The economics of Early Childhood education: by MiGX5Hek


									What is the value of ECE to children,
        families and society?

              Diti Hill
   Early childhood education in Aotearoa/New
    Zealand is complex
   Our history, our early childhood politics, the
    diversity of early childhood provision and our
    commitment to Te Tiriti o Waitangi are woven
    together in a rich and complex ‘whariki’
    Understandings of ‘EDUCATION’ in early
    childhood settings have always been varied
    and offset by understandings about ‘CARE’
   ECE remains a non-compulsory part of the
    education sector
   ECE remains diverse in its provision
   ECE remains wide open to market forces
   ECE remains varied in the areas of
    management and leadership
   Could things have been different?
   Were we lulled into a false sense of security by
    a chain of positive outcomes?
   Must the historical decisions that have been
    made and the consequences of directions taken
    be part of what we do next?
   Can we stand up to what some see as the
    erosion of everything that has been gained for
   There is a fundamental tension between early
    childhood education as a profit-driven market
    response to trends in employment and early
    childhood education as the cornerstone of
    citizenship and lifelong learning.
   It looked for a while as if we might see a
    coming together of economics, politics and
   In 2010 that vision is fast being eroded
   A few oases of inspiration, strong leadership
    and innovative practice
   A prevailing undercurrent of apathy,
    unhappiness and inaction amongst qualified
   Stories of management over-riding pedagogical
   An uncertain future for newly graduated
   Adults in ECE must be ethically committed to
    the children they educate
   Adults in ECE must strategise and be critically
    aware; they must not be ‘done to’
   Adults in ECE must find their place as
    professionals in a market driven workplace
   Adults in ECE must look through and beyond
    rules, regulations, directives and policies to an
    ethical and professional practice
   While we, the adults, continue to struggle with
    the complexity of early childhood education,
    children from birth to 5 years of age continue to
    learn and develop: for better or worse, with or
    without us…
   How can we all keep the focus on the best
    interests of children in early childhood?
   How can we support those adults finding the
    struggle just too hard?
TEEB report on biodiversity (October 2010):
“The pollination of plants by insects is valued at
  $212 billion a year and must be factored into
  the political and economic policies of all

What value should be placed on the learning and
  development of our youngest citizens?
Imagine if that was factored into our political and
  economic policies…

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