New Zealand Early Childhood Education Services, since 1996, has used Te Whāriki as its program basis due to implementation and rules of the Ministry of Education. This implementation has brought numerous benefits in this educational context. The program is deepened and enriched through the integration of Te Whāriki in all its aspects. This provides a strong bicultural framework for teachers and higher quality education, improving young children's learning. Te Whāriki has broadened the knowledge and resource base for early years teachers and staff and has proven to be highly effective when fully executed. This curriculum was first published in 1996 by the New Zealand Ministry of Education and designed with the aim of providing a consistent framework for all ECE services throughout New Zealand, for children from birth to five years. (New Zealand National Early Years Program: Te Whariki, 2011). It gives an unchanging vision, creating unity between all the collaborators involved. (Early Years Architecture – Te Whāriki) The program was founded on the following statement: “Grow as competent and confident learners and communicators, healthy in mind, body and spirit, confident in their feeling of belonging and the knowledge that they make a valuable contribution to society. Holistic and bicultural approaches are uniquely presented in Te Whāriki and are structured around four principles against which teaching and assessment practices are evaluated. (Te Whāriki – Early Years Program, nd). (Te Whariki, 2006). At the heart of the ECE curriculum are the following four principles: relationships, empowerment, holistic development and also family and community. Followi...... middle of paper ...... take responsibility. These teachers will also lead the way in interpreting and implementing the curriculum in their early childhood environment. This has introduced a challenge factor into the curriculum for some of its users. (Alvestad and Duncan). This challenge could have a negative effect due to partial implementation of school programs and also disadvantage children's learning and development. Alternatively, a positive outcome of this challenge could result in a deep and enriched curriculum for children, allowing teachers to incorporate their existing philosophies and practices in creative and diverse ways. (ME).To conclude, Te Whariki, the bicultural and holistic program has been in practice for nineteen years. The program brings many benefits with few negative connotations.