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The new federal government is beginning to act on its election promises. In delivering its preschool commitment, the government needs to consider the research and all potential impacts of its actions.
The federal government has made a commitment to provide 15 hours of preschool for all four-year-olds at no extra cost to parents, for a minimum of 40 weeks and delivered by four year degree-qualified early childhood teachers. It has also committed to the development of an early years learning framework that is play-based, focused on pre-literacy and pre-numeracy skills.
This commitment, and the government's long-term vision for a national network of early learning centres, is supported by a workforce development strategy which will provide:
- incentives for childcare practitioners to improve their qualifications (such as by abolishing TAFE fees for eligible childcare diplomas)
- additional early childhood education places in universities from 2009
- halving higher education fees of 10,000 early childhood education students willing to work in rural and regional areas.
The government recognises that this will take some time to implement.
There is also a quality standards commitment for a childcare accreditation system that will drive continuous improvement linked to evidence-based standards as indicators of quality. Centres will be rated on a five-star system, needing at least two stars to provide child care. Centres will have regular spot checks and will be required to provide information to parents about their children's experience and also their service-quality record. The government has also indicated it will roll out the Australian Early Development Index to all primary schools.
Quality early learning experiences
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Research tells us that well-educated and well-compensated staff are essential to quality programs and outcomes. Compensation is especially crucial because it provides an incentive for teachers to stay with programs/services, and we know staff stability underwrites quality interactions with children. It is essential that there is pay parity with teachers in primary schools, including loading for extended hours and loss of holidays. Unless this is achieved the majority of early childhood teachers will not choose to work in long day care services.
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Research also tells us that qualified teachers who work with children in integrated settings – which combine preschool, extended child care and provide family support – or nursery school (preschool) settings, particularly as leaders, have the greatest impact on quality. Where there are qualified early childhood teachers, children show greater progress and less-qualified staff demonstrate significantly better practice. Research also says programs work best when carried out over more than one year for children aged three and four. Part-time or full-time attendance at these programs does not affect the outcomes.
What do high-quality programs look like?
According to research, programs which produce high-quality outcomes are led by qualified early childhood teachers and have the following characteristics:
- Children are active and experiential learners.
- Teachers:
- have clarity of focus
- centre on children's learning and use curriculum informed by research
- have knowledge and understanding of the curriculum, including content areas
- know and understand how children learn.
- Interventions focus on all aspects of the child – their intellectual, social, emotional and physical wellbeing.
- Settings view educational and social experience as complementary and equal in importance.
- There is a mixture between responsive teaching that extends and elaborates on what the children are already learning, and direct teaching designed to be engaging and extend children's learning.
- Curriculum is a framework for learning which fits the children.
- Pedagogy includes interactions traditionally associated with the word 'teaching', such as the provision of instructive learning environments, and sustained shared thinking.
- Quality verbal interactions and sustained shared thinking: children interact one to one with an adult or another child, with engaged conversations which go beyond giving directions.
- Small group sizes and high teacher–child ratios.
- Stability and continuity of staff.
- The teacher–child relationship is seen as central to children's learning.
- There is a balance of teacher- and child-initiated activities.
- Adults show skills in supporting children's capacity to resolve conflicts.
- Support for programs across whole services and organisations.
- A strong focus on teachers' ongoing learning – professional conversations, in particular.
- Parents are helped to support children's learning at home.
What the research means for the government
Early Childhood Australia believes, in implementing the preschool promise, the federal government needs to consider the impact on children's wellbeing, especially in terms of the number of transitions per day and per week and the wellbeing of adults who have responsibility for children.
It also needs to consider the ongoing viability and quality of provision in existing long day care centres, some of which may lose their four-year-old cohort. The research is clear that the learning outcomes from a preschool program can be achieved in long day care programs, providing they employ qualified early childhood teachers with four-year degrees, have support from management and strong pedagogical leadership and, importantly, the 3–5-year-old room in long day care centres provides for the extended early program which the evidence says provides the best outcomes for children.
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There needs to be explicit, public recognition from the federal government that, providing the necessary conditions are met, its preschool commitment can be successfully achieved in both long day care centres and preschools.
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Moving forward
In order for the delivery of the universal preschool promise to be successful and not have unintended consequences, there needs to be:
- consideration of the impact of any model on children's well being, on adults with whom they have to build relationships, and the number of transitions each day
- consideration of the impact of any model on the viability and quality of provision in existing childcare services
- consideration of the impact of providing choice for one group of parents on the choices available to others
- a childcare workforce strategy that will build stability and career confidence.
Teachers working in long day care must have pay parity with classroom teachers, including loadings to offset loss of holidays and extended hours of work.
While this provides only a very brief analysis, it does outline key considerations for the way the preschool promise will be delivered. There is no doubt that, as we progress, we will find more than one way forward.
Pam Cahir
Chief Executive Officer
Early Childhood Australia
References and further reading
Children of the Code (2008). Interview with Dr Todd Risley. Retrieved 6 February 2008, www.childrenofthecode.org/interviews/risley.htm
Galinsky, E. (2006). The economic benefits of high-quality early childhood programs: What makes the difference? Washington, DC. Retrieved 6 February 2008, www.ced.org/docs/report/report_prek_galinsky.pdf
Sylva, K, et al. (2004). The effective provision of pre-school education (EPPE) project: Final report. London: University of London.
Sylva, K, et al. (2003). The effective provision of pre-school education (EPPE) project: Findings from the preschool period. London: University of London. Retrieved 8 February 2008, www.ioe.ac.uk/schools/ecpe/eppe/eppe/eppepdfs/RB%20summary%20findings%20from%20Preschool.pdf
Every Child magazine – vol. 14 no. 1, 2008, pp. 6-7
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