ERO report a reminder to invest in quality ECE

ERO report a reminder to invest in quality ECE - for immediate release

The release of the ERO report 'The Quality of Education and Care in Infant and Toddler Centres http://ero.govt.nz/ero/publishing.nsf/Content/ece-mono-infant-toddler-jan09 ' demonstrates the need to continue to invest in quality says Te Tari Puna Ora o Aotearoa / NZ Childcare Association Chief Executive Nancy Bell.

A number of factors have influenced the report's findings, as Nancy explains, "the early childhood education sector has been through a period of sustained growth and the government only began implementing the ECE Strategic Plan in 2002. During this period, we have seen significant shifts towards quality."

The report dates back to 2005, when the qualified teacher requirements were first initiated. "We are not wholly surprised by the data in the report as it is largely historical. Teacher qualification targets have increased and this should enhance quality in many of the services. The majority of non-compliances were for relatively small and easily remedied issues. The problems for the majority were not systemic failures."

Some of the findings are of concern to NZCA, but need to be kept in perspective, "we want to see every centre offer the best possible standard of education and care, and any non-compliance is a concern, but only 8% of centres in the report were recommended for supplementary reviews compared to a national average of 12-15%."

Karla Tardieu is the Early Childhood Manager for YMCA Gisborne and she has seen significant changes over the last few years, "there's been a huge shift in quality at services which provide for under-twos since they began employing more qualified teachers. However, teacher child ratios are still an issue. Even though many centres exceed current teacher child ratio requirements for under-twos, they still find themselves stretched to deliver quality teacher child interactions."

"Our members understand the critical importance of the continuing investment in quality. To achieve high quality ECE we need to keep lifting the bar on teacher qualification targets and improve teacher child ratios. This monograph raises questions for parents seeking ECE for their under twos. Our advice is to look carefully at the way ECE services invest in their teachers and supports them to have sustained relationships with children" said Nancy.

ENDS

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