This annual report - Taranaki District Health Board

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Local Policy Documents and Evidence-Based Reviews Relevant to EarlyChildhood EducationTable 14 below provides a brief overview of local policy documents and evidence-based reviewswhich are relevant to Early Childhood Education.Table 14. Local Policy Documents and Evidence-Based Reviews Relevant to Early ChildhoodEducationMinistry of Education Policy DocumentsMinistry of Education. 2012 Intent: 2012-2017. Wellington: Ministry of Education.http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/2012SOI/2012StatementOfIntent.pdfThis document summarises the performance of the education sector to 2010 based on the previous strategic plan, andoutlines the intent for the next five years. The strategic direction states that the learner must be the central focus ofpolicy, funding and regulatory decisions, in order to ensure improvements in the performance of the education system asa whole. The importance of learners getting the best possible start, for the system to achieve education success isemphasised. This requires participation in high quality early childhood education, an approach that research supports.Five education targets are identified for the next five years, including: an “increase the proportion of children startingschool who have participated in early childhood education” (the actual increase is not identified); and “improvingoutcomes for priority groups (Māori and Pasifika learners, learners with special education needs, and learners from lowsocioeconomic backgrounds)”.Other Government PublicationsEducation Review Office. 2010. Quality in Early Childhood Services. Wellington: Education Review Officehttp://www.ero.govt.nz/National-Reports/Quality-in-Early-Childhood-Services-August-2010This report uses findings from the Education Review Office’s (ERO) national evaluations of early childhood education(ECE) and individual services' education reviews to identify the factors that contribute to high quality early childhoodeducation and care, and those that contribute to poor quality. National Education Review Office reports, including regularreviews of ECE services are available at: http://www.ero.govt.nz/index.php/National-Reports.Education Review Office. 2010. Success for Māori Children in Early Childhood Services. Wellington: EducationReview Office. http://www.ero.govt.nz/National-Reports/Success-for-Māori-Children-in-Early-Childhood-Services-May-2010Education strategies are focused on improving the way the education system assists Māori learners to realise theirpotential. Early childhood services are critical to this focus. This evaluation considers how well ECEs provide care andeducation for Māori children. In particular, how services “responded to the aspirations and expectations of the parentsand whānau of Māori children” and “focus on realising the potential of Māori children to become competent and confidentlearners”. The conclusions drawn relate to: consultation and communication to become more responsive to parents andwhānau; integration of Māori perspectives in planning assessment and evaluation; professional development and supportfor improving the ECEs ability to work in partnership with parents and whānau of Māori children; and skills in evaluation.Mitchell L et al. 2008. Outcomes of Early Childhood Education: Literature Review. Report to the Ministry ofEducation. Wellington: New Zealand Council for Educational Research.http://edcounts.squiz.net.nz/__data/assets/pdf_file/0003/24456/885_Outcomes.pdfThe Ministry of Education commissioned this literature review to provide a synthesis of research on the impact of earlychildhood education (ECE) for children and families. The review identifies benefits of ECE related to cognitive outcomes,and learning dispositions, with specific effects in relation to family income, English as an additional language, gender,and socioeconomic mix. Long duration of ECE experience was of benefit academically, particularly where the quality ofECE was high. Long duration in low quality ECE was negative for learning disposition, and poor quality ECE and earlyentry may be associated with higher levels of antisocial or worried behaviour around school entry. Positive outcomeshave been found for parenting in parent/whānau-led ECE where parent training and involvement are core elements in theeducational programme.Other New Zealand EvidenceOffice of the Children’s Commissioner. 2012. Who gets to play? Promoting participation In ECE for all children.Children Winter 2012 No 81. Wellington: Office of the Children's Commissioner.http://www.occ.org.nz/__data/assets/pdf_file/0019/9910/Children_81_web.pdf“Who gets to play” contains a series of articles by a number of New Zealand early childhood education specialists andresearchers who examine the evidence, and explore the implementation and implications of decisions, policy andpractice in the New Zealand early childhood education setting. Included are the rights of the child to high quality care,and how that is conceptualised and put into practice. A relationship between quality of early childhood education andchild development is consistently found, with high quality services resulting in positive outcomes. Poor quality services,however, have a long-lasting negative impact. Issues such as universality and the impact of delivering high qualityservices to all are examined, particularly with respect to the future of a thriving society, and the definition of ‘high quality’.Early Childhood Education - 114
Carrol-Lind J & Angus J. 2011. Through their lens: An inquiry into non-parental education and care of infants andtoddlers. Wellington: Office of the Children's Commissioner.http://www.occ.org.nz/__data/assets/pdf_file/0017/8108/CC_Through_their_lens_21032011.pdfIncreasing enrolments of infants and toddlers in formal non-parental early childhood services in New Zealand generatedthis inquiry by the Children’s Commissioner into how these services might be delivered in the best interests of infants andtoddlers. The well-being of the child is dependent on the quality of care, as high quality early childhood education andcare predicts positive outcomes for young children. The report examines these as well as the risks identified in theliterature such as disrupted attachment for example, from long periods away from the primary carer and the effects ofgreater exposure to infection and subsequent illness when immune systems are underdeveloped.Cochrane Systematic ReviewsZoritch B, et al. 2009. Day care for pre-school children. Cochrane Database of Systematic Reviewsdoi:10.1002/14651858.CD000564 http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD000564/abstractEight trials of interventions in which non-parental day care was provided for those
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Cover Artwork: Long-tailed Blue But
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LIST OF FIGURESFigure 1. Gross Dome
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Figure 41. Number of Students Invol
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Figure 85. Proportion of Babies Bor
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Figure 127. Relationship Between th
