• slide1-aa.jpg
  • slide1-ah.jpg
  • slide1-ea.jpg
  • slide1-g.jpg
  • slide2-ma.jpg
  • slide2da.jpg

Early Years Research4abRecent research clarifies the impact of early childhood education on children’s school success and life chances.  The Early Learning Frameworks helps early childhood education to create these long-term outcomes.

This research links to key principles that  underpin the Early Years Learning Framework:

  • Significance of early learning and the importance of building strong early relationships
  • A more active role for adults in children’s learning during play
  • A greater focus on concept formation within early learning contexts
  • The importance of engaging, responsive and reciprocal learning relationships with children.
  • The diverse cultural contexts of learners

Extract: A Research Paper to inform the development of An Early Years Learning Framework for Australia June 2008

 

Eduresearch Matters Blog

Australian educational researchers continually produce quality research that is used across Australia, and internationally, to influence educational policy and practice.

    • The power of reading aloud: not just for babies and little children by Rosemary Johnston
      A recent study on children’s reading found that fewer children are reading for fun. Worse, as children grow up the less they read for fun.

    • Learning to write in Year 1 is vital: new research findings by Noella Mackenzie
      By the time children are eight they can spend up to half their day at school involved in a range of lessons that require them to write. Consequently, children who struggle with writing can be seriously disadvantaged.

    • Pokémon Go in schools: should teachers be using it? by Bronwyn Stuckey
      Pokémon Go has been sweeping the world like no other game before it. Since its launch in Australia on July 6th this year it has trended on every form of social media. So what is it, where did it come from? And most importantly, as educators how excited should we be about it?

    • Why teachers and academics should use Facebook and Twitter by Catherine Lang
      University students and most secondary school students today carry connected devices with them at all times. They constantly inhabit various forms of social media, which seem to be continually evolving. I want to share with you how I have used this to engage my pre-service education students.

    • Girls and coding: draw strength from the community focus by Bronwyn Stuckey
      Girls and coding, I find it heartening that we are talking about making the connection and that some politicians seem to be listening. Coding is a route to raising young people’s engagement in technology, so we need to make sure girls don’t miss out when it comes to encouraging participation. But learning to code is just one way of getting students involved.
    • Keyboarding, handwriting or both for 21st century learning? by Noella Mackenzie
      Think about the writing you do each day and what tools you use to do it. If you are anything like me, you jump from one screen to another, from tapping away with your fingers to holding pencils and pens to write in notebooks, on shopping lists and in your diary. You probably have not thought much about it.

    • Dump NAPLAN stress: here’s a better way to do our national literacy and numeracy testing by Rachel Wilson
      We need to reform our national assessment program as a matter of urgency. Anyone who has stepped into a school in the lead up to NAPLAN knows the high stakes culture that has evolved around it. This happens often despite efforts by principals to keep it low key and efforts by teachers to protect their students from the stress involved.

    • Teaching literacy is more than teaching simple reading skills: it can’t be done in five easy steps by Robyn Ewing
      If we truly care about all Australian children and young people becoming literate I believe it is vital we understand and define the complexity of literacy.
      The conflation of different terms like reading instruction and literacy is not very useful. While reading is part of literacy, literacy is a much bigger concept which is continually changing due to the ever-increasing forms of literacy that are developing.

    • What is a teacher in the 21st century and what does a 21st century teacher need to know? by Ian Menter
      There is now almost universal recognition around the world that ‘teaching matters’ and that the quality of teaching is crucial in social and economic development. This is shown by the wide influence of international rankings and reports such as the OECD PISA and TALIS reports that compare the performance of school students, and the Mckinsey Reports that compare the economic performance of nations. Policy makers all over the world quote these reports.

    • Online communities for teachers: what research says about their limits and potential by Helen Boon
      For decades there has been an overrepresentation of Indigenous students across Australia in disciplinary school records. Suspensions, exclusions and a range of other negative reports fill the school records. As a result low attendance, low retention and under achievement have been the more commonly reported trajectories for Indigenous Australians

    • Online communities for teachers: what research says about their limits and potential by Nick Kelly
      The ability to be connected “anywhere, anytime” is recent enough that most professions are still figuring out how make best use of this connectivity, and teaching is no exception. Online communities offer great potential for teachers, in helping them to create and sustain networks of mutual support. However I believe current online networks are still a long way from reaching their potential to help the profession.

    • What is ‘giftedness’ and why do some ‘gifted’ children underachieve? by Sabrina Blaas
      Many teachers and parents would know some children as ‘gifted’ within our education systems. I am in the early stages of my research career on gifted underachievement and am currently looking at the different factors that impact upon school performance, so this blog post is really about my starting point.

    • The Unwinding of Intelligence and Creativity in Australia by Des Griffin
      I believe the most important outcomes of education for children today are the enhancement of their individual intelligence and the enrichment of their creative capacity. These are the things that underpin a child’s potential success and wellbeing in life.  But if we are going to get such outcomes for our children we need to start early.

    • Direct Instruction is not a solution for Australian schools by Allan Luke
      Christopher Pyne is embarking on his own education revolution. He wants our nation’s teachers to use a teaching method called Direct Instruction.  For forty years, the specific US-developed approach has been the object of education debates, controversies and substantial research. It has not been adopted for system-wide implementation in any US state or Canadian province.

    • Implementing Mathematical Investigations with Young Children by Carmel M Diezmann, James J Watters and Lyn D English, Queensland University of Technology
      Engaging children in mathematical investigations is advocated as a means of facilitating mathematical learning. However there is limited guidance for teachers on ways to support young children engaged in investigations. This study provides insights into the mathematical literacy required by seven-to-eight-year-old students undertaking investigations. Examples of difficulties are described in relation to problem solving, representation, manipulation, and reasoning. While mathematical investigations can enhance young children’s learning, teachers need to provide guidance to address necessary skills and knowledge...

Login or register

Username   Password     Forgot Login?   Sign up  

Teaching English and Maths Primary

Teaching
English
and Maths
Primary

 Learn more

Research

Good teaching is based on research and experience of experts and professionals who understand best ways students learn.

Early Years: Literacy  | Numeracy  
Primary: Literacy | Numeracy

.....................

Digital learning for English and Maths

Our children are exposed everyday to digital tools for learning, exploring and playing in the real, virtual and local environments. Help us build top digital resources for teaching Early Years and Primary students. Send your resources to TEAMP

Read more

baby hippo s

Let's Talk Primary

If you have any suggestions about content or Primary professional learning let us know. Send your ideas to TEAMP

 

calendar of eventsCalendar of eventscalendar of events

facebook icona twitter icona youtube icona community icona

The Mathematical Association of Victoria

Contact Us

Phone: +61 9380 2399
FAX: +613 9389 0399
E-mail: enquiries@teamp.vic.edu.au

Location

61 Blyth Street
Brunswick, 3054
Get Directions