This article is premised on a view that early childhood education (ECE) is a public good and a child’s right. As such, there is no place for ECE services to be treated as a private commodity that is bought and sold in the marketplace. Yet, despite policies to transform its ...

Of great concern within the Ministry for Regulation’s 2024 Regulatory Review of Early Childhood Education report was recommendation number 10 that aims for greater flexibility in qualifications within the early childhood education (ECE) workforce. The recommendation directly undermines current policy objectives within the Early Learning Action Plan (2019–2029) which aspire ...

This article examines how government policies have undermined equity and access in early childhood care and education in Aotearoa. While flaxroots initiatives have historically fostered inclusive, community-centred, low- or no-cost early childhood models, recent policies favouring commercial providers have intensified disparities, particularly for Māori and Pacific communities. The analysis situates ...

This article critically examines recent regulatory reforms in New Zealand’s early childhood education (ECE) sector under the 2023 coalition government. It explores the implications of deregulatory policies highlighting concerns around reduced licensing criteria, weakened qualification standards, and diminished emphasis on children’s wellbeing. Drawing on Whānau Manaaki Kindergartens’ submissions and sector-wide ...

This interview situates the kōhanga reo movement—and the political and pedagogical leadership of Associate Professor Mere Skerrett—within the increasingly fraught context of regulatory reform in Aotearoa. As the current coalition Government advances a raft of legislative and regulatory rollbacks—such as the repeal of early childhood education (ECE) licensing regulations C5 ...

Transitions into early childhood education in a new country can be challenging for refugee and migrant children, their families, and teachers. This article presents pilot study findings that explored how two ECE centres, collaborating with a settlement centre, support positive transitions for families entering ECE settings. Research highlights responsive practices ...

Research confirms kaiako with disabilities promote diversity and inclusivity in ECE settings, yet face barriers limiting professional opportunities. This study surveyed ECE student kaiako and practising kaiako with disabilities about their preservice and inservice experiences. Analysis revealed accommodation types enabling success in initial teacher education and ECE settings. Findings emphasise ...