Abstract
In this chapter we argue that the New Zealand early childhood curriculum, Te Whāriki, and its subsequent mandating in law negates any imposition of standards upon learning outcomes of New Zealand early childhood education. However, the New Zealand charter scholl movement, including a 2015 request for proposals for charter schools for the 0–8 years age-range poses a threat to this position. We describe how and why New Zealand has advocated a standards free approach in early childhood educationand we question policy objectives that counteract this stance. Our chapter situates standards in the context of neoliberal education policy and asks what the spectre of standards in the early years might mean for practice going forth.
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