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High school student sitting at desk with teacher discussing work.

Comparing learning models: Peer mentoring in early childhood education and care

Ongoing professional learning is an important part of ECEC, and quality outcomes for children depend on a highly skilled workforce. �鶹�� and ALNF have conducted an experimental study in the ECEC sector, comparing the effectiveness of a peer mentoring approach to a direct participation approach for professional learning.

The power of evidence in education

This article introduces how evidence-informed teaching methods can support student learning and skill development. Learn about the interplay between evidence and classroom realities, common misconceptions, and how the Australian Education Research Organisation (�鶹��) is helping teachers and leaders.

Contributing to continuity: supporting children to progress in their learning across our education system

What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

Submission to the Productivity Commission inquiry into ECEC

Examines the ECEC sector, considering cost and availability barriers that affect access to ECEC services

Submission on the Early Years Strategy

Supports the education, wellbeing and development of Australian children by advocating for a more integrated, holistic approach to the early years

Smiling toddler

Intentional teaching leads to purposeful play-based learning

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

Young pupil watching another pupil paint on an easel

The science behind fostering children’s early learning and development

�鶹��’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.

Using evidence to improve children’s outcomes

Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.

An early childhood educator outside with three children. The educator is kneeling down to speak to them at their level.

Evidence-informed practice – ‘What works’ for continuous quality improvement in early childhood education and care

Gabrielle Sinclair, CEO of the Australian Children's Education and Care Quality Authority (ACECQA), provides insight into 'what works' for continuous quality improvement in early childhood education and care.

Evidence matters for quality early childhood education and care

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

Teacher watching toddler in outdoor setting

Busting myths about science in early childhood education and care practice

Dr Jen Jackson, Program Director at �鶹��, explains how simple and effective it is to integrate science into ECEC practice, debunking several myths about the science of early childhood pedagogy along the way.

A view from above of children in a early learning setting on the floor looking at a handwritten book with images.

Research gives insight into the power of early years education to improve outcomes for Australia’s most vulnerable children

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.