Early Childhood Education in the New

Zealand Context.新西兰的儿童早教

Sue CherringtonSchool of Early Childhood Teacher Education

Institute for Early Childhood StudiesVictoria University of Wellington

New Zealand 苏 谢林顿

早教研究学院早教教师教育部维多利亚大学 ( 惠灵顿大学 )

新西兰

Hütia te rito o te harakeke Kei hea te komako e kö?Ki mai ki auHe aha te mea nui i te ao?Måku e kï atuHe tangata, he tangata, he tangata

Pluck the core shoot of the flax plantWhere will the bell bird sing?If you should ask meWhat is the main element in the universeI will replyIt is people, it is people, it is people

The New Zealand context新西兰的环境

A brief background to NZ ECE新西兰早教的背景简介

• Kindergarten 幼儿园• Playcentre 游戏中心• Education and care 教养• Te kohanga reo 语言巢 • Home-based care and education 家庭教养• Correspondence School 函授学校

Kindergarten 幼儿园

Playcentre 游戏中心

Education and care 教养

Te kohanga reo 语言巢

Home-based care and education家庭教养

Correspondence School函授学校

Licence-exempt playgroups in NZ新西兰的免执照游戏小组

A playgroup is identified in the New Zealand context as:

• Community-based non-profit making early childhood centres where groups of parents and children meet regularly with the purpose of providing early childhood care and education for the children and families attending and where –

• each playgroup meets for no more than one session of up to three hours on any one day;

• more than half the parents of the children attending each session are present in the same play area at all times throughout the session;

• the group of parents assume responsibility for each child attending the group;

• the group operates as an informal, non-profit making, community-based group.

(Ministry of Education, 1991)

Current participation in ECE目前早教的参与

Source: NZ Ministry of Education, 2006.

Table 1: Number of licensed and chartered ECE services at 1 July 表 1 ： 7 月 1 号为止的，有执照和许可的早教服务数量

Type of service 1990 1995 2000 2005

Licensed ECE Services:        

Kindergarten 575 591 600 618

Playcentre 621 562 517 482

Education and Care centres 719 1,093 1,476 1,754

Te Kohanga Reo 616 738 583 501

Homebased Networks 40 112 180 201

Correspondence School 1 1 1 1

Casual Education and Care … 36 45 41

Total 2,572 3,133 3,402 3,598

Table 2: Number of children on the regular roll at Licensed early childhood education services at 1 July表 2 ： 7 月 1 号为止的，在有执照的早教服务中现有登记入学儿童的人数

Type of service 1990 1995 2000 2005

Licensed ECE Services:        

Kindergarten 43,792 47,208 45,869 44,920

Playcentre 22,668 19,108 15,808 15,059

Education and Care centres 31,033 53,769 71,231 83,889

Te Kohanga Reo 10,108 14,015 11,138 10,070

Homebased Networks 1,611 6,114 8,937 9,770

Correspondence School 861 901 984 813

Total 110,073 141,115 153,967 164,521Source: NZ Ministry of Education, 2006

Source: NZ Ministry of Education, 2006

Table 3: Licensed Early Childhood Education: enrolments by age at 1 July表 3 ： 7 月 1 号为止的，有执照早教服务中，按年龄分的登记入学人数

Age 1999 2000 2001 2002 2003 2004 2005

0 5,305 5,695 5,547 5,858 6,332 6,577 6,576

1 15,635 16,015 16,809 17,625 18,282 18,925 20,200

2 26,472 27,612 27,067 28,911 29,582 29,688 30,695

3 47,125 48,041 47,749 47,405 49,724 49,166 49,037

4 55,662 54,931 53,878 54,784 54,642 57,051 56,098

5 or More 1,641 1,673 1,454 1,604 1,611 1,678 1,915

Total 151,840 153,967 152,504 156,187 160,173 163,085 164,521

0-4 years 150,199 152,294 151,050 154,583 158,562 161,407 162,606

Table 4: Number of licence-exempt ECE groups at 1 July

表 4 ： 7 月 1 号为止的，有免执照的早教服务数量

Type of Group 2002 2003 2004 2005 2006# change

(02-06)% change

(02-06)

