A Tale of Four Cities – a comparative AEDC analysis
By age five, around 300,000 children are starting school, but more than one in five children are not as prepared as their peers, says Megan O’Connell, Honorary Senior Fellow, Melbourne Graduate School of Education and Director of Megan O’Connell Consulting in presenting her analysis of the recently released 2018 Australian Early Development Census (AEDC) data. The information shared below with The Sector outlines Ms O’Connell’s interpretations and perspectives.
by Megan O'Connell, Honorary Senior Fellow, Melbourne Graduate School of Education and Director of Megan O’Connell Consulting
Explainer: what is explicit instruction and how does it help children learn?
Explicit instruction is a term that summarises a type of teaching in which lessons are designed and delivered to novices to help them develop readily-available background knowledge on a particular topic.
by Lorraine Hammond, Edith Cowan University
A book a day keeps the word gap away: 1.4 million “word gap” found in some preschoolers
Researchers from The Ohio State University have found that young children who have five books read to them a day enter school having heard around 1.4 million more words than children who are never read to.
by Freya Lucas
Learning through play beyond the early years: new report says all children should learn like preschoolers
Play-based learning is generally associated with preschool children, but new research provides a model for playful learning at school, which will be of interest to outside school hours care (OSHC) services and early childhood education and care services preparing their preschoolers for their first year of school.
by Lyndsie Clark
Quality, evidence-based teaching essential: Sir Kevan Collins
Australia’s early years teachers need more support to ensure they do the best work possible, according to a leading UK education expert.
by Lyndsie Clark