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    Nga tikanga a nga mokopuna : crises in early childhood education policy in Aotearoa New Zealand

    Ritchie, Jenny

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    Children in Crisis Conference Oct 7-9, 2013 for website [Compatibility Mode].pdf (2.078Mb)
    Children & Crisis paper 2013.pdf (242.9Kb)
    Date
    2013
    Citation:
    Ritchie, J. (2013). Nga tikanga a nga mokopuna : crises in early childhood education policy in Aotearoa New Zealand. Paper presented at Children in Crisis Conference, Children in Crisis Conference, Centre for Global Studies in Education, 7-9 October, University of Waikato, Hamilton, New Zealand
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2824
    Abstract
    In this paper I propose the existence of a multi-faceted crisis in early childhood care and education in Aotearoa, comprising: -privatisation of the sector (in 2009 40% were privately owned, as opposed to 26% in the year 2000) (ECE Taskforce Secretariat, 2010) -low expectations for qualifications of staff -concerns regarding capacity of ECCE staff to demonstrate engagement with and responsiveness to whānau Māori (only 23% of services in a recent ERO review valued the language, culture and identity of Māori children) (Education Review Office, 2012), and only 9.3% of ECCE staff are Māori (New Zealand Ministry of Education, 2013b) - ongoing in-service professional learning for ECCE staff is not available to all services but to those ‘targetted’ by the Ministry (New Zealand Ministry of Education, 2013f) Copious research has shown that ‘quality’ early childhood education is most advantageous to those children most ‘disadvantaged’ (Children's Commissioner, 2013). The Ministry of Education’s ‘Amazing Children’ Taskforce report (New Zealand Ministry of Education, 2011) has been critiqued for its capture by neoliberal discourses of mistrust of educators and their pedagogies (Nuttall, 2013): - Silent on children’s human rights - Instead we see increasingly language of ‘vulnerability’ of ‘children at risk’ - Children as human capital, ECCE as economic benefit - Ideological shift away from common good, social well-being to individualising/corporatizing profit-orientation The view of early childhood education as an economic good is seen in the languaging of the research summary which underpinned the Taskforce’s work: Most of the economic evaluations of ECE programmes have shown that benefits of public spending exceed the costs. Gains are not realised, or are not as great, if the ECE is of poor quality. (New Zealand Ministry of Education, 2010, p.13)
    Keywords:
    early childhood education, neoliberalism, Te Whāriki, qualified, registered teachers
    ANZSRC Field of Research:
    130102 Early Childhood Education (excl. Māori), 130107 Te Whāriki (Māori Early Childhood Education)
    Copyright Holder:
    The Author
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Conference Papers [255]

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