Endorsing Third Party Schemes and Products.
What happens when parents see flyers / pamphlets and posters displayed in the entrance way of ECE services or when advertising material is sent home in children’s bags?
These might be from the Ministry of Education to promote the choices that it wants parents to make, or a new government scheme
Not a member? Service owners, managers, and community organisations may apply to join as a service provider.
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.
Running a parent survey when you want to do one is simple – we handle it for you and provide you with a confidential copy of the results. We will also cover the cost of the survey.
Promoting your service online to parents is taken care of. The OECE has partnered with the My ECE website and the ECE Parents’ Council Aotearoa to give members free advertising for their service. For details directly contact My ECE
Free subscription access to the ECE Newsroom – your service provider member login will let you view everything in the ECE Newsroom.
Complimentary access to over 25 years of published NZ and international research – your service provider member login gives you free access to the Research Library and support.
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.
We will make running a staff survey simple for you. You can use our specially designed survey. We collect the results and will provide you with a confidential report of the findings. (50% discount available to service provider members).
Did you know that the OECE meets personally and regularly with the Ministry of Education national team, and the regulations committee and other forums?
Political leaders and journalists are able to use the OECE to gain deeper knowledge on a topic or issue, and we provide a sounding board for ideas and feedback.
Members have a direct line of communication with Dr Sarah Alexander, to bring to Sarah’s attention and discuss what’s affecting your service and community of children, families, and staff.
We are committed to keeping membership prices affordable and providing value for money.
Membership rates start at just $250 for 12-months. Or join for 2 years for only $350. For providers with multiple licensed services, the rates reduce per service the more licensed services you operate.
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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.
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The Green Party Has Released its ECE Policy: OECE Provides its Response Wednesday, 14 May 2025, 11am Press Release: Office of Early Childhood Education The
Oppositional Defiant Disorder is a behavioural disorder that results in negative and hostile behaviour from a child.
This article explains:
The signs or what to look for when identifying Oppositional Defiant DisorderWays to help a child with the disorder
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Redundancy and the process for making a position redundant.
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Whatever the reason, there are certain processes to follow to ensure you do not run into legal problems.
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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.
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