If your child needs to learn from home, the information below will help you prepare.
Plan with your whānau
Early learning services and schools are your partners and they can support your child’s learning from home. Schools and early learning services may be able to provide you with resources and also offer advice and support.
Having a routine or schedule that works for all of you is important so that everybody knows what to expect. Learning happens all the time, and can be woven in to your whānau routine.
Top tips:
- Talk to your child and listen to their ideas about how they would like to learn.
- Consider sharing responsibilities with other members of your whānau or bubble.
- Plan out with your child and whānau what your day or week will look like.
- Build in regular times for breaks, fun and to connect as a whānau.
- Secondary students may need a separate quiet space and there may be learning opportunities for younger children through everyday activities.
- If you have limited learning devices, consider how everyone will share them.
Getting ready
Sound of birdsong in the background
Text on screen: Learning from home - getting ready
(Gemma Stewart, facilitator, facing and talking into the camera)
Kia Ora koutou.
The Covid19 pandemic has meant tamariki across Aotearoa are adapting to learning from home. How this happens will be different for everyone, and we hope you’ll find these ideas and examples useful in supporting learning from your home.
(Family eating at dinner table)
Relationships come first. Be guided by your family’s values, and remember that relationships are more important than ever; within your family, or with teachers, other parents and friends.
(Adult helping child working on device)
Make some time to talk to your child, listen to their ideas about how they would like to learn and address any sense of anxiety where you can.
(Timetable on device and in a diary)
Routines are important; they enable students to know what is coming next and how they should be spending their time. Discuss with all your family what will work best for everyone.
(Child at desk writing)
Be sure to have times in the day for work and play, and create a space where your tamariki can learn.
(Children playing inside and outside with equipment and digital devices)
Sometimes this will need to be a quiet space; sometimes messy; it might mean working with you or others face to face, and sometimes your tamariki will be using a device and working online.
(Closed sign on school gate)
Communication with your school and teachers is more important than ever.
(Teacher talking on phone, texting, then typing while online)
Ensure you have ways to communicate and connect with your children’s teachers by using email, talking on the phone, texting, by social media, a school app or a website.
If you’re not sure how teachers are communicating with you or your children, then be sure to find out.
(Gemma Stewart, facilitator, facing and talking into the camera)
Teachers know how important this is.
(Child drawing and playing outside)
People come first so look out for your child’s health and wellbeing. If they are stressed or unhappy they’re not going to find learning easy. Try to keep things in perspective and look after your own work/life balance too.
Learning should be meaningful, manageable and fun.
(Gemma Stewart, facilitator, facing and talking into the camera)
If it’s turning into a battleground then step back and talk about what isn’t working with your child and their teacher.
(Children outside with magnifying glass)
Find out what your school is expecting from your tamariki.
(Child at home using device)
Try to agree on who will work where and when. Decide who can support your children's learning. Try to have clear expectations. But remain flexible as things will always change.
(Adult talking on phone while searching website on computer)
If you feel any of your tamariki are being given too much school work then talk with them and raise your concerns with their teacher.
(Child holding insect and magnifying glass)
Technology is just one aspect of learning from home.
(Child using webcam on phone and teacher using laptop to communicate each other)
These days technology is useful for communication, keeping students connected with each other and with their teachers.
(Gemma Stewart, facilitator, facing and talking into the camera)
If you have concerns about technology, get in touch with your school and find out what support is available.
(Children outside playing, looking at plants and reading handwritten notes)
But, they don’t need to be on devices all the time. Remember, learning happens everywhere. Your home and local neighbourhood are a great learning environment and learning happens best when it is creative, collaborative and fun.
Don’t try and make your home a school classroom, but do provide the opportunities for learning to happen. This can be through a range of activities.
(Child using smartphone to fly drone)
Think about the skills and knowledge you can share with your tamariki.
(Children cooking, potting plants, using piano keyboard and making things from cardboard)
You could teach something to somebody else, create something using food, fabric, cardboard, or digital technologies, take on a new skill or project like gardening, or laying the table.
(Adult and children using device)
Make a difference in your community. Share your activities with others.
