Implications for Early Childhood Teachers

 Evidence shows that the well being of our tamariki is important for their later development. D’Souza, Turner, Simmers, Craig & Dowell, 2012, state that “…ensuring the wellbeing of our youngest citizens during their formative years is an ethical issue for our nation… and the best investment for a highly productive, innovative and resilient nation for the future” (p.71). Early childhood teachers care for children during these ‘formative years’ so a quality early childhood setting is essential for the provision of a positive nurturing environment which fosters a child's well being.

So how can teachers in an early childhood setting make a difference to children's lives that live in poverty? I believe that one answer lies in building relationships with the children in our care, and their whānau. Relationships and respect from those around them is how young children establish trust in others, and a positive sense of self. Smith, 2003 supports this idea when stating that “Young children learn best through engaging in spontaneous and reciprocal interactions, meaningful activities and caring relationships” (p.3).  Having relationships with whānau can mean they may be more receptive to support from the centre or referrals to appropriate agencies for assistance.

 The regular provision of food in an early childhood centre is also an important aspect in supporting the child's health and wellbeing. I have found in my research of child poverty that there are several food programmes in schools, but what about early childhood centres? I know of centres who provide regular food as part of their daily routines, but I’m unaware of any specific food programmes for early childhood centres. Wynd, n.d, discusses the social aspect of providing food programmes for children which has spin offs reaching not just the children receiving the food, but the parents / whānau and the community. “Food is never solely about eating; it is about appropriate behaviour towards others at meal times, cultural expectations, a chance to engage with others over a common activity, and using food as an opportunity to show gratitude and respect to others” (Wynd, n.d, p.35). 

Therefore the implications for early childhood teachers is that they know and build relationships with attending children and their families, there is a provision of nutritious food available and that the centre can provide  information about supportive agencies for families in need.

References

Brownlee, P. (2013). In the beginning there was nurture: Learning the nurture story off by heart. Retrieved from http://penniebrownlee.weebly.com/1/category/sacred%20partership/1.html

D’Souza, A. J. , Turner, N. , Simmers. D. , Craig. E. , & Dowell. T. , (2012). Every child to thrive, belong and achieve? Time to reflect and act in New Zealand. New Zealand Medical Journal, 125(1352) pp 71-80. Retrieved from http://library.eit.ac.nz:2095/docview/1034429924/fulltextPDF/13DA46A62DE2AA7906E/31?accountid=39646

Smith, A. B. , (2003).School completion/academic achievement-outcomes of early childhood education. Retrieved from http://www.enfant-encyclopedie.com/Pages/PDF/SmithANGxp-pdf-

Wynd, D. , (n.d). Hunger for learning: Nutritional barriers to children’s education. Retrieved from www.cpag.org.nz/assets/Publications/2-0%2025804%20for%20Learning%20Brochure.pdf