Abstract
Aotearoa New Zealand has been seen as leading the world in its contribution to the growth, development, and learning outcomes for children in Early Childhood Education and Care (ECEC) services for children under the age of five years (in Aotearoa New Zealand children enter compulsory schooling at five). Internationally, educationalists and scholars have been impressed by the diversity of services (both the range and the philosophies); the early childhood education national curriculum, Te Whāriki; and the governmental support for early childhood services (in funding, teacher qualifications, and regulations). The focus for much of the development of ECEC in Aotearoa New Zealand has been on improving access for children and their families; improving participation of children in quality ECEC, especially for children who are ethnic minorities or are seen as at risk; and increasing the quality of ECEC. While these three factors are universally agreed by New Zealand governments, how these are supported and enacted differ with each government and their distinctive political philosophies.
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