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Nuances and Perceptions of Home-based Early Childhood Education

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FULL REFERENCE: Davitt, G., Chellapan, L., & Keighron, C. (2025).  Nuances and perceptions of home-based early childhood education in Aotearoa New Zealand.  NZ International Research in Early Childhood Education Journal, 27, pp. 56-68.

ABSTRACT: Home-based early childhood education (HBECE) describes a type of early childhood education and care (ECE) that encompasses several widely recognised philosophies and pedagogical practices. Among psychologists, counsellors, therapists, and education professionals, there has been an increasing interest in researching HBECE. The aim of this research was to gain a broader view of the specific context, nuances, and perceptions of HBECE in Aotearoa New Zealand. Four focus group online interviews, with eighteen participants in total were held. The participants were service providers, visiting teachers, educators, and parents. From the interviews we identified benefits, challenges, and the overall perception of HBECE. Benefits focused on the family type environment, relationships, continuity of care, and small group size. Participants spoke of licensing and funding changes, namely: regulatory compliance, funding, and documentation. They perceived HBECE to be undervalued within the wider ECE sector and the community at large.

KEY WORDS:  Group size, continuity of care, home-based ECE, personalised learning, flexible childcare.

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INTRODUCTION

Home-based early childhood education (HBECE) is distinct from centre-based early childhood education (ECE). The term “home-based education and care” was first developed in the 1970s to reflect the provision of education and care experiences for children in a familiar home environment. In Aotearoa NZ, HBECE is provided by an educator in their private home for one to four children. According to the Education Research Office (ERO) (2018), a key factor in the success of HBECE is the personalised service it provides.

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