Early Childhood Education Network
Are you with an early childhood centre, or perhaps a home-based service? Maybe you are involved with a Kōhanga Reo, a Pacific Island language service, a Playcentre, an early intervention service, a Christian service, a Montessori service, or another type of amazing service kindergarten?
ChildForum is your national network, supporting early childhood services, individuals and groups committed to ensuring children receive high quality early childhood education and care and appropriate family support and parent education.
Code of Ethical Conduct
ECE Services are expected to uphold a high standard of quality that includes meeting the "Code of Ethical Conduct for Early Childhood Services" and upholding the "Code on the Rights of Children in ECE" (go to the My ECE website for copies of these two codes).
Informed thinking, advice, research and support
ChildForum publishes many new articles every month. We provide information often that you are unlikely to find elsewhere. We can save you time learning about what's happening, by summarising for you and identifying what is important for you to know. See some of the latest early childhood news articles and opinion pieces for example. Weekly newsletters help to keep you up-to-date with what's happening so you don't get left behind.
See also research studies on early childhood education, ECE management guidance, early childhood policies and templates, information about the Ministry of Education, the Education Review Office, and teacher certification and mentoring with the Education Council, and financial matters such funding rates and the WINZ childcare subsidy.
Members benefit from the richness of information and networking across the sector.
Political representation is not what ChildForum provides. But if you want representation you may want to also join a lobby group - here are some various organisations that provide political representation:
- NZEI Te Riu Roa - Represents and supports teachers and support staff on industrial/ employment matters
- NZ Kindergartens Inc - Provides political representation of Kindergarten Associations that control free kindergartens
- Home-based Association - Represents the political interests of home-based services
- HELO Home Early Learning Lobby group - Represents the political interests of PORSE, PAUA, Home-grown kids, and Au Pair Link.
- Montessori Association - Represents early childhood centres that support the philosophy of educator Maria Montessori
- Federation of Rudolf Steiner Waldorf Schools - Represents schools and kindergartens that are Steiner based
- Christian Early Childhood Association - Represents early childhood services that provide a Christian curriculum of any religious denomination
- EC-Menz - represent the interests of men working in early childhood education
- Early Childhood Council (ECC: formerly known as the Private Childcare Federation) represents the financial interests of a small number of mostly large childcare businesses such as Kindercare and the Evolve education group. It is also associated with the NZ Tertiary College as this is owned by founders of the ECC and continues to have close links with the ECC.
- Te Rito Maioha ECNZ (formerly the Childcare Association) represents some childcare centres (mostly community based or union affiliated). It is also an accredited private training provider of early childhood teacher training
Early childhood teaching approaches
Some people think that early childhood education in NZ is about the structured teaching of numbers, reading, writing, etc, to prepare children for school
In some early childhood programmes it may mean this, but in most programmes the philosophy is that children learn through play with the guidance and support of adults.
The best start to a formal school education you can give a young child is to help the child to learn to develop independence, along with developing thinking and problem solving skills.
Things you can do to encourage a young child to develop independence include: learning to make his/her own breakfast, tidying up his/her own toys after play, carrying his her own bag, and learning to dress and undress without help.
For developing thinking and problem solving skills:
- provide puzzles for the child to practice on and add harder puzzles as the child's skill develops
- ask the child questions and together chat about possible solutions and answers, for instance how does a butterfly grow inside such a tiny cocoon?
- support the child to persevere when a task is proving hard and affirm the importance of practice as being important for obtaining success.
- help the child to expand his/her knowledge through hands-on activities and experiences. Provide lots of play-based learning opportunities, lots of discussion, fun, and engaging in a broad range of activities in the community, through travel, shopping, going on nature walks, watching a building being constructed, etc.
The early childhood curriculum is called "Te Whāriki". It is not like a school curriculum. It does not prescribe formal subject teaching.
It is a curriculum guideline originally published in 1996 and revised in 2017 by the New Zealand Ministry of Education. It outlines the curriculum that the Ministry of Education requires every early childhood service in NZ to follow if it is to retain its licence to operate and care for and educate children. Learn more about the early childhood curriculum.
Early learning benefits
The experience of going to an early childhood centre, learning to be part of a larger group and exposure to an educational curriculum can hugely benefit children.
A child's home-background and home learning environment is something that is important to take account of when determining how much benefit is gained from attending an early childhood centre. (See a synthesis of the best evidence on the effects of childcare and influence of home background)
- If the early childhood education programme is better resourced and the learning experiences provided for children are better than what can be provided for at home then the child will be advantaged academically.
- But if the quality of the early childhood education programme is lower than that of the quality of the child's home learning environment, the child is not likely to be greatly advantaged by participating, Family background factors, including parents' education level and home learning environment has a much greater influence on children's development and achievement. Having said that, every parent and every child would want to experience a quality of ECE at least equivalent to the quality of their home setting.
Also, what a lot of people do not realise is that any learning gains a child makes by attending early childhood education can wash out really quickly depending on the primary school the child later attends and its quality. This is one reason why there is a focus on school and early childhood and school teachers working together to provide continuity and support for children transitioning to school.