CHANGES

Funding cuts are already affecting Early Childhood and will continue to bring change. However the Early Childhood Sector in New Zealand is undergoing many changes. Mothers are moving back into the workforce. More mothers have a strong need for flexibility when their workforce places become less flexible (Ceglowski & Bacigalupa, 2002) and today’s work climate often requires that they work longer and less flexible hours. This is one reason for the recent increase in early childcare needed for our under twos. Recent statistics show this to be the fastest rising sector of early childhood.

The recent Children’s Commission Inquiry (2011) studied this rapid rise in under twos in non-parental early childcare services. They discovered that “a good proportion of the 4,205 babies enrolled were in centres for more than 30 hours a week” (p. 2). They state the importance for quality and ask “what defines quality ECE for infants” (p. 3).

 The Average Length of time that Babies Spend Weekly in Non-Parental ECE

http://www.childforum.com/news/300-childrens-commission-inquiry-infants.html

Duncan (2005) also raises this question as she discusses the rising number of two-year old children now attending kindergartens. She states that criteria for quality practices include primary caregivers and staff/ child ratios of 1-3. Duncan questions whether this is happening in kindergartens traditionally known for their care of over three year olds. With the recent funding cuts and the need now for higher numbers in kindergartens this practice is likely to increase.

The strategic plan (Ministry of Education, 2002) stressed the importance of “improving quality of ECE services” (p. 8). Their 10-year goal included strategies evaluated by the Ministry of Education (2008) of  “ECE services meet cultural and language aspirations”, “More registered teachers in ECE”, “Quality in parent-led services”, “Reduced ratios and group size”, “Te Whāriki effectively implemented”, and Quality teaching and learning practices” (p. 5).

The Ministry of Education (2008) states that between 2006 and 2006 action plans for inproving quality happened through “increasing the proportion of qualified registered teachers”, publishing Kei Tua o te Pae. Assessment for learning: Early childhood exemplars”, funding professional development and establishing Centres of Innovation (COI)” (p. 2). Pay parity for kindergarten teachers was introduced and 20 free ECE hours for three and four year olds.

Now that the funding cuts have come into effect it is disturbing to note that the criteria for qualified registered teachers has been cut from 100% to 80%, funding for professional development and COI’s has gone and kindergarten pay parity and ‘20 free hours’ is under threat. What is the point of pay parity if there isn’t a job available?

While the recent government’s decision to invest in increasing participation in ECE services is to be applauded, the strategic plan was always for this to happen in “quality” (Ministry of Education, 2002, p. 8) ECE services. The question also needs to be asked, whose definition of quality is the government planning to follow?

Te Tari Puna Ora o Aotearoa / NZ Childcare Association Chief Executive Nancy Bell comments that “the taskforce to review early childhood education was appointed without consultation with the sector.”  She is concerned “by the secrecy around the establishment of the taskforce” and asks “if the intent is to further rationalize investment.” She concludes by stating “we hope that this initiative is not a thinly veiled cost cutting exercise” at the expense of quality. http://www.nzca.ac.nz/news/press/2010/Early-childhood-taskforce-established-without-co...  

My concerns and questions, at the conclusion of this blog into an investigation of funding cuts, are: Whose definition of quality is the ECE sector intending to follow; now that the strategic plan is no longer the government’s point of reference? Is it the top-down perspective of researchers and professionals? Will it be OECD reports from the international community that sees our early childhood children as commodities? Will the quality perspectives and concerns of mothers now in the work force be taken into account? Will the infants and toddlers who are now occupying our early childhood sector in increasing hours and numbers receive the quality care that is particular to their needs?  

Funding cuts have already affected ECE and this will impinge on the future quality education of New Zealand preschool children. 

References:

Ceglowski, D., & Bacigalupa, C. (2002). Four Perspectives on child care quality. Early Childhood Education Journal, 30, 87-92.  

Duncan, J. (2005). Two year-olds in New Zealand kindergartens – What are they doing there?! The First Years: Ngā Tau Tuatahi.  New Zealand Journal of Infant and Toddler Education, 7, 4-8.

Media Releases. (2010). Early childhood taskforce established without consultation. Te Tari Puna Ora o Aotearoa / NZ Childcare Association. Retrieved 17 March, 2011 from http://www.nzca.ac.nz/news/press/2010/Early-childhood-taskforce-established-without-co...   

Ministry of Education. (2002). Strategic plan for early childhood education: Pathways to the future: Ngā Huarahi Arataki. Wellington: Ministry of Education.

Mitchell, L., & Hodgen, E. (2008). Locality-based evaluation of Pathways to the future-Ngā Huarahi Arataki. Wellington: Ministry of Education.

The Office of the Children’s Commissioner. (2011). Children’s Commission Inquiry into under 2s in non-parental ECE childcare. Retrieved 28 March 2011 from http://www.childforum.com/news/300-childrens commission-inquiry-infants.html