Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation

Open access

Abstract

The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Andrews J. (2009). No other home than this: A history of European New Zealanders. Nelson: Craig Potton Publishing.

  • Ballantyne T. (2014). Entanglements of empire: Missionaries Māori and the question of the body. Auckland: Auckland University Press.

  • Belich J. (2005). Replenishing the Earth: The settler revolution and the rise of the Anglo-World 1783-1939. Oxford: Oxford University Press.

  • Bethell B. (2008). “Not [just] for a name that we plead:” Fashioning the ideological origins of early kindergarten in Dunedin and Wellington New Zealand 1870-1913. Unpublished Ph.D. thesis Victoria University of Wellington.

  • Brehony K. (2003). A “socially civilising influence”? Play and the urban “degenerate”. Paedagogica Historica: International Journal of the History of Education 29 87-106.

  • Dempster D. (1986). From patronage to parent participation: The Development of the Dunedin Free Kindergarten Association. Unpublished Dip.Ed. thesis University of Otago.

  • Donnachie I. (2000). Robert Owen: Owen of New Lanark and New Harmony Scotland: Tuckwell Press.

  • Duncan J. (2009). Aotearoa New Zealand kindergarten parents reflecting on kindergarten 2006-2007. The Open Education Journal 2 1-10.

  • Dunedin Free Kindergarten Association (DFKA) (1890) 1st Annual Report of the Dunedin Free Kindergarten Association.

  • DFKA (2014) 25th Annual Report of the Dunedin Free Kindergarten Association.

  • Fitzgerald C. (2004). (Ed.). Letters from the Bay of Islands: The story of Marianne Williams. Auckland: Penguin.

  • Froebel F. (1844). ‘Appeal in favour of the kindergarten’ in E. R. Murray (Ed. 1936) Extracts from letters written by Friedrich Froebel. London: The Froebel School Society and Junior Schools Association.

  • Froebel F. (1825). The education of man. W. N. Hailmann (trans. 1892). New York: D. Appleton & Company.

  • Hilton M. & Shefrin J. (Ed.) (2009). Educating the child in Enlightenment Britain: Beliefs cultures practices. Farnham England: Ashgate.

  • Jones A. & Jenkins K. (2011). He kōrero. Words between us: First Māori-Pākeha conversations on paper. Wellington: Huia Publishers.

  • Liebschner J. (1992). A Child’s Work: Freedom and guidance in Froebel’s educational theory and practice. Cambridge: The Lutterworth Press.

  • May H. (2005). School beginnings: A nineteenth century colonial story. Wellington: New Zealand Council for Education Press.

  • May H. (2013). The discovery of early childhood (2nd ed.) Wellington: New Zealand Council for Education Press.

  • May H. Kaur B. & Prochner L. (2014). Empire education and indigenous childhood. England: Ashgate.

  • McCann P. (1988). The Newfoundland School Society 1823-55: Missionary enterprise or cultural imperialism. In J. A. Mangan (Ed.) Benefits bestowed? Education and British imperialism (pp. 94-112). Manchester: Manchester University Press.

  • McCann P. & Young F. (1982). Samuel Wilderspin and the infant school movement. London: Croom Helm.

  • Missionary Register containing the principal transactions of the institutions for propagating the gospel with the proceedings at large of the Church Missionary Society (1834 1836 1846). London: L.B. Seeley.

  • Moon P. (2009). The edges of empire: New Zealand in the middle of the nineteenth century. Auckland: David Ling Publishing.

  • Munro J. (1996). The story of Suzanne Aubert. Auckland: Auckland University Press - Bridget Williams Books.

  • Outram D. (2006). Panorama of the Enlightenment. London: Thames and Hudson.

  • Taylor Allen A. (1988) Spiritual motherhood: German feminists and the kindergarten movement 1848-1911. History of Education Quarterly 22 (3) 319-339.

  • Owen R. (1813). A new view of society (1991 ed.). New York: Woodstock Books.

  • Pemberton R. (1854). The happy colony. London UK: Saunders & Otley.

  • Porter R. (2000). Enlightenment: Britain and the creation of the modern world London: Penguin.

  • Ritchie J. & Skerrett M. (2014). Early childhood education in Aotearoa New Zealand: History pedagogy and liberation New York: Palgrave MacMillian.

  • Rockey J. R. (1981). An Australasian utopist: Robert Pemberton FRSL the last of the self confessed Owenites and the last of the world makers. New Zealand Journal of History 15 (2) 157−178.

  • Simon J. & Tuhiwai Smith L. (2001). Civilising mission? Perceptions and representations of the native school system. Auckland: Auckland University Press.

  • Tennant M. (1989). Paupers and providers: Charitable aid in New Zealand. Wellington: Allen & Unwin - Historical Branch. von Marenholtz-Bülow B. (1872). ‘The kindergarten and the importance of children’s play’ in H. Goldammer (trans. 1882) The Gifts of the Kindergarten. Berlin S. W: Charles Habel.

  • Dr Watts I. (1797). The Second sett of catechisms and prayers or some helps to the religion of children from seven to twelve years of age Exeter: McKenzie and Son Exeter.

  • Wilderspin S. (1829). Infant Education; or practical remarks on the importance of educating the infant poor (4th ed.). London: W. Simpkin & R. Marshall.

Search
Journal information
Impact Factor


CiteScore 2018: 0.34

SCImago Journal Rank (SJR) 2018: 0.126
Source Normalized Impact per Paper (SNIP) 2018: 0.266

Metrics
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 433 303 16
PDF Downloads 212 152 11