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Table 21. Policy Documents Relevant
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Table 108. Proportion of Young Peop
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INTRODUCTION AND OVERVIEWIntroducti
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three then reviews mental health is
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Table 1. Overview of the Determinan
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Stream Indicator New Zealand Distri
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47MACROECONOMICINDICATORS
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Expenditure-based Measure of GDPThe
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Gini Coefficient: The Lorenz curve
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CHILD POVERTY AND LIVING STANDARDSI
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After Housing Costs (AHC)Relative P
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Figure 8. Proportion of Dependent C
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14 Items (Enforced Lacks) are inclu
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Local Policy Documents and Evidence
Page 64 and 65: Other Relevant New Zealand Evidence
Page 66 and 67: UNEMPLOYMENT RATESIntroductionIn th
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Page 70 and 71: Unemployment Rates by Qualification
Page 72 and 73: Figure 18. Quarterly Unemployment R
Page 74 and 75: CHILDREN RELIANT ON BENEFIT RECIPIE
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Page 80 and 81: YOUNG PEOPLE RELIANT ON BENEFITSInt
Page 82 and 83: Table 7. Number of Young People Age
Page 84 and 85: New Zealand Distribution by Ethnici
Page 86 and 87: Figure 25. Young People Aged 16-24
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Page 91: HOUSEHOLD COMPOSITION91
Page 94 and 95: Data Source and MethodsDefinitionPr
Page 96 and 97: Figure 29. Proportion of Children A
Page 98 and 99: Robertson J, et al. 2006. Review of
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Page 104 and 105: Other Relevant EvidenceMarmot Revie
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Page 110 and 111: Note 2: The number of new school en
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Page 116 and 117: Sylva K, et al. 2004 The Effective
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Page 122 and 123: Local Policy Documents which Consid
Page 124 and 125: HIGHEST EDUCATIONAL ATTAINMENT AT S
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Page 130 and 131: Local Policy Documents and Evidence
Page 132 and 133: SENIOR SECONDARY SCHOOL RETENTION A
Page 134 and 135: Participation in Tertiary Education
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Page 142 and 143: Figure 56. Age-Standardised School
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Page 146 and 147: TRUANCY AND UNJUSTIFIED ABSENCESInt
Page 148 and 149: Figure 60. Total Unjustified Absenc
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Figure 71. Immunisation Coverage at
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Soares-Weiser K, et al. 2012. Vacci
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Briss PA, et al. 2000. Reviews of e
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Data Sources and MethodsIndicatorPr
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Figure 75. Proportion of New Zealan
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Proportion Receiving Core Contacts
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Figure 81. Proportion of Babies who
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The B4 School CheckThe B4 School Ch
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Other Relevant EvidenceThe Scottish
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185SUBSTANCE USE
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Notes on InterpretationNote 1: The
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Maternal Smoking at First Registrat
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Table 32. Number of Cigarettes Smok
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National Institute for Health and C
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2. Proportion of babies born to mot
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Table 37. Number of Cigarettes Smok
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Figure 93. Proportion of Year 10 St
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Figure 95. Proportion of Year 10 St
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TOBACCO USE IN YOUNG PEOPLEIntroduc
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Figure 96. Daily Smoking Rates in Y
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2009 New Zealand Tobacco Use Survey
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Source of Tobacco in the Last Month
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Carson KV, et al. 2011. Community i
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Other Relevant PublicationsMāori A
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Other Cochrane Systematic Reviews o
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ALCOHOL-RELATED HOSPITAL ADMISSIONS
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Figure 100. Alcohol-Related Hospita
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Table 45. Listed External Causes of
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Midland Region Distribution and Tre
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Shults RA, et al. 2009. Effectivene
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Mortality from conditions with a so
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Table 50. Mortality from Conditions
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Figure 105. Hospital Admissions for
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Table 55. Hospital Admissions for C
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Table 57. Hospital Admissions for C
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Midland Region Distribution by Caus
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INFANT MORTALITY AND SUDDEN UNEXPEC
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New Zealand Distribution and Trends
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Figure 111. Total Infant Mortality,
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Table 62. Neonatal and Post Neonata
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Table 65. Neonatal and Post Neonata
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Distribution by Ethnicity, NZ Depri
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Figure 116. Sudden Unexpected Death
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Vennemann M, et al. 2007. Do immuni
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with a review of interventions aime
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deprivation in some parts of the wo
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who delay a second pregnancy by two
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Family ViolenceDefinitions and New
