Early Childhood Education Commons^™

What Can Early Childhood Education And Care Settings Teach Us About Skills For The 21st Century?, Dan Cloney, Kellie Picker

2009 - 2019 ACER Research Conferences

Early childhood education and care (ECEC) settings are naturally oriented towards promoting 21st century skills. This can be seen in Australia, where learning is defined as the development of identity, social and emotional skills, problem-solving, and communication skills. A 21st century orientation is also seen in the playbased pedagogies implemented in ECEC settings. A gap, however, exists in the ability of the ECEC sector to communicate its successes. This gap relates to the lack of measurement tools to quantify the quality of the adult–child interactions in ECEC settings, and children’s growth in these 21 century skills and abilities. This paper …

Improving Young Children's Learning In Economically Developing Countries: What Works, Why, And Where? Scoping Review, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

This scoping review responds to the increasing interest in improving early childhood education and care (ECEC) in economically developing countries. It examines available research in relation to the question: What effective interventions have been implemented recently in economically developing countries to improve children’s learning in the years before school? As much of the research underpinning ECEC interventions has focused on economically developed countries, it is timely to review available research about the effectiveness of interventions in the economically developing world. The ECEC interventions were categorised as Income supplementation (n=8); Parent-focused interventions (n=37); Child-focused education and nurturing care (n=35); Integrated interventions …

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'.

Learning Through Play At School: A Study Of Playful Integrated Pedagogies That Foster Children’S Holistic Skills Development In The Primary School Classroom, Rachel Parker, Bo Stjerne Thomsen

Student learning processes

This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through play’s positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating children’s social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, …

Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle

Little J and Big Cuz

This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban …

Connecting Little J And Big Cuz With A Kindergarten Education Program: Case Study 1: Morphett Vale East Kindergarten, Kathryn Moyle

Little J and Big Cuz

This case study explores how the television program ‘Little J and Big Cuz’ was incorporated into the education program at Morphett Vale East Kindergarten. Morphett Vale East Kindergarten in South Australia is a government-funded kindergarten for children aged between three and five years. Little J & Big Cuz was incorporated into the education program as the screen time activity, which was then followed with discussions about each story the children had seen. The choice of episodes was linked to the learning priorities of the Kindergarten. The viewing responses of the children are discussed as well as how Little J & …

Developing Written Language With Little J And Big Cuz : Case Study 5 : Saint Augustine's School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

St Augustine’s School is a Catholic primary school located in the town of Mossman in Far North Queensland. Jo Brooks is the Prep class teacher at St Augustine’s School, and she incorporated the Little J & Big Cuz television series into her teaching and learning program. Her Prep class has 21 students of whom five identify as being Indigenous; four as Aboriginal and one as a Torres Strait Islander. Jo found a valuable teaching resource in the Little J & Big Cuz series. This resource engaged her Prep class. It led to student directed conversations and to diverse student initiated …

Little J & Big Cuz: A School Readiness Initiative: Final Report And Case Studies, Kathryn Moyle

Little J and Big Cuz

The purpose of this study was to identify potential social and behavioural changes in individuals, schools and communities that could result from the implementation of the School Readiness Initiative (SRI) television project Little J & Big Cuz. This study comprised the preparation of a literature review, and the development of case studies drawn from early childhood, preschool and junior primary school settings. Little J & Big Cuz is a 13-part animated television series that was commissioned as a SRI television project to build the school readiness of children and to support the successful home to school transition of Indigenous children …

Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle

Little J and Big Cuz

The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …

Supporting Social And Emotional Learning With Little J And Big Cuz: Case Study 3: Marion Primary School, Kathryn Moyle, Kevin Mcrae

Little J and Big Cuz

Marion Primary School is located 10 kilometres south of the Adelaide CBD. There is a high level of student transience due in part to the mobility of families in short-term rental accommodation, which includes parents who are students at the nearby Flinders University. Students come from a diversity of cultural backgrounds with more than 14 countries represented in the school. In 2018, there were 21 students enrolled who identified as being of Indigenous descent. To support these Indigenous students and their families, the school has an Aboriginal Community Education Officer, Eileen Butler, known to everyone as ‘Aunty Eileen’. A team …

