Early Childhood Education in New Zealand

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