Dr Mitchell is presenting findings from a longitudinal study of New Zealand early years policy at the Thomas Coram Research Unit in London on 4 October
What are the key features of Te Whariki?
Te Whariki is an early childhood curriculum in New Zealand integrating care and education for children from birth to school entry. It is based on a vision statement for children 'to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society'.
It is the first-ever bicultural curriculum, with Maori values and language embedded in it. Te Whariki means a mat, woven from the principles, strands and goals of the curriculm document. It recognises the importance of partnerships between teachers, families and community.
What policy changes have affected early childhood education in New Zealand over the past ten years?A ten-year strategic plan for early childhood education was published in 2002, with a vision that by 2012 all children would have the opportunity to participate. A really significant factor was acknowledging the value of teachers, by aiming to have 100 per cent of staff in ECE qualified as teachers by 2012. Some movement has been made towards achieving pay parity between early childhood teachers and school teachers.
What support do parents get with childcare costs and how has that affected take-up of early education?
Early Childhood Centres - all private or community-based - receive bulk funding from the government through a grant. Threeand four-year-olds are eligible for 20 hours a week nominally free early childhood education. Parents are also eligible for a means-tested childcare subsidy.
These funding policies have opened up greater access to early childhood education and reduced some inequities among families.
What else did your evaluation find?
A strong finding was the increase in registered teachers. Currently 64 per cent of staff in the centres are registered qualified teachers.There have also been improvements in assessment, planning and evaluation, and overall quality. These improvements are closely linked to the government resources provided. Centres that took the opportunity to train their staff and access professional resources and professional development improved their quality or sustained high-level quality. The poor-quality settings had fewer qualified teachers, and had not taken up these opportunities.