Hours of participation in early childhood education

Why This Is Important

Measures of participation need to capture information not only on enrolment, but also on the amount of time spent each week in each early childhood education (ECE) setting.  Time spent in early childhood education enhances future learning.  Total time spent in early childhood education has been found to have a significant association with 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).  Significant associations with mathematics and logical problem-solving continued to age 12 (Wylie, C. et al 2004).

A number of family factors influence the amount of time that a child spends in early childhood education.  There are varying levels of evidence about what length of time is best in different circumstances for infants, toddlers or young children in early childhood education.  In addition, the quality of the service and the level of staff qualifications are also linked to the experiences and opportunities available to children.

Indicator

Average hours of participation in early childhood education

Numerator: (Data Source: Ministry of Education: July Roll Returns)
Total weekly number of hours of attendance in early childhood education services, by service type.

Denominator: (Data Source: Ministry of Education: July Roll Returns)
Number of children attending early childhood education services, as at 30 June of each year, by service type.

Duration of hours of participation in early childhood education

Numerator: (Data Source: Ministry of Education: July Roll Returns)
Total number of children attending early childhood education services, as at 30 June, by hours enrolled, age, and service type.

Denominator: (Data Source: Ministry of Education: July Roll Returns)
Number of children attending early childhood education services, as at 30 June, by age and service type.