quality of education in new zealand

by on oktober 24, 2020

Well-led early childhood services are places where managers, educators, children and their parents and whānau all have opportunities to contribute and learn. Educators responded to children’s interests, strengths, experiences, and conversations, and sought to increase parent participation in assessment.

The information shared gave educators a starting point to document children’s learning, with many weaving whānau expectations through narrative assessments in profiles and portfolios. Recent changes in centre operations reflect parent and whānau preferences, and are the result of planned consultation with the community. Developing and maintaining positive, professional relationships between staff is seen as a necessary starting point for developing relationships with children and their whānau. Teachers are very aware of the particular characteristics and preferences of the young children with whom they work. the role of the family and/or community in collaborating to support children’s learning. Initially they lacked confidence but their commitment to supporting Māori children at their centre was a strong motivator. In high quality services, the physical learning environment is stimulating and inviting and gives children independent access to a wide range of interesting resources. The virtues are expressed in te reo Māori and in English. Educators are highly reflective practitioners. Infants are immersed in a language-rich environment and spend time in a variety of positions and places, alone as well as interacting with others around them. Homeschooling is not a particularly popular method. The provision of appropriate ICT helped to reduce educators’ workloads, and also allowed them to involve children, parents, and whānau and make learning visible to them. The supervisor is focused on improving staff understanding of best teaching and assessment practices and the educational theories that support them. In high quality services, educators support toddlers’ ability to choose where to play, and encourage their independence and self management. Board members and teachers have been involved in Te Tiriti o Waitangi workshops. Educators valued what children brought to their learning. Professional learning and support for managers and educators keeps them abreast of developments in early childhood education. In Success for Māori Children in Early Childhood Services, ERO reported on effective teaching strategies for Māori children. These include traditional universities, Institutes of Technology and Polytechnics (ITPs), Private Training Establishments (PTEs), Industry Training Organisations (ITOs) as well as Wananga (Maori institutions). Tertiary education is partly state-funded, and permanent resident students have their tuition subsidised. As a result, children are nurtured and feel secure. Leadership promotes team work and underpins the development of successful learning communities. The younger children learn from the older ones and the older children learn perseverance. New Zealand ranks above the average in health status, income and wealth, environmental quality, personal security, civic engagement, housing, subjective well-being, education and skills, jobs and earnings, and social connections but below average in work-life balance. Teachers acknowledge children as capable learners who can direct their own play. This helped to build educators’ understanding about self review and gave them opportunities to put new learning into practice.

Professional learning and support: what do educators do to keep up to date with current research and development and how do they improve their practice? NZ Educational Institute spokesman Paul Goulter praised teachers' work. ERO’s national evaluation reports have reported on quality in relation to the provision of a bicultural curriculum. They facilitated regular meetings to plan reviews, analyse data and discuss review findings. First impressions count and such practices as offering parents a cup of tea or coffee help to create space for informal discussions. The Quality of Assessment in Early Childhood Education, reported on the outcomes of self review: Robust and rigorous self review of teaching and assessment practice helped educators make outcomes positive for children.

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In the context of this centre, the teachers, whānau and children learn from one another. Is Christchurch an earthquake prone zone? Planning and undertaking relevant professional learning to assist with bicultural development was critical. Some services had developed a framework to guide planned reviews that were aligned to the documented strategic direction in their long and short term plans. Māori children confidently led karakia and waiata in many of these services. The approach advocated in Ngā Arohaehae Whai Hua: Self-Review Guidelines for Early Childhood Education was followed to establish indicators of quality practice, gather evidence from a range of sources, analyse results, and make informed changes to practice. Families and staff have a close working relationship that benefits children. ►Banking, Money and Taxes in New Zealand gives information on expat financial matters, ►For more on daily expenses, see Cost of Living in New Zealand.

ERO evaluates and reports on the education and care of children and young people in early childhood services and schools. The strategic direction and philosophy of these services matched their policies and procedures for planning, assessment, evaluation, and consultation. Success for Māori Children in Early Childhood Services: Good Practice, highlights good practice in two services where relationships were central to their work with Māori children and their whānau. Young children are engaged in sustained conversations and given time to think and to formulate their responses. Effective management: what systems are in place to ensure high quality? Implementing Self Review in Early Childhood Services (January 2009), reported the value of leadership for self review: Leadership support and direction for self review had a positive influence on understanding and implementation. Teachers are strong advocates for the right of every child to receive high quality education and care irrespective of their age, ability, gender or ethnicity. In high quality services, educators respect each family’s culture and actively seek opportunities to develop relationships with parents and learn more about their children. These services also used the assessment process to build and improve on their interactions and relationships with parents and whānau. According to ERO’s report The Quality of Assessment in Early Childhood Education: Regular and ongoing professional development and low staff turnover were key factors in educators’ development and implementation of assessment policies and practices.

ERO has found that services with a mix of qualified and unqualified educators can provide high quality early childhood education, when all have the opportunity to participate in professional learning that develops their knowledge and practice. They use national and international research to think about their practice and make changes.

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