Preschool Education

Definition of Terms Preschool Education

Last Updated Nov 20, 2008 06:15 AM

Definition of Terms

Defining preschool education One of the first and continuing tasks during the inquiry was to define the term preschool education. This is challenging as in each state and territory a range of terminology is used to define a preschool program. It is important to clarify and to articulate what preschool education is and its purpose. Discussions across the country at the present time highlight the importance of the early childhood years. However, preschool is not specifically acknowledged. Adding to the complexity of defining the term, programs in each state and territory, including long day care, government schools, independent schools and other early childhood programs use a variety of terms to describe their preschool programs. What may be viewed as preschool in one state may be called something else in another state.

Actual differences in preschool programs between states and territories include:
• different salaries, award structures and career options for preschool teachers
• different staff qualifications and required years of study
• different state or territory government departments responsible for preschool education
• different terminology for preschool
• differing program hours and modes of delivery
• varying costs and fees
• different group sizes
• different locations and models including on school sites, stand-alone, and mobile.

“The terminology, the age differences, the different hours and types of programs between each state make it really confusing and stressful for parents. Especially for those of us who move interstate a lot.
How am I supposed to know that what was called kindergarten in one state is called preschool in another, and that different cut off points and ages apply. How do I know the difference between staff qualifications and training between states and what quality is supposed to look like and most importantly, how come I have to pay in some states and not in others.” (PARENT WHO MOVED BETWEEN THREE STATES, WRITTEN SUBMISSION) This inquiry acknowledges that the traditional sessional stand-alone preschool program is not the only type of preschool program, nor the model that has been used as a basis for this inquiry. I am using the following definition for the purpose of this inquiry. Preschool is a planned educational program for children in the year before the first year of school.

Children are usually aged between 4 and 5 years of age.A qualified early childhood teacher, who has completed a degree in education, plans the program and is usually supported by a teacher assistant. In some states and territories options also exist for a 3-year-old preschool program, two years before a child commences school.

This is varyingly available to some or all children. Preschool may take place in a range of settings including a purpose built building as a stand-alone model in the community, in a school, as part of a long day care centre, or a mobile or visiting service.

High quality preschool The terms of reference (Appendix 1) include the term ‘high quality’ preschool.

In determining how to define high quality, the inquiry consulted with a range of people including academics, teachers, assistants, parents, and government representatives. Research indicates a number of factors that impact on the quality of a preschool program.

For the purposes of this inquiry, I considered the following factors:
• qualifications of staff;
• group size and child staff ratios;
• curriculum planning and continuity of curriculum from preschool to school;
• links to other children and family services;
• parent involvement and participation;
• cultural relevance in staffing and program content;
• effective transition between preschool and school; and
• adequate funding for staff and resources Access A number of people throughout the inquiry queried the term ‘access’ rather than ‘participation’.

Without the ability to access a preschool program, participation is impossible. Whilst a range of issues are integral to both access and participation, it is the ability to access a preschool program that was the focus within the terms of reference for this inquiry. Access to preschool education in Australia Across Australia, state and territory data shows that most children have access to a preschool program.

Available data suggests that approximately 83.5% of children accessed some form of preschool education across Australia in 2002-2003.
Through the inquiry process, it became evident that significant numbers of children are either not accessing or able to participate in a high quality preschool program.

Equity of access differs between states and territories and differs in relation to various groups within the population.
A number of key factors arose and recurred throughout the inquiry process regarding equity and access to high quality preschool education.
The major issues raised through the inquiry regarding access and equity will be discussed in detail in this report but can be categorised as:
• Geographic location Differences exist between rural, remote and metropolitan areas in equitable access to preschool.
• Transport Many families are not able to access preschool due to lack of transport both within metropolitan and rural and remote areas of Australia.
• Cost In some states and territories, access to a preschool program is free and in others fees are charged. Fees and costs impact upon families’ capacity to access.
• Children with special needs Many children with special needs have greater difficulty in accessing high quality preschool programs.
• Indigenous children In some areas the percentage of Indigenous children not able to access a preschool program is significantly higher than non- Indigenous children.
• Links between schools and preschool programs In some states and territories, continuity of curriculum, links and support services to parents exist between preschools and schools but in others this does not occur. CALD children have significantly lower access to preschool programs in many areas around the country.
• Links between preschool programs and other related health and community service programs Some preschool programs are linked directly with other childcare, health and community service supports.
• Resourcing A significant lack of adequate funding and support structures exists for some preschool programs, particularly for children with special needs and for Indigenous groups.

The inquiry process Between October 2003 and March 31 2004 I visited a diverse range of preschool settings.

Visits to preschools
• stand-alone community based;
• within long day care centres;
• within schools, funded and administered by state and territory departments of education and no fees;
• stand-alone funded and staffed by departments of education;
• those funded and administered by state departments of health/community services;
• preschools which incurred a fee or cost to parents other than a voluntary contribution.

Visits to schools
• schools with a childcare centre and preschool on campus;
• schools where preschool was part of the school and within the school buildings;
• schools which had a preschool on site or as part of their school but off-site.

Visits to childcare centres
• Multi-functional Aboriginal Children’s Services (MACS) centres;
• long day care;
• occasional care.


Public forums Key stakeholders across a range of sectors and organisations Teleconference With rural and remote teachers in Western Australia.
Meetings
• academics;
• government representatives;
• curriculum advisers and designers;
• special needs advocacy groups;
• parent associations and representatives;
• parents at local schools, preschools and childcare centres.

Discussions
• preschool teachers and assistants;
• school principals;
• childcare staff and childcare coordinators;
• professional associations;
• group employer associations;
• parents of children at preschools, schools;
• parents of children with special needs;
• Indigenous parents and teachers.
Verbal submissions From organisations, parents and teachers who attended the forums.
Written submissions From the range of stakeholders.

See also Preschool Education 481 1 - 13