The utilization of these learning methods generate an interest among the children to learn the basic concepts and reduces the tendency of inattentive or disruptive behaviour such as fighting and arguing with the peers and relatives, showing disinterest and unwillingness to answer questions and lack of cooperation in class (Cross, Woods & Schweingruber, 2009). This method also enhances the grasping skills of the young children aiding in the creation of ideas and experience through the performance of several activities by the child himself.
As an assessment of the diverse expectations from the proposed curriculum for early childhood education in New Zealand, the role of the stakeholders and the involvement of the parents and the governmental agencies have been considered essential. According to the National Institute for Early Education Research data, it has been revealed that 1.4 million of the children inhabitants of America, belonging to an age group of four years, that is 28%, were enlisted for the program funded by the state during 2012-2013, out of the 40 states that offered funded programs for the preschool children (Taguchi, 2009). Both the stakeholders and the parents work towards a common goal, that is, the preparation of the young children for the elementary schools. In doing so, the parents especially show concern in certain issues, such as the utilization and integration of effective means of communication and information in the classrooms.
Along with the involvement of the parents and the stakeholders, the role of the governmental agencies also proves beneficial in the designing and implementation of the curriculum for early childhood education in New Zealand. The governmental agencies in collaboration of the members of the community assist in the creation and development of the skilled, experienced and knowledgeable workforce for the imparting of the basic education to the young children (Olsson, 2009). The community members of the local area, as a means of prioritizing the shaping of a community, play a key role in the transmission of the specific languages and customs to the children through the adherence to specific beliefs associated with the nurturing and nourishment of the children in their tender age.
UNESCO extends its support to the administration of New Zealand as assistance in the provision of proper guidance and rationale behind the identification of the explicit pedagogical aims and objectives. This identification helps in the establishment and shaping specific goals that ensures the inclusion of all the relevant scopes and areas in the critical learning areas by the staffs (Sarama & Clements, 2009). Consequently, it helps the children with the equipment of the necessary and essential skills required before the commencement of the primary school. Moreover, it also facilitates the future prospects of the learning process through the execution of smooth transition between the different levels of education.