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.

Subject of Research: People
Article Title: Early Childhood Education and Care and Developmental Vulnerability at School Entry
News Publication Date: 28-Jul-2026
References: JAMA Network Open (published 28-Jul-2026)
Keywords: Education, Educational programs

The study emphasizes the critical importance of parental expectations as they relate to children’s preparation for schooling. Parents are often the first teachers of their children, imparting lessons that extend beyond mere academic knowledge. In Indonesian culture, where educational achievement is often seen as a pathway to success, the expectations placed on children can be both a motivating force and a source of stress. Through interviews and surveys, the researchers gathered insights into how these expectations manifest in everyday life, shaping children’s experiences and attitudes toward learning.

Additionally, the research examined the variety of parent-child activities that contribute to early childhood education. Engaging children in constructive activities—from reading stories to playing educational games—can significantly enhance cognitive and social skills. The researchers found that consistent, quality interactions between parents and children create a nurturing environment conducive to learning. These moments not only foster intellectual development but also strengthen the emotional bond between parent and child, reinforcing the child’s confidence and eagerness to learn.

Furthermore, screen media use has become an essential topic in discussions about childhood education. With the proliferation of digital devices, children are increasingly exposed to screen time, both for entertainment and education. The researchers explored how screen media can play a dual role—potentially enhancing learning through educational content while also posing risks related to overexposure. Balanced media consumption, combined with parental guidance, emerged as a pivotal factor in determining whether screen use serves to assist or hinder a child’s educational journey.

The interplay of these elements is complex and multifaceted. Parental expectations do not exist in a vacuum; they intersect with the activities engaged in at home and the media consumed by children. For instance, when parents advocate for quality educational content on digital screens, they set a standard that promotes healthy media practices. Conversely, if expectations are misaligned with the type of media use or activities engaged in, discrepancies may arise, leading to frustration and disengagement from learning.

Looking at cultural context, the study highlights that the Indonesian educational landscape is shaped by unique societal factors. Traditional views on education, coupled with rapidly advancing technology, create a dynamic environment. Parents face the challenge of adapting to new educational paradigms while still upholding cultural values that prioritize academic success. Thus, navigating these expectations requires a delicate balance of honoring tradition while embracing modernity.

The data collected shed light on how parents perceive their roles in preparing their children for school. Interviews reveal a spectrum of beliefs, from those who are highly engaged and proactive in their children’s educational activities to those who feel overwhelmed by the demands of modern parenting. The researchers underscored the necessity of providing resources and support to parents, empowering them to create enriching environments for their children.

Importantly, the findings of this research have broader implications for policymakers and educators. As the understanding of parental influence on educational readiness deepens, there is a significant opportunity for initiatives aimed at equipping parents with the tools they need. Workshops, community programs, and access to information on child development can help bridge gaps, ensuring all children have a fair opportunity to thrive academically.

One core takeaway from the study is the need for a synergistic approach to education that encompasses both home and school influences. While schools play a critical role in academic success, the foundations laid at home are equally crucial. Educators and school administrators must consider the broader context in which children are raised, recognizing that parental involvement is key in laying the groundwork for lifelong learning.

In examining screen media, the researchers noted a concerning trend: increased screen time correlating with diminished social skills among young children. This points to a pressing need for guidelines on healthy media use that align with educational goals. Parents must not only select appropriate content but also engage with their children during media consumption to broaden understanding and foster critical thinking.

The study encourages discussions on how societal shifts, such as the rise of technology and varying parenting styles, impact childhood education. Preparing children for school today involves acknowledging the diverse experiences that shape young learners. This necessitates a move away from one-size-fits-all approaches in education and parenting, instead promoting inclusive strategies that recognize individual family dynamics.

Ultimately, Novita and her colleagues advocate for an integrated approach to preparing young children for schooling—one that marries parental expectations with meaningful activities and thoughtful media use. By fostering an environment rich in support and engagement, parents can effectively equip their children with the skills and mindset needed for success in school and beyond.

As the globe continues to evolve, understanding the interplay between parenting practices, societal expectations, and educational systems is more crucial than ever. This research offers valuable insights that can inform best practices for parents and educators alike, laying the groundwork for future studies and developments in childhood education.

In closing, the implications of understanding parental roles and responsibilities extend far beyond individual families. They touch upon the very fabric of society, signalling a need for collaborative efforts aimed at fostering strong educational foundations for future generations. By embracing the findings of this research and advocating for informed, engaged parenting, we can collectively work towards a brighter future for all children, guided by the principles of support, connection, and enriched educational experiences.

Subject of Research: The role of parental expectations, parent-child activities, and screen media use in preparing Indonesian young children for schooling.

Article Title: Preparing Indonesian young children for schooling: the role of parental expectations, parent–child activities, and screen media use.

Article References:

Novita, S., Wijayanti, P.A.K. & Anindhita, V. Preparing Indonesian young children for schooling: the role of parental expectations, parent–child activities, and screen media use. IJEC (2025). https://doi.org/10.1007/s13158-025-00448-y

Image Credits: AI Generated

DOI: 10.1007/s13158-025-00448-y

Keywords: Parental expectations, early childhood education, screen media use, Indonesian children, educational readiness.