Prior participation in early childhood education: new entrants

Why This Is Important

Time spent in early childhood education (ECE) enhances future learning. It has been found to have a significant relationship to achievement at age 8 and age 10 (associated with cognitive competence score including literacy, mathematics and logical problem-solving measures) for children in the Competent Children Study (Wylie, C. et al, 2001).  Children’s early childhood education experience’s were still contributing to their mathematics and reading comprehension scores two years later at age 12 (Wylie, C. et al, 2004).  Aspects of the final early childhood education centre quality appear to have made some additional contribution to age-14 mathematics, reading comprehension, and attitudinal scores, after taking into account performance at the time of attending the final ECE centre, and family income or maternal qualifications (Wylie, C. et al, 2006).

When linked to a number of other variables including socio-economic mix, maternal qualification and ECE centre teachers being responsive to children, duration of ECE makes up a component of the overall contribution to children's achievement.  This is important because it confirms a range of international research that demonstrates the ongoing influence of early childhood education on children's learning.

How We Are Going

This indicator provides a useful measure of ECE participation rates without the double-counting problems of incorporating current ECE enrolment data with census-based population estimates.  However, it provides no information about the length/duration or service type of ECE participation experienced prior to starting school.

The percentage of new school entrants who have participated in ECE services has increased over the last eight years, from 91.0% in 2000 to 94.7% in 2007.  However, growth has slowed markedly over the last few years with only a 0.7% increase since 2004.

Early childhood participation rate of Year 1 students, by ethnic group (2000 to 2007)

European/Pākehā new entrants have the highest rate of participation in ECE services.  In 2007, 98.2% of European/Pākehā children attended an early childhood service prior to starting school, compared with 90.6% for Māori.  Pasifika new entrants (84.0%) have the lowest prior participation rates in ECE services, while Asian new entrants (96.0%) have the second highest participation rate.

From 2000 to 2004, the percentages of both Māori and Pasifika new entrants who had attended ECE increased at a much higher rate compared with European/Pākehā new school entrants over the same period.  However, while the growth in the prior participation rate for Māori new entrants has slowed since 2004, there has been a decline in the rate for Pasifika new entrants of almost 1%.

Early childhood participation rate of Year 1 students, by school decile (2007)

There is a clear relationship between school decile (the socio-economic mix of the school the student attended) and new entrants prior participation in ECE, though it is far from linear.  Schools in the lowest decile draw their students from communities with the highest degree of socio-economic disadvantage.  Only 83.1% of new entrants from these schools had previously attended ECE services.  This compares with 89.1% of new entrants from decile 2 schools.  Between decile 2 and decile 6, new entrants prior participation rates in ECE steadily increases.  However, there is little difference (1.6%) between prior participation rates in ECE for new entrants in decile 6 to decile 10 schools.

Where To Find Out More

To obtain information about the length/duration or service type of ECE participation experienced, consider indicators:

• Participation in early childhood education
• Hours of participation in early childhood education

References

Peisner-Feinberg, E. and Clifford, R., (2002), The children of the cost, quality and outcomes study go to school. North Carolina, National Centre for Early Development and Learning.

Wylie, C., Thompson, J. and Lythe, C. (2001), Competent children at 10: Families, Early Education and Schools. Wellington, Ministry of Education and New Zealand Centre for Education Research.

Wylie, C., Thompson, J., Hodgen,E., Ferral, H., Lythe, C. and Fijn, T. (2004), Competent children at 12. Wellington, Ministry of Education and New Zealand Centre for Education Research.

Wylie, C., Ferral, H., Hodgen, E., and Thompson, J. (2006).  Competencies at age 14 and competency development for the Competent Children, Competent Learners study sample.  Wellington: Ministry of Education and New Zealand Centre for Education Research.

Related Pages on Education Counts

The July School Roll Return data collection page provides links to data, publications and indicators based on that collection.