Dialogue: Quality schooling is crucial

By HOWARD FANCY*

During the first few years of a child's life, the development of the brain creates the basis for learning. The foundations for language are established and the main parameters of the child's relationship with the world are developed.

This is a critical learning period, where children are both vulnerable to stress and amazingly receptive to learning opportunities.

Research into brain development tells us that a child's capacity to learn develops best in a nurturing social environment with consistency and predictability, with opportunities to experiment, explore and play safely.

Studies that follow children's progress over several years show positive associations between involvement in early childhood education and achievement in literacy and mathematics in later schooling.

Children with early childhood education were stronger in areas such as problem solving, communication, individual responsibility and perseverance. United States studies also claim long-term economic gains, with children involved in early childhood education having higher earnings and fewer arrests than children without early learning opportunities.

But the research is qualified by a key factor - early childhood education must be of high quality.

In 1986 New Zealand became one of the first countries to integrate responsibility for childcare services and early learning services in the education system.

This recognised that quality childcare must be associated with education and that quality early education could occur only in a safe and caring environment.

Under the education umbrella, many different types of early childhood education services flourish and respond to the preferences of parents. These include kindergartens, parent-led services (for example, Playcentre), those based on specific language and culture (kohanga reo and Pacific Island immersion centres), some based on different educational approaches (Montessori and Rudolph Steiner), and others providing private or home-based care services.

In 1993 the early childhood curriculum, Te Whariki, was developed and became the basis for most early childhood teaching and professional development. This model is internationally recognised. It emphasises both cognitive and social development.

It encourages perseverance. Te Whariki encourages children to explore ideas and collaborate to solve problems.

The approach used is child-centred rather than teacher-directed learning. Teachers interact with children to promote their emotional security and development, and build on their existing skills by providing a stimulating environment and a wide range of activities.

Children develop literacy and numeracy concepts, approaches to problem solving, social skills and an enjoyment of learning, which provide the foundation for later learning.

Given how critical early learning is, New Zealand is fortunate to have high levels of participation in high-quality early childhood education services in comparison with many countries (60 per cent of all children aged 0-5 are involved in some form of early childhood education in New Zealand).

But participation is not at the same level for all groups. While 66 per cent of European families take part, 53 per cent of Maori and 48 per cent of Pacific families take advantage of early years education. The proportion of lower income families is also significantly lower than families on higher incomes.

ERO reports show that the quality of early childhood services is variable.

In recognition of these issues, two broad priorities now drive early childhood education.

The first is to improve participation in quality early childhood services. Steps are being taken to identify and reduce barriers to participation.

The second priority focuses on raising quality. A targeted funding system is to be introduced to provide increased support to early childhood services in low-income or remote areas.

Policies to improve teacher qualifications, increase the supply of qualified teachers and increase the number of licensed centres have been initiated.

Both priorities come together in a sector-led review of early childhood education.

This is helping to develop a long-term plan for early childhood education, designed to achieve higher participation and quality.

A working group established by the Government is looking at a draft strategic plan which can be accessed on the Ministry of Education website.

* Howard Fancy is the Secretary for Education.

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Links


Ministry of Education