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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 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 …
Learning Practice Guide, Jen Jackson, Kate Noble, Jeanne Marie Iorio, Dan Cloney, Pru Mitchell
Learning Practice Guide, Jen Jackson, Kate Noble, Jeanne Marie Iorio, Dan Cloney, Pru Mitchell
Early Childhood Education
The first section of this Learning Practice Guide reminds early childhood professionals of the theory and pedagogy that underpins day-to-day practice, and helps them find ways to recognise children’s confidence and involvement in learning as a key component of their professional practice. The second section describes eight scenarios to prompt professional reflection, and illustrate ways in which early childhood professionals can improve their practice in relation to the VEYLDF Learning and Development Outcome: Children are confident and involved learners.
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell
Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, 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 literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.