Pedagogy for gifted children in all early childhood settings aligns with the vision set out in the principles and goals of Te Whāriki, which promote educative experiences in which children:
Pedagogy for gifted children in early childhood settings also aligns with the principles of effective differentiation and a personalised approach to learning. Schools/ECE settings utilise a number of pedagogical approaches in the delivery of the curriculum, including the curriculum strands of well-being – mana atua; belonging – mana whenua; contribution – mana tangata; communication – mana reo; and exploration – mana aotūroa.
Te Whāriki emphasises that ‘..all children will be empowered to learn with and alongside others by engaging in experiences that have meaning for them. This requires kaiako to actively respond to the strengths, interests, abilities and needs of each child and, at times, provide them with additional support in relation to learning, behaviour, development or communication.' (MoE, 2017, p. 13). 'A pedagogy of listening' (Rinaldi, 2001) to children's 'multiple languages' (Malaguzzi, 1998) provide educators with frameworks to further support them as they seek to identify the needs of gifted learners and to co-construct learning (Cannella & Viruru, 2002; Heald & Manuela, 2013) to meet these needs.