The preschool experience of children in disadvantaged communities: Tracking progress towards school readiness

This report details the process and findings of an investigation into the benefits of preschool education for children (aged 4–5) from disadvantaged communities in regional New South Wales, Australia. The investigation focused on children's learning, social emotional wellbeing and school readiness in the year prior to
commencing formal schooling. It also explored early childhood educators' understandings of the role of their practices in facilitating children’s
development in these domains. The research was commissioned by CareWest—
an organisation providing disability, aged, child and family, carer and respite, and home and community services in regional NSW. The study was conducted in 2016 by researchers from Charles Sturt University. Data were collected over
a one-year period. Children’s progress was monitored using pre/post-test methodology, and insights into educators’ perspectives and understandings were gained through Practitioner Inquiry methodology. Children and early
childhood educators from four preschools participated in the study. This included two preschools in Orange (Glenroi and Bowen preschools—auspiced by CareWest), one in Forbes and one in Dubbo. All four preschools primarily serve children from families of Indigenous Australian background, or with low
socioeconomic status.