Connecting curriculum and policy to assist families' aspirations

Abstract

Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.