(Gemma Stewart, facilitator, facing and talking into the camera)
Life is different for everyone right now. We can get through it by looking after each other, staying connected, and nurturing relationships so our children can continue learning and thriving.
Text on screen: Kia haumaru te noho - Stay Safe, Ministry of Education
Learning from home - getting ready
Ideas and examples to support learning from your home
Early Years
(Sound of background bird song)
Text on screen: Learning From Home - Early Years – Parents & Whānau
(Narration: Gae Thawley, facilitator)
He aha te mea nui o te ao?
He tangata! He tangata! He tangata.
(Harakeke growing beside a beach)
The COVID-19 pandemic has meant parents, whānau, tamariki and kaiako across Aotearoa are adapting. Our experiences will each be different. This video is for parents and whānau who have such an important role in supporting ngā tamariki learning in the home.
(Young child and adult cooking, looking at a hen)
In this video we will support you to notice the learning in everyday life, routines and activities in the home. We will share some ideas and examples of resources within the home, and where to go for more information.
(Trees overhead and sun shining)
Before we begin, let’s pause and breathe. It’s important to take care of yourself so you can be present, engaged and connected with your tamariki.
(Young children cooking, helping adults)
When you can, take time to talk to your child, observe their interests, and listen to their ideas about what is happening for them. Creating special rituals over the day and into the evening provides opportunities for children and adults to have calm and peaceful points in their day.
(Lighting candles, and reading stories to young child)
This could involve saying a blessing or karakia before meals, blowing out candles before bed, or snuggling on the couch for a story. Sharing ideas and plans for the day ahead all together at the beginning of the day supports children to predict what is going to happen.
(Mother holding young child)
You could write these ideas down or draw them together and refer back to them over the day.
(Water in a shower)
Making a regular time for a bath, shower or water play is a great way to get clean and enjoy the soothing effects of water.
(Child jumping, dancing and waving hands)
For some children being really active can be calming, you could do some jogging on the spot or star jumps. Make up an exercise routine with your children that you could repeat each day. Listen to music, dance or sing waiata.
(Example of play with blocks, building with wood, tea party, plastic balls)
A good place to start is thinking about the way you use your space in the home. Over time this might follow a pattern, organising for messy play in the morning and quieter activities in the afternoon. This can really help to support you and your children’s wellbeing and their learning and development at home. It can impact how children play, share and get along with each other including avoiding conflicts.
(Example of play with train set, helping with washing)
Children’s brains develop a lot in their early years and learning is something they do anywhere, and anytime, often through everyday activities like helping around the home. This might mean adjusting your expectations and encouraging your child’s efforts to be involved.
In this example we see Oli and Theo using boxes and engaged in imaginative play.
(Boys talking as they play with boxes outside)
(Narration: Gae Thawley, facilitator)
(Child playing with cardboard boxes)
Children can learn from playing with things from around the house such as empty cartons, fabric, dress-ups, pots and pans from the kitchen. What are some different things you have in your home that you could use as play items?
(Child tending garden, playing with leaves, nuts)
Remember the outdoors! A great place to hunt and gather with simple resources that can be used for play ideas for children. Natural materials such as collections of leaves or stones from outside make a great play resource and support children’s imagination. Joining in, doing things together, and having back and forth conversations are really important ways you can develop children’s oral language.
(Very young child playing with sand and kitchen tools)
It helps their brain development. There is a strong connection between oral language in the early years and later learning at school.
(Off camera, adult)
"What are you cooking me?"
(Child)
"Egg"
(Off camera, adult)
"Oh, love eggs."
(Narration: Gae Thawley, facilitator)
(Children reading books)
Sharing a story with your child is a great opportunity to have some quality time together. Enjoying books together supports children to develop a love of reading, and it’s a way to talk together. It works really well when they really feel part of it.
(Toddler playing with trucks and firewood)
Your child might have a favourite game or toy and by joining in with their play you can turn this into a shared learning experience.
(Adult and child on a seesaw, woman holding child)
Language is learned best when it happens at times you naturally spend with children doing everyday things. Use the language you are most comfortable with.
