Chief Advisor

Dr Sarah Alexander – Expert and Leader in Early Childhood Education

Sarah Alexander is widely recognised as one of New Zealand’s leading figures in early childhood education, with more than 40 years of service to the sector.

Sarah is actively involved in the sector – advising service providers and managers on operations, conducting policy analysis and offering guidance to public officials, reviewing academic research, writing for early childhood professionals, leading OECE initiatives, and supporting parents, community organisations, and other worthy projects.

With thoughtfulness, deep compassion, and courage, she has provided strong leadership on many critical issues. She has also been a role model and mentor to countless educators, inspiring and supporting generations in the early childhood field.

Qualifications: Ph.D. (Otago); M.A. (Hons); B.A.; Higher Dip Teaching; NZ Free Kindergarten Union Dip; Montessori Dip. (Distinction), London.

Biography

Having just turned 19, Sarah became possibly the youngest head teacher in New Zealand’s Free Kindergarten sector, winning the role despite a nation-wide shortage of positions for new graduates and teachers.

Examples of early academic and international work

Sarah was the first kindergarten‑qualified teacher in New Zealand to earn a Ph.D., at a time when further study in early childhood education was uncommon.

She joined an international group of leading experts, meeting in cities such as Budapest and Seville to share research and practice. For the New Zealand Ministry of Education she reported on the implementation of the Before Five (1988) administrative reforms, examining quality across diverse services and the effects of the new charter requirements.

Research leadership and publishing

In 1997 Dr Alexander founded the New Zealand Early Childhood Research Network to support emerging researchers and grow the national research base. She also launched the New Zealand Research in ECE Journal, the country’s first peer‑reviewed academic journal dedicated to early childhood education (this is now known as the NZ International Research in ECE Journal).

Academic roles and research interests

Sarah lectured in early childhood education at Wellington College of Education and later at Massey University, where she taught human development, infants and toddlers in ECE, and educational psychology to students across education, psychology, and allied health programmes. She developed and delivered the first master’s‑level paper in quality early childhood education.

Her research has covered the effects of childcare on children, women’s participation in paid work, breastfeeding‑friendly ECE services, men’s experiences in teaching, support for gifted children, and the outcomes of parent education and support programmes.

Publications and advisory work

Dr Alexander authored Quality Teaching Early Foundations: Best Evidence Synthesis, commissioned by the New Zealand Ministry of Education. It was one of the first three publications in the Iterative Best Evidence Synthesis programme, alongside syntheses on schooling and on families and community.

Over the years she has advised multiple Members of Parliament who have served as ministers or education spokespeople, both in opposition and in government, and has served on numerous government and Ministry advisory groups and consultation processes.

Personal

Sarah and her husband, economist Tony Alexander, are parents to five children. Tony’s career spans nearly 26 years at BNZ, including almost 25 years as Chief Economist. He now works independently, providing commentary, research, and speaking engagements for businesses in the wealth management and property sectors.

Commitment and Caring

At the heart of Sarah Alexander’s work is a clear commitment to improving outcomes for children. She combines sharp intellect with a deeply caring approach and practical approach in everything she does.

Some examples of research, advocacy, and public engagement:

• Pay parity for ECE teachers: In 2019 Dr Alexander conducted a survey on the continuation of salary attestation rates. The results led her to organise a public meeting on teacher pay, establish a pay‑parity steering group, and launch a campaign. This work contributed to the Labour Party’s election promise to introduce pay parity for ECE teachers.
• Investigating child safety incidents: Dr Alexander has reported on cases of child death and serious injury to highlight awareness of safety gaps and regulatory weaknesses. For example, her investigative report on a toddler choking on age‑inappropriate food, together with a targeted release strategy, helped raise public awareness and contributed to changes in ECE regulations.
• Challenging organisational change: Through investigative articles and support for concerned parents, she exposed problematic proposals at the Auckland Kindergarten Association. Her work helped halt the proposed changes, contributed to a leadership change at AKA, and supported a return from a for‑profit management model to a community‑based approach.
• Pushing for transparency and accountability: By using Official Information Act requests and engaging with the media, Dr Alexander pressed the Ministry of Education to be more transparent in handling complaints about ECE services. This pressure helped prompt improvements in complaint investigations and reporting.
• Addressing gender bias in ECE: She led the first known New Zealand study on the experiences of male early childhood teachers, organised the inaugral ECE Men’s Summit (which led to the formation of EC‑Menz), established scholarships, and continues to advocate for gender balance in the ECE teaching workforce.
• Revising professional practice guidance: Dr Alexander challenged the teachers’ union NZEI’s no‑touch policy, successfully arguing that appropriate touch has a place in caring for young children. Her advocacy contributed to a change in the union’s position.

These examples illustrate how Sarah’s research, advocacy, and public engagement have driven practical changes that improve safety, equity, and quality in early childhood education.