Writer Subashini, with over 25 years of experience in language and education fields in Sri Lanka, Fiji and New Zealand writes about some issues in Early Childhood Education with special attention to Sri Lankan migrant communities here.
- Early Childhood Education: A Teacher’s Perspective.
Migrating to a new country is one of the biggest transitions a family can experience. I have had the privilege of supporting many Sri Lankan migrant families and children as they begin their journey in New Zealand. This article explores four common concerns about their children’s education in New Zealand. These worries are natural, and if these questions sound familiar, you are certainly not alone.
1. “Will my child settle into the new classroom environment?”
Many children experience separation anxiety, homesickness, or uncertainty when they enter a new environment. Some become quiet and observant, while others express their emotions through changes in behaviour or play.
Every child settles at their own pace, and building trust with new people and places takes time. Welcoming classrooms that value children’s home cultures, languages, traditions, songs, and celebrations help them feel safe and secure. Warm greetings, consistent routines, and responsive interactions also support this process. When children feel accepted, respected, and included, they are more confident to explore, learn, and build relationships with teachers and peers.
2. “Will speaking Sinhala or Tamil stop my child from learning English?”
Moving to an English-speaking early childhood setting can be exciting but overwhelming for both parents and children. At first, some children observe quietly and use gestures before speaking English confidently. This is a normal stage of language learning.
Some parents worry that continuing to speak their home language may delay English learning. However, research in linguistics, psychology, and education shows the opposite. Professor Jim Cummins’ Common Underlying Proficiency theory explains that children do not have separate language systems in their brains. Instead, vocabulary, communication, storytelling, comprehension, and memory developed through a child’s first language provide a strong foundation for learning additional languages.
In New Zealand, bilingualism is recognised as an educational asset. Children hear English in their early childhood settings while continuing to use their home language at home. Rather than becoming confused, they learn when and with whom to use each language. Strong skills in Sinhala, Tamil, or another home language support English development and strengthen cognitive growth. Children who grow up speaking more than one language often achieve higher academically while developing intercultural communication, emotional wellbeing, and self-esteem. Therefore, parents are encouraged to continue speaking with their children in their strongest home language.
3. “Why is my child just playing?”
For many Sri Lankan migrant families, adjusting to New Zealand’s educational approach can be challenging. Coming from a more structured and academically focused system, parents often expect visible evidence of learning. As a result, I am frequently asked why children seem to be “only playing” instead of completing academic tasks or homework.
In contrast, New Zealand’s early childhood curriculum, Te Whāriki, is based on a holistic, play-based philosophy. Learning is viewed as a social, cultural, and developmental process in which children construct knowledge through play, exploration, meaningful relationships, and real-life experiences while leading their own learning.
This does not mean learning is unplanned. Teachers intentionally design learning experiences using the Sixteen Areas of Play. Through these experiences, children develop thinking, language, problem-solving, social, and emotional skills. Although it may appear to be “just play,” meaningful learning happens every day.
Children’s learning is assessed through ongoing observation and documentation rather than formal testing. This follows the “Notice, Recognise, and Respond” cycle, which helps teachers understand and extend learning. Centres also provide families with access to Storypark, where parents can read, comment on, and contribute to their child’s Learning Stories to better understand their progress.
4. “How can I connect with the teacher?”
One of the theories underpinning Te Whāriki, the bioecological model, emphasises that learning occurs through relationships with family, community, and the wider world. Building strong partnerships with teachers can sometimes be challenging. In Sri Lankan culture, parents may hesitate to approach teachers because of the deep respect given to educators. Language barriers and busy schedules may also limit communication.
However, New Zealand education highly values parent voice. Brief conversations during drop-off and pick-up, asking about your child’s day, reading and responding to Learning Stories, attending parent evenings, and sharing family traditions and aspirations help teachers understand your child better. Strong parent–teacher partnerships help children feel secure, confident, supported, and develop a strong sense of belonging.
Although parents may be busy working, studying, settling into a new life, or seeking employment, making time to connect with teachers is essential for a child’s learning and successful transition. If language is a barrier, tools such as Google Translate can help bridge communication. Ultimately, what matters most is the willingness to connect.
Finally, every family’s migration journey is unique and filled with hope, sacrifice, learning, and adjustment. Throughout this process, children are watching, learning, and growing. As a teacher, I consider it a privilege to work alongside Sri Lankan migrant families and witness how their children gradually develop a strong sense of belonging in New Zealand.
Subashini Jayalath – Invercargill
