This paper reviews policy approaches to increase the participation of children from low socio-economic families in quality early childhood education. Problems are identified with current policy approaches and an equitable way forward is proposed.
FULL REFERENCE: Postlewaight, G. (2016). Removing socio-economic barriers to participation in early childhood education: Is current policy in Aotearoa New Zealand effective? NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 46 – 60.
ABSTRACT: Positive outcomes for children from low socio-economic families are increased through their participation in quality early childhood education (ECE) programmes (Organisation for Economic Co-operation and Development [OECD], 2011). Present Government policies and initiatives in New Zealand focus predominantly on increasing participation as a long term solution to equitable access to education. Such a one dimensional solution does not address the underlying barriers that hinder participation for children in poverty. Through the examination of current research, aspects of equal importance to access and participation that were central to Pathways to the future: Ngā Huarahi Arataki, a 10-year strategic plan for early childhood education (Ministry of Education [MoE], 2002) are identified and discussed. Specifically, the goals to: “increase participation in quality in ECE services, improve quality of ECE services and promote collaborative relationships” (MoE, 2002, p.3) are considered in relation to past and current policy. This position paper offers for deliberation an alternative cohesive solution to break down the barriers of access to ECE. A holistic, wraparound approach for families in poverty that includes health, well-being and education is presented as an equitable way forward.
Key words: Barriers to participation; equitable outcomes; socio-economic; policy; poverty.
INTRODUCTION
In 2011, the OECD acknowledged a range of affirmative outcomes for children through their involvement in early childhood education (ECE) programmes. They recognised that on-going involvement in quality early childhood education can: enhance children’s well-being, validate them as learners, ensure equitable educational outcomes and lessen the impact of intergenerational poverty.
If early childhood education is indeed a vehicle to lessen the impact of poverty, then the removal of the barriers to accessing quality early childhood education is imperative to help address the issues of child poverty in Aotearoa New Zealand. Through the examination of current research, this article addresses some mitigating factors that impact on families who are disadvantaged by their socio-economic circumstances and considers how these impose barriers to early childhood education. The intent and implementation of Pathways to the future: Ngā Huarahi Arataki. A 10-year strategic plan for early childhood education (MoE, 2002) is used as a framework for discussion. Government policies and present approaches to addressing access and inclusion in early childhood education for these families are reviewed, in particular, the effectiveness of the ‘20 hours ECE subsidy’ and ‘equity funding.’ An alternative cohesive strategy to removing the barriers to equitable participation in ECE is offered for deliberation.
