Disadvantaged children often miss out on developing the building blocks of early learning.
Children who are read to more frequently at an early age enter school with larger vocabularies and more advanced comprehension skills (Mol & Bus, 2011). Yet without books to stimulate learning in the home, or encouragement from a parent who is aware of its importance, disadvantaged children often don’t have the same shared reading time with their parents or carers as their more advantaged peers.
Alarmingly, disadvantaged children are already well behind their peers by age four, and by age six, many are around seven times more likely than other children to be doing badly at school1.
Providing early learning resources and support in the home is vital for a child’s future potential.