Teaching young people
By 1940 childhood was internationally recognised as a distinct stage in human development. A child's value to the family was no longer seen as primarily economic. Instead, children were viewed in terms of 'emotional capital' as socially priceless. New Zealand followed overseas trends and introduced children's education initiatives in the late 1930s and early 1940s.
Pre-school education developments
The kindergarten movement, still outside the state system in the war period, benefited from these changes. Funded by voluntary contributions and limited government grants, by 1940 the movement needed more money to ensure a sufficient supply of teachers. In 1942 the government provided bursaries for trainees, and student numbers increased from 31 in 1941 to 72 in 1944. In the same period the number of kindergartens increased from 39 to 52.
