Participation in high quality ECE has significant benefits for children and their future learning ability. ECE can positively impact literacy, numeracy, and problem-solving skills well into the teenage years. ECE also encourages the development of cognitive and attitudinal competencies, and leads to higher levels of achievement and better social outcomes.
ECE Participation has been identified as a key factor in supporting vulnerable children which has led to its inclusion in the Better Public Services Programme, launched in 2012. This Programme aims to increase participation in early childhood education to 98% of all new entrants by 2016
Alternatively a large amount of early childhood education participation data is available from our statistics pages. See ECE Participation.
Table 1: Prior participation in early childhood education by ethnic group and gender (2016-2018)
Ethnic group
Did not attend ECE
Attended ECE
Prior participation rate (%)
2016
2017
2018
2016
2017
2018
2016
2017
2018
Female
0
1
1
9
9
11
100.0
90.0
91.7
Male
2
0
0
15
14
7
88.2
100.0
100.0
Māori
2
1
1
24
20
15
92.3
95.2
93.8
Pacific
x
x
x
x
x
x
x
x
x
Asian
x
0
0
x
0
0
x
0.0
0.0
Other
0
x
x
0
x
x
0.0
x
x
European/Pākehā
x
0
0
x
8
6
x
100.0
100.0
Total
2
1
1
24
23
18
92.3
95.8
94.7
Notes:
The data presented here are for the 12 months ending 31 December for each year. They are calculated using data released as part of the 2019 second quarterly update. These data may differ slightly from earlier or later quarterly updates.
‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian students. Where one gender has been suppressed the corresponding gender has also been suppressed. Please note schools with small numbers of new entrants (less than 20) often are subject to large fluctuations and may not provide a very reliable basis for comparison with other categories.
Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. MELAA (Middle Eastern, Latin American and African) are included under Other Students. MELAA (Middle Eastern, Latin American and African) are included under Other Students. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
The number of students with unknown prior ECE attendance has been excluded from both the numerator and denominator when calculating participation rates.
Table 2: Comparison prior participation in early childhood education data (2016-2018)
Comparison group
Did not attend ECE
Attended ECE
Prior particpation rate (%)
2016
2017
2018
2016
2017
2018
2016
2017
2018
Tongariro School
2
1
1
24
23
18
92.3
95.8
94.7
Waikato Region
182
192
195
6,016
6,159
5,888
97.1
97.0
96.8
Composite (Year 1-15)
97
83
81
2,459
2,669
2,568
96.2
97.0
96.9
State: Not integrated
1,902
1,781
1,677
52,606
52,541
50,494
96.5
96.7
96.8
Decile 01
533
495
492
5,413
5,432
4,958
91.0
91.6
91.0
New Zealand
2,043
1,929
1,827
58,968
59,078
56,755
96.7
96.8
96.9
Notes:
‘x’ = data has been suppressed where there are between 0 and 5 students in the denominator for a specific group, for example Asian students. Where one gender has been suppressed the corresponding gender has also been suppressed. Please note schools with small numbers of new entrants (less than 20) often are subject to large fluctuations and may not provide a very reliable basis for comparison with other categories.
Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
The number of students with unknown prior ECE attendance has been excluded from both the numerator and denominator when calculating participation rates.
Early Childhood Education
Participation in high quality ECE has significant benefits for children and their future learning ability. ECE can positively impact literacy, numeracy, and problem-solving skills well into the teenage years. ECE also encourages the development of cognitive and attitudinal competencies, and leads to higher levels of achievement and better social outcomes.
ECE Participation has been identified as a key factor in supporting vulnerable children which has led to its inclusion in the Better Public Services Programme, launched in 2012. This Programme aims to increase participation in early childhood education to 98% of all new entrants by 2016
Identical information is available by regional council and territorial local authority through the Know Your Region pages.
Alternatively a large amount of early childhood education participation data is available from our statistics pages. See ECE Participation.
Notes:
Notes: