How do the government’s policies
and legislations influence the pedagogical implications for practice in early
childhood?
Arthur, Beecher, Death,
Dockett, and Farmer (2012) defines pedagogy as “all the actions and processes
that educators use to translate philosophy and curriculum approaches into
practice” (p. 235). So how are these government policies acted through by the
teachers in early childhood settings?
It is important for
teachers to know that poverty does effect education. NZEI National President
Louise Green says that “Poverty is by far the biggest indicator and cause of
children not succeeding in education” (NZEI TE RIU ROA, 2015). Children do not
go to early childhood services as costs of transport, lunches and warm clothes
are not affordable for some families. Guest blogger, Amanda Coulston, is the
General Manager of Whānau Manaaki Kindergartens who writes “How poverty stops children making the most of early childhood education” on the Child Poverty Action Group (CPAG). Coulston writes how Whānau Manaaki
operates a transport scheme in order to collect children to bring them to kindergarten
to encourage participation. This is one way how early childhood settings can
help children in poverty in order for them to receive education.
Early childhood education is important in reducing the effects of poverty. Evidence shows benefits from several early childhood education program models. Magnuson (2013) says that the evidence supporting the effectiveness of “high-quality, centre-based childhood education is strong” (p. 5-6). Evidence showed that modal demonstration programs reduces crime and the risk of adult poverty. Magnuson (2013) concludes her article by saying that “investing in selected early childhood interventions appears likely to be a very cost effective way to reduce poverty over the long-term” (p. 6).
We know that early
childhood education is important, so how can teachers do the best for the
children in poverty that come to their settings?
- Teachers can be supportive of all families.
- If a teachers knows that a family is in poverty they can inform them discreetly about services that they may be entitled to such as working for families,or the free insulation package.
- Food can be provided at the centre through donations by local companies. I know of one setting which is supplied with apples from a local orchard and the children have apples for morning tea every day.
- Settings can also provide warm clothes, shoes and jackets if a child arrives at the setting without them.
- Equity funding provides funding to make early learning opportunities equally available to all. There are different types of funding available such as for lower socio-economic communicates and for isolation. This funding can be used for use in the setting to benefit all children. One setting I know of uses their funding to supply the setting with a chef who cooked a hot meal for the children each day. This takes the stress off families in poverty by providing the children with a healthy, hot meal.
- Under the Vulnerable children’s Act 2014 everyone who works with children has to have a history check done. Child protection policies for staff are to be put in place in agencies who work with children. This all helps to protect vulnerable children. Teachers can support children and their families by being proactive in this area by promoting this Act.
Throughout this blog I have
discussed child poverty in New Zealand. I have shown that poverty has an impact
on children’s education and life. The New Zealand government is doing its part
to rid child poverty and I believe that when families use the support that is available
to them, and the help of society, they can give their children many
opportunities for their future.
References:
Arthur,L., Beecher, B., Death, E.,
Dockett, S., & Farmer, S. (2012). Programming
and planning in early childhood settings (5th ed.).
Melbourne, Australia:
Cengage
Learning.
Magnuson, K. (2013,
August). Reducing the effects of poverty through early childhood interventions. Institute for Research on Poverty: Fast Focus, 17, 1-6.
NZEI TE RIU ROA. (2015). NZEI backs calls for action on child poverty.
Retrieved from: http://www.nzei.org.nz/NZEI/Media/Releases/2015/5/NZEI_backs_calls_for_action_ on_child_poverty.aspx?WebsiteKey=868aa165-3deb-46a3-bc55-5 a9fc2637ac6#.VxBDrXF96Uk
