Missing Preschool Linked to Slower School Readiness, Curtin Study Finds

A large Curtin University analysis tracking more than 123,000 Western Australian children suggests that attending preschool before compulsory schooling meaningfully improves “school readiness.” The findings, drawn from Australian Early Development Census data collected between 2009 and 2021, indicate that preschool participation is linked to better developmental outcomes across multiple domains. Researchers also report a substantially reduced likelihood that children begin school developmentally vulnerable.

In Western Australia, preschool—often called kindergarten or “kindy”—is the early learning year delivered before children enter compulsory schooling (pre-primary). Because this period occurs at a critical window for brain development and skill formation, the study frames preschool not just as childcare, but as an educational environment that can shape long-term trajectories.

Lead author Kendalem Atalell, a Curtin PhD candidate, emphasizes the practical takeaway: “preschool matters.” Children who attended were less likely to struggle when starting school and showed stronger development across every area measured. The study argues that early experiences build foundations for learning, health, and wellbeing well before the first classroom day.

The team used population-level evidence to assess developmental vulnerability, including social, emotional, physical, and communication competencies. Senior author Associate Professor Gizachew Tessema notes that more than one in five Australian children start school developmentally vulnerable, a pattern that can constrain learning, wellbeing, and future opportunities.

Importantly, the researchers highlight inequity in access. Children from disadvantaged communities were less likely to attend early childhood education programs, despite potentially benefitting the most. They suggest expanding high-quality preschool could reduce inequalities and improve readiness outcomes.

While preschool showed consistent advantages, the study also reports more complex results for daycare attendance. Daycare was associated with lower developmental vulnerability in language, cognitive, and communication areas, but higher vulnerability in social competence and emotional maturity.

The authors caution that daycare patterns are not explained by simple causality. Possible contributors include the age children begin care, the number of hours, intensity of attendance, and differences in family circumstances. For example, earlier and longer group care may reduce opportunities for the stable, responsive interactions that support social-emotional development during sensitive periods.

Overall, the research supports the idea that effective preschool—especially in disadvantaged and remote communities—may help more children begin school ready to learn and reach their potential. The article also notes that preschool programs offer early, structured observation that can prompt additional learning support when needed.