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In Australia, emphasis in early childhood education policy is placed on the importance of the role of the family as a child's first educator, and finding effective ways to raise the effectiveness of parents in supporting children's learning, development and well-being. International studies demonstrate that the home learning environment (HLE) provided by parents is closely associated with children's cognitive outcomes: literacy activities at home are likely to predict children's literacy abilities and numeracy activities at home are likely to predict children's numeracy abilities. However, studies focusing on building the capacity of primary caregivers to increase informal learning opportunities, such as enhancing children's literacy and numeracy learning in the HLE, have rarely been the focus of research. This study uses a sample of 113 four-year-old children to explore the association of specific aspects of the HLE with different child outcomes while controlling for child and family characteristics. In addition, a non-intensive, yet purposeful and systematic intervention to draw parents’ attention to the principles of dialogic reading and the principles of counting was introduced. Study findings suggest that parents responded positively to this approach, and that literacy and numeracy aspects of the HLE were specific predictors for children's numeracy and literacy competencies. 相似文献
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Dan Cloney Gordon Cleveland John Hattie Collette Tayler 《Early education and development》2016,27(3):384-401
Research Findings: This article provides Australian evidence of the availability and quality of early childhood education and care (ECEC) services in low–socioeconomic status (SES) neighborhoods. There is less availability of ECEC in low-SES areas in Australia, and these programs provide a lower average quality of care than in more advantaged neighborhoods. Families tend to travel short distances to ECEC programs (Mdn = 2.9 km), and therefore families in low-SES areas are limited in the programs they can choose or are faced with higher transport costs than families in more advantaged neighborhoods. This study uses government licensing data from a population of 6,937 ECEC services together with a sample of 2,494 children enrolled in 421 ECEC classrooms. Practice or Policy: Established measures of the local ECEC market tend to overestimate its size and in turn the availability of ECEC. Measures of ECEC market density should be tested for sensitivity to reductions in size. SES gradients are observed within local ECEC markets, meaning that attempts to lift supply and quