Daycare kids in poorer areas of WA are missing out on valuable reading time

Daycare kids in poorer areas of WA are missing out on valuable reading time

Children at daycare centres in disadvantaged areas in Western Australia are spending significantly less reading times with educators compared to their counterparts in richer areas, a new study has found.

Researchers from Edith Cowan University’s School of Education observed reading sessions with three- and four-year-olds at four daycare centres in the state and found that children at centres in lower socio-economic areas receive 44% less reading time with educators.  

The study discovered that not only were reading sessions shorter, but there were also frequent negative interactions between children and educators, and less effective approach to behaviour management.

Dr Helen Adam, lead researcher of the report, said the results were concerning.

“We know centre educators faced huge demands on their time and resources, however, it was clear from this research that centres in lower socio-economic areas needed more support to ensure all children could receive the benefits of quality book sharing,” she said.

Dr Adam also noted that some centres placed restrictions on children’s access to books by using them as a reward or punishment.

“All of these practices are meaning kids at those centres in less advantaged areas, including many with diverse cultural and linguistic backgrounds, are missing out and potentially falling behind their peers,” she said.

“That disadvantage only continues when these kids reach school age and we’ve seen, in anecdotal evidence, that similar disadvantage continues with educators in some classrooms spending little or no time reading to children.”

Dr Adam added that with 87% of Australian children attending some form of daycare centre, it is crucial that they receive quality care and education, regardless of where they live.

“It is important for all children to have large amounts of quality reading time with educators to promote literacy and language skills as they enter school,” she said.

“Even at the centres where educators spent the most time reading, most children were not getting the amount of book sharing, which numerous studies have shown can significantly improve literacy outcomes.”

To address this, Dr Adam is urging the federal and state governments to provide more equitable funding and support for early learning, so all children can access quality daycare with well-trained and well-supported educators.

She also encouraged parents to help their children by reading often and engaging them with books.

“For parents, it’s about reading with kids and then talking about the books, how they relate to their everyday lives, what they think might happen next in a story and ensuring kids are engaged with the story,” she said.