Access, Quality and Equity in Early Childhood Education and Care: A South Australian Study

Autor/inn/en	Krieg, Susan; Curtis, David; Hall, Lauren; Westenberg, Luke
Titel	Access, Quality and Equity in Early Childhood Education and Care: A South Australian Study
Quelle	In: Australian Journal of Education, 59 (2015) 2, S.119-132 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944115588789
Schlagwörter	Access to Education; Educational Quality; Equal Education; Early Childhood Education; Child Care Centers; Preschools; Preschool Children; Teacher Qualifications; Cognitive Development; School Readiness; Parent Background; Disadvantaged Youth; Rating Scales; Questionnaires; Foreign Countries; Australia; Early Childhood Environment Rating Scale; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Early childhood; Frühkindliche Bildung; Frühpädagogik; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrqualifikation; Kognitive Entwicklung; Readiness for school; School ability; Schulreife; Elternhaus; Benachteiligter Jugendlicher; Rating-Skala; Fragebogen; Ausland; Australien
Abstract	While much is known about the factors related to student performance beyond Grade 3 less is known about the factors that are related to student performance in early childhood education and the early years in primary school. As part of the 'I go to school' project in South Australia, this study tracked children attending integrated preschool/childcare centres -- known as Children's Centres -- as they made their transition to school. Results indicated that children who attended early childhood education programs that were of higher quality -- as characterised by higher staff qualifications and a greater range and more engaging children's activities -- showed a greater gain in cognitive development than children who attended lower quality programs. Findings also suggested that children who benefitted the most from attendance in these programs were children from backgrounds of greater social disadvantage than children from less disadvantaged backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01