Playgroups 541 562 599 641 667 126 23.3

Pacific Island Early Childhood Groups

133 121 113 106 93 -40 -30.1

Ngā Puna Kōhungahunga

24 32 43 49 41 17 70.8

Licence-Exempt Playcentres

28 30 32 31 22 -6 -21.4

Licence-Exempt Te Kōhanga Reo

14 12 13 11 8 -6 -42.9

Total 740 757 800 838 831 91 12.3

Table 5: Numbers of Children enrolled in Licence-Exempt ECE Groups at 1 July表 5 ： 7 月 1 号为止的，在免执照的早教服务登记入学的儿童人数

Type of Group 2002 2003 2004 2005 2006#

Change (02-06)

% Change

(02-06)

Playgroups 15,002 16,250 17,744 18,042 17,476 2,474 16.5

Pacific Island Early Childhood Groups

2,914 2,573 2,392 1,864 1,179 -1,735 -59.5

Ngā Puna Kōhungahunga

351 408 571 519 289 -62 -17.7

Playcentres 371 466 530 436 167 -204 -55.0

Licence-Exempt Te Kōhanga Reo

138 130 191 146 89 -49 -35.5

Total 18,776 19,827 21,428 21,007 19,200 424 2.3Source: Ministry of Education, 2006.

Pathways to the future: Ngā Huarahi Arataki:

A 10-year strategic plan for early childhood education

通向未来的道路：早教的 10年策略方案• Launched in 2002 2002 年发起• Three strategic goals: 3 个策略目标

– Increasing participation in quality ECE services 提高优质早教服务的参与

– Improving the quality of ECE services 改善早教服务的质量

– Promoting collaborative relationships 促进协作关系

Table 6: Pathways to the future: Nga Huarahi Arataki表 6 ： 通往未来的道路：

Improve quality提高质量

Promote collaborative relationships

促进协作关系

Supporting strategies支持策略

Increase the numbers of registered teachers

Support quality in ECE services provided by parents and whānau

Improve ratios and group size

Promote the effective delivery of Te Whāriki

Establishment of, and reflection on, quality practices in teaching and learning

Promote coherence of education between birth and eight years

Provide more integrated services to children, parents, families and whānau

Review of the regulations

Review of the funding system

Ongoing research Involvement of the

sector in on-going policy development and implementation

Promoting collaborative relationships促进协作关系

Children’s well-being and development are fostered if the well-being of their family and community are supported; if their family, culture, knowledge and community are respected; and if there is a strong connection and consistency among all aspects of the child’s world.(Ministry of Education, 1996, p. 42).

A child’s learning and development depend not only on the ECE environment they experience, but also on their home and wider social environment. The coming together of children and families in ECE services provides greater opportunities for addressing health and social issues. Building stronger links between ECE services, ante-natal progammes, parents and whānau, parenting programmes, schools, and health and social services can also improve a child’s educational achievements. Collectively, these services allow their learning and development to be met more holistically.(Ministry of Education, 2002, p. 16)

Programme Programme focus

SPACE Supporting new mothers with babies from birth to 1 year

HIPPY Supporting parents to become involved in their 4–5 year-olds learning

PAFT Parent support and education, from prior to their baby’s birth to 3-years-old.

SKIP Supporting parents to raise their children in a positive way

Awhina Mātua Families not already accessing ECE services, particularly in new or isolated communities with fewer existing community resources.

Family Start Intensive home-based support programme for high needs families with a new born baby whose difficult circumstances put at risk good health, education and social outcomes for their children

Strengthening Families

Aims to provide coordinated support for families working with 2 or more agencies.

Parents Centres NZ Inc

Antenatal education; parent education and support;

Early Years Initiatives

-Early Years Service Hubs-Teenage Parents Service Coordinators-Roots of empathy programme

Features of parent and family support programmes家长家庭援助项目的特征

• Programme view parents and families from a credit rather than a deficit frame.

• Programmes acknowledge and work within the local context.

• Programmes are delivered at a local level by local personnel.

• Programmes aim to work collaboratively with, rather than in competition with existing or other services

• Engagement with the programme is voluntary for families.