“It’s ironic that the Minister of Education is calling for better outcomes in ECE at the same time as the Government is looking to reduce requirements and funding for qualified teachers” said Amanda Coulston, Kindergartens Aotearoa (KA)1 spokesperson.

The Minister of Education announced proposed changes to early childhood education (ECE) including the introduction of a ‘check list’ to measure what children can and can’t do before they start school.

“Although this is a National Party policy announcement as part of its election campaign, it is the Prime Minister and the Minister of Education announcing the details and making sweeping statements about children’s readiness for school with little evidence to back up the claim.” said Amanda Coulston. “It is misleading at best.”

“The minister acknowledges children don’t learn at the same rate which is why any suggestion of the same ‘test’ being applied to all children before they start school is highly dubious.” Amanda Coulston said. “Reducing the rich and complex learning of our youngest tamariki to a series of tasks is an alarming strategy and runs counter to the research and all we know about how young children learn about and engage with their world.”

Although many ECE services operate with 100% qualified teachers, many don’t – and in the past decade or so, successive governments have failed to lift the legal minimum from requiring only 50% of staff to be qualified teachers. “While the requirement remains at 50%, we continue to be subjected to government policies aimed at the lowest common denominator instead of guaranteeing all tamariki have access to fully qualified and registered teachers.” Amanda Coulston said.

The ECE sector was on track to have a fully qualified teaching workforce in place by 2012.

However the National government at the time, removed the policy target and stopped the funding to support it. “Imagine the outcomes we might have across the country now if that olicy had been fully implemented.” Amanda Coulston said.

Qualified teachers already monitor, assess, progress and report on children’s learning. They provide age appropriate learning environments and are intentional in the implementation of the curriculum and in their teaching. “Every young child in an ECE service deserves the very best to ensure they are supported and successful as they take the next step on their education pathway.” Amanda Coulston said. “Check-lists, tests and unqualified people working with them will certainly not achieve that.”