Teachable Moments: Planning Early Childhood Programs For Indigenous Children That Incorporate Little J And Big Cuz : Case Study 4: Batchelor Institute Of Indigenous Tertiary Education, Kathryn Moyle

Little J and Big Cuz

Students in the Certificate III in Early Childhood Education and Care course at Batchelor Institute of Indigenous Tertiary Education (BIITE) incorporated the children’s television program Little J & Big Cuz into their early childhood programs and family life in the respective communities in which they live and work. This course is a three year program and enrolment requires that the students are working in early childhood settings. The BIITE students who planned and incorporated Little J & Big Cuz into their early childhood programs live in Yarralin and the Tiwi Islands.

Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle

Little J and Big Cuz

The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this …

Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …

Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.

Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz

Monitoring Learning

Income supplementation interventions provide cash transfers directly to the parents/families of young children, with the objective of improving learning and other outcomes. Interventions of this type directly address poverty as the origin of many of the challenges to children’s learning in economically developing contexts. Such programs seek to affect positively child wellbeing and readiness to learn as well as the home learning environments. These effects can be achieved by using the additional income, for example, to support centre-based childcare or school attendance, to buy more nutritious food or to enable parents to spend more time with their children. The eight …

Buk Bilong Pikinini Literacy Program Evaluation 2018: Evaluation Report, Dan Cloney, Prue Anderson

Early Childhood Education

Buk bilong Pikinini (BbP) provides access to early childhood education and care (ECEC) programs with a specific focus on English language literacy for children from vulnerable communities in Papua New Guinea. This is highly relevant, given the fact that there is likely an over-representation of illiteracy in disadvantaged households and few opportunities for children within those households to be ready for a school system with English as the language of instruction. Established in 2007, BbP has been in operation for more than 10 years and has opened 17 library sites in that time. This evaluation provides evidence about the likely …

Infographic: High Frequency Words Used By Young Students In Australia, Dominique Russell

Teacher infographics

New research explores the words most frequently written by students in Australia in their first three years of schooling. Today’s infographic looks at the words that were written at a high frequency, unique to each year level.

Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney

2009 - 2019 ACER Research Conferences

There is compelling evidence that high-quality early childhood education and care (ECEC) programs can act to narrow achievement gaps attributed to social inequality. This evidence is typically observed in model programs, designed by experts and offered to vulnerable families outside the market. In everyday settings, where market forces may price families out of certain programs or poor local availability may preclude attendance, ECEC programs do not appear to deliver these significant gains or close these gaps. There is a need to continually improve quality in all ECEC settings to deliver on the potential of early education. It is unclear, however, …

Driving Early Childhood Education Quality In Indonesia, Dan Cloney

International Developments

ACER has developed a ‘road map’ for quality pre-primary education and support for parental education programs throughout Indonesia. Dan Cloney reports.

Studying Early Childhood Education In The Philippines, Amanda Taylor

International Developments

A recent ACER research report highlights the importance of preschool education for children in the Philippines.

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 …

Looking For The X-Factors: Contextualised Learning And Young Indigenous Australian Children, Karen L. Martin, Stuart Fuller

2009 - 2019 ACER Research Conferences

This presentation outlines a research project into early childhood education funded by Queensland Department of Education and Training’s Education Horizon research grant scheme. The project will run from July 2016 to June 2017. This project involved two main research activities: an online survey of early childhood educators of young Indigenous Australians and a small case study of early childhood and early years education programs in Logan, Darling Downs and Far North Queensland regions. The pilot case study sought to identify ‘X-factors’ regarding the contextualisation of curriculum, pedagogy and assessment for young Indigenous Australian learners. This presentation will outline the case …

Leading Age-Appropriate Pedagogies In The Early Years Of School, Beverley R. Fluckiger, Julie Dunn, Madonna Stinson, Elizabeth Wheeley

