5 minute read
EARLY EDUCATION RESEARCH FROM AUSTRALIA AND AROUND THE WORLD
INSIGHTS FROM MEGAN O’CONNELL, CELA’S RESEARCH AND POLICY ADVISOR
CHANGING THE ODDS FOR VULNERABLE CHILDREN: BUILDING OPPORTUNITIES AND RESILIENCE
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New OECD evidence shows that we are facing a persistent gap in opportunities between the children at the bottom of the income distribution and the children at the top as children in affluent families receive far more investment in parenting and education than ever before. Individual and environmental factors contribute to childhood vulnerability. The OECD examines policies across a range of areas, each of which can reduce vulnerability: ⊲ Policies to empower vulnerable families such as home visiting ⊲ Policies that boost children’s emotional and social skills by enhancing the roles of schools in emotional and social
well-being and providing opportunities through mentoring and organised sport and cultural activities.
Policies that enhance child protection Policies that increase children’s educational success Policies that improve children’s health such as designing prenatal care
Interestingly they find that mixed cohort ECEC is important for children’s educational success, pointing to the need to integrate intensive and targeted approaches into mainstream settings where possible. https://www.oecd-ilibrary.org/sites/a2e8796c-en/index. html?itemId=/content/publication/a2e8796c-en
New research from CoLab and partners examines the cost of late intervention in Australia. The research finds that $15.2 billion each year is spent on high-intensity and crisis services for problems that may have been prevented had we invested earlier and more wisely. A range of recommendations are contained in the report, focused on improving data and evidence to support transparent decision making. The report has been widely cited and emphasizes the importance of starting early, including through early childhood education. colab.telethonkids.org.au/investinchildren#InvestEarly
TRENDS IN PRESCHOOL ATTENDANCE IN AUSTRALIA FOLLOWING MAJOR POLICY REFORM: UPDATED EVIDENCE SIX YEARS FOLLOWING A COMMITMENT TO UNIVERSAL ACCESS
New analysis by Meredith O'Connor et al. shows an increase in preschool attendance since the introduction of Universal Access to preschool in the year before school. The analysis shows attendance increased by over 10 percent between 2008 and 2014 but attendance for some cohorts of children is lower. There remains a challenge in supporting indigenous children and children from non-English speaking backgrounds to attend preschool. www.sciencedirect.com/science/article/pii/ S0885200619301218?dgcid=author
PARENTING BEHAVIOR AND CHILD LANGUAGE: A META-ANALYSIS
Sheri Madigan et.al have undertaken a meta-analysis of research into warmth and sensitive responsive parenting and children’s language development. They found that sensitive responsive parenting - tuning into and responding to a child’s needs, is linked to improved language skills particularly for low socio-economic children. Warmth is also linked but to a lesser degree. These findings have relevance to educators and parents alike, highlighting the importance of sensitive interactions with children to support their development, and the opportunity to work with parents to encourage sensitive interactions at home. pediatrics.aappublications.org/content/144/4/e20183556
This latest research from the Restacking the Odds Murdoch Children’s Research Institute project used Longitudinal Survey of Australian Children data to determine risk and exposure measures for 0-5 year olds across antenatal care, nurse home-visiting, early childhood education and care, parenting programmes and the early years of school. The research found children’s reading at 8–9 years old was positively impacted if children had access to all five services, and negatively impacted for each risk a child experienced. www.rch.org.au/ccch/Restacking_the_Odds
POSITIVE MENTAL HEALTH AND ACADEMIC ACHIEVEMENT IN ELEMENTARY SCHOOL: NEW EVIDENCE FROM A MATCHING ANALYSIS
Dan Cloney and Meredith O’Connor et.al provide a synthesis of their research about the ongoing need to focus on children’s mental health. Their research cites the significant number of children who start school with social and emotional problems. The researchers discuss the opportunity to address mental health to improve children’s learning in school. This includes opportunities to identify and assist children during their early learning years. journals.sagepub.com/doi/10.3102/0013189X19848724
WHICH TIME INVESTMENTS IN THE FIRST 5 YEARS OF LIFE MATTER MOST FOR CHILDREN’S LANGUAGE AND BEHAVIOURAL OUTCOMES AT SCHOOL ENTRY?
A new study shows that time spent on educational activities at 2-3 years of age has the most impact on vocabulary and behaviour at school entry. The researchers investigated data collected via time-use diaries for Australian children aged 0-5. They found that every hour of educational activities, such as: time spent reading, talking and singing to the child; being taught to do chores; colouring, drawing and other educational activities would increase receptive vocabulary and reduce parent- and teacher-reported externalising problem behaviours, relative to other uses of time. Time invested in play was also important to both receptive vocabulary and behaviour although the effect was smaller. Time invested in play at 2–3 and 4–5years of age reduced problem behaviours at school entry. Interestingly, screen time at all ages was associated with poorer parent- and teacher-reported externalizing problem behaviours. This research highlights the importance of children aged 2-3 years of age engaging in educational activities as well as play. academic.oup.com/ije/advance-article-abstract/ doi/10.1093/ije/dyz192/5575346
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MASTERCLASSES WITH SARAH MOORE
FACE TO FACE OR WEBINAR
Looking for ways to improve team communications?
CELA is excited to continue our series of popular masterclasses with Certified Coach and Conversational Intelligence® Enhanced Skills Practitioner, Sarah Moore.
ENGAGEMENT IS KEY FACE TO FACE: 13 MAR | WEBINAR: 8, 15 & 22 SEP This Masterclass will give you the skills to build a solid foundation from which you can grow strong employee engagement and enhance your leadership culture.
CONSCIOUS CONVERSATIONS ARE KEY FACE TO FACE: 19 JUN | WEBINAR: 4, 11 & 18 AUG This transformational masterclass unlocks the secrets to effective communication and gives you practical tools to tackle challenging conversations confidently!
“In a nutshell, I think this training will change my life. The information shared by Sarah is not only informative but so practical.” Margy R, Director
ABOUT THE FACILITATOR - SARAH MOORE Sarah has 25 years’ experience in not for profit leadership and in recent years has shared her dynamic and engaging masterclasses with hundreds of early education leaders through her business at Early Education Leadership.
