Prior participation in early childhood education for students in the Tasman Region, New Zealand
By ethnic group, 2019, % of new school entrants
To get a more accurate perspective of the numbers of children who participated in ECE Services, Prior Participation in ECE is the preferred measure and the one used here. This is because enrolment rates over estimate participation in ECE because of double- or triple- counting of those children who attend more than one early childhood education service. This is particularly problematic for 3-year-olds and 4-year-olds, as they have fairly high rates of participation.
Ethnicity is multiple response, that is, students who affiliated in more than one ethnic group have been counted in each ethnic group. Students are only counted once in the total, therefore, the ethnic groups may not sum to the total.
The number of students with unknown prior ECE attendance has been excluded from both the numerator and denominator when calculating participation rates.
'Other' region: correspondence school.
Data provided by
Know Your Region: Early Childhood Education - Percentage of children starting school who have attended ECE, by Region 2017–2019
How to find the data
To find specific regional data, select the region of your choice, then select Early Childhood Education.
The Ministry provided Figure.NZ with a raw extract of all regions in November 2020.
Import & extraction details
From the dataset Know Your Region: Early Childhood Education - Percentage of children starting school who have attended ECE, by Region 2017–2019, this data was extracted:
- Rows: 2-153
- Columns: 3-11
- Provided: 1,368 data points
This data forms the table Education - Percentage of children starting school who have attended ECE, by region, 2017–2019.
Purpose of collection
Participation in high quality ECE has significant benefits for children and their future learning ability. ECE can positively impact literacy, numeracy, and problem-solving skills well into the teenage years. ECE also encourages the development of cognitive and attitudinal competencies, and leads to higher levels of achievement and better social outcomes.