This report draws on data from the Longitudinal Study of Australian Children, which tracked almost 10,000 children and their families over two years from 2004, to find out detailed information about their lives and experiences.

It finds that:

    •    children who attended an early childhood program had better language skills than those who did not
    •    high quality care is associated with gains in language and cognitive outcomes in toddlers and preschoolers
    •    in groups where teachers were university qualified and more teacher-supported small-group activities were offered, children had higher pro-social behaviour and less problem behaviours
    •    current regulations and processes are multi-layered and complex.

The report was prepared by Linda J. Harrison, Judy A. Ungerer, Grant J. Smith, Stephen R. Zubrick and Sarah Wise with Frances Press, Manjula Waniganayake and The LSAC Research Consortium