The context:

• No public or formal early childcare exists in New Zealand – mothers who need care for their children must rely on family, neighbours, acquaintances or pay for other private arrangements.

The context

• Charities start to provide care for children of impoverished or working mothers
• Kindergartens open for children of stay-at-home mothers and drop-in short-stay city creches become more common for middle-class mothers.

The context:

• War puts more women into the workforce and demand for childcare services increases.
• Playcentre is founded with mothers as educators. 
• Government introduces funding for kindergartens and Playcentres, but not childcare services.

The context:

• Demand for childcare is increasing with 15% of women now in work. 
• With quality of childcare services varying from good to awful, Government imposes regulations, but offers no financial support for services to upgrade facilities, equipment, train or pay qualified staff.

The organisation:

• 1963: Sonja Davies and others working in childcare launch the New Zealand Association of Childcare Centres (NZACC)  to advocate for beneficial legislation and support for childcare services and high standards of care and education.

• 1964: Member Jessie Donaldson and Sonja Davies tour the North Island to gain support for the Association.

• 1969: NZACC members work with the NZ Department of Health and the London Royal Society of Health and launch the first childcare training scheme: The Royal Society of Health Child Care Certificate. 

The context:

• 33.5% of women are in paid work and 57,000 children attend early learning services. 
• Childcare services continue to increase in number and diversity. There are big waiting lists at good quality centres and kindergartens. 
• Government introduces childcare subsidies for parents, but little funding or support for childcare services. 

The organisation:

• NZACC continues to advocate for Government support for childcare and staff training to achieve better standards. 

• Members launch the Early Childhood Quarterly and establish a national office.

• 1978: NZACC Certificate of Childcare training programme launched.

• First paid advisors are employed part time to support centres with training, programmes and equipment. 

• 1979: NZACC receives first Government funding for research into field-based childcare training.

The context:

• 51% of women are in paid work in 1986.
• The term ‘childcare’ is starting to be replaced with ‘early childhood education’.
• A union for ECE workers is established.
• Te Kōhanga Reo is launched.
• Colleges of Education introduce three-year training programmes for ECE teachers
• Government oversight for ECE shifts from the Department of Social Welfare to Education
• By the late 1980s, the Before Five education reforms promise greatly increased funding and recognition for ECE services and trained ECE teachers.

The organisation:

• NZACC changes its name to New Zealand Childcare Association (NZCA); membership is shifting to include individuals like teachers, parents and childcare advocates, as well as centres.

• NZCA members are involved in working groups, union negotiations, campaigns, petitions and rallies to influence government policy and the Before Five reforms.

• With high demand for training, the NZCA employs a training director and more training advisors, and further develops its training courses. 

• Growing aspirations and action to strengthen bicultural practices and commitment to the Treaty of Waitangi.

• The first Pacific Island training and advisors are employed to meet the needs of growing numbers of Pacific Island centres.

The context:

• In 1990, the Labour Government introduces bulk funding to childcare services for up to 30 hours a week per child, but the following year a new Government cuts funding and downgrades requirements for teachers to be qualified. Many ECE services struggle to stay viable.
• 160,000 children are attending ECE and 53.7% of women are in paid work. There are 1,887 ECE centres, 767 kōhanga reo, 594, kindergartens and 557 playcentres. 
• 1996: A national ECE curriculum, Te Whāriki, is launched to bring cohesion to a diverse sector.

The organisation:

• 1990: NZCA changes its name to Te Tari Puna Ora o Aotearoa and makes a constitutional commitment to develop as a bicultural organisation, based on the principles of Te Tiriti o Waitangi.

• With a focus on ensuring quality ECE learning environments, a working group established the Quality Register, covering ratios, training, group size, environment, programmes, biculturalism and sensitivity to family cultures. 

• 1991: First national kaumatua appointed.

• 1992: Te Tari Puna Ora is registered as a private training establishment with NZQA.

• 1992: Mana Māori training framework developed.

• The roles of Pouako (Māori advisors and lecturers) established

• 1997: Te Tari Puna Ora launches Level 7 Diploma of Teaching (ECE).

The context:

• The Labour Government to launches a 10-year ECE plan starting with 20 hours free ECE for three and four-year-olds; requirements for teacher qualifications, centre licensing, and the use of Te Whāriki ECE curriculum; and targets for 100% qualified teachers. 
• With a change of Government in 2008, free ECE is reduced to a subsidy, and the incentives for  100% qualified teaching staff are removed.

The organisation:

• Members are involved in advising Government on its 10-year ECE plan.

• Te Tari Puna Ora gains its first MOE contract for professional development.

• With plans to develop a Bachelor degree in ECE teaching, Te Tari Puna Ora increases its focus on research and launches a research strategy, starting with a project on the impact of qualified teachers on children’s ECE experience.

The context:

• More than 196,000 children attend ECE. Women now make up almost half the paid workforce.
• From 2010 to 2017 the Government freezes funding for ECE. 
• In 2018, a new Labour Government promises to restore funding and revive targets for 100% qualified teachers, and in 2019 launches the Early Learning Action Plan 2019-2029.

The organisation:

• 2011: Te Tari Puna Ora launches its three-year Bachelor of Teaching (ECE).
• 2015: Te Tari Puna Ora o Aotearoa changes its name to Te Rito Maioha Early Childhood NZ to highlight commitment to early childhood education. 
• He Pataka Reo programme is developed to support ECE students and teachers in the natural and confident use of te reo Māori me ngā tikanga.
• Te Rito Maioha launches post-graduate diploma programmes to grow leadership and specialist expertise in the ECE sector, followed by a Master’s programme in ECE.
• An international strategy is launched to grow overseas education and research partnerships, with relationships forming in Australia, China, the UAE and Malaysia. 
• A digital strategy is launched to transform education programme delivery into a blend of online and field-based learning. 

The context:

• The stress of ECE teacher shortages and long-term underfunding are exacerbated by Covid-19 lock-downs and restrictions, and the vaccine mandate for ECE teachers. 
• 2020 – 2022: Government moves to deliver partial pay parity for teachers but does not provide adequate funding for many ECE centres to afford it. Early Learning Action Plan goals to review funding, teacher-child ratios and workforce issues do not progress.
• In 2021, 195,000 children attend early learning services. There are 2,736 ECE services, 664 kindergartens, 434 Kōhanga Reo, 392 home-based services and 398 playcentres.

The organisation:

• Te Rito Maioha focused on supporting members though Covid-19.
• Bachelor of Teaching (Primary) is launched in 2021 and a Graduate Diploma of Teaching (Primary) in 2023.
• 2023: marking 60 years, Te Rito Maioha partners with Childspace Early Childhood Institute to organise a national ECE conference and election year hikoi to Parliament to advocate for ECE.