Recent 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
ACER Early Years Research
- School ready: A good start for all children by Dr Geoff Masters
We need to better address the learning needs of children who are locked into trajectories of long-term low achievement, writes Geoff Masters. By Year 3 there are wide differences in children’s levels of achievement in learning areas such as reading and mathematics, states Professor Geoff Masters AO, Chief Executive of ACER.
- Teaching reading in the early years by Prue Anderson
Teaching children to read in the early years involves a variety of comprehension strategies for the development of literate practices, as Prue Anderson explains.
- Literacy learning in the early years by Marion Meiers
Marion Meiers describes a workshop held in Delhi in February that addressed young children’s language and literacy knowledge. Monitoring the development of children’s literacy learning in the early years of school poses challenges for teachers and for educational researchers, not least in developing appropriate strategies to identify the literacy knowledge and skills of young learners, and finding valid ways to compare individual achievement with general patterns of literacy development.
- Planning for learning in the early years by Marion Meiers
- Measuring the quality of early childhood education and care by Sheldon Rothman
Australian early childhood education and care recently entered an era of reform. In January 2012 new legislation covering long day care, preschool, family day care and outside school hours care services came into effect, introducing a National Quality Standard for Early Childhood Education and Care and School Age Care (NQS), against which services would be assessed.
- Call for strengths-based approach to school readiness for Aboriginal and Torres Strait Islander kids by Dr Michele Lonsdale
A new paper highlights the need for a strengths-based approach to school readiness for Aboriginal and Torres Strait Islander children, in order to recognise the skills, cultural knowledge and understanding they already have when commencing formal learning.
- Literacy and the most marginalised children by Professor Veronica McKay
Researchers, practitioners and policy makers interested in the field of inclusive education met to discuss synergies across the Australian and international development education policy arenas regarding literacy interventions for the most marginalised.
Early Years Literacy Research Royal Childrens Hospital
Early Years Literacy Most children naturally develop verbal language skills by hearing others speak and by observing the communication process. However, the ability to read and write the printed text that represents spoken language – that is, to be literate (American Medical Association [AMA], 1999; Baker, 1999; Rowe & Rowe, 1999) – does not develop as a matter or course. Whether ‘literacy’ extends beyond the common definition of the ability to read and write to encompass all aspects of language in use in a range of social and cultural settings is widely debated
In Teachers Hands: Effective Literacy Teaching Practices in the Early Years of Schooling
In Teacher’s HandsPresents the results of the research project In Teachers’ Hands: Effective Literacy Teaching Practices in the Early Years of Schooling, which was funded by the Department of Education, Science and Training (2005). The project was based at Edith Cowan University and included researchers from around Australia.
The Early Literacy Research Report
The Early Literacy Research Report - A three year (1996-98) joint venture of the Department of Education and The University of Melbourne aimed at examining various aspects of early literacy learning and teaching. It informed the development of the Victoria Early Years Literacy Program