

Koha is a common tikanga in āori tradition and involves the ̀act of giving. The same tikanga applies today. In formal situations, taonga are usually given as a token of appreciation and respect. hen visiting friends and whānau, a koha of kai ̀may be appropriate, especially your own special recipe or dish.

iving mokopuna time and attention and making them feel ̀safe and secure is the biggest koha any whānau can give them it s priceless.

Koha

7

Te Hinengaro Mīharoll the many skills and abilities p pi has developed are

through brain connections strengthened by daily routines and repeated e periences.

Through loving kōrero, waiata and tākaro with ppi, his brain ̀has been wiring up for a future of happiness and learning.

Te hinengaro m haro, it s truly amazing.

. ant to learn more about what else is happening in the amazing brain� �heck out Whakatipu www.skip.org.nz

8

�ere�s a fun song to practice sounds in te reo �āori�

Check out this waiata and learn the actions at Whakatipu www.skip.org.nz

A ha ka maA ha ka ma na pa ra ta wa nga wha

E he ke meE he ke me ne pe re te we nge whe

I hi ki miI hi ki mi ni pi ri ti wi ngi whi

O ho ko moO ho ko mo no po ro to wo ngo who

A eA e i o u

U hu ku muU hu ku mu nu pu ru tu wu ngu whu

Waiata Kōhungahunga

9

Ngā Mahi a Pēpi

For more activities,visit Whakatipu www.skip.org.nz

Have a few old clothes, hats, and bags in a box that p�pi has easy access to. �ole-playing with �dress ups� develops imagination, language and creativity as well as practical skills like dressing yourself and doing up buttons. ��pi will en�oy playing with friends and whānau or by himself with a few soft toys added for some pretend conversation. �ots of fun and learning inside or outdoors.

�uts made of blankets are neat fun and pretty easy to make, hung between a couple of lounge chairs or over a table. There�s nothing like s�ueezing inside your own little whare. �ith a bit of creative thinking, huts can be en�oyed inside and outside.

Let pēpi take the lead in play time

hrow in a few pillows, ks and some pretend picnic things and the tamariki will

e there for hours

10

Wharepaku Time

ut of na ies and onto the wharepaku ere are a few clues to let you know if pēpi might e ge ing ready

aumahara wh nau• It’s all about when pēpi is ready, not us, and it can take time• Getting angry won’t help – it might even make her scared and want to hide her accidents• There will be accidents, so stay positive – less stress, more progress!

For more information about wharepaku time, get your free

ut of na ies and on to the toilet pamphlet at www skip org n

• Their nappies are dry for longer

• They start talking about mimi

and tiko • They’re interested in watching

others go to the wharepaku

Practice makesProgress

Oopsy! Nearly, Maka, ka pai! ow you yell out to

m

12

Oops, arohamai m ! I’ll clean that up!

ku e whakapai ep, I’ll clean it I’m

a big boy!

13

au i whatu te kākahu, he tāniko tāku.

he cloak is wo en before the ornamental border is added. Parents are responsible for the character of their child.

34 – 36 M��s

Pēpi Says:

What’sHappening...

I can sing waiata and tell stories. I can say my pepehā and my karakia. I’m a little chatterbox. Sometimes I get my words mixed up but it’s only because I am thinking faster than I can talk.

I like helping my wh nau and I have my own ob t p rinses out the milk bottles and I s uash them and put

them in the recycling bin I know the number

and number ! oro says I’m a little

Greenie’

I like puzzles and matching games. I play cards and board games with my whānau. I love throwing the dice and I try to count the dots. Sometimes I like making up new rules too and that’s okay because it’s just a game.

15

Pēpi Says:I’m nearly three years old and I can say about 1000 words now, probably more! And some days I’ve got 1000 questions too.

I can run really fast and I can race my māmā to the papa tākaro. ou should see how �uickly I climb up the slide and māmā can�t even fit on it!

I don’t have to wear my ‘pull ups’ any more, yeh� I can go to the wharepaku by myself, �ust sometimes I need a little reminder if I’m busy.

I like painting and gluing and I make pictures with leaves, sand, sticks and paint. I�m getting good at using kutikuti too. �y whānau help me, �kōnui ki runga p�pi,� but sometimes I can rip things �uicker .

i ing tamariki li le responsi ilities at home helps uild con dence and a sense of elonging ou re ne er t young to ha e o s

16

Whānau Say:We need to go easy on the TV-watching; talking and listening to people is what’s best for p�pi. �ometimes we record him singing and he loves to hear it played back.

e give him small �obs at home and he thinks he�s so neat helping out. �e�s even started sorting the recycling. �e�s so clever .

We try and go to the whare pukapuka regularly and have even got him his own library card.

e�re starting to let him lead us to look for pukapuka.

e turn �obs at home into matching and sorting games – four spoons, four forks, four cups – �he tino pai tō mahi, tama�� � e walk to the beach to collect our art supplies – shells, driftwood and seaweed make beautiful collage pictures.

