Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ............................................................................................ 4 1.5 Study Background ..................................................................................................... 5 1.6 Summary ................................................................................................................... 7 Chapter 2: Concepts of Laulōtaha ...................................................................................... 9 2.1 Introduction ............................................................................................................... 9 2.2 Laulōtaha .................................................................................................................. 9 2.3 The concepts of Lālanga (weaving) ....................................................................... 12 2.4 Lālanga and Laulōtaha as conceptual frameworks for measuring ‘quality’ in Tongan Language Nests ................................................................................................ 16 Chapter 3: A critique of reviewed literature .................................................................... 18 3.1 Introduction ............................................................................................................. 18 3.2 Perceptions of Quality............................................................................................. 18 3.2.1 ‘Quality’ in Early Childhood Education .......................................................... 23 ii 3.2.2 Teacher’s training and qualification ................................................................ 25 3.3 Relation to biculturalism ......................................................................................... 28 3.4 ‘Quality’ from Tongan perspectives ....................................................................... 33 3.5 Summary ................................................................................................................. 35 Chapter 4: Methodology ................................................................................................... 36 4.1 Introduction ............................................................................................................. 36 4.2 Methodological Framework .................................................................................... 36 4.2.1 Theoretical position ......................................................................................... 37 4.3 The talanoa method to research .............................................................................. 38 4.4 Selection of participants .......................................................................................... 41 4.4.1 Background of Tongan ECE teachers that participated in this study .............. 41 4.4.2 Background of Tongan parents that participated in this study ........................ 42 4.5 Collection of data .................................................................................................... 43 4. 5.1 Transcripts....................................................................................................... 44 4.5.2 Data Analysis ................................................................................................... 45 4.6 Ethical considerations ............................................................................................. 46 4. 7 Limitations ............................................................................................................. 46 4. 8 Strengths and weaknesses of this research ............................................................. 47 4. 9 Teachers’ concerns................................................................................................. 48 4.10 Summary ............................................................................................................... 49 Chapter 5: Koe ako laulōtaha/Tongan Ideals of ‘Quality’ ............................................... 51 5.1 Introduction ............................................................................................................. 51 5.2 Tongan perspectives of what ‘quality’ means ........................................................ 51 iii 5.2.1 Laulōtaha.......................................................................................................... 54 5.3 Ako Laulōtaha ......................................................................................................... 67 5.3.1 Mo’ui lō tolu/ Tongan aspects of development ............................................... 68 5.3.2 Lea faka- Tonga ............................................................................................... 72 5.3.3 ‘Ulungāanga Faka-Tonga or anga faka- Tonga ............................................... 75 5.3.4 Summary .............................................................................................................. 89 Chapter 6: Criteria for ‘quality’ used by Pālangi and education officials ........................ 92 6.1 Introduction ............................................................................................................. 92 6.2 Education Review Office ........................................................................................ 92 6.2.1 ERO Visits ....................................................................................................... 93 6.2.2 Perceptions of ERO Reports ............................................................................ 99 6.2.3 Policies and Regulations ................................................................................ 102 6.3 Measuring ‘quality’ in Tongan Language Nests ................................................... 105 6.3.1 Documentation ............................................................................................... 105 6.3.3 Mat time ......................................................................................................... 109 6.3.4 Fevahevahe’aki .............................................................................................. 113 6.3.5 Following the child’s interests ....................................................................... 114 6.4 Possibilities/ Vision for the future ........................................................................ 118 6.4.1 Cultural knowledge, values and beliefs ......................................................... 119 6.4.2 Measuring and defining ‘quality’ from a Tongan perspectives ..................... 123 6.5 Summary ............................................................................................................... 130 Chapter 7: Conclusion .................................................................................................... 133 7.1 Introduction ........................................................................................................... 133 iv 7.2 The strengths of this research ............................................................................... 134 7.3 The limitations of this research study ................................................................... 134 7.4 Recommendations for future research .................................................................. 135 7.4.1 Implications for Tongan early childhood teachers and Tongan parents in Tongan Language Nests .......................................................................................... 135 7.4.2 Implications for policy makers and education officials ................................. 136 7.5 Conclusion ............................................................................................................ 137 Glossary of Non- English Terms .................................................................................... 143 Refrence List ................................................................................................................... 145 Appendix A ..................................................................................................................... 153 Appendix B ....................................................................................................................