Synopsis
P>In the 1950s, children not attending preschool were regarded as unfortunate; by the 1960s, disadvantaged; by the 1970s–80s, disenfranchised, and by the end of the century at risk.The fifty years following the Second World War saw a huge growth in the provision of care and education for young New Zealand children: whereas some 2000 children were attending free kindergartens in 1944, there were 170,000 in early childhood education by 1999, representing about 95 percent of children aged three and four. For Maori, early childhood education institutions emerged in the 1960s, but evolved dramatically with Te Kohanga Reo in the 1980s.
Politics in the Playground is a lively account of early childhood education and care in postwar New Zealand. It follows Helen May’s fascinating study Discovery of Early Childhood (1997), which traced the origins of institutional care for young children in Europe and New Zealand.
The centrality of children in New Zealand’s social history makes this book a remarkable record of social movements. The postwar search for security, the radicalism of the 1960s and 1970s, the impact of feminism, and the role of the state in social issues – all are charted through their role in early childhood education. And the language of the debate shifts from social progress in the middle of the century to the economic terminology of the last decades.
This is an account of critical issues for children that will interest parents along with policy makers, teachers, and students.
Note: This title is now published by Otago University Press.
Endorsements 
'A brilliant piece of research and documentary history.' Hawkes Bay Today
'Immensely useful as an academic text on the evolution of New Zealand education ideology … written in an accessible style and could appeal to anyone who has participated in the early childhood sector over the last 50 years.' Evening Post
'This book is a must for anyone who wants to influence early childhood education policy development.' Playcentre Journal
Contents 
Acknowledgements
Introduction: Investing in the early years
Part One / Growth and expectation 1940s–1960s
1. Psychology of freedom
Understanding children / Benefits of play
Free play at kindergarten / ‘I play and I grow’ at
playcentre
Teaching mothers and motherly teachers / Playway at
school
Permissive messages to mothers / Parent campaigns
2. Psychology of disorder
(Dys) functional families / Working mothers and
maternal deprivation
The backyard growth of childcare / Regulating childcare
Blaming mothers / Parent campaigns
3. Getting ahead
The ‘problem’ with education for Maori children
Sylvia Ashton-Warner: ‘the little ones’ / Maori children at
preschool
Combating disadvantage with a head start / Revolution
in learning
Te Kohanga: a chance to be equal
Part Two / Challenge and constraint 1960s–1980s
4. Politics of early childhood
The end of the feminine mystique / Children have rights
too
Who gets to preschool? / Liberating preschoolers
National constituency for early childhood
The year of the child – the world of the child
5. Demanding childcare
Campaign tactics / Attachment and separation
Activism and advocacy / Working women
‘Story of a recommendation’
6. Working with children
Rocking the cradle / Career at playcentre
‘Brought to mind’ in family daycare
To ‘teach’ in kindergarten / To ‘work’ in childcare
7. Indigenous rights and minority issues
Maori self-determination / Te Kohanga Reo: outside the
mainstream
Kura Kaupapa: transition to school / Early childhood
responses
Pacific Islands early childhood centres
Part Three / State interest and devolution 1980s–1990s
8. Winds of reform
Political Shifts / Against the odds / A foot in the door
Implementing Before Five / National directions
Parents as First Teachers / The kindergarten flagship
9. Measures of quality
Quality discourses / Who gets to preschool now?
Weaving Te Whariki / Qualified to teach / After Before
Five
References
Abbreviations
Glossary
Index
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