Journal article
Unpacking and unpicking the challenge of 600 hours of preschool attendance
Australasian journal of early childhood, Vol.49(1), pp.32-48
01/03/2024
Appears in Recent Faculty of Education Publications
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Abstract
The Australian Government’s (2022) Preschool Reform Funding Agreement and initiatives by state governments aim to lift enrolment and maximise the benefits of early childhood education (ECE) in the year before school. The Agreement is particularly relevant for children and families from vulnerable and disadvantaged backgrounds, many of whom do not utilise the annual attendance target of 600 hours available to every child. Children’s enrolment and daily attendance records are key to understanding participation in ECE, but few studies or government reports have examined this information in detail. Drawing on administrative records provided by 19 long day care and preschool centres/schools in areas of socio-economic disadvantage, we analysed weekly attendance for 971 preschool-aged children over four 10-week terms. Results for the ‘percentage of enrolled days’ attended (M = 88%) and ‘total hours’ attended (M = 576 h) approached the target but differed for children enrolled in preschool versus long day care.
Details
- Title
- Unpacking and unpicking the challenge of 600 hours of preschool attendance
- Creators
- Linda J Harrison - Macquarie UniversityTracy Redman - Macquarie UniversityJudith E Brown - Macquarie UniversityLeanne Lavina - Macquarie UniversityBelinda Davis - Macquarie UniversitySheila Degotardi - Macquarie UniversityLoraine Fordham - Macquarie UniversityFay Hadley - Macquarie UniversityCatherine Jones - Macquarie UniversityManjula Waniganayake - Macquarie UniversitySandie Wong - Macquarie University
- Publication Details
- Australasian journal of early childhood, Vol.49(1), pp.32-48
- Publisher
- SAGE Publications
- Number of pages
- 17
- Grant note
- This work was supported by the New South Wales Department of Education (DoE1272348357).
- Identifiers
- 991013370631902368
- Copyright
- © The Author(s) 2023.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article