ALL CHILDREN ARE ENTITLED TO HIGH QUALITY ECE
In 2004 the United Nations Committee for the Rights of the Child interpreted the Convention on the Rights of the Child to mean that ECE is a fundamental human right. The committee also determined that states are responsible for providing ECE; it shouldn’t be left to private enterprise. States should not only ensure ECE is readily available and accessible, they should also ensure it is high quality.
The Early childhood Education and Young Adult Competencies at Age 16 study found high quality ECE can have a positive effect on a range of cognitive and attitudinal competencies. These effects can still be identified when children are 16 years old. For example, ECE teachers who are highly responsive to children have an impact on social skills that’s still observable at age 16 years old.
Children attending low quality ECE services are unlikely to have the same cognitive and social gains as children in high quality services.
All children should be able to share in the significant benefits of attending high quality ECE. Universal provision attracts a higher participation rate. It means no child, family or whānau is stigmatised by targeted funding.
Universal provision also ensures middle income families and whānau can afford ECE. Although these young families appear to have more disposable income, almost all are at a stage where their incomes less household living costs are low.
After housing costs, households with children “dis-save” – they spend more each week than they earn. In recent years, student loan repayments have increased their level of dis-saving. Without universal provision many families could not afford to fully access ECE and participation rates would drop.Posted on 14/08/2017 by New Zealand Kindergartens Inc