What is the value of ECE to children, families and society?

Diti Hill

Early childhood education in Aotearoa/New Zealand is complex

Our history, our early childhood politics, the diversity of early childhood provision and our commitment to Te Tiriti o Waitangi are woven together in a rich and complex ‘whariki’

Understandings of ‘EDUCATION’ in early childhood settings have always been varied and offset by understandings about ‘CARE’

ECE remains a non-compulsory part of the education sector

ECE remains diverse in its provision ECE remains wide open to market forces ECE remains varied in the areas of

management and leadership

Could things have been different? Were we lulled into a false sense of

security by a chain of positive outcomes? Must the historical decisions that have

been made and the consequences of directions taken be part of what we do next?

Can we stand up to what some see as the erosion of everything that has been gained for ECE?

There is a fundamental tension between early childhood education as a profit-driven market response to trends in employment and early childhood education as the cornerstone of citizenship and lifelong learning.

It looked for a while as if we might see a coming together of economics, politics and education

In 2010 that vision is fast being eroded

A few oases of inspiration, strong leadership and innovative practice

A prevailing undercurrent of apathy, unhappiness and inaction amongst qualified teachers

Stories of management over-riding pedagogical decisions

An uncertain future for newly graduated teachers

Adults in ECE must be ethically committed to the children they educate

Adults in ECE must strategise and be critically aware; they must not be ‘done to’

Adults in ECE must find their place as professionals in a market driven workplace

Adults in ECE must look through and beyond rules, regulations, directives and policies to an ethical and professional practice

While we, the adults, continue to struggle with the complexity of early childhood education, children from birth to 5 years of age continue to learn and develop: for better or worse, with or without us…

How can we all keep the focus on the best interests of children in early childhood?

How can we support those adults finding the struggle just too hard?

TEEB report on biodiversity (October 2010):“The pollination of plants by insects is valued

at $212 billion a year and must be factored into the political and economic policies of all countries”

What value should be placed on the learning and development of our youngest citizens?

Imagine if that was factored into our political and economic policies…