Early Childhood Education in the New Zealand Context. 新西兰的儿童早教

1. Early Childhood Education in the New Zealand Context.新西兰的儿童早教 Sue Cherrington School of Early Childhood Teacher Education Institute for Early Childhood Studies Victoria 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

2. Hütia te rito o te harakeke Kei hea te komako e kö? Ki mai ki au He aha te mea nui i te ao? Måku e kï atu He tangata, he tangata, he tangata Pluck the core shoot of the flax plant Where will the bell bird sing? If you should ask me What is the main element in the universe I will reply It is people, it is people, it is people

3. The New Zealand context新西兰的环境

7. 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

8. Kindergarten幼儿园

9. Playcentre游戏中心

10. Education and care 教养

11. Te kohanga reo语言巢

12. Home-based care and education家庭教养

13. Correspondence School函授学校

14. 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)

15. Current participation in ECE目前早教的参与

16. Source: NZ Ministry of Education, 2006.

17. Source: NZ Ministry of Education, 2006

18. Source: NZ Ministry of Education, 2006

20. Source: Ministry of Education, 2006.

21. 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 20022002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

23. 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).

24. 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)

26. 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.