The HSIS (Household Survey on Infants and Young Children) has revealed several lessons for early childhood education programs. These include the importance of a well-defined program and clear logic. Similarly, the program should be focused on developing language and cognitive skills, especially those that are necessary for young children to enter kindergarten or first grade.
Children from low socio-economic backgrounds are more likely to experience developmental vulnerability
There is a clear connection between socioeconomic status and child development, and children from low socio-economic backgrounds are at greater risk of experiencing developmental vulnerabilities. Children from lower socio-economic backgrounds also have a greater likelihood of missing out on key developmental milestones, including completing preschool. As a result, preschool can be an important time to improve health and development outcomes.
This is consistent with research on other populations, including Aboriginal children in remote and disadvantaged areas. Area-based characteristics may influence early childhood development, including social cohesion and access to resources. However, the mechanisms behind these effects remain unclear.
Children from long daycare centres have higher standards of educational quality
The quality of education at Australian preschools is often judged by how well children participate in different formal educational programs and how well their parents engage with them. These measures are included in service ratings published on the Australian government’s Child Care Finder website. These measures have been found to be important to child development and positive outcomes. The most important quality indicator is the level of adult-child engagement. This is an important factor in a child’s early development, as a warm relationship with an educator is essential.
The quality of ECEC programs has a major impact on the educational well-being of children. Children who participate in higher-quality programs have more opportunities for learning and social participation. This has long-term effects on children’s future productivity.
Children from stand-alone preschools have higher standards of educational quality
Recent research has indicated that children from stand-alone preschools in Australia are more likely to have higher standards of educational quality than children from other preschools. Researchers used data from the Australian Early Development Census to investigate the association between the quality of a child’s early childhood education and their subsequent development.
While the quality of ECEC programs varies widely, the study results indicate that children who attend a quality program have better outcomes. In Australia, 61.5 per cent of preschool children are enrolled in ECEC programs. These programs are crucial in influencing the educational well-being and social development of young children. High-quality programs improve children’s learning and social participation, which can contribute to the children’s future productivity as adults.
Children from full-day preschools have higher scores in PISA, TIMSS and PIRLS
According to a study published in PISA, children from full-day preschools score better in math and science than those who don’t attend preschool. Over the past decade, most countries have expanded preschool access. However, some countries are still lagging behind. The United States is one of those countries. Despite the improvements, many children are not getting the early childhood education they need.
The study used a battery of tests to measure literacy and linguistic competence in children. These tests were administered by trained research assistants. The researchers also looked at socioeconomic factors in children’s neighborhoods. These results suggest that children from lower-SES neighborhoods need more attention to linguistic and literacy development.