Early Childhood Education in New Zealand

This essay analyzes the significant developments, key movements, and policies in early childhood education in New Zealand from the 1980s to the present. It explores the background of the education system, significant developments, key movements, and policies implemented. The essay concludes with recommendations for further improvement in early childhood education in New Zealand.

Running head: EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
Name of the student
Name of the university
Author note

1EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
Introduction
The aim of the study is top analyze and ponder on the issue of significant developments, key
movements and policies in Aotearoa New Zealand early childhood education from the 1980s
until the present time. The purpose of this essay is to systematically and strategically highlight
the nuances of the New Zealand’s early childhood education in order to recommend the ways in
which the education system can function without glitches.
Discussion
Background
This part of the analysis will be providing the required background of the study in order to
understand the present development in the field of early childhood education of New Zealand. It
is crucial to remember at this juncture that the there were separate strategies for the early
childhood curriculum that was focused on the limited number of childhood services for the
children in terms of less number of playcentres, crèches and kindergarten (George et al., 2008).
The first kindergarten was established in the year of 1889. It is also important to note that the
reform of 1980 brought number of change in the approach and structure of the earlier education
system (May, 2001).
Significant developments
Significant development of the early childhood education: it is important to consider that
before the period of 1980’s, there were not many development in the early childhood education
of New Zealand, it is post 1980 that made significant changes in the early childhood education
system (George et al., 2008). What is important here is to note is that 1980 is the significant

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period due to the integration of separate system of education into one that is “ Te Whariki( the
early childhood curriculum). Some of the significant changes on the educational sector are: the
change on the mindset of the government which focused more on the educational support and
the realization that competition would lead to the process of higher productivity in the
educational system (May, 2001). Due to the changes in the mindset and the government support,
there were number of changes in the educational structure of the primary childhood sector
(Pacini-Ketchabaw et al., 2007). Education now was seen as a method of improving skills and
the entrepreneurship skills among the children from the early age(May, 2001). After due
consideration of number of factors, the right curriculum implemented. Some of the changes are
as follows:
In case of New Zealand, the issue of early childhood education has number of facilities like the
preschool choice of teacher led services and the parent led services (Pacini-Ketchabaw et al.,
2007). In case of the parent led services, it is important to note that the there are number of
options for the propose of imparting education to the children before they grow to maturity, this
includes the kindergarten, the playcentres and the Maori –playgroups (May, 2001). This
enhanced focus on the parent centricity to the education of the tender age is the building bloc of
the children in New Zealand. it is important pt note at this juncture that number if initiatives like
the free kindergarten movement, consolidation of the childcare movement of 1960 to the
emergence of the Maori preschool movements’ have been some of the most significant parts of
the early education of New Zealand children. What is important here is the fact all these
movements were largely aimed at securing the enough care for the children to have not reached
the age of primary schools (George et al., 2008). In addition to this, it is also important to note
that the support of the women have been largely successful in deriving the support to these

3EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
movements. It was more of the realization that the need of the children. Before they reach the
age of school, what is important to note here since it is this idea that developed the further
structure of the early childhood education of new Zealand. As result of this movement, it was
observed that there is large number of receptors in terms of the new educational changes.
Key movements in the field of education:
There were number of significant movements in the early education of New Zealand, for
example, it is movement of free kindergarten that a stroked the first flame of demand ,
followed by the movement of play centre, this movement led o the development of number of
free kindergartens which initiated the process of building number of other early childhood care
centres and services (Nuttall et al., 2003)This system of building number if kindergarten led to
the formation of number of opportunities for the children’s wheel the teachers.
Policies of early childhood education in New Zealand
After the 1980’s rapid changes in the early education of the new Zealand early education, it was
realized that there were number of initiatives undertaken for the purpose of making education
process efficient (Nuttall et al., 2003). One of the momentums in policy making is the change in
the childhood policy. According to the new changes, the early childhood workers unions was
established which led to the restricted in their operation due to the prevalence of the opposition.
The working group led to the development of the ECE policy that focused on the development
of the rive reports that enhanced the quality education of the early childhood education (Nuttall
et al., 2003). This report is aimed at equalizing the source and allocation of funding between the
play centers and the kindergartens for the early education system of New Zealand. Moreover in
case of the further changes, it was realized that the same funding per child for kindergarten and

4EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
the playcentres are to be allocated in order o impart same amount of quality for both of the
sections. Next important policy change was initiated in the phase of 1990’s led to the change in
the national government which focused on giving heightened interest in protecting the interest of
the child, women and the minority groups (Nuttall et al., 2003). This led to the change of the
increase in funding for the early education sectors in order to ensure higher quality of education.
the change of policies led to the process of increased focus on the parents as both early teachers .
it is important t o discuss the fact at this juncture that the changes in 1990’s brought significant
changes in the kindergarten structure and the childcare workers. Due to the number of changes
in the early childhood education of NZ, there was growing frustration on the issue of number of
policies, it led to the formation of the early childhood education project with the representation
of the PACIFIC Islands childhood education , the New Zealand early childhood Free
kindergarten centres, the childhood care council Aotearoa (Pacini-Ketchabaw et al., 2007). This
project diverted the shift and focus of the educational policies of the early childhood education.
Hence it is to be argued that these policy waves brought number of changes in the policy
orientation of the early education of New Zealand. The present curriculum is one that is
integrated and comprehensive at the same time and the primary focus of this policy has been
updating the system of education form quantity to quality. known as the “ Te Whariki”, it
focuses on the vision of the future child who is not only the learner, he , she are the active
learners and competent potential influencers of the future( May, 2001) This is to be noted ere the
new curriculum process the system of learning as the overall development of the body, mind and
soul of the children, hence, it is focused on developing the age related content development with
the enhanced focus on the well being of the learners. Moreover in case of the new curriculum, it

5EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
is also important to note that there are projects that focuses on the respect of diversity and
cultural values. Some of the main principles of the new curriculum are:
 Empowerment of the child to learn and adapt knowledge according to their own
abilities
 Relationship building: it is one of the key aspects of the development of the child since it
is focused on the relationship building aspects of the child.
 Holistic development of the child: this principle of the curriculum focuses on the process
of how one child is learning and adapting to new changes (Nuttall et al., 2003).
 Development of the family and community: it is important to note that there is a
significant link between the community development and the child and this new
curriculum is focused on the development of the child and the family together in their
integrated approach (May, 2001).
It is important to understand one the crucial factors of the education policy of New Zealand
is focused on the biculturalism. The government in power has given enhanced their focus on
the bicultural aspect of their early education policies of NZ. It is to be noted that the Maori
children are lagging behind the ladder of development in case of gaining equal educational
achievements, hence the educational policy of NZ has focused on meeting the challenge of
meeting the gap between the Maori students and the non-minority communities (Nuttall et
al., 2003). It is important to note here that the Treaty of Waitangi is one of the policies that
tend to bridge the gap between the Maori communities and the British Crown. This is an
attempt towards indigenous population by building respect to their distinct culture. The
ministry of education of NZ Is focused on building equal platform for the indigenous
population. This led to the development of a different perspective towards the Maori

6EARLY CHILDHOOD EDUCATION IN NEW ZEALAND
population since it has been considered to be important to develop respect for multicultural
population.
The issue of debate arising in the academic discourse of the early education in New Zealand,
it has been observed that there are three waves of educational reforms, the issue of equality
was given importance which necessitated the process of opening up of number if public and
private initiatives and withdrawing of the earlier licensing (Nuttall et al., 2003). Moreover it
is also important to note that there was high quality provision for the purpose of care givers
in NZ that can ensure higher focus on the childcare educational policies of NZ. This debate
has been raised time and again which has led the development of a holistic and integrated
development of the early childhood education in NZ.
Recommendations
 I recommend that the issue of funding for the early centres of services is not adequately
met and there is need to develop further allocation of funding for the purpose of meeting
the challenges of childcare services.
 I recommend to encourage and develop the child’s involvement of the in the process of
learning and development. They should be given more opportunities to reflect on their
learning through different activities.
 I also recommend the ways of strengthen the assessment planning focusing on the
interaction of the children and the parents.
 I also recommend the ways by acknowledging and responding to the cultural
background of the children in order to cater to their needs from different backgrounds.

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 Lastly, I recommend developing a integrated approach towards the development of
sensitivity towards the Maori children.

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Reference
George, A. M. S., Brown, S., & O'Neill, J. (Eds.). (2008). Facing the big questions in teaching:
Purpose, power and learning. Cengage Learning.
May, H. (2001). Politics in the playground: The world of early childhood in postwar New
Zealand. Bridget Williams Books with the New Zealand Council for Educational
Research.
Nuttall, J. G. (Ed.). (2003). Weaving Te Whāriki: Aotearoa New Zealand's early childhood
curriculum document in theory and practice. Wellington, NZ: New Zealand Council for
Educational Research.
Pacini-Ketchabaw, V. (2007). Child care and multiculturalism: A site of governance marked by
flexibility and openness. Contemporary Issues in Early Childhood, 8(3), 222-232.