Early Learning
In education law, there is no such thing as an “early learning centre” or licenced early learning service. The correct term is “early childhood education”.
Yet it is becoming increasingly common for centres, government agencies, and political leaders to use the term “early learning” as if it were interchangeable with early childhood education. It is not. And the shift in language is neither neutral nor harmless.
Although the two terms are often used as synonyms, “early learning” and “early childhood education” describe fundamentally different ideas.
One refers to natural, everyday learning that happens in any environment. The other refers to a professional, curriculum‑led educational service delivered by qualified teachers. When the terms are blurred, the public’s understanding of what early childhood education is and why it matters is weakened.
Why officials and political leaders say “early learning” and not “ECE”
Some officials may default to “early learning” because they do not fully grasp early childhood education or the research demonstrating how critical the first five years are for lifelong outcomes.
There is also a political dimension. Government agencies increasingly use “early learning” to support a view that the main purpose of an early childhood service is to mind children while parents work. When this framing takes hold, the teacher’s role is minimised and the educational purpose of the service fades. It becomes easier to treat early childhood education as childcare or even babysitting, rather than as a professional educational sector grounded in curriculum, pedagogy, and qualified teaching.
This shift in language has real consequences. It supports lower pay for teachers who work with young children and reinforces policy decisions that position early childhood services as less valuable than schools or tertiary education. When the work is framed as “early learning,” rather than education that requires expertise, the need for qualified teachers becomes less visible.
This stands in stark contrast to schooling, where teaching is central and teachers are expected to show clear impact on children’s knowledge, thinking, and skills. When early childhood education is rebranded as “early learning,” the professionalism of teachers and the educational mandate of the sector are both diminished.
What is ‘early learning’?
Te Whāriki, our national early childhood curriculum, positions children as competent and capable learners. That idea is turned upside down when we refer to children as “early learners.” The term implies they are at the very beginning of learning, rather than already curious, capable, and actively constructing knowledge every day.
Early learning can happen anywhere:
- in a carpark
- at the supermarket
- in the bathroom
- while watching television
- through interactions with adults, peers, or animals
It can also arise from negative experiences, such as emotional deprivation or insecure attachment. In other words, early learning is any natural, unstructured learning that occurs spontaneously. It does not require a teacher, a curriculum, or an intentional plan. It is simply the learning that happens before a child reaches competence in a particular area.
| Why is early learning is effortless for kids? Because no one has to teach them how to find trouble – it is their natural talent 😆 Why do children not need a teacher for early learning? Because they can master the “F” word, and the art of doing up jacket buttons unevenly, all on their own 😂 Because no one has to teach them how to turn a couch into a trampoline, they just do it. Because no one has to explain that crayons taste weird. They will test that theory themselves. Funny, right? But jokes aside, quality early childhood education deserves serious thought. It is far more than the spontaneous early learning children do naturally. It is intentional, professional teaching that helps children grow, thrive, and build strong foundations for life. |
What is early childhood education?
Early childhood education is different to early learning. ECE is intentional, relational and grounded in professional knowledge about child development and pedagogy. Teachers design environments, interactions and experiences that support children to grow as confident, capable and connected learners. ECE is not just about learning happening – it is about education happening.
Why the distinction matters
When centres call themselves “early learning centres,” they lower themselves to being seen as purely as a childcare service.
Language shapes perception.
When the sector is framed as “early learning,” policymakers can justify lower funding, lower teacher‑qualification requirements, and a low status for the sector within the wider education system.
When it is understood to be education, not “early learning,” expectations rise. Children benefit from stronger protections, and teachers along with the whole of the early childhood sector gain higher professional regard.
READ MORE:
- Defining early childhood education
- The politics of early childhood education in which the author states: “The Ministry of Education is using the moniker “early learning” more and more in all its written and spoken communication about early childhood education. It’s adoption is believed by officials to have stemmed back to discussions within its ECE team about being inclusive of playgroups. Playgroups do not need to offer the national early childhood education curriculum (Te Whāriki) or be led by degree qualified teachers registered with the Teaching Council.”
A question for you:
Is “early learning” the best we can offer?
Or, are we willing to insist that early childhood education is real teaching, delivered by professionals whose expertise draws on research, theory, and deep pedagogical skill?
We’d love to hear your view on this topic, add a comment or reply below.
