Te Whāriki · Strand 4 of 5
Mana reo | Communication
Communication | Children are strong and effective communicators.
Mana reo | Through te reo Māori children’s identity, belonging and wellbeing are enhanced.
In plain words: children communicate in many ways, through gesture, words, stories, marks, numbers and art, in their own languages and others. It has 4 goals for kaiako and 6 learning outcomes.
Updated 6 October 2026 · StoryLoop, Ōtautahi Christchurch
Learning outcomes
The 6 learning outcomes
Over time and with guidance and encouragement, children become increasingly capable of:
| Learning outcome | Te reo Māori |
|---|---|
| Using gesture and movement to express themselveshe kōrero ā-tinana | he kōrero ā-tinana |
| Understanding oral language and using it for a range of purposeshe kōrero ā-waha | he kōrero ā-waha |
| Enjoying hearing stories and retelling and creating themhe kōrero paki | he kōrero paki |
| Recognising print symbols and concepts and using them with enjoyment, meaning and purposehe kōrero tuhituhi | he kōrero tuhituhi |
| Recognising mathematical symbols and concepts and using them with enjoyment, meaning and purposehe kōrero pāngarau | he kōrero pāngarau |
| Expressing their feelings and ideas using a wide range of materials and modeshe kōrero auaha | he kōrero auaha |
Wording from Te Whāriki (2017), pages 24 and 25.
Goals for kaiako
The goals
Children experience an environment where:
- They develop non-verbal communication skills for a range of purposes
- They develop verbal communication skills for a range of purposes
- They experience the stories and symbols of their own and other cultures
- They discover different ways to be creative and expressive
The strand as a whole: The languages and symbols of children’s own and other cultures are promoted and protected.
In everyday play
What it can look like
Babbling and pointing, first words and short phrases, retelling a favourite story, making marks and early letters, counting during play, painting or dancing an idea.
StoryLoop's examples, not curriculum text. Every child shows this learning in their own way and time.
From a real draft
How a real StoryLoop draft linked this strand
The note:
Mere (8 months) on her tummy on the mat. Reached for the wooden rattle just out of reach, rocked forward and grabbed it on the third go. Shook it and looked at me. Babbled 'ba ba'. Rolled onto her back and kept shaking it.
The link StoryLoop wrote in the draft, unedited:
This also links with Mana reo | Communication, as Mere used babbling, looking, and sound-making with the rattle to communicate and connect.
What StoryLoop does with a note
A rough note in, a learning story out.
A real note an educator typed, and the start of the draft StoryLoop wrote from it, unedited, with the Te Whāriki links, learning and next steps to follow.
Aroha tried to put her shoes on before going outside. Velcro kept folding over. Asked 'help me' then pushed my hand away and did the second one herself. Stood up and stomped both feet.
Putting on her own shoes
Before going outside, Aroha tried to put her shoes on by herself. The Velcro kept folding over, making the job trickier. Aroha asked, "help me", letting us know clearly that she needed support.
When help was offered, Aroha pushed the adult hand away and did the second shoe herself. Once both shoes were on, she stood up and stomped both feet. This looked like Aroha checking that her shoes were on and feeling the result with her whole body.
Now try it with your own note. No signup.
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Tip: what the child did, one thing they said, and what happened next. Three lines is plenty.
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Questions kaiako ask
What does Mana reo mean?
What are the learning outcomes for Mana reo | Communication?
What are the goals of Mana reo | Communication?
How do I link a learning story to Mana reo | Communication?
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