Guidance and supervision — Tuituia subdomain

Upcoming changes for this content

This content will be strengthened so it more completely reflects our commitment to practice framed by te Tiriti o Waitangi, based on a mana-enhancing paradigm for practice, and drawing from ​Te Ao Māori principles of oranga to support mana tamaiti, whakapapa and whanaungatanga. We each need to consider how we can apply these principles to our practice when reading this content. The following resources provide support:
Practice for working effectively with Māori
Our practice approach

Subdomain: Supervision and oversight

Assessment prompts

• How do parents/caregivers provide developmental/age appropriate supervision of mokopuna care, learning and relationships, to ensure a safe and secure environment, giving increasing independence with age and as trust develops?
• Do they know where mokopuna spend their time, what they are doing, who they are with, who is providing supervision
• How do parents/caregivers demonstrate flexibility and being able modify responses when needed or when previous strategies were unsuccessful?
• How are mokopuna wishes, happiness, competence and temperament considered?
• How do parents/ caregivers adapt to the changing needs of mokopuna?

Descriptors: supervision and oversight

10 — Provides positive age and developmentally appropriate supervision and oversight. Knows where and what the child or young person is doing, who their friends are. Holds age and developmentally appropriate level of trust in the child or young person’s movements.

5 — Provides supervision and oversight that is mostly age appropriate but is inconsistent and needs someone to constantly remind them what to do.

1 — No supervision/oversight provided or supervision/oversight is provided at a developmentally inappropriate level (too much or too little). Regards the child or young person as independent of their parenting responsibilities.

Subdomain: Setting boundaries and consequences

Assessment prompts

• How do parents/caregivers provide developmental/age appropriate:
  • boundaries — that are clear, simple, and fair?
  • consequences — that are logical, relate to event?
  • adaptive — to mokopuna temperament and situations?
• How do parents/caregivers demonstrate flexibility and being able modify responses when needed or when previous strategies were unsuccessful?
• How are mokopuna wishes, happiness, competence and temperament considered?
• How do responses adapt to the changing needs of mokopuna?

Descriptors: setting boundaries and consequences

10 — Has appropriate and consistent expectations and boundaries that adapt to the age and changing developmental and wellbeing needs of the child or young person, and that work most of the time. Has clear boundaries and age appropriate consequences and provides predictable routines.

5 — Learning about setting appropriate boundaries and routines, how to maintain and enforce them but is inconsistent and requires support. Has difficulty adapting to the particular and changing needs of the child or young person.

1 — Boundaries and expectations are loose, inconsistent, unrealistic, harsh, inflexible or non-existent. The child or young person’s behaviour causes difficulty and they are unconcerned, feel helpless or respond punitively or abusively. Accepts, condones and/or encourages offensive or criminal behaviour. Provides no predictable routine.

Subdomain: Role modeling

Assessment prompts

• Do parents/caregivers understand the influence their behaviour has on mokopuna?
• How do the parents/caregivers role model positive developmental/age appropriate experiences and interactions with others — consistently demonstrating regulated respectful pro-social behaviours?

Descriptors: role modelling

10 — Is focused on being a positive role model. Interacts with other adults and/or community groups who provide positive role modelling for child or young person to learn and grow. Demonstrates effective regulation of own emotions and healthy respectful relationships.

5 — Understands the need to be a positive role model and is developing strategies to address inappropriate behaviour but is inconsistent and requires support.

1 — Unable to acknowledge and/or has no understanding of the impact of own behaviour on the child or young person — this may include pro-criminal attitudes and behaviours, drug and alcohol use. Does not demonstrate empathy or understanding of others feelings nor how to regulate own emotions.

Subdomain: Supports learning and achieving

Assessment prompts

• How involved are parents/caregivers in mokopuna learning, social, leisure, employment activities?
• How do parents/caregivers provide learning opportunities and encouragement — recognise developmental changes and choose responses accordingly?
• How do parents/caregivers consider mokopuna wishes, competence and temperament in supporting learning and achieving?
• How does support adapt to the changing needs of mokopuna?

Descriptors: supports learning and achieving

10 — Is fully supportive of child or young person’s learning needs and skill development. Supports the child or young person to have, and work towards future goals. Engages well with the child or young person’s school/training course/place of employment. Supports and encourage the child or young person’s play, sport, hobbies, interests and other activities. Actively encourages self-care and independence skills — eating, hygiene, health care, budgeting etc.

5 — Has some understanding of the child or young person’s learning needs and engages with their school if requested. Is not able to consistently support the child or young person’s learning, skill development and goal achievement.

1 — Has no understanding of/will not support learning, self-care, skill development or goal achievement. No stimulation provided in the home, does not engage with the child or young person’s school/training course/place of employment. Doesn't provide opportunities, support or engage in child or young person’s play, sports pursuits, hobbies, interests or other activities.