Study Suggests Two Years of Kindergarten Improves School Readiness

The benefits of two years of kindergarten have been measured for the first time in Victoria, with children who arrive at school after attending three- and four-year-old kindergarten months ahead of their peers who only went to kindergarten as four-year-olds.

The Melbourne University-led study found that children who started school with two years of kindergarten had language comprehension skills five months ahead of those with one year of pre-school education.

The results, to be released on Thursday, also show that two years of kindergarten placed students up to three months ahead on early numeracy and working memory skills.

“These things make a huge difference when children are in a formal classroom for the first time,” lead researcher Professor Tricia Eadie said.

“It gives them the foundational skills to be able to sit still, to listen and to understand what the teacher is asking them and engage in learning.”

She said the findings of the five-year study were a reminder that kindergarten played a fundamental role in students’ education.

“This isn’t about children being explicitly taught these skills,” she said.

“These children are in play-based, developmentally appropriate programs where they’re learning. By being in that language-rich environment, we see this learning and these advantages emerge.”

Jennie Ho’s eldest child, Kobe Malin, 5, will start school next year after three years of kindergarten, with Ho delaying his start at school because she wanted to be confident he was ready.

“Kindergarten has given him a safe and supportive environment where he can build confidence, friendships and foundations for the years ahead,” she said.

“But it’s also been great for his social and emotional learning development.”

Both Kobe and his brother, Kai, 3, go to kindergarten five days a week.

Ho said she could see the benefits at home and feels confident her children will be well-prepared when they start at Auburn Primary School.

The EDGE (Educational and Developmental Gains in Early Childhood) Study is the first to measure the impact of the state government’s $1.4 billion free kindergarten policy since it was introduced in 2022 and is significant nationally because Victoria is the only state to fund three- and four-year-old kindergarten.

Under the state government plan, free kindergarten for three- and four-year-olds will double from the current 15 hours a week to 30 hours by 2036.

More than 147,000 children statewide are part of the free kinder program this year.

But Eadie said the benefits identified in the study applied to children who attend 15 hours or more a week.

The experience and availability of educators was also a key factor of whether students received the full benefits, she said.

“This shows that experienced teachers make a significant difference. So there’s a real piece here that speaks to supporting experienced teachers and retaining them in kindergarten programs.”

“You can’t just bring in universal access to three-year-old kindergarten and expect every kindergarten to be able to have the staff and get experienced teachers to deliver high-quality programs without the actual reform support to do that,” she said.

Rollout of the universal free kindergarten program has resulted in some councils such as Bayside and Boroondara forecasting a shortage of kindergarten places, especially in areas where the government is pushing to increase housing density through activity centre zones.

The Melbourne University study is part of a research partnership with the Front Project and the education department.

Minister for Children Lizzie Blandthorn said the study results showed that high-quality early childhood education could be achieved in all settings and all communities across Victoria.

“The findings support the delivery of universal three-year-old kinder, so children get the best start as lifelong learners,” she said.

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