(Family about to eat, preparing a bed)
Routines are the regular things we do together every day. They are different in every culture and in every home. Routines help children prepare for what is going to happen next, and to trust that their needs will be met. The best routines are developed and agreed on with everyone. They reflect the natural rhythms and flow of your day and are easy to maintain.
(Preparing a meal, helping with housework)
Routines can also help children to learn to take responsibility for themselves and others, and this helps them to feel capable. Familiar routines help children learn to do things for themselves (such as washing, eating, dressing, toileting), understand the order of things (like first, next, last), and manage their feelings (they may feel grumpy, but they can cope knowing it is almost meal time).
(Visual forms of daily schedule)
Visual scheduling is one way to help make things clear and visible for children. You can use this idea to have a conversation with your child and involve them in the planning for the day. This can help them predict what is going to happen next and to cope with any changes that may occur.
(Parent with baby in a chair, making baby noises)
Noticing your child’s interest and responding to your child makes them feel heard and understood. Wait for your child to respond, this gives them time to develop their own ideas. Create space for back and forth exchanges.
(Child walking through doorway, man cuddling toddler)
We all feel strong emotions from time to time, and there are many ways to support children to recognise and manage their emotions and feelings. Talk with your children about emotions and feelings. Let them know it is ok to have strong feelings and that you are there to help them.
(Young children playing with blocks, plastic toys)
As children learn the language of emotions and feelings they begin to identify emotions and feelings in themselves and in others. This builds their ability to regulate their own emotions and feelings.
(Images and letters of the alphabet)
Kia ora whānau, taking small steps is a great place to start. Even try using te reo Māori that you know, and adding new words slowly into the routines of your day can make it easy and enjoyable learning together. Here are some tips for when you’re using books and stories with children.
(Toddlers looking at a picture books)
You can talk about the pictures and not read the words, read the same book over and over, read one page, and skip some (you don’t have to finish it), start at your child’s favourite part, hand your book over for your child to tell a story and take turns turning over the pages. Bring toys and other things next to the book to retell the story.
(Man playing outdoors with young child)
Being at home with young children is really busy, meaning some days are smoother than others. Remember to adjust your expectations and encourage your child’s efforts to be involved.
(Woman on laptop)
It also helps you as a parent or caregiver to know when to make time for the things you need to do, and make sure things don’t get on top of you.
(List of places and websites providing support)
Here are some places you can go for further support. You will find the links on the Learning From Home website. The Learning From Home website includes some sources of information to support children who are bilingual learners of te reo Māori and English. The Ministry’s te reo Māori platform for learning at home is Ki te Ao Mārama.
(Coastline and beach at sunset)
Mauri ora.
Kia hora te marino, kia whakapapa pounamu te moana, kia tere te kārohirohi i mua i tō huarahi.
May calm be spread around you, may the sea glisten like greenstone and the shimmer of summer dance across your pathway
Text on screen: Kia haumaru te noho - Stay Safe. Ministry of Education.
Learning from home - Early Years
For parents and whānau supporting ngā tamariki learning in the home
Stay connected with your early learning service or school
Primary and secondary teachers will have a plan if your child needs to learn from home. Early learning teachers may be able to offer resources, support and advice. Get in contact with your child’s teacher as soon as possible.
You may also want to join or set up a small learning hub with your whānau, community or other families from your child’s early learning service or school. This is another way to stay connected with others, so you can share tips or advice with each other.
Returns process for devices and resources
Digital safety
If your child or young person is using a computer or device to learn from home, it's important to make sure it's safe for them. Here are some suggestions for making sure it is setup for learning.
- Network for Learning’s (N4L) Switch on Safety Service is available to support online learning on devices used for schoolwork. The web filter blocks websites that could be harmful to children.
- Talk with your child about keeping safe online. If you need more information:
- Contact Netsafe on 0508 638 723, or
- Visit Netsafe's website
- Ask your child or young person to work in a place where you can check where they are going online.
- Try to avoid direct glare or reflections on the screen.
If you are unsure about the setup for learning please let your school or centre know. You might like to ask a family member, neighbour or friend for help.
If you know any other parents or whānau that may be in a similar situation, please encourage them to talk with their centre or school.