Introduction

Starting Strong surveyed early learning staff and leaders across 16 countries and education systems.

In New Zealand, 327 kaiako and 72 leaders from Education & Care services, Kindergartens, Playcentres, and Home-based settings took part in mid-2024.

Due to the low participation numbers the survey responses can only represent the experiences of the individuals participating and cannot be generalised to the wider workforce.

However, we hope that by presenting the information provided by those who opted to participate we can offer insight into experiences of those working in early learning, and identify areas for further exploration.

We thank those participants for their contributions and willingness to take part.

Key findings

Both kaiako and leaders prioritised developing skills and traits for young children that aligned with social-emotional development, engagement in learning, creativity, and communication.

Leaders also reported that it was of high importance to involve whānau in the process.

Across participating kaiako, a high proportion regularly engaged in both literacy and numeracy activities with children throughout the week or day.

The highest frequency activities related to supporting children’s social and emotional development.

Practices that supported children to develop independence and autonomy were also a regular feature of practice.

A high proportion of kaiako reported that they often or always carried out adaptive practices or scaffolding to suit children’s level of development, interests, or other needs.

They also reported a high frequency of engaging with children in a range of ways that support language development.

Kaiako participants reported a fairly high levels of participation in PLD across a range of topics, although about half agreed that time and cost were barriers to access.

Three areas of reported need for PLD had over half of kaiako reporting a moderate to high need: working with children with learning support needs, Māori language and culture, and working with dual/second language learners.