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Recent evidence indicates that a child’s home learning environment is the strongest predictor of success in later reading abilities and that for children not receiving structured language and reading support at home.
Yasmin Harman-Smith BA, BHlthSc(Hons), MTeach(Primary), PhD Head, Early Years Systems Evidence Yasmin.harman-smith@thekids.org.au Head, Early Years
Evaluating Early Childhood Education and Care
This project provides guidance to help school leaders review the evidence for different programs, as well as a review of universal, evidence-based pre-school and school-based social and emotional learning programs available in Australia.
Trans youth are at high risk of mental health difficulties and negative life events. Strong parental support is highly protective however there is little understanding of what factors facilitate the process of parental understanding and acceptance of a child’s gender identity.
Student bullying behaviours are a significant social issue in schools worldwide. Whilst school staff have access to quality bullying prevention interventions, schools can face significant challenges implementing the whole-school approach required to address the complexity of these behaviours.
Early childhood investment decisions represent critical policy frameworks that ideally reflect a strong evidence base. This review seeks to assess early childhood intervention priorities based on return on investment without limitation by health, education or social science sector.
Research on the consequences of breakfast skipping among students tends to focus on academic outcomes, rather than student wellbeing or engagement at school. This study investigated the association between breakfast skipping and cognitive and emotional aspects of school engagement.
There has been concerns about the increasing incidence of youth depression and anxiety, with school teachers seeking out ways to better equip youth with skills to help them deal with daily life. A resilience training programme for youth was implemented in one region of New Zealand.
There is increasing international interest in place-based approaches to improve early childhood development (ECD) outcomes. The available data and evidence are limited and precludes well informed policy and practice change. Developing the evidence-base for community-level effects on ECD is one way to facilitate more informed and targeted community action.