Time to re-imagine our early services

Abstract

I was delIghted, in October, to be invited to a seminar at the Thomas Coram Research Unit, Institute of education, to hear a lecture given by linda Mitchell from the University of waikato, New Zealand. The invite came from Peter Moss, who has written an excellent article in this issue (page 36-38) detailing what is happening in New Zealand, how they got there, what there is still to do and what lessons we, in england, can learn. Peter’s article does more justice to linda’s talk than my editorial could ever do, but it was insightful to hear first-hand just what processes and struggles the dedicated body of pioneers have gone through to get to where they are, and that, while the rest of the world cites New Zealand as an example of exemplary practice and enlightened government, on the ground there is still much to be done and there are still many struggles ahead to fulfil the original goals and aspirations that began this drive many years ago. a couple of things struck me, and indeed have been picked up in Peter’s article. In this country, we have an aspiration to get one graduate worker in each private nursery by 2015, with no discussion about matching pay and conditions to qualified teachers. however, in New Zealand, the aim was originally to have all early years teachers be graduates by 2012. This has since been revised to 80 percent, but rather than see that as a failure, the figures make impressive reading. From 37 percent in 2004, the figure has grown to 64 percent in 2009. In the UK, lack of money to pay graduates is often seen as a hindrance, along with resistance from non-graduate teachers. however, in New Zealand, nurseries get more money, the more graduates they employ, and the response from the workforce to gaining qualifications has been largely positive, hence the percentage growth. another thing that struck me, was that most things are paid for at source, rather than through the patchwork of tax credits, breaks and now vouchers, that litter the english system. You may have read recently that the parenting classes that are being trialled in three areas across the country are being paid for by vouchers being given to parents, to then pay for the service. No wonder parents are failing to access certain services, if you were to use three or four, you may have several different ways of paying for it. surely, there is a more efficient way of working? we tend to cherry pick snippets of other education systems – how often do you hear ‘this worked well in the United states’ – without understanding the ethos or the culture of the education systems they come from. I will leave it to Peter to sum up: ‘New Zealand has far outstripped any other countries in the English-speaking world, not just quantitatively and structurally but also in terms of the thought it has brought to bear on the subject, and the clarity and coherence of that thought. It exemplifies the maxim that re-structuring must be based on re-thinking. It also highlights how reform requires long-term commitment, not just by governments (which come and go) but by the early childhood community itself.’ Editor Neil Henty MSc