This rapid evidence review examines literature published between 2018 and 2023 on the impact of preschool delivery practices on child outcomes. The purpose was to provide up-to-date evidence to inform policy on four research themes:

• impact of workforce qualifications on child outcomes
• impact of frequency and duration (dose) of preschool on child outcomes
• how to maximise accessibility of preschool for priority groups of children
• evidence regarding quality components of preschool programs.

The review indicates a need for further research and more up-to-date data to inform current policy settings, as much of the recent Australian research used data predating the National Quality Framework. 

Key findings

• There's mixed evidence on the direct impact of pre-service teacher qualifications on children's academic outcomes. 
• In-service teacher training shows a positive impact on academic outcomes, particularly early numeracy skills.
• Preschool attendance has a positive effect on academic and cognitive outcomes, especially for Aboriginal and Torres Strait Islander children and those from disadvantaged backgrounds.
• Starting early childhood education and care (ECEC) before age 4 and longer duration (2-3 years) can improve cognitive and academic outcomes in school, with disadvantaged children benefiting from starting even earlier.
• Evidence is mixed regarding the impact of preschool frequency (hours attended) on child outcomes.
• Mobile preschool services, outreach, and community-led approaches can improve access to preschool for priority groups.
• Teaching-related quality components of preschool programs (e.g. educational program, staff-child interactions) have a positive effect on child development.