The Australian Institute of Family Studies have recently published this rapid evidence review (literature review) which examined literature published between 2018 and 2023 on the impact of preschool delivery practices on child outcomes. The purpose was to provide up-to-date evidence to inform policy on four research themes:
impact of workforce qualifications on child outcomes
impact of frequency and duration (dose) of preschool on child outcomes
how to maximise accessibility of preschool for priority groups of children
evidence regarding quality components of preschool programs.
Key findings of the review were:
There's mixed evidence on the direct impact of pre-service teacher qualifications on children's academic outcomes.
In-service teacher training shows a positive impact on academic outcomes, particularly early numeracy skills.
Preschool attendance has a positive effect on academic and cognitive outcomes, especially for Aboriginal and Torres Strait Islander children and those from disadvantaged backgrounds.
Starting early childhood education and care (ECEC) before age 4 and longer duration (2-3 years) can improve cognitive and academic outcomes in school, with disadvantaged children benefiting from starting even earlier.
Evidence is mixed regarding the impact of preschool frequency (hours attended) on child outcomes.
Mobile preschool services, outreach, and community-led approaches can improve access to preschool for priority groups.
Teaching-related quality components of preschool programs (e.g. educational program, staff-child interactions) have a positive effect on child development.
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