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Abstract

Attendance at early childhood education and care (ECEC) is valuable. What is not clear is whether ECEC attendance, frequency and quality, and parental education relate to vocabulary development among Australian toddlers. In this study, parent-reported data of toddlers’ vocabulary was used to examine these issues, considering ECEC attendance and centre quality. A range of macro- and micro-factors were considered to explore associations with toddlers’ vocabulary scores. Parental education and sex, particularly for females, were positively related to increased vocabulary outcomes. Overall, ECEC attendance was not positively associated with increased toddler vocabulary scores. Attendance at ECEC one day per week revealed higher vocabulary scores, especially for female toddlers of high parental education. Our findings highlight that toddler language development occurs within a complex sphere of determinants that protect or hinder outcomes. Effective policy development must consider all relevant factors.

Keywords

ACECQA Australia early childhood education and care ECEC attendance ECEC quality parental education toddlers vocabulary development

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Vocabulary Development of Toddlers in Australia: Does Early Childhood Education and Care Quality and Attendance Make a Difference?

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