In order to gain a clearer understanding of the current situation regarding the funding of ECE in New Zealand, it is necessary to consider the history of government’s involvement through the years.
The first kindergarten opened in Dunedin in 1889 as a charitable ideal. Teachers and supporters worked tirelessly to fundraise for resources and for the salary of a trained early childhood teacher (Fowler, 2008). It was not until 1904 that the first successful application for financial assistance from the government was granted (May, 2009). Government continued to subsidise children aged three to five years attending kindergarten, until 1928 when funding stopped due to the depression and was later restored in 1935. Despite the constant challenge of fundraising throughout the early 1900s the movement continued to grow, particularly during WW2, as men went off to war and women were left behind needing care for their children, while they had to work (Fowler, 2008).
The Bailey report released in 1947 resulted in government taking over the funding for kindergarten teacher’s salaries by 1948 on condition that the head teacher was suitably qualified. This report was mainly concerned with sessional kindergarten-styled education which public opinion and political beliefs up until the late 20th century acknowledged as the most suitable environment for three and four year olds outside of the home. During this era Plunket encouraged mothers to be responsible for their domestic role of nurturing infants and toddlers (Cooper & Tangaere, 1994). After WW2, Playcentre followed kindergarten’s lead and began to receive government funding (Meade & Podmore, 2002).
The government’s 1961 Hunn report blamed Māori for their children’s poor health and educational achievement and so in 1963 funded the appointment of Lex Grey as the first preschool officer for the Māori Education Foundation to boost Maori participation in kindergarten or playcentres. Instead he encouraged Māori to open their own centres and preserve their language while participating in education with their whānau. At this time government funding was only available to kindergarten or playcentre and thus Maori preschools categorised themselves as playcentres. Many of these later closed and some became a forerunner for Kōhanga Reo which began in 1982 (Cooper & Tangaere, 1994).
By the 1960s kindergarten had become part of the free public education system. The Education Act of 1964 gave kindergarten teachers the same status as others in the education sector. Buildings were purpose built and this presented a professional image as opposed to the many private childcare facilities that had been set up in homes and halls without government funding (Farquhar, 2008).
Following the 1971 Hill Report, government provided funding to support the inclusion of children’s with special needs at kindergarten or playcentre. Although the Hill Report did acknowledge the need for fulltime childcare with educated childcare workers, it was not until 1990 that a three year training course was implemented, matching the primary teacher’s diploma and yet without compulsion for those who worked in childcare or with infants and toddlers (Cooper & Tangaere, 1994). During the 1970’s and 80s several conferences were held revealing strong feminist views about inequalities of women’s status in ECE. The first 1985 National ECE forum hosted by Labour government, expressed its goal that all ECE services were to be equally valued and funded accordingly (May, 2009).
The 1988 Meade Report, also known as “Education to be more” promoted the benefits of ECE and called for greater funding to ensure access, equity and quality. Government’s response to the Meade report saw the “Before Five” reforms finally include childcare, acknowledging equal status with all other education sectors and calling for equitable funding above the kindergarten rate, which it argued was also underfunded. All centres were subsequently required to create a charter and undergo a three yearly review by the Education Review office [ERO]. This was to be implemented in the early 90s along with the development of a national ECE curriculum with the goal for provision of quality ECE (May, 2009).
The 1990s were a time of political upheaval, beginning with change of government to National in 1990 who introduced a return to home-based services and “Parents as First Teachers” under the administration of Plunket. Kindergartens received their first bulk funding in 1992 which was to cover expenditure and salaries. This led to staff cuts, fee increases, pressure to fundraise and maintain full rolls and opening longer sessions (May, 2009).
A new labour government in 1999 began the millennium by introducing “Pathways to the Future” the ten year strategic plan, set to begin in 2002. Its aims included reducing the cost of childcare to parents, providing high quality ECE, increasing children’s participation and investing in research by way of showcasing the Centres of Innovation [COI]. Pay parity for kindergarten teachers was given the go-ahead the day after Labour’s successful re-election in 2002. Evidence of Labour’s support for ECE was revealed as the budget almost doubled from 2002 to 2007 and would continue to escalate with the cost involved of “20 Free Hours” policy introduced in 2007. The effects of increased government funding to the early childhood sector have been seen in the rapid growth in numbers of private ECE centres, some of whom have listed on the stock market (May, 2009).
National government has come back into power in 2008 and will continue to fund Labour’s 2007 “20 free hours” policy for children aged three to five years. As a result of the 2010 Budget, recent legislation has been implemented to cut a significant amount of funding to ECE beginning in February 2011. Information concerning National government's 2010 budget decision will be discussed further……
Cooper, D., & Tangaere, P. (1994). A critical analysis of the development of early childhood education. In E. Coxon, K. Jenkins, J. Marshall, & L. Massey (Eds.), The politics of learning and teaching in Aotearoa-New Zealand. Palmerston North, New Zealand: Dunmore Press.
Farquhar, S. (2008). Prospects for the NewZealand Free Kindergarten system. Retrieved November 16, 2009, from http://www.childforum.com/articlesn.asp
Fowler, M. (2008). A proud heritage: Heretaunga Free Kindergarten Association 1928-2008. Havelock North, New Zealand: Michael Fowler Publishing.
May, H. (2009). Politics in the playground: The world of early childhood in New Zealand. Dunedin: Otago University Press.
Meade, A., & Podmore, V.N. (2002). Early childhood education policy co-ordination under te auspices of the Department/Ministry of Education: A case study of New Zealand (early Childhood and Family Policy Series n.1). Paris, France: UNESCO.
Reference list for web links:
May, H. (2002). Early childhood care and education in Aotearoa-New Zealand: An overview of history, policy and curriculum. Retrieved March, 2011, from http://www.aeufederal.org.au/Ec/HMayspeech.pdf
Ministry of Education, (n.d.). Pathways to the future: English plan and translations. Retrieved March, 2011, from http://www.minedu.govt.nz/NZEducation/EducationPolicies/EarlyChildhood/ECEStrategicPlan/PathwaysToTheFutureEnglishPlanAndTranslations.aspx
The Hunn Report (1961). Retrieved March, 2011, from http://teaohou.natlib.govt.nz/journals/teaohou/issue/Mao34TeA/c28.html
Wells, C. (1999). Future direction: Shaping early childhood education policy for the 21st century-A personal perspective. Retrieved March, 2011, from http://library.eit.ac.nz:2053/pqcentral/docview/202687706/12F017B14286744351/1?accountid=39646
Woodham, M. (2008). Looking a gift horse in the mouth: Examining Labours
“20 hours Free” early childhood education policy. Retrieved March, 2011, from http://www.victoria.ac.nz/nzaroe/2007/pdf/10text-woodhams.pdf
