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House of Assembly - Fifty-Third Parliament, Second Session (53-2)
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Early Childhood Education

Ms DIGANCE (Elder) (15:56): My question is to the Minister for Education and Child Development. Minister, could you update the house on the government's plan for early childhood?

The Hon. S.E. CLOSE (Port Adelaide—Minister for Education and Child Development, Minister for Higher Education and Skills) (15:57): Thank you to the member for her question. We have known for some time the importance of early childhood in the subsequent life chances of the people of this state. We know that, from the evidence about neural development in the early years, if certain interventions do not occur early, then the challenge before young people becomes so much harder as they head into their school years. We know that that is the case for not only the year prior to school, but in fact even earlier than that, and it is crucial that we keep our focus on those early years.

What is also evident is that disadvantage tells: it makes a big difference. In fact, for children who come from a disadvantaged background to start school behind their peers, the chances of catching up become more and more remote. So, what we do early counts for every child, but it counts still more for children from disadvantaged backgrounds. By that I do not mean necessarily backgrounds where there is not a lot of money: what I mean are households that are educationally disadvantaged, where education is not valued, where books and reading are not valued, and where numeracy is not part of the child's daily life.

Unfortunately, children in households of that nature tend to start school with smaller vocabularies and never catch up, and start school with an attitude towards numeracy that is never righted, that never becomes positive and embracing. Unfortunately, the evidence also shows that, for those children, the better they are at literacy and numeracy, the better their chances are of earning a higher income in the future, so it really matters.

What we have done in this government (and far pre-dating me) is put a real emphasis on how we treat the very early years and the year of preschool. One of the things that have occurred across the country that we have been participants in is to change the ratio of the teacher, educator or early childhood worker to the number of children in their classes. That commenced at the beginning of this year all across Australia. We have moved, for most kids in preschool years, from 1:13 to 1:11, and importantly, for the preschools that are disadvantaged, to 1:10. That is a move that I understand has been welcomed broadly.

We have also been able to increase the number of children's centres. The idea is that it is not just about preschool: it is also about having access to child care, it is also about having access to the allied health services, and it is also about having prenatal care for mothers who are expecting a baby. The children's centres have the facility to bring together that range of matters—

Dr McFetridge: How are we going with Closing the Gap?

The Hon. S.E. CLOSE: I have heard an interjection—which I am sure I am not allowed to do—referring to Closing the Gap for Aboriginal children. I am still unhappy about, obviously, the extent of disadvantage that is experienced within the Aboriginal community, but heartened that we have the highest enrolment in preschool for Aboriginal kids in the country, and that must make a difference. That must make a difference because getting support early for kids makes a difference, and it particularly makes a difference for kids who are starting behind. The other point I would like to make—I can't; I've run out of time.

The SPEAKER: The member's time has expired.

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