17

Whānau Say:We love spending a whole day together at kōhanga. ��pi wants to show us every little thing and looks so proud when we join her in play with her friends. They all like to help us with the waiata-ā-ringa and laugh when we get it wrong.

We try not to make a big deal over accidents with toileting. �ometimes she�s a bit fussy about wearing �spare� pants, so we make sure she has plenty of her own spares.

If we�re out shopping or on a long walk or drive, she wears a pullup – �ust in case. It�s important to look after her mana and remember to praise all her efforts.

18

Kaitiaki Pēpi

Mana can mean prestige, influence and power. �āori believe mana e�ists in three forms:� �ana can be inherited through our whakapapa. � �ana can be given by others in recognition of good deeds or humility.� group can achieve mana too. �eing acknowledged for how well they�ve treated manuhiri will lift the mana of the group.

�ana e�ists in all of us, even p�pi and tamariki. �veryone has mana to keep themselves safe. �ana can be having the confidence to speak up if something feels wrong or unsafe.

Mana

19

Kaitiaki PēpiAt this stage, tamariki can become more interested in their bodies, especially their private parts. Self-exploration is normal too.

Starting to use the wharepaku makes them more aware of their bodies and how they work. They’ll notice the differences between kōtiro and tama, pakeke and nohinohi.

Help tamariki to name their body parts correctly so they can talk about them without shame or embarrassment. Tamariki start learning about sexuality early whether we plan it or not.

Teach tamariki that every part of the body has a name and its own job to do. Giving tamariki the correct names and the names your whānau use is also a good idea.

p e planations short and simple on t sa e it for the ig talk y hearing wh nau talk openly, tamariki learn what s okay and what s not for themsel es and others

20

��pi remembers so much because of the many permanent pathways now hard-wired in her brain. �he can remember waiata-ā-ringa, people and places, symbols and patterns, all without any outside prompting.

The hinengaro grows so �uickly in the first three years that it weighs about 1��� grams – �� percent of an adult brain, which weighs about 1��� grams.

ant to know more about what else is happening in the amazing brain� �heck out Whakatipu www.skip.org.nz

�ere�s a waiata for getting active and having fun�

To listen to this waiata and learn more, check out Whakatipu www.skip.org.nz

Haere, haere, hīkoi haereTaihoa, whakarongo titiroHuri huri, rere haereRinga matau mauiRinga matau maui ki wahoPapaki titahaPapaki titahaPapaki titahaRinga pakia pakia whatiwhati o hope hei hei.

Waiata Kōhungahunga

Te Hinengaro Mīharo

(Tune: Green Door song)

�1

Memory games can be simple or complex – it depends on what p�pi is ready for .

�ush a plastic cup right down inside a long sock. �ive p�pi three or four familiar things, small enough to fit inside the cup� for e�ample, a block, toy car , little ball. �ave her name them as she drops them inside the sock. Then ask her to put her arm inside the sock and without looking pull out one item you ask for. �he�s using her memory of its shape and feel.

�tart making up your own stories and include familiar people, places and events. �ome can be true from memories or they can be imaginative and made up.

Ngā Mahi a Pēpi

For more activities, visit Whakatipu www.skip.org.nz

Ngā Tohu Whānau�i� tohu whānau that are known to promote positive relationships between parents, whānau and their tamariki are�1. �ove and � armth �. Talking and �istening 3. �uidance and �nderstanding �. �imits and �oundaries �. �onsistency and �onse�uences 6. �tructured and �ecure � orld

ake it easy she ll pro a ly

n d lots of encouragement ust

to put her hand inside a long

dark sock ots of k rero of

shapes and te tures will help

her ngers do the nding

22

Love and Warmth� �ncourage and help him to be involved in mahi around the house� �how appreciation when he is helpful or tries to be� �e in tune with him as he e�periences new challenges such as preschool or a new p�pi

Talking and Listening� Kōrero with him often and be a patient listener� �nswer the many �uestions and sometimes say, �what do you think��� �ay more positive things than negative, share funny stories, �okes and games

Guidance andUnderstanding� �otice how he is becoming more aware of what others think, feel and say� �ive him lots of chances to practice playing with and learning to get along with others – practice makes progress�� �ractice with him the kupu to say and the tone to use – �you could say��

Limits and Boundaries � Kōrero with him and agree on the whānau rules� �ake sure our whānau rules are fair and reasonable for a three-year-old� ��on�t sweat the small stuf f�� Keep our energy for important things – safety, people�s feelings and precious taonga

Consistency andConsequences� �ave conse�uences that are reasonable, related and respectful� �ive conse�uences in a calm and reasonable voice – we want him to learn from his mistakes, not pay for them�� Keep our promises� �odel the behaviour we want

A Structured andSecure World� �ave whānau routines for kai, bath and bedtimes� �ave routines for when we are leaving him and returning� �ave lots of active, noisy and messy play, especially outside, for the energetic.

