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Early Childhood Alert No 10, 2019


  1. First national meeting on ECE teacher pay is this Sunday!
  2. Funding and teacher pay and conditions
  3. Mangement summit proceedings
  4. Lockdown policy and template
  5. What the rise in the number of complaints recorded against services actually means
  6. Co-construction, problem-solving, scaffolding and hypothesising: Super teaching for super success
  7. Call for Research Papers for a special NZ-International Journal issue on "Teaching in Early Childhood Settings"


1. First national meeting on early childhood teacher pay is this Sunday!

A national meeting on ECE teacher pay is on Sunday 14th July 3 pm - 5 pm in Wellington.  This is the first such meeting to share information and talk frankly about teacher pay in all public, community and private teacher-led early education services. 

Find out more and register (free event) 


2. Funding and teacher pay and conditions

Beginning teachers in primary schools are getting a 12.8% pay rise from $49,588 to $55,948. The top of basic scale for teachers with no extra responsibilities will increase from $75,949 now to $90,000 by July 2021.   

From 1 August 2019 the Ministry of Education is increasing by 1% the minimum wage rates of teachers who work in teacher-led ECE centres that are not free kindergartens. Teachers who hold a teaching diploma will be put on the same rate as a teacher with a 3-year teaching degree. The new rates will be $45,491 ($21.87 hour) for those with a teaching diploma or a 3-year teaching degree, and $46,832 ($22.51 hour) for those with a 4-year teaching degree. (find out more here).   

Home-based ECE, while a teacher-led service is not even funded at a level to support attestation of teacher wages.

The ministry has said in its latest June newsletter that Equity funding can be used by services that are paid this, to address wage pressures to "meet their obligations under the Minimum Wage Act 1983" - something that equity funding for children was not meant to be spent on when the policy was introduced. 


3. Management Summit held on 31 May in Auckland

For those who attended, see an article here


4. Lockdown policy and template

The 'terrorist' incident in Christchurch in March prompted many ECE services to review their lockdown procedures, leaving us questioning whether we are well-prepared for situations where we may need to go into lockdown.

Many centres and home-based services will have a lockdown procedure in place, and it is important to regularly review this procedure or create one if you do not already have one.

Below is a sample Lockdown Policy to check against your policy or assist you in developing your own specific to your service, building and location.

> ECE Service Member resource


5. What the rise in the number of complaints recorded actually means 

For the ministry to say that a big rise in the number of complaints against early childhood services is due to reticence by parents up to now to report, is ridiculous in the absence of any evidence of such.

Formal complaints against early childhood services made to the Ministry of Education have risen by more than a quarter, from 339 in 2017 to 430 in 2018.

Clearly, something is not going well then.

> Keep reading this news story and find out more 


6. Co-construction, Problem-Solving, Scaffolding and Hypothesising: Super Teaching for Super Success

The early childhood years are a busy, exciting time. New discoveries, skills and competencies are a regular part of life for a young child. Early childhood teachers have the opportunity to optimise these amazing and important years. The practices discussed in this article involve expanding thinking, problem-solving and developing hypotheses. These teaching strategies can build on children’s learning dispositions and their strengths and interests to put the ‘wow factor’ into learning.

> Go to article


7. Call for Research Papers for a special NZ-International Journal issue on "Teaching in Early Childhood Settings" 

For this special issue, high quality papers relating to "teaching in early childhood settings" are invited.

Teaching in the early years is a contested space, including defining what constitutes effective teaching, what must be taught, how, when and why.  So we welcome papers from different perspectives and on various aspects, including:    

  • Characteristics of quality teaching
  • Pedagogical approaches in early childhood teaching
  • Teaching different groups of children and interests/ abilities (e.g. boys, girls, infants, gifted and talented children, children who are migrants, etc.) 
  • Factors that affect teachers and their teaching
  • How teachers' experiences of teaching may be affected by their characteristics (e.g. age, gender, own childhood upbringing) 
  • Educational policy influences on teaching 
  • How aspects of the stated curriculum are reflected in teaching practices
  • Historical aspects of or changes in early childhood teaching.

> Find out more about the Special Issue and article submission


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