The Strands（书P44-P45）
The strands and goals of the curriculum ari from the principles. Each strand embodies an area of learning and development that is woven into the daily programme of the early childhood tting and has its own associated goals for learning.
课程的目的是从原则上产生的。每一条链都体现了一个学习和发展的领域，它被编织进了童年的日常生活中，并有着自己的学习目标。
There are five strands.有5点
Well-being – Mana Atua
Belonging – Mana Whenua
Contribution – Mana Tangata
Communication – Mana Reo
Exploration – Mana Aotūroa
幸福–法力阿图阿
福州托福培训属于–玛那·温诺华
贡献–法力为序幕
通信–法力REO
探索–法力AOTūROA
The strands are defined in terms of the goals and learning outcomes needed to achieve them,of each strand’s relationship to the principles, and of adult responsibilities associated with each strand.
股被定义的目标和学习成果，实现他们，每一个链的关系的原则，并与每个链的成人责任。
The Goals（书P44-45)目标
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The goals identify how the principles and strands can be incorporated into programmes at a practical level.
目标确定的原则和如何在一个实际的水平可以被纳入到方案。fack
The goals for learning and development within each strand are described in terms of:习和发展的目标描述的条款：
1.learning outcomes for knowledge, skills, and attitudes;
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1.结果的知识，技能和态度；
2.questions for reflection; some examples of experiences to help meet the outcomes for infants, toddlers, and young children.
2.反射；一些经验，以帮助满足这些后果的婴儿，幼儿和儿童。
Learning Outcomes学习结果
Knowledge, skills, and attitudes知识，技能和态度
The outcomes of a curriculum are knowledge, skills, and attitudes. The list of outcomes in this document is indicative rather than definitive. Each early childhood education tting will develop its own emphas and priorities.
课程的结果是知识，技能和态度。本文件中的结果列表是指示而不是最终结果。幼儿教育的每一个设置都将发展自己的重点和优先顺序。
In early childhood, holistic, active learning and the total process of learning are emphasid. Knowledge, skills, and attitudes are cloly linked. The three aspects combine together to form a child’s “working theory” and help the child develop dispositions that encourage learning.
在早期的童年，全面的，积极的学习和学习的全过程，强调。知识，技能和态度是紧密相连的。这三个方面结合在一起，形成一个孩子的“工作原理”，帮助孩子养成性格，鼓励学习。
In early childhood, children are developing more elaborate and uful working theories ab
out themlves and about the people, places, and things in their lives. The working theories contain a combination of knowledge about the world, skills and strategies, attitudes, and expectations. Children develop working theories through obrving, listening, doing, participating, discussing, and reprenting within the topics and activities provided in the programme. As children gain greater experience, knowledge, and skills, the theories they develop become more widely applicable and have more connecting links between them. Working theories become increasingly uful for making n of the world, for giving the
Working theories become increasingly uful for making n of the world, for giving the child control over what happens, for problem solving, and for further learning. Many of the theories retain a magical and creative quality, and for many communities, theories about the world are infud with a spiritual dimension.
在儿童早期，孩子们正在开发更详细的和有用的关于他们自己的工作理论和关于他们生活的人，地方和事物的工作原理。这些工作理论包含了对世界的知识，技能和策略，态度和
期望的组合。儿童通过观察、倾听、做、参与、讨论和代表在节目中所提供的主题和活动中发展工作理论。随着孩子们获得更多的经验，知识和技能，他们的理论发展变得更加广泛适用，他们之间有更多的连接。工作理论变得越来越有用，对于世界的意义，给予工作理论变得越来越有用，对世界的意义，让孩子控制什么事情发生，为解决问题，并为进一步的学习。这些理论中的许多保留了一个神奇的和创造性的质量，并为许多社区，理论界的世界充满了一个精神层面。
The cond way in which knowledge, skills, and attitudes combine is as dispositions – “habits of mind” or “patterns of learning”. An example of a learning disposition is the disposition to be curious. It may be characterid by:沈阳新东方英语学校
在这第二方式的知识，技能和态度，结合是性格–“思维习惯”或“学习方式”。学习型性格的一个例子是性格上的好奇心。它的特点是：
1.an inclination to enjoy puzzling over events;
destiny是什么意思2.the skills to ask questions about them in different ways; and
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3.an understanding of when is the most appropriate time to ask the questions.
1.倾向享受苦思事件；
2.技能以不同的方式向他们询问问题；和
baby steps3.了解当问这些问题是最合适的时间。
Dispositions are important “learning outcomes”. They are encouraged rather than taught. To encourage robust dispositions to reason, investigate, and collaborate, children will be immerd in communities where people discuss rules, are fair, explore questions about how things work, and help each other. The children will e and participate in the activities.
性格是重要的“学习结果”。他们被鼓励而不是被教导。鼓励稳健的倾向的原因，调查，和合作，孩子们会沉浸在社区里的人们讨论的规则，是公平的，探索的东西如何工作的问题，互相帮助。孩子们将看到并参与这些活动。
Dispositions to learn develop when children are immerd in an environment that is characterid by well-being and trust, belonging and purpoful activity, contributing and collaborating, communicating and reprenting, and exploring and guided participation.
性格学发展时，孩子们都沉浸在一个环境的特点是幸福和信任，归属感和有目的的活动，有助与合作，交流和表达、探索和引导参与。
frostmourne>婴儿辅食添加
Dispositions provide a framework for developing working theories and experti about the range of topics, activities, and materials that children and adults in each early childhood rvice engage with.
