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The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Summary Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Summary Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
Early Childhood Education
This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need …
The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Final Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
The Overcoming Disadvantage In Early Childhood Study: Evaluation Of The Australian Literacy And Numeracy Foundation’S Early Language And Literacy Program. Final Report, Dan Cloney, Kellie Picker, David Jeffries, Prue Anderson
Early Childhood Education
The Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program. The study was designed to answer the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best practice measure of oral language and literacy …
Assessment Of Oral Language And Early Literacy In Early Childhood Education And Care: Literature Review, Danielle Anzai, Sandra Knowles, Dan Cloney, Pam Munro-Smith, Pru Mitchell
Assessment Of Oral Language And Early Literacy In Early Childhood Education And Care: Literature Review, Danielle Anzai, Sandra Knowles, Dan Cloney, Pam Munro-Smith, Pru Mitchell
Early Childhood Education
This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children's learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This review focuses on the Outcome: Children are effective communicators, and specifically on children as effective oral communicators. Focusing on the development of oral language and early literacy in the early years, this literature review sets out to provide a resource that will equip early childhood professionals with the knowledge to identify and assess children's progress in oral language …
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell
Early Childhood Education
This literature review unpacks the concept of connection and contribution from the Victorian Early Years Learning and Development Framework (VEYLDF), which includes developing a sense of belonging to groups and communities, and an understanding of the reciprocal rights and responsibilities necessary for active civic participation; responding to diversity with respect; becoming aware of fairness; and becoming socially responsible and showing respect for the environment.
Science In The Early Years. Paper 1: Early Years Science And Integration, Christine Rosicka, Gayl O'Connor
Science In The Early Years. Paper 1: Early Years Science And Integration, Christine Rosicka, Gayl O'Connor
Early Childhood Education
This is the first paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …
Science In The Early Years. Paper 2: Science Inquiry Skills, Gayl O'Connor, Christine Rosicka
Science In The Early Years. Paper 2: Science Inquiry Skills, Gayl O'Connor, Christine Rosicka
Early Childhood Education
This is the second paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …
Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor
Science In The Early Years. Paper 3: Monitoring Children's Learning, Christine Rosicka, Gayl O'Connor
Early Childhood Education
This third paper in the Science in the Early Years series continues to review current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about monitoring early years science learning; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia …
Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka
Science In The Early Years. Paper 4: Educator Facilitation, Gayl O'Connor, Christine Rosicka
Early Childhood Education
This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally …
Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research
Science In The Early Years: Monitoring Science Understandings: Checklists For Ac Foundation – Year 2, Australian Council For Educational Research
Early Childhood Education
This resource consists of templates of checklists for teachers of Years F to 2. They are tailored to the Australian Curriculum (AC) F–2 learning outcomes and they are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the AC strands (Science Understanding, Science Inquiry Skills, and Science as a Human Endeavour) and outcomes identified for the four teacher resources accompanying Paper 1: Early years science and integration: Plant treasure hunt, Floating and sinking; Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.
Science In The Early Years: Monitoring Science Understandings. Checklists For Eylf Outcomes, Australian Council For Educational Research
Science In The Early Years: Monitoring Science Understandings. Checklists For Eylf Outcomes, Australian Council For Educational Research
Early Childhood Education
This resource consists of templates of checklists for early years educators, tailored to Early Years Learning Framework (EYLF) learning outcomes. They are to help record evidence of children’s science learning and to monitor this across time. The checklists have been populated with the EYLF outcomes identified for the four educator resources accompanying Paper 1: Early years science and integration: Plant treasure hunt; Floating and sinking; and Paper 2: Science inquiry skills: Light and shadows, Exploring mixtures.
Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Plant Treasure Hunt. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This educator resource describes an activity which encourages children to explore ideas about plants in an outdoor environment. They build on their understanding of what a plant is by drawing one and then go outdoors to find examples of plants (a ‘treasure hunt’). This activity allows children to learn about different examples of plants other than flowers, or plants that are grown in a pot. Children often discount other examples of plants such as trees, grass and vegetables. The activity is linked to the Australian Curriculum (Foundation to Year 2) and provides teacher notes about the scientific classification of plants.
Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Light And Shadows. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This educational resource for early years teachers describes an activity best suited to children in Foundation to Year 2 (F–2) as it addresses the Year 1 Science Understandings outcome as well as addressing Science Inquiry Skills outcomes for F–2. It is also suitable for preschoolers to help overcome common misconceptions about shadow formation. F–2 students should be encouraged to explain why shadows are formed as well as describe them. Preschoolers should be given the opportunity to describe and explain shadows too. This resource provides an explanation of how shadows are formed and guidelines about how to teach these scientific concepts.
Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Floating And Sinking. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This teaching resource for early years educators explores the scientific concepts behind floating and sinking. It describes an activity for small groups of children and explains how it links to the Early Years Learning Framework (EYLF) and the Australian Curriculum (Foundation to Year 2).
Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research
Science In The Early Years: Exploring Mixtures. Educator Resource, Australian Council For Educational Research
Early Childhood Education
This activity is suitable for preschoolers to investigate the behaviour of two common household products (oil and water). The emphasis is on supporting children to develop their inquiry skills to describe what they observe when trying to mix these liquids. Preschoolers should be given the opportunity to communicate (describe and explain) their observations. The activity can be extended to Foundation, Year 1 and Year 2 students who should be encouraged to predict what will happen, communicate (explain) why some of the liquids used do not mix, as well as to describe the changes they observe when mixing materials. All children …
Quality Is Key In Early Childhood Education In Australia, Kate Torii, Stacey Fox, Dan Cloney
Quality Is Key In Early Childhood Education In Australia, Kate Torii, Stacey Fox, Dan Cloney
Early Childhood Education
Early education benefits all children, and can be transformative for the children with the greatest challenges. But not all children in Australia experience a high quality early education. Getting quality right is the key piece of the puzzle needed to deliver the promise of early education. Investing in early learning is a widely accepted approach, backed by extensive evidence, for governments and families to foster children’s development, lay the foundations for future learning and wellbeing, and reduce downstream expenditure on health, welfare and justice. While all children benefit from high quality early learning, research also shows that children experiencing higher …
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Years Transitions: Supporting Children And Families At Risk Of Experiencing Vulnerability: Rapid Literature Review, Jacynta Krakouer, Pru Mitchell, Jenny Trevitt, Anita Kochanoff
Early Childhood Education
This rapid literature review on support for children and families at risk of experiencing vulnerability in early years transitions was commissioned by the Victorian Department of Education and Training. It sought to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers could better support children at risk of vulnerability, and their families, during transitions. The transitions included are from home, out-of-home care (OOHC) and other programs/services to ECEC services and to school. In particular, this review focuses on the support needs of children who have experienced trauma, children living in out-of-home care, refugee children, and children who …
Content Fundamentals For A Tv Show Aimed At Indigenous Children Aged 3 To 6: A Literature Review And Discussion Paper, David Norris
Content Fundamentals For A Tv Show Aimed At Indigenous Children Aged 3 To 6: A Literature Review And Discussion Paper, David Norris
Indigenous Education Research
The following literature review was undertaken to establish a foundation for the discussion of potential content (and the issues pertaining to the implementation of that content) for an educational television program aimed at Indigenous children aged 3 to 6. Specifically, the literature was read with an eye to identifying the most effective and relevant learning styles, teaching techniques and subject matters that will successfully engage, support and inform Indigenous children and their families in the transition from home/pre-school to school, and onwards into their early years of schooling.
Using Television To Improve Learning Opportunities For Indigenous Children, Michele Lonsdale
Using Television To Improve Learning Opportunities For Indigenous Children, Michele Lonsdale
Indigenous Education Research
This report is based on a review of the literature on the importance of early childhood learning, the nature of Indigenous learning needs, and the role of educational television programs in improving learning outcomes for preschool-aged children. The report is intended to provide an evidence base for a proposal to develop an educational television program aimed primarily at Indigenous children from three to six years. (In this report the term ‘Indigenous’ refers to Aboriginal and Torres Strait Islanders.) There is an extensive body of research that shows the critical importance of early childhood in children’s learning and development, including for …
The Story Of An Australian Nursery School, Mary Valentine Gutteridge
The Story Of An Australian Nursery School, Mary Valentine Gutteridge
Australian Educational Studies
The opening of this Nursery School forms a part of an extensive movement that is taking place in many countries of the world. The Nursery School has sprung into existence to meet the needs of the child, who, no longer a baby in arms, is not yet ready for the activities of the kindergarten. This child at eighteen months has outgrown the ordinary nursery; is longing for something that will challenge his growing powers of mind and body, and for the opportunity of playing with those of his own age and strength. The Nursery School is a definite result of …