Critical professional issues in labour force development for teachers with children up to two years of age: a New Zealand perspective

Abstract

This paper critically examines current concerns regarding professional issues in labour force development for teachers with children up to two years of age (UtoT). The concerns in New Zealand (NZ) relate to whether initial teacher-education (ITE) qualifications prepare teachers to work with children UtoT, involving synergy between ITE and the early childhood curriculum, and if there is widespread acknowledgement that in-depth knowledge is needed for teachers as leaders in this field. The background to these issues involves low teacher status with children UtoT and high staff turnover, and a lack of specialised knowledge, accompanied by increasing enrolments for this age group. A recent document analysis of ITE programmes in NZ revealed an increasingly generalised view of children under five years rather than specialised knowledge of young children in the first years. A more knowledgeable and professional labour force would provide much needed leadership in this expanding part of the education sector.