Historical Context

The need for care for infants and toddlers is not a new phenomena. Mothers throughout history have always worked away from home in certain situations. However, childcare for under two year olds has traditionally been handled by family. Grandmothers, sisters, paid nannies or close whanau mainly provided care when the mother needed to be away from home. However, some infants were placed in formal care arrangements, prompting the government of 1893 to introduce the 'Infant Life Protection Act' (Ministry for Culture and Heritage, 2014), This meant that any families that were paid for looking after infants under the age of two for more than three days had to be licensed as foster homes and were subject to police inspection (Ministry for Culture and Heritage, 2014).

 However, formalised childcare was still held in deep suspicion, and deemed inappropriate for infants. This view was reinforced by the case of Minnie Dean, who in 1895 claimed to provide care for infants, yet neglected those in her care, some to the point of death (Ministry for Culture and Heritage, 2012).

 

World War 2 was a major factor in changing social prejudice towards formalised childcare for infants. By 1944, all women between the ages of 18 - 40 were required to work when directed to. However, married women who had children under the age of 16, could be exempted from this forced work if no suitable childcare could be arranged (Ministry for Culture and Heritage, 2014). By the end of the war 38,000 women had been drafted into work where the government directed, making the need for childcare a social reality.

 

In 1988, The government announced its findings from the Meade Report. (Education to be more). This report looked at the childs social development analysed in relation to the well being of society. The report looked specifically at

• The relationship of early childhood education in relation to the entire education system.
• The need for equitable access to ECE education.
• The need for equitable funding and funding processes.
• Budgetary effects of government interventions.

This report led to early childhood education becoming state funded, provided and regulated (Adams, Hamer & Openshaw, 2005).  

 

New Zealand's increasing shift towards neo liberalism saw National announce its desire to increase participation in the workforce by encouraging women back into the workforce to increase gross domestic product. To do this the government focussed on a wider social agenda which saw childcare and parental leave becoming a strong focus for the government (Johnstone, 2005). This focus has seen younger and younger children enter childcare.

 

In 2007, National launched its 20 hours free programme for three and four year olds, which sought to provide financial help to encourage women into the workforce. This has in some ways contributed to institutionalised childcare becoming a normalised and acceptable service to attend. The trickle down effect is that younger and younger children are attending, which has led to the explosion of infant and toddler services now available in the community.

 

Census data showed that 37 per cent of parents of children under 1, and 57 per cent of parents of 1-year-olds, were either in or seeking paid work in 2013.

 





Reference List

Ministry for Culture and Heritage. (2014). Baby farmers. Retrieved from  http://www.nzhistory.net.nz/culture/baby-farmers. updated 14-Aug-2014
Ministry for Culture and Heritage. (2012). From childcare to baby farming.  Retrieved from http://www.nzhistory.net.nz/culture/baby-farmers/fearful-slaughter. updated 20-Dec-2012
Ministry for Culture and Heritage, (2012). War work Retrieved from  http://www.nzhistory.net.nz/war/second-world-war-at-home/war-work. updated 20-Dec-2012
Johnstone, G. (2005). Women’s Labour Force Participation in New Zealand and the OECD  Retrieved from www.treasury.govt.nz/...policy/...workshops/labourforce/.../lfpw-johnstone
Adams, P., Hamer, J., & Openshaw, R. (2005). Education and Society in Aoteoroa New Zealand. Auckland, New Zealand: Cengage Learning.