Methodology

ERO evaluated the provision for Māori children in 576 early childhood services. The sample was representative of the national profile of service types. [10] The data was gathered as part of each service’s regular education review.

The percentage of Māori children on the roll of each service ranged from those with all children identifying as Māori to those with no Māori children attending. [11] Six percent of the services had no Māori children enrolled. These services were not included in the quantitative analysis shown in Figures 1, 2, 3 and 4. However ERO did find that some of these services had systems and processes in place to identify and respond to the aspirations and expectations of parents of Māori children should they enrol at the service.

Evaluation Framework

The evaluation focused on two questions:

  • To what extent are early childhood services identifying and responding to the aspirations and expectations of the parents and whānau of Māori children?
  • To what extent are early childhood services focusing on realising the potential of Māori children to become competent and confident learners?

The following questions were used to guide the investigation:

  • How does the service’s statement of philosophy recognise and acknowledge the values, beliefs and aspirations of parents and whānau of Māori children?
  • How does the service’s vision/strategic intent (documented plans) reflect the hopes and aspirations of the parents and whānau of Māori children?
  • To what extent have managers and educators developed responsive and reciprocal relationships with parents and whānau of Māori children?
  • In what ways do teaching practices, including assessment, planning and evaluation processes, take into account the aspirations and expectations of parents and whānau of Māori children?
  • How inclusive of parents and whānau of Māori children are the service’s communication and consultation processes?
  • How does self review of the service’s policies, objectives and practices contribute to improved outcomes for Māori children and their parents and whānau?

Sources of evidenceERO gathered evidence from:

  • meetings with teachers/educators at the service;
  • meetings with the manager(s) of the service;
  • observations of interactions between Māori whānau and teachers/educators, and between teachers/educators and Māori children;
  • observations of the programme in action; and
  • documentation related to the operation of the service and to the learning of individuals and groups of Māori children.