Māori engagement with early childhood education in a low-socioeconomic area

Abstract

The early childhood education (ECE) options available to parents in New Zealand are many and varied. As a country New Zealand values ECE and has a high rate of engagement. However, despite a number of government initiatives targeting Māori and those from lower socio-economic areas Māori engagement remains low. This is widely acknowledged and the challenge is to not only find the reasons why but to also be responsive to the causes for low engagement.

Early learning services in New Zealand follow a curriculum that considers an holistic approach with the child at the centre of the learning. That curriculum is Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. The curriculum recognises the potential of children and the importance of belonging in developing the whole child.

ECE in New Zealand is important for children who are aged zero to five. It is during these early years that children will begin to develop an understanding of the world around them. The environment that children live in is important to their development and it is generally considered that those from low socio-economic areas are less likely to succeed than those from higher socio-economic areas.

This thesis investigated Māori engagement in ECE from one low socio-economic area in New Zealand using an overarching Kaupapa Māori methodology. Semi-structured interviews were held with five participants from the low socio-economic area using a case study research design. My analysis found that there were many reasons behind the parents' decisions to send their children to ECE or not. It can be concluded that Māori engagement with ECE is dependent upon parents’ early life experiences and their cultural values.