Quality Early Education for All

% Developmentally vulnerable
Figure 10: AEDC % Developmentally vulnerable by SEIFA quintile
30
25
20
15
10
5
0
2009 2012 2015
Major cities Inner regional Outer regional Remote Very remote
Source: CCCH and TICHR, 2009; Australian Government 2013, 2015
Downstream impacts
A number of studies have found substantial evidence relating to the sustained impacts of early education and
intervention on later adolescent outcomes. For example, Manning, Homel and Smith (2009) undertook a metaanalysis
of early years programs targeting vulnerable children aged 0-5 years, including preschool programs.
Significant effects were found in a number of key outcome areas, including educational success, cognitive
development, reduced involvement in criminal justice and improved social and emotional development. Overall,
there was a 61 per cent difference between intervention and control groups.
Participation in high-quality early education boosts children’s readiness to learn, their social and emotional
development, and can support positive transitions into primary schooling. It is a key strategy for supporting
children’s opportunities for early educational success, and therefore for initiating and sustaining their
engagement in learning, positive relationships with peers, and sense of belonging at school. These are key factors
for retaining young people in education (Burns et al, 2008).
Other protective factors for supporting young people’s engagement in education include high levels of wellbeing,
high literacy and numeracy skills and early school achievement (Burns et al, 2008). Parental engagement in
education is a protective factor for children and young people in all age groups (Fox and Olsen, 2015). Early
education helps to set the foundation for the development of these vital capabilities and later engagement and
success in schooling.
In addition to school-based and structural factors, student disengagement is associated with disrupted education,
poverty, lack of positive relationships with peers and adults, alcohol and drug use, having a disability or mental
health issues and offending behaviours (Burns et al, 2008, Deloitte Access Economics, 2012). This is highlighted in
Quality Early Education for All 31