Research Findings: This paper considers the position of tamariki Maori, the indigenous children of Aotearoa (a Maori name for New Zealand), in relation to the impact of colonization on their rights, including a focus on the United Nations Declaration on the Rights of Indigenous Peoples and the current educational policy arena. It then provides an explication of a Maori perspective of "tika" and "tikanga", Maori rights as enacted through a Maori worldview. We then proceed to offer some illustrations from our recent research projects in Aotearoa New Zealand of ways in which teachers are engaging with "tamariki" and "whanau" Maori (Maori children and families) in endeavors that give expression to pedagogical enactment respectful and reflective of "tikanga" Maori (values and cultural practices). Practice or Policy: It is concluded that there are possibilities for early childhood pedagogies that enable a re-narrativizing of Maori ways of being, knowing, and doing in affirmation of children's rights to identity possibilities sourced in their own "tikanga" (knowledges and practices that are culturally right).