ECE Internal Financial Control Systems.
Why internal control?
Internal control systems are normal in business and society and will be expected of you by your staff, fellow owners, parents, board members, bankers and financiers.
They help establish a climate of good control which produces reliable financial records, good management
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It is prestigious to belong to the OECE. Membership is usually by invitation. Online applications can be made if you think your service meets the criteria. To be a member a service must have as its first priority a focus on being high-quality for children and families. It must also agree to follow the standards in the Code of Conduct for ECE Services.
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Management and ECE employment resources and advice will be at your finger-tips 24/7. We have so much available in the service provider area of our website – ranging from templates for policies, guidance on managing cashflow and debtors, staff drug use, negotiating pay with staff, and through to topics such as best sandpit design.
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Anyone thinking about getting a job in ECE working in ECE or thinking about moving to a different service will find clear, practical information in this article about pay rates, employment conditions, and what to expect in different roles. It explains everything from starting salaries and pay‑step calculations to workplace rights, benefits, and how to recognise a supportive, professional environment.
Discover the key organisations and sector groups shaping early childhood education in New Zealand – who they are, what they do, and how they influence the services, policies, and people at the heart of the ECE sector.
Getting a job. How can my ECE qualification help me to get a job? With an early childhood teaching qualification you may find yourself attractive
Waiting times for early childhood education have dropped across the country, with new figures showing families are generally getting faster access to services than they were two years ago.
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OECE chief advisor Dr Sarah Alexander says that although the figures point to easier access, the shift is more likely to reflect a drop in demand than an increase in supply.
The ECE Sector Confidence Survey 2021 shows that confidence in the government has slipped. There seems to be a new wave of despondency through the
After 5-year-old Malachi Subecz was murdered by his caregiver in November 2021, a report into the circumstances surrounding the case recommended that the rules around child protection systems in Early Childhood Education centres be updated, to prevent a similar tragedy from occurring.
What is the Pay Gap and NZEI’s Promise. By David Haynes. October 3, 2019. NZEI’s New Campaign to ‘Fix the Pay Gap’ Amid much fanfare
Why the ECE free lunches contract is under scrutiny OPINION/ANALYSIS. June 18, 2025. Associate Minister of Education David Seymour was in talks with KidsCan about
FULL REFERENCE: Postlewaight, G. (2024). Early childhood teacher engagement with place-based education: Professional learning at the Ōtātara Outdoor Learning Centre. NZ International Research in Early Childhood Education Journal, 26, pp. 69-83.
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ABSTRACT: This article explores the second cycle of an action research project, undertaken to determine how to support local early childhood education [ECE] settings to utilise the nature-based education space, the Ōtātara Outdoor Learning Centre [ŌOLC], at Te Aho a Māui Eastern Institute of Technology [EIT] in the Hawke’s Bay (NZ). The first cycle of the research involved a focus group to introduce local early childhood kaiako (teachers) to the space and to ascertain the possibilities and opportunities for them to make use of the location with tamariki (children) to facilitate place-based education (PBE). This second cycle examined the professional learning experiences provided to the focus group to increase their knowledge and confidence to facilitate appropriate and inclusive nature and place-based experiences with tamariki. Two professional learning workshops enabled participant kaiako to familiarise themselves with the ŌOLC space through the sharing of whakapapa (genealogy) and pūrākau (historical stories) of the rohe (region), and to experience possible approaches for place- based teaching and learning. Although this is a small-scale research project, the value of the experiential learning about PBE, and the need for kaiako professional learning is evident from the participant discussion, reflection and feedback. Participants recognised this pedagogical approach and its relationship to bicultural practice, honouring Te Tiriti o Waitangi and building local curriculum as a foundation of authentic practice.
KEY WORDS: Kaiako, action-research, professional learning, place-based education, kaupapa Māori (customary practice, approaches), pūrākau, learning in nature, play.
INTRODUCTION
The whakataukī (significant traditional saying) above aligns with the intent of Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa, Aotearoa, New Zealand’s early childhood education curriculum(Ministry of Education [MOE], 2017). Te Whāriki (2017) articulates how tamariki learn in a holistic way that encompasses each of the contexts identified in Bronfenbrenner’s (1979) ecological model: whānau (adults in the life of the tamaiti, (the child), local and wider community, and national and global contexts. Such learning occurs when their whakapapa (genealogy), identity, mana (prestige) and mauri (life force) are nurtured within learning experiences and teaching approaches that value, respect and affirm their connection with papatūānuku (mother earth), place, language and culture. The teaching approaches include; place-based education (PBE), which offers tamariki opportunities to: connect with: taiao (nature), papatūānuku, local pūrākau and to experience te ao Māori (Māori world view) kaupapa. Williams, et al. (2023) describe te ao Māori further, as ngā aronga, identifying that this acknowledges that there are multiple world views that are iwi and hapū (tribe) based. Embedding kaupapa Māori pedagogies of learning and teaching, as described above promotes, respects and protects Te Tiriti o Waitangi (The Treaty of Waitangi) (University of Auckland, n.d.). Embodied within place-based experiences is a rich local holistic curriculum that includes; te reo and tikanga Māori(language, values, philosophies, and cultural customs), literacies, mathematics, science, the Arts, history – both Māori and Pākeha (New Zealander of European descent). These experiences also foster social and emotional competency, education for kaitiakitanga (guardianship and sustainable approaches), utilising play and child initiated experiential learning approaches.
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