ECE (Early Childhood Education) Publications

The Perceptions of Teachers and Teaching study completed by Massey University professors Ruth Kane and Mary Mallon in 2006 serves as the “original study” of this report. The Perceptions of Teachers and Teaching research project (originally named Teacher Status Stage Two) was commissioned by the Ministry of Education and the New Zealand Teachers Council to examine the relationships between key groups’ perceptions of teachers and teachers’ work in early childhood and school sectors, and the recruitment, retention, performance and capability, and professional status of teachers.

This report presents findings from an impact evaluation of the 2006 Ministry of Education funded Kei Tua o te Pae professional development programme. In 2006, this programme provided assessment professional development to licensed and chartered early childhood education (ECE) services and ECE sector organisations (tertiary level organisations).

This literature review was commissioned by the Ministry of Education to provide policy makers with a synthesis of research that analyses the impact of early childhood education (ECE) for children and families.

The Centre of Innovation (COI) Programme is a strategy aimed at improving the quality of early childhood education. This publication home page provides access to the final research reports prepared by teacher researchers and research associates at the completion of each COI project.

This is the home page for the annual State of Education in New Zealand publication series. This report presents a picture of New Zealand’s education system with indicators on participation, achievement, effective teaching, labour market outcomes and resourcing across the early childhood, schooling and tertiary sectors.

The purpose of the evaluation was to evaluate the effectiveness of government funded early childhood education (ECE) professional development in meeting the agreed programme outcome of strengthening teacher, educator, kaiako, faiaoga, faiako and puapi’i capability and quality in practice, in order to extend positive learning outcomes for children, based on the principles of Te Whāriki.

This report contains the findings from an evaluation of the processes and outcomes of the Promoting Early Childhood Education (ECE) Participation Project. It is abbreviated throughout this report to PPP. The primary goal being to ensure that, “every child has the opportunity to participate in quality ECE, by assisting communities to address barriers resulting in non-participation in ECE, by children who might otherwise participate”.

This is the home page for the Competent Children, Competent Learners publication series.

The main aim of the Competent Children, Competent Learners project is to chart the contributions to children's progress that are made by some of the main experiences and elements in their lives: family resources, early childhood education, school experiences, children's interests and activities in the home or outside school, and their relations with their peers.

Free ECE funding rates need to fund the full average cost of providing ECE in each type of service. This requires information on the cost of provision, and on how that cost varies between types of ECE service.

This report presents the results of a research study that examined parental decision making in relation to the use of Early Childhood Education services.

This report provides the summary results of the 2006 Survey of Operating Costs for early childhood education (ECE) services.

This is the home page for the Education Statistics of New Zealand publication series. These publications provide basic information on the education sector.

Equity Funding is a small amount of additional funding for early childhood education (ECE) services intended to reduce educational disparities between different groups, reduce barriers to participation for groups underrepresented in ECE, and support ECE services to raise their level of educational achievement. This evaluation of the initial uses and impact of Equity Funding, funded by the Ministry of Education, is intended to contribute to the development of policy within the early childhood education sector.

This analysis of trends in Māori in early childhood education and schools was commissioned for Hui Taumata 2005.

A review which synthesises recent literature about ICT use in early childhood education, prepared for the Ministry of Education by the New Zealand Council for Educational Research.

A survey of employees in early childhood education (ECE) teacher-led services.

Evaluation of Pathways to the Future will take place over the next 10 years. The Ministry of Education has commissioned a logic model to use in this evaluation. The logic model shows the intended outcomes of the strategic plan and the pathways towards these outcomes.

The Ministry of Education commissioned this evaluation to examine three aspects of professional development (PD) in the early childhood education (ECE) sector: describing the current delivery of PD; identifying barriers and success factors for delivery of the PD programmes; and identifying their impact. The evaluation covered the provision of whole centre PD in the calendar year 2000.

This scoping report was commissioned with the inter-relationship between children’s language acquisition, their cognitive development, and quality teaching in immersion and bilingual settings as the broad topic area for investigation. The report is comprised of three components: the first compiles of a profile of immersion and bilingual Pasifika early childhood education in 2001; the second reports on a consultation exercise with key stakeholders; and lastly an essay on bilingualism and second language acquisition in early childhood.

Two outcomes of research and development are described in this report. One is the development of a set of resources suitable for family literacy education. The second is a set of research goals involving Māori and Pasifika families.

The Māori Women's Welfare League undertakes a parent support & development programme: Whanau Toko i te Ora. This is an evaluation of the progress of whanau moving though the programme. It involves an overall account, based on the database held at the Māori Women's Welfare League; and includes the write up of 16 case study interviews.

This research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants. Picking up the Pace was a component of the Early Childhood Primary Links via Literacy (ECPL) Project which was part of a much broader project, Strengthening Education in Mangere and Otara (SEMO), which aimed to raise achievement significantly among students in these two communities.

The purpose of this research is to investigate the quality and outcomes of the work that Early Childhood Development (ECD) services does in these two areas. Specifically the evaluation seeks to describe the services provided, identify the outcomes, identify how well advice and support are provided and identify barriers that impact on achieving outcomes. Interviews with Ministry of Education and ECD staff and participants in programmes form part of the evaluation.