The challenge
When starting school, some children are already running behind due to not having had the same opportunities and access to resources as other children. Pre-Prep aims to create a more level playing field to ensure the best start in life and more equal opportunities for all children by giving all children access to an increased dosage of quality early education. Doubling the hours per week for 4-year-old children may increase take-up and improve children’s developmental outcomes, while potentially facilitating parents’ participation in education and employment.
The research
The Pre-Prep study aims to evaluate the impact of extending the hours of universal 4-year-old programs from 15 hours (kindergarten) to 25-30 hours (pre-prep) per week. The extension is rolled out in phases, starting with children in priority groups and in rural/regional Victoria. Therefore, these two groups are the focus of the analyses in this project. The Melbourne Institute researchers focus on the quantitative analyses of parents’/caregivers’ labour market outcomes, as well as providing support for data linkage and the other quantitative analyses more generally.
The impact
The Project has only just commenced, but understanding the impacts of an increased amount of early play-based learning on child development outcomes and on parents’ opportunities to participate in the labour force is important, especially for families facing some form of disadvantage (e.g. through a lack of access to resources). Ensuring the funding allocated to this initiative has the intended impact on children’s and families’ outcomes is essential.
Our researchers
The project is led by Professor Tricia Eadie from the Faculty of Education and a large team from the Faculty of Education is involved in this project. The Front Project collaborates with us on this project funded by the Victorian Department of Education.
Melbourne Institute - Sarah C. Dahman, Guyonne Kalb, Yi-Ping Tseng.