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need for multidisciplinary interven
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6 days to determine gestational age
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In New Zealand, information on fact
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post intervention. Engagement in ed
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antenatal care, including two nutri
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throughout pregnancy, birth and the
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Alcohol and Other DrugsNational and
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Zealand had a number of specialist
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in one Cochrane review [274] (see p
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interventions to treat antenatal de
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In ConclusionWhile it is hoped that
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Data Source and MethodsDefinition1.
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Other Systematic ReviewsLouwers ECF
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INJURIES ARISING FROM ASSAULT IN YO
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New Zealand Distribution by Age and
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Flood M & Fergus L. 2008. An Assaul
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Note 2: The numbers in this section
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Table 78. Number of Notifications t
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Table 80. Outcome of Assessment for
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Table 82. Number of Notifications R
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Table 84. Outcome of Assessment for
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Data Source and MethodsDefinition1.
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Family Violence Investigations Wher
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Table 90. Local Policy Documents an
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Stover CS, et al. 2009. Interventio
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oader contextual influences on the
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In addition, Table 112 on Page 414
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Williams SB, et al. 2009. Screening
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Ministries of Education, Health, Ju
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Figure 129. Children and Young Peop
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Table 92. Children Aged 0-14 Years
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IN-DEPTH TOPIC: MENTAL HEALTH ISSUE
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this [350]. The review stated that
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psychotic disorders including first
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Social Workers in SchoolsIn 2011 th
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Children or young people with sever
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EpidemiologyThe 2009 review by Meri
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A diagnosis of conduct disorder acc
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programme using a questionnaire. Si
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developmentally appropriate diagnos
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playthings or the environment, appe
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state more than it cost) provided t
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 97. Children and Young People
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Midland Region DistributionChildren
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ACCESS TO MENTAL HEALTH SERVICES: L
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Table 101. Hospital Admissions for
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Numbers Accessing Services by Diagn
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Table 103. Young People Aged 15-24
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Table 108. Proportion of Young Peop
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Midland Region DistributionAmongst
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Fletcher A, et al. 2008. School Eff
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New Zealand Distribution and Trends
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Figure 138. Mortality from Suicide
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Figure 139. Mortality from Suicide
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Ougrin D & Latif S. 2011. Specific
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426
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428
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Guide to Community Preventive Servi
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information on all of the events oc
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3. In addition, some providers admi
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as in the majority of the analyses
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APPENDIX 5: THE NATIONAL MORTALITYC
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As a result of these changes, there
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2. Research also suggests that ethn
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APPENDIX 8: POLICE AREA BOUNDARIESF
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Figure 142. Police Area Boundaries
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3. The condition exhibits a socioec
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REFERENCES1. Children's Commissione
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33. Mackay R. 2005. The Impact of F
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71. Ministry of Health. 2011. Immun
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107. ASH New Zealand. 2011. Nationa
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141. Child and Youth Mortality Revi
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175. Pihama L. 2011. Overview of M
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208. King-Hele S, Webb RT, Mortense
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244. Nelson Marlborough District He
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274. Ramsay J, Carter Y, Davidson L
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306. Jewkes R. 2002. Intimate partn
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347. Heflinger CA, Hinshaw SP. 2010
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376. Ministry of Education. 2012. W
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410. Ministry of Health. 2001. New
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443. Zeanah PD, Bailey LO, Berry S.
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480. Weinberg MK, Olson KL, Beeghly
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