What is Early Childhood Education? Benefits and Risks
By Dr Sarah Alexander
Early childhood education (ECE) is far more than child‑minding, and it should not be reduced to the vague notion of “early learning”. ECE is the professional teaching and care of babies, toddlers, and young children from birth to age six in formal settings. In New Zealand, licensed and publicly funded early childhood services are the recognised providers of ECE, including kindergartens, playcentres, kōhanga reo, education and care centres, and home‑based services.
“Early learning” and “early childhood education” describe fundamentally different concepts. Early learning refers to the natural, everyday learning that happens anywhere – for example, a child hearing another child say the “f— word” and copying it. Early childhood education, by contrast, is a curriculum‑led, intentional educational service delivered by qualified teachers. When these terms are blurred, the public’s understanding of what early childhood education is and the importance of qualified teaching, curriculum, and professional practice matter is weakened.
Early childhood education is organised, intentional, play‑based teaching and learning led by ECE‑qualified teachers (in teacher-led centres) or trained educators (in homes and playcentres). In home‑based services, educators are supported by a visiting teacher; in Playcentres, parents undertake training in supporting children’s learning through play. The goal is to create environments that nurture cognitive, language, social, physical development and skills, support physical and mental health and wellbeing.
In summary early childhood education in New Zealand is a highly skilled, play‑based, curriculum‑driven profession that supports children from birth to age six. Through Te Whāriki, teachers create rich learning environments that build the early foundations children need for future achievement.
Children’s Learning and Teaching Approaches in ECE
Some people think early childhood education is about preparing children for school through structured teaching of letters, numbers, colours, reading, and writing. Others assume ECE teachers are “babysitters” because they spend time caring for children and supporting play.
Play is how young children learn best. Skilled, ECE-qualified adults guide children’s exploration, thinking, language, social skills, and emotional development.
The best preparation for school is not early academics – it is providing children with a rich range of experiences and helping children develop:
- independence
- problem‑solving
- resilience
- social confidence
- curiosity
- self‑regulation
ECE supports parents too. While children learn, parents can work, study, rest, or manage other responsibilities.
The Real Purpose of Early Childhood Education
ECE is often discussed as a way to support parents’ participation in the workforce. While this is a benefit, it is not a purpose of early childhood education – just as the purpose of schooling is not childcare.
The purpose of ECE is:
- providing children with learning and social experiences outside of their family home
- investment in children’s learning and development
- support for parents and whānau
Any government or country that treats ECE primarily as childcare for parents to be in paid work and for labour‑market needs risks distorting regulation. It also risks prioritising keeping services running over children’s safety and the quality of education, and narrowing the types of ECE provision available to families. High‑quality ECE must remain focused on children, skilled teaching, and the early foundations that support lifelong learning.
Different Types of Early Childhood Education Services
New Zealand offers a wide range of ECE options. Each provides early childhood education in different ways, but all must meet licensing standards and implement the national curriculum, Te Whāriki.
Parents wanting to learn about choices can use the Kiwi Parent Guide to Early Childhood Education – My ECE. which outlines what to look for when choosing an ECE service. Choosing an ECE.
The Teaching Approaches Behind ECE
New Zealand’s early childhood teaching draws on influential theorists such as Bronfenbrenner, Vygotsky, Rogoff, Erikson, Bruner, Piaget, and Montessori. These theories help teachers understand how children learn and how to respond purposefully.
When teachers notice children’s learning, they use theory to guide their decisions. This makes teaching intentional, meaningful, and exciting, bringing each child’s learning to life.
Te Whāriki: New Zealand’s Early Childhood Curriculum
Every licensed ECE service must implement Te Whāriki, New Zealand’s world‑leading early childhood curriculum.
Te Whāriki:
- sets out expectations for children’s learning and development
- provides learning outcomes
- guides teachers’ planning, assessment, and evaluation
- encourages a local curriculum that reflects each service’s community, culture, and identity
Rather than prescribing formal subjects, Te Whāriki focuses on dispositions, lifelong learning skills, and individual progress. Teachers view each child as unique and design learning that supports curiosity, independence, problem‑solving, and confidence.
Benefits and Risks of Participating in Early Childhood Education
High‑quality early childhood education offers powerful benefits – but only when the environment and teaching meet evidence‑based standards.
Benefits of Quality ECE
Research shows that quality ECE supports:
- stronger cognitive development
- better social and emotional skills
- improved language and communication
- smoother transitions to school
- long‑term educational achievement
These benefits rely on high‑quality environments, including:
- safe outdoor playgrounds
- healthy indoor noise levels
- good air flow
- adequate physical space
- stable staffing
- small group sizes
- strong adult‑child ratios
- ECE‑qualified teachers
These indicators of structural quality are essential for children’s wellbeing and learning.
Risks When Quality Is Low
Not every child goes home safe at the end of the day. Serious incidents and child harm happens in New Zealand ECE services. We also see rising concerns about children’s mental health and declining academic performance later in schooling.
Poor‑quality ECE contributes to these risks.
Examples include:
- overcrowded rooms
- high noise levels
- poor ventilation
- too many children together and no use of small grouping practices
- low staffing levels
- high staff turnover
- adults without ECE qualifications leading children’s learning
- regulations that allow primary‑trained teachers to be “Person Responsible”
Quality ECE is the answer but it must be high quality.
This is why evidence‑based standards matter. For example:
- adult‑child ratios should apply per group, not across the whole premises
- ratios should be met by ECE‑qualified teachers, not unqualified or unrelated staff
- staffing stability should be protected
- group sizes should be kept small
Learn more: ECE quality indicators
The Role of Home Learning Environments
A child’s home background and learning environment plays a major role in determining how much benefit they gain from ECE.
- If the ECE programme is better resourced than the home environment, the child is likely to benefit academically.
- If the home learning environment is stronger than the ECE programme, the child may gain little advantage.
- Parents’ education levels and home learning experiences have a major influence on children’s development.
Every child deserves ECE that is at least as good as their home environment.
The “Wash‑Out” Effect
Learning gains from ECE can fade quickly if the child later attends a low‑quality primary school. This is why transitions to school matter, and why early childhood and primary teachers are encouraged to work together.
Quality must continue across the whole education pathway.
