Qualified early childhood teachers make a difference – for life.
In recent years there has been a renewed interest in young children’s brain development and its relation to early childhood care and education.
The research unfailingly proves that the early years, particularly ages zero to three, are the most crucial. Every experience and interaction a young child has can have a profound effect on the way their brain develops, thus the quality of the early years is a key factor in how a child may fare in character development and academic pursuits now and in later life.
An example of such research is the longitudinal study entitled Competent Children, Competent Learners, conducted by the New Zealand Council for Educational Research (NZCER). The study, which began in 1993, has followed a group of 500 children from preschool up until age 20. Reporting on the children at age eight, they found that children who attended high quality early childhood centres scored significantly higher scores in literacy and maths tests 1.
With 95% of under-fives in New Zealand enrolled in some form of centre-based early childhood education3, it makes sense that early childhood teachers undergo training to maximize and extend on children’s learning in this critical window of time. Research has continually found that one of the top indicators for centre quality is having teachers with qualifications6.
Through effective professional training teachers discover that learning in the early years must be initiated by the child and supported by the teacher. It is essential that teachers know to observe the interests of the children in their care, and to build on these by asking questions and promoting related, developmentally-appropriate learning experiences.
A teacher’s familiarity and knowledge of a curriculum framework, (Te Whariki (Ministry of Education, 1996) in the case of early childhood education in New Zealand), helps to uphold a level of quality across early childhood settings. “It can also help staff clarify their pedagogical aims, focus on the most important aspects of child development and respond adequately to children’s needs. It can also ensure continuity between early childhood education and primary schooling”7.
Despite the overwhelming evidence in favour of qualified teachers, debate has continued over the need of having 100% of staff in early childhood settings, a target set by the previous Labour government. Although centres are now only required to have 80% of its staff fully qualified (as imposed by the current government), there is still a strong demand for graduates with qualifications, especially those with a Bachelor’s degree or Graduate Diploma in Teaching specializing in early childhood education. There is a particular need for Maori and Pasifika teachers in centres to encourage greater ECE participation within that demographic4.
As summarized by leading early childhood researchers Podmore, Mead and Kerslake Hendricks, the benefits for children in quality early childhood settings “are short-term and long-term, encompassing all facets of development, and all intelligences”5.
New Zealand Tertiary College (NZTC), based in Greenlane, Auckland, is driven by a passion for and commitment to delivering professional early childhood qualifications. Our students feel confident that they have chosen an institution with a long and robust history of innovation in the field of early childhood teacher education. In 2013 we continue as a national leader with high-quality programs that reflect the ever-evolving needs of the sector.
Whether you are completely new to tertiary study or a graduate looking to up skill in the area of early childhood education, we offer a program to suit you. Programs range from introductory Certificate level (Level 4) to a Master’s degree (Level 9). Our Bachelor of Teaching (Early Childhood Education) and Graduate Diploma in Teaching (Early Childhood Education) graduates are eligible to apply for teacher registration with the New Zealand Teachers Council. Teacher registration assures employers and parents that graduates have completed an education program in which they have been guided by experienced teachers. Having to maintain practicing certificates every three years also ensures relevancy of professional knowledge7.
NZTC’s students have the option of studying at our Auckland Campus, or studying from any location in New Zealand through our flexible online modes of learning.
Make the first step to a career that will impact the future today. View our prospectus online at www.nztertiarycollege.ac.nz or give us a call on (09) 520 4000. Scholarships may be available for applicants of Maori and Pasifika descent.
In recent years there has been a renewed interest in young children’s brain development and its relation to early childhood care and education. The research unfailingly proves that the early years, particularly ages zero to three, are the most crucial. Every experience and interaction a young...
In recent years there has been a renewed interest in young children’s brain development and its relation to early childhood care and education.
The research unfailingly proves that the early years, particularly ages zero to three, are the most crucial. Every experience and interaction a young child has can have a profound effect on the way their brain develops, thus the quality of the early years is a key factor in how a child may fare in character development and academic pursuits now and in later life.
An example of such research is the longitudinal study entitled Competent Children, Competent Learners, conducted by the New Zealand Council for Educational Research (NZCER). The study, which began in 1993, has followed a group of 500 children from preschool up until age 20. Reporting on the children at age eight, they found that children who attended high quality early childhood centres scored significantly higher scores in literacy and maths tests 1.
With 95% of under-fives in New Zealand enrolled in some form of centre-based early childhood education3, it makes sense that early childhood teachers undergo training to maximize and extend on children’s learning in this critical window of time. Research has continually found that one of the top indicators for centre quality is having teachers with qualifications6.
Through effective professional training teachers discover that learning in the early years must be initiated by the child and supported by the teacher. It is essential that teachers know to observe the interests of the children in their care, and to build on these by asking questions and promoting related, developmentally-appropriate learning experiences.
A teacher’s familiarity and knowledge of a curriculum framework, (Te Whariki (Ministry of Education, 1996) in the case of early childhood education in New Zealand), helps to uphold a level of quality across early childhood settings. “It can also help staff clarify their pedagogical aims, focus on the most important aspects of child development and respond adequately to children’s needs. It can also ensure continuity between early childhood education and primary schooling”7.
Despite the overwhelming evidence in favour of qualified teachers, debate has continued over the need of having 100% of staff in early childhood settings, a target set by the previous Labour government. Although centres are now only required to have 80% of its staff fully qualified (as imposed by the current government), there is still a strong demand for graduates with qualifications, especially those with a Bachelor’s degree or Graduate Diploma in Teaching specializing in early childhood education. There is a particular need for Maori and Pasifika teachers in centres to encourage greater ECE participation within that demographic4.
As summarized by leading early childhood researchers Podmore, Mead and Kerslake Hendricks, the benefits for children in quality early childhood settings “are short-term and long-term, encompassing all facets of development, and all intelligences”5.
New Zealand Tertiary College (NZTC), based in Greenlane, Auckland, is driven by a passion for and commitment to delivering professional early childhood qualifications. Our students feel confident that they have chosen an institution with a long and robust history of innovation in the field of early childhood teacher education. In 2013 we continue as a national leader with high-quality programs that reflect the ever-evolving needs of the sector.
Whether you are completely new to tertiary study or a graduate looking to up skill in the area of early childhood education, we offer a program to suit you. Programs range from introductory Certificate level (Level 4) to a Master’s degree (Level 9). Our Bachelor of Teaching (Early Childhood Education) and Graduate Diploma in Teaching (Early Childhood Education) graduates are eligible to apply for teacher registration with the New Zealand Teachers Council. Teacher registration assures employers and parents that graduates have completed an education program in which they have been guided by experienced teachers. Having to maintain practicing certificates every three years also ensures relevancy of professional knowledge7.
NZTC’s students have the option of studying at our Auckland Campus, or studying from any location in New Zealand through our flexible online modes of learning.
Make the first step to a career that will impact the future today. View our prospectus online at www.nztertiarycollege.ac.nz or give us a call on (09) 520 4000. Scholarships may be available for applicants of Maori and Pasifika descent.
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