From journal articles to Quick Guides and webinars, you will find tools and information to support.
The University of Warwick has produced a longitudinal study on language and problem/prosocial behaviour in the early years. The report examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. It shows that children growing up in families experiencing multiple, complex needs are at risk of experiencing developmental difficulties that are likely to affect their experiences at school. The early identification of these children provides an opportunity for professionals to arrange timely interventions that improve health and learning outcomes.
Family Day Care Australia (FDCA) commissioned the Social Policy Research Centre to examine the regulations and funding processes surrounding family day care in New Zealand and the UK. By examining international examples of funding and regulation for ECEC, Australia can gain insight into how it can design its own family day care services to be more flexible and of a higher quality. The report notes a lack of information available about the kinds of integrated and innovative practices currently in place in Australia. In light of this, the report proposes a research agenda for Australian family day care.
The Annie E. Casey Foundation has produced a case study that examines the role of culture in establishing effective, evidence-based programs in African-American communities. The report suggests ways in which organisations can apply evidence-based practices and introduce innovative approaches and programs that respond to the needs of African-Americans. It emphasises that programs which are effective for one group might not be so for another. Success is dependent upon having a strong understanding of the unique cultural environment and on incorporating this understanding into the design and implementation stages of a program. This will also support community buy-in at the early stages of a community program or intervention.
This report from Child Trends and the National Center for Children in Poverty includes a review of the prevalence of early childhood trauma in the US and its effects on the child, family and wider society. The report discusses promising strategies for ECEC providers that aim to support children who have experienced trauma, and presents a number of recommendations for policymakers. It highlights the need to develop an integrated, trauma-informed culture for young children.
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain relationships, and make responsible decisions. This series of four reports explores the benefits of SEL in the early years, and identifies the characteristics of SEL interventions that lead to positive outcomes in the school environment. It provides helpful strategies for school staff and teachers to foster a positive classroom environment and support social and emotional competence in their students.
The Mitchell Institute has brought together a group of education practitioners, government leaders and policy experts to consider the challenge of improving young people’s transitions into employment. Young Australians are studying for longer than ever before but are disengaged and struggling to secure long-term employment. The unemployment rate of young people (15-24 year olds) averaged 12.7 per cent in 2016. The authors argue that young people are entering a competitive, global job market that requires a different set of skills from the skills emphasised in Australia’s education system.
This literature review conducted by the Australian Council for Educational Research (ACER) seeks to understand how Early Childhood Education and Care (ECEC) services, professionals and teachers can support children in key transitions stages, particularly their entry into primary school. The review focuses on the transition support needs of children affected by trauma, children living in out of home care (OOHC) and children with a refugee background. It presents the most recent research to shed light on best practice. It highlights the importance of forging meaningful partnerships and providing ongoing support for the professional development of ECEC professionals and teachers.
This paper investigates the effectiveness of school-based programs in preventing depression and anxiety in young people. It is particularly interested in the validity of embedding mental health prevention programs into the school curriculum. This paper highlights the need for improvements in access to mental health prevention services for young people, opposed to treatment after the fact.
Child Trends has compiled the evidence relating to bullying and cyberbullying to guide policy development. It is argued that bullying prevention strategies need to move away from more punitive measures and school exclusion to address the root causes of the problem. To address bullying effectively, the whole school community should be involved in the planning and implementation of anti-bullying strategies that are context specific.
