ABSTRACT
In the past few decades, there has been increased demand for childcare, reflecting the effects of industrialisation and the changes in family structure in many developed countries. Consequently, the provision of childcare services has been of increasing interest to researchers. There is a small, but growing body of international research evidence, linking the quality of childcare to the social development of young children and to social disadvantage. This study investigated the relationship between social disadvantage, the quality of long day childcare centres, and the social skills development of the young children who attended them. Fourteen childcare centres were assessed using the Early Childhood Environmental Rating Scale – Revised Edition (ECERS-R) and the Early Childhood Environmental Rating Scale – Extension (ECERS-E). Analysis of this data was undertaken using quantitative and qualitative methods. The results showed that the long day care centres in ‘disadvantaged’ areas in Sydney were of lower quality than those in ‘partially disadvantaged areas’ in terms of personal care, activities, interactions and diversity. There were no statistically significant relationships between social skills scores and location of centres or centre quality, although qualitative analyses suggested more frequent and intense interactions (child–child, staff– child) in more advantaged areas, as well as a greater sensitivity to differences among children. Given the ubiquity of formal childcare and the importance of quality preschool programmes in moderating the effects of social disadvantage on developmental pathways, there is 320an urgent need for further research on the nature of the links between disadvantage, the quality of childcare, and outcomes for children.
