Participation in early childhood education

Relevance

Evidence from New Zealand and international research shows that the early childhood years are vital to a child’s development and to their future ability to learn.⁴⁷ Quality early childhood programmes prepare young children socially, physically and academically for entry into primary education and can help narrow the achievement gap between children from low-income families and those from more advantaged families.

Current level and trends

As at 1 July 2008, the apparent participation rate in licensed early childhood education services was 93 per cent for 3 year olds and 99 per cent for 4 year olds. These figures represent an increase from 90 per cent and 98 per cent respectively in 2007. Much of the growth in participation in early childhood education occurred in the five years between 1986 and 1991. Between 1997 and 2008, the participation rate increased by 14 percentage points for 3 year olds and by 7 percentage points for 4 year olds.

Figure K1.1 Early childhood education apparent participation rate, 3 and 4 year olds, 1986–2008

Source: Ministry of Education; Ministry of Social Development
Note: (1) These figures overestimate the true participation rate. Rates in excess of 100 per cent are possible because children can be enrolled in more than one service. (2) Includes licensed services only from 1990

Sex differences

Participation in early childhood education varies slightly by sex. In 2008, the apparent participation rate for 3 year old children enrolled in licensed services was 94 per cent for girls and 91 per cent for boys. For 4 year old children, the rates were 100 per cent for girls and 98 per cent for boys.

Participation by type of early childhood education service

In 2008, education and care services (49 per cent) and kindergartens (36 per cent) had the largest number of enrolments of 3 and 4 year olds in early childhood education. Much smaller numbers of children were enrolled in playcentres (5 per cent), home-based services (5 per cent), and ngā kōhanga reo (4 per cent).

Prior participation in early childhood education

The prior participation rate is an alternative measure that avoids double counting. The percentage of new school entrants who previously participated in early childhood education services has increased over the last eight years, from 91 per cent in July 2000 to 95 per cent in July 2008.

Ethnic differences

New Zealand European children are the most likely to attend an early childhood education service before entering primary school: 98 per cent, compared with 95 per cent of Asian, 90 per cent of Māori and 85 per cent of Pacific Year 1 students in 2008. From 2000 to 2004, the prior participation rate for both Māori and Pacific new entrants increased faster than the rate for New Zealand European new entrants, narrowing the difference between these groups. However, since 2004, the growth in the rate for Māori has slowed, and there has been little further change in the proportion of Pacific new entrants attending early childhood education services before starting school.

Table K1.1 Early childhood education attendance (%) by Year 1 students, by ethnic group, as at 1 July 2000–2008

Source: Ministry of Education
Note: These figures exclude cases for which attendance was unknown

Socio-economic differences

Year 1 children in low decile schools (those that draw their students from communities with the highest degree of socio-economic disadvantage) are much less likely to have attended an early childhood education service than children in high decile schools. In 2008, only 82 per cent of new entrants in decile 1 schools had previously attended early childhood education services, compared with 97 per cent in decile 6 schools and 99 per cent in decile 10 schools.

Regional differences

In 2008, prior participation in early childhood education was highest in the Canterbury and Otago regions (each 99 per cent), and lowest in Northland (91 per cent), Auckland and Gisborne (both 92 per cent).

» View technical details about the participation in early childhood education indicator