Kindergartens in New Zealand are required to meet certain goals for children to develop as well-rounded individuals. These goals are referred to as the Early Years Foundation Stage and they are an important component of early childhood education. Some of these goals focus on Relationships, Place-based education, Assessment of children’s learning, and Transition to school.
The purpose of this study was to determine the relationships among kindergarten goals. To this end, we interviewed kindergarten senior teachers, parents, and professional service managers. We also conducted focus groups in kindergartens to gather the views of the various stakeholders. The results of the interviews have been analysed and preliminary summaries prepared. The participants were asked to respond to specific questions in their own words. The responses were then grouped to reflect the summary data.
Early childhood policy in New Zealand has traditionally been framed around the interests of the children. This is the outcome of political, scholarly, and professional consensus. These policies focus on providing quality early childhood education to children both now and in the future. Free early childhood education is a key policy initiative in the country, which has a positive impact on children’s development.
Transition to school
The transition from kindergarten to school is an important time for children and their families. It involves several different activities. While the process is often a difficult one, several factors can make the transition more successful. These include the involvement of parents and the children’s attitudes about school and learning. While many factors can influence a child’s transition, one thing that is consistent across the board is the importance of communicating expectations.
Research has shown that the active participation of parents is vital to a successful transition program. Parents need to read books with their children and play educational games at home. This active participation of parents is an important part of the transition process, and parents need to be informed about the difficulties that children may face once they begin school.
Assessment of children’s learning
The process of assessment involves several steps. First, observations are conducted to gather unbiased information about each child. This information should not be interpreted or based on prior knowledge. Observations should be ongoing. Documentation and evaluation of data from these observations are also essential. These processes are useful in planning individualized instruction for the child. Finally, they provide a common ground for educators and parents.
Secondly, the assessment should be conducted in an environment that children feel comfortable in. This means that assessment should take place in a natural environment, as part of the daily routine. This way, children don’t feel like they are being removed from their classrooms for assessments. This also eliminates the need to remove children from activities or routines.