Early years

107 total results
Home reading experiences that support continued reading development at school
Home reading experiences that support continued reading development at school

Home support of children’s literacy skills in the early years is a well-known indicator of their reading progress at the start of school. A new study has explored how different reading experiences at home have an impact on children’s continued reading development at school.

Early years Q&A: Taking turns and sharing – student activities
Early years Q&A: Taking turns and sharing – student activities

Taking turns and sharing in early childhood develops children’s pro-social skills in the early years, helping them to thrive in school and later life. In the second part of a Q&A with Teacher, Lauren Armstrong – Lecturer in Early Childhood Education at the University of Tasmania – discusses how early years and primary teachers can support the development of these important skills.

Early years Q&A: Taking turns and sharing – research overview
Early years Q&A: Taking turns and sharing – research overview

Taking turns and sharing in early childhood develops children’s pro-social skills in the early years, helping them to thrive in school and later life. In the first instalment of a two-part Q&A, we speak with Lauren Armstrong – Lecturer in Early Childhood Education at the University of Tasmania – about the impact of these skills for school readiness, and the current research on the topic.

School playgroup exemplar – building a strong school community
School playgroup exemplar – building a strong school community

Phillippa Adgemis is Principal at Coldstream Primary School – one of the six schools highlighted in a recent Australian study exploring the common features of exemplary school playgroups. In this article, she shares more about how the playgroup is run, and the effect it has had on the school.

Student vocabulary – power and positivity feature in post-lockdown writing
Student vocabulary – power and positivity feature in post-lockdown writing

Children’s experiences inform the development of their vocabulary and, subsequently, how they view the world around them. As we head into the third year of pandemic challenges and restrictions, interesting themes have continued to emerge through students’ writing.

Researching education: Five further readings on the transition to school
Researching education: Five further readings on the transition to school

The transition to primary school is a big step for children and families, and there are many things to consider for educators supporting students in their transition to school. In this article, we outline five further readings that examine successful transitions.

Six features of high-performing school playgroups
Six features of high-performing school playgroups

School playgroups benefit children, their families, schools and communities. New Australian research has identified six key features of high-performing school playgroups.

Teacher resources: Little J and Big Cuz are back!
Teacher resources: Little J and Big Cuz are back!

Little J, Big Cuz and their teacher Miss Chen are heading back to class for a third season of their Logie-award winning animated children’s series, which supports the transition from home to school for Indigenous children and their families.

The Research Files Episode 71: Nature play
The Research Files Episode 71: Nature play

Professor Amy Cutter-Mackenzie-Knowles, Executive Dean of the Faculty of Education at Southern Cross University, joins The Research Files this month to talk about the Childhood Nature Play study. We’ll be chatting about the different types of nature play, and the teaching and learning resources that have been co-designed as a result of the research project.

‘Invisible transitions’ – supporting students who enrol unexpectedly
‘Invisible transitions’ – supporting students who enrol unexpectedly

It’s common for schools to begin supporting first year primary school students and their families through the transition process before the school year begins. But, what about students who enrol unexpectedly? How can you, your colleagues and the school community support these students through the transition process?