Methodology

ERO’s framework for evaluation

During regular education reviews ERO analysed information gathered in response to the following key questions:

How effectively does this service’s curriculum support children in developing their social and emotional competence and understanding of appropriate behaviour?In what ways does this service work in partnership with parents and whānau to support children’s developing social and emotional competence?How does this service’s behaviour management policy or positive guidance procedure align to educator practice?How are managers and educators supported in managing children’s challenging behaviours?

In early childhood services that had highly effective practice, most or all of the indicators [13] were evident.

Sample

Data for this evaluation was gathered from 310 services reviewed in Terms 2 and 3 and part of Term 4 2010. Table 1 shows the types of services in the sample.

Table 1: Service types

Service type

Number

Percentage of sample

National percentage [14]

Education and care

126

41

64

Kindergarten

80

26

16

Playcentre

99

32

12

Homebased Network

5

1

8

Total

310

100

100

The types of services in this sample were not representative of national figures. Education and care services and home-based networks were under-represented, and Playcentres and kindergartens over-represented. These differences were statistically significant. [15] Therefore an analysis of the data for Playcentres, kindergartens and education and care centres has been undertaken and reported separately in this report, along with a section that looks at the overall findings for 305 services. Homebased networks in the sample (five networks), were not included in the analysis of data and overall evaluation findings because of the small number.

Data collection

During each service’s review, ERO collected information from a variety of sources including:

  • discussions and interviews with managers and educators
  • informal discussions with parents
  • observations of interaction between educators and children and their parents, and between children
  • documentation related to the service’s operation and to the assessment of individuals and groups of children.

All data was collected by ERO review officers in the normal course of their review activities. ERO’s Framework and Resources for Early Childhood Education Reviewssets out the process for education reviews.[16]

The term ‘educator’ is used in this report as an inclusive one to include teachers (qualified and registered) and parent educators.