Educator stability key to boosting child outcomes in early learning, new report finds

A new report released today by The Front Project analyses the characteristics of early learning centres by quality rating. 

The report, titled Staying Power, finds that workforce stability is a key determinant of high-quality early childhood education services. 

The report shows that in the many services exceeding national quality standards, strong leadership, supportive staffing arrangements, and a focus on relationships are clear. High-quality services are also most commonly not-for-profit and based in metropolitan areas. 

By contrast, centres not meeting quality standards often struggle with staffing and leadership, with higher rates of casuals and staff turnover. 

The Front Project CEO, Dr Caroline Croser-Barlow, said the findings reinforce the importance of supporting and sustaining the early childhood workforce.

“Families rely on early learning and that’s not changing. We commend the Federal Government for the early educator Worker Retention Payment, which has lifted wages for educators and helped to reduce vacancies sector-wide. However, longer-term solutions focused on improving working conditions are needed,” said Dr Croser-Barlow. 

“Children need stable, trusted relationships with educators to support their development, learning and wellbeing. But this research shows that more than a third of educators leave services each year. 

“For children to thrive, early childhood educators need to feel looked after and motivated by their work. That means time for planning and assessment, support to undertake professional learning, support for leadership roles, and attractive pay and career pathways. 

“We know that children who attend higher quality centres in the two years before school have better developmental outcomes. But quality depends on consistent, nurturing relationships. That’s hard to achieve when some children are forming new bonds with educators as often as every six weeks.”

Recent Department of Education data shows that children who spend 30 to 40 hours a week in childcare are generally on track in cognition and language but may have higher risks of vulnerability in their social and emotional development.

“These findings confirm what the sector has long known - services that invest in their staff, relationships and leadership deliver better care. 

“The government has taken huge steps to make early learning more accessible and affordable. Their focus now should be on how we make it better. This report provides a clear roadmap for reform based on what the workforce needs to keep children safe, happy and learning,” said Dr Croser-Barlow.