What might the tohu whānau look like for us at this stage of baby’s life?

23

Say It Like It Is One of These Things is Not Like the Other

What’s that?

You’re dumb. What does your

ure do?

My ure. You don’t have an

ure, Heru.

24

Mimi, like this!

25

AeĀtaahua

Aue pēpi tatari mā mātouAue!

He aha te waiata o te rā?He pai tō mahi tama

HōhāIa

Ka mau te wehiKai

Kai moanaKao

KarakiaKararehe

Kei hea koe?Kei te aha koe i te rā nei?

Kei te hē, koeKo Hine tōku māmā

Kōhanga ReoKōnui ki runga

KōreroKoro

KōtiroKupu

KutikutiMahi

MāmāMana

YesBeautifulOh, baby, wait for usOh dear!What is the song of the day?Good job, sonAnnoyingHe or sheHow terrific! Fantastic! Awesome!FoodSeafoodNoPrayerAnimalWhere are you?What are you doing today?You are mistakenHine is my mumLanguage Nest Thumbs upTalk, or to speakGrandfatherGirlWord/sScissorsWorkMotherPower and prestige

GlossaryWhakamāramaKupu

26

ManaakitangaManuhiri

MaumaharaMimi

Mokopunagā mahi a pēpi

gā ohu whānauāpā

akiwaitaraepehā

ōtaePukapuka

una Reo

Rāākaroama

amaitiama nui te rā

amarikiāwhirimātea

e hinengaro m haroe Kākanoe Kōhurie Māhuri

e ihingaaiata Kōhungahunga

Whakatauki

NurtureGuestRememberUrine or urinateGrandchildActivities for childrenFamily principlesFatherLegends, fokeloreTribal sayingHatBook�āori early childhood centreDay, or sunPlayBoyChildSun godChildrenGod of the windThe amazing brainThe seedThe saplingThe small treeThe sproutSongs for childrenProverb, sayings

WhakamāramaKupu

27

PakiwaitaraMāui slows Tama-nui-te-rā

ui loved to go shing and playing during the day, but some days he got angry because the days were t short ne day, as ui was playing, Tama nui te r rose in the sky and then set straight away ui was really h ha

o matter how early they got up, there were still not enough hours of sunlight for the people to do all their mahi, hunting and shing

ui thought long and hard about what he could do to solve the problem Then he went and talked to his brothers

ut ui had a plan e need everyone to help Go and cut as much harakeke as possible I want a really huge pile Then I’ll show you how to make a net strong enough to capture even Tama nui te r ’ fter many hours of work plaiting and tying, they nally had enough rope and nets

ui told his brothers he had come up with a plan to catch Tama nui te r ui, don t be stupid!’ they replied o one can catch Tama nui te r , not even you If you get anywhere near him, you will be burnt alive – his mana is t powerful!’

28

For te reo �āori version of this story and more information, go toWhakatipu at www.skip.org.nz

• on’t waste time, and en oy the great outd rs

• peak openly and honestly about things that

trouble you• o what you say you are going to do – keep promises

Then o they went It t k several days to travel to the ast and nd the cave where Tama nui te r was sleeping They uickly went to work covering the entrance with their gigantic net of plaited ropes Then they hid

hat are you doing Tama nui te r roared ou go t fast across the sky and we run out of time to nish our mahi e need more hours of daylight for hunting and shing,’ ui replied

ell, said Tama nui te r If you free me, I will promise to slow my ourney down ui agreed and everyone watched as Tama nui te r slowly began to rise up into the sky

u enly they felt a scorching heat, and ui shouted, ull! ull the ropes as hard as you can!’ The net fell like a huge n se over Tama nui te r ui rushed out and ran towards the sun

29

Ko Wai Au?

Pēpi

Whakapapa

Notes

Notes

resource to support whānau in parenting, Whakatipu containsinformation, activities and tikanga-based learnings for all parents.Whakatipu is made up of four series of booklets, covering the ages from conception to five years

Conception to birth. Booklet 1: PregnancyThis is a time when both the motherand the unborn child need to be caredfor, a time to share e pectationsand e periences.

Three years to five years. Booklet 1: Three years – four yearsBooklet 2: Four years – five years This is a time when tamariki becomemore busy and active.

19 months to three years. Booklet 1: 19 months – 24 monthsBooklet 2: 25 months – 30 months Booklet 3: 31 months – 36 monthsThis is a time when the child will need support to balance their independence with the need for security.

Birth to 18 months.Booklet 1: Birth – six monthsBooklet 2: Seven months – 12 monthsBooklet 3: 13 months – 18 monthsThis is a time when p pi re uires the individual attention of an adult to nurture, care and keep them safe.

www.skip.org.nz

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