2009 - 2019 ACER Research Conferences

There is increasing pressure on leaders and teachers to improve the academic achievement of children in the early years of school. Alongside this is recognition that social and emotional development are the important drivers of children’s school and lifetime success. This paper reports on the design and leadership of the pilot phase of the Age Appropriate Pedagogies program commissioned by the Queensland Department of Education and Training to refocus pedagogical practices in the early years of school. This refocus was deemed to be necessary in order to achieve strong academic outcomes while ensuring that children’s holistic development remained a key …

The Case For Urgency: Advocating For Indigenous Voice In Education, Kevin P. Gillan, Suzanne Mellor, Jacynta Krakouer

Australian Education Review

In 2004 the Australian Council for Educational Research (ACER) published an Australian Education Review (AER) on Indigenous Education: The Case for Change: A review of contemporary research on Indigenous education outcomes, AER 47 (Mellor & Corrigan, 2004). In the 13 years since its publication, the state of Indigenous education outcomes has remained substantially unaltered. All the social indicators demonstrate that Australia’s First Nations people continue to be the most socio-economically disadvantaged population cohort in Australian society. This is after decades of continued policy efforts by successive Commonwealth, state and territory governments to ameliorate Indigenous education disadvantage. We still struggle with …

Reconciliation Begins At Home, Geoff N. Masters, Gerry Moore

Teacher columnist – Geoff Masters

Saturday marks 50 years since the 1967 referendum to include Indigenous Australians in the census and is the beginning of Reconciliation Week.

However, access to educational opportunities remains a significant contributor to gaps in equality and equity for Aboriginal and Torres Strait Islander peoples, as observed in last year’s State of Reconciliation in Australia report.

Developing A Strategy For Quality Pre-Primary Education For All And Parenting Education For Ecce - Policy Options And Road Map, David Harding, Isabella Tirtowalujo, Sheldon Shaeffer, Dan Cloney, Gutama, Burhanuddin, Nurlaila Nuzulul Qurany, Widarmi Wijana, Trevino Pakasi

ACER Indonesia

This study served as a contribution towards the development of evidence-based policies and strategies for the universal provision of holistic, integrated, affordable, sustainable, well-coordinated, high quality, and equitable Pendidikan Anak Usia Dini (PAUD) early childhood services in Indonesia, particularly for marginalized populations. Its specific objectives include support to the Ministry of Education in Indonesia in two areas: the development of a Road Map for a one-year “Quality Pre-Primary Education for All” (pre-primary PAUD) programme throughout Indonesia, and the development of a supporting programme of “Quality Parenting Education” for parents and caregivers of children of 0 to 6 years of age …

Infographic: Cyberbullying And Other Digital Dangers, Rebecca Vukovic

Teacher infographics

In 2016 the Office of the Children's eSafety Commissioner undertook a national survey of kids, teens and parents, to ask them about their internet use and online practices. Here are some of the findings.

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 …

What Do Employers Really Want? Helping Vocational Learners Crack The Code, Kate Perkins

Vocational, adult and professional education research

In the majority of vocational qualifications, assessment of competence incorporates a structured work placement (SWP). Increasingly, host employers are using these placements as part of recruitment strategies, particularly for entry level roles. In effect, the placement is becoming the new ‘interview’, and the new interview is morphing into an extended audition where a learner’s non-technical, ‘employability’ skills may play a critical role. But do learners know what their host employers are really looking for, and to what extent are their training programs helping them to develop and demonstrate the skills that are most likely to influence an employer’s recruitment decisions? …

Early Bird Catches The Worm: The Causal Impact Of Pre-School Participation And Teacher Qualifications On Year 3 Naplan Cognitive Tests, Diana Warren, John P. Haisken-Denew

2009 - 2019 ACER Research Conferences

Using data from the Longitudinal Study of Australian Children (LSAC), this is the first analysis for Australia to evaluate the impact of attendance at preschool programs on matched Year 3 nationwide National Assessment Program – Literacy and Numeracy (NAPLAN) test outcomes in the domains of numeracy, reading, spelling, writing and grammar. We also disaggregate the impact of specific teacher qualifications on children’s cognitive outcomes. While one year of learning in Year 3 is represented by about 50 NAPLAN points, we find average preschool domain effects as much as 10–15 points. The impacts for NAPLAN scores in numeracy, reading and spelling …