Practitioners facilitated a series of workshops based on He Māpuna te Tamaiti for a group of early learning services in accordance with the service agreement or negotiation. The workshops supported the early learning services to progress their own inquiry process. The feedback and evaluations demonstrated that kaiako now felt confident to use the strategies to support development of the social and emotional competency of their mokopuna. As a result, it was agreed that no further professional development support was needed.

During supervision, the reflective questions were used as conversation prompts to review and reflect on key aspects of He Pikorua and how these aspects feed into the supervisee’s practice. This reflective conversation led to the supervisor and supervisee discussing further training and development opportunities, including further reading, work shadowing and conversations with peers. They agreed a date to review what had been put into practice as part of their individual development plan.

A team and their manager used part of each team meeting to share a case and used a selection of the reflective questions as prompts for discussion. They also used the time to discuss supports across the layers of Te Tūāpapa within their geographical cluster, and looked at future team inquiry and professional development opportunities.

During a home visit the whānau and the practitioner reflected together on the progress of the mokopuna regarding language and communication and managing the assistive technology (hearing aids). The whānau indicated that they had the confidence and capability to move forward independently with their mokopuna and would contact the practitioner if they needed support in the future.