Category Archives: Early years of school

Promoting early learning in remote Indigenous early childhood services: A reflection on presenting at the 2016 AJEC Research Symposium

Early educational experiences had by children in the years prior to school are key to later academic, social–emotional and health outcomes. This has been shown to be especially true for children who experience high levels of disadvantage as this formative period lays the foundation for positive learning trajectories[1]. The Australian Early Development Census (AEDC) highlights […]

Collaboration for inclusion

Collaboration is vital to inclusion for young children with developmental delay or disability, but it doesn’t always happen easily. Early childhood educators are well positioned to nurture collaborative partnerships with families and communities through their everyday relationships and practices. When external professionals visit early childhood settings, there is the possibility for great things to happen […]

Health benefits of gardening for children

Being outside and involved in activities in the fresh air with gentle sunlight—such as gardening—is an amazing experience for many people. But did you know that gardening can also have a great effect on the development of various skills and the promotion of a healthy body for children of all ages? Here are some of […]

Australia is lagging on 3 year old participation in early childhood education

The OECD’s latest Starting Strong report provides an update on early childhood education opportunities across the developed world, and a fresh insight into how Australian children are faring. The Starting Strong series, which began in 2001, provides valuable comparisons and analysis of early childhood education systems, and has been highly influential in the development of early years policy […]

Exploring giftedness

At times, giftedness can be a lonely reality for parents who are unprepared for, and unable to talk about, the advanced development and particular characteristics and demands of their young gifted children. However, examples of the daily realities of living with a gifted child such as amazing memory and vocabulary, reading ability, curiosity and alertness […]

Is it time to rethink professional development in the early childhood sector? The ‘expert’ model may not be delivering much bang for our training buck.

‘And beware of advice from experts, pigs, and members of Parliament’ (Henson, 2007). In early December 2013 the Federal Government announced that it intended to redirect unused funding from the Early Years Quality Fund, which was established to support the implementation of the National Quality Framework (NQF), to a new professional development programme: the Long […]

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