Ann Sudmalis (Gilmore, Liberal Party) Share this | Hansard source

I address these remarks and questions to the minister. The recent budget provided a significant pledge of not just continuing funding but an increased level of funding for universal access to early childhood education. As some of the questions I wanted to ask have already been answered, I thank the minister but also add the following. As a teacher with 10 years experience teaching high school science, where I developed language and literacy models for students of all abilities to increase their learning outcomes, I am reassured by the action taken by the coalition government in regard to education funding. It was particularly important as a high school teacher that the entry-level skills were of a particular standard. Teaching science is often complicated by the use of specialist equipment that, if used inappropriately, can be downright dangerous. If a young student does not have entry-level skills then time must be spent to develop these skills before actual science content can be effectively taught. That was the trigger for me to develop the language and literacy modules that incorporated both science content and literacy skills, with a far better learning outcome overall. These modules were developed across curriculum areas. When I was exchange teaching in upstate New York, I facilitated a number of American teachers from all curricula sectors to develop similar content-based literacy modules.

There is no difference for the children going from the home or from child care to full-time primary education. In fact, the funding for early childhood education is far more essential not only for the child's individual learning but also for the nation as a whole. Investing in our children at this critical period is benefiting the long-term educational outcomes for decades to come. The confirmation of investment in this critical aspect of education for all young children in Australia is of huge significance. The funded hours are actually, for some children, the very first formal hours of socialising with groups of others, learning the behaviours that are expected in the classroom and learning in a structured environment. It is the chance to ask to go to the toilet and to share books, pencils and other equipment. The children, who may not even have siblings, learn to work with others, to cooperate with others and to learn with others. These are essential before-school skills to develop. The early childhood facilitators are a critical link to identifying for some of these children, if they show learning or social difficulties, the need for extra help or other intervention measures.

I am proud to be part of a government that has the vision to continue this essential funding for our young children. Many teachers have approached me recently to commend these actions and communicate to me how essential early childhood learning really is. They explain that this is an opportunity to teach children how to sit in a classroom, to hold a pencil in some cases, and to develop a range of fine motor skills that for some little ones is a completely new experience. These teachers have confirmed that, should these children not receive such introductory instruction, it could push back the progress in their primary education, in some cases causing a learning delay for as much as 12 months, impacting massively on their educational journey. At the same time that a teacher may be struggling to introduce these essential learning skills, the other children who already have these experiences can be held back, often just due to the dynamics of the classroom activities.

Minister, some questions have been brought to me from the community in relation to universal access, and I would like to outline these to you. Initially, there is curiosity as to why we have only extended this funding for the 2016 and 2017 calendar years. There is also some misunderstanding as to which level of government is really responsible for this aspect of education. What are the plans of the federal government in this regard? The Abbott government, as promised, committed to a Productivity Commission review into this aspect of education. Could the minister outline how this has influenced the decision to extend the funding of universal access for early childhood education. Can the minister explain how the commitment of an additional $840 million over the next two years gives families and schools confidence to continue preparing for the education of our young children. As I understand the issue of funding, there are differences that exist across the states and territories. How does the government plan to assist the delivery of funding so that all children in Australia have an equality of access to this critical introductory phase of education?

There are three sectors in our national support of this program that need special attention: Indigenous, vulnerable, and disadvantaged children. They are likely to be the very ones who need the early learning instruction so they can make the most of their primary education. These same groups of children are also likely to need attendance assistance, and they will certainly gain from the socialisation process. While Gilmore may, at first glance, not need any special consideration, there are in fact pockets of socially disadvantaged children, and we know that some of our Indigenous children are not attending early childhood learning at all. How will the Government's Universal Access funding support all children in my electorate and ensure that no one misses out on quality early education? It would appear that they are the ones who will experience the greatest benefit from well-targeted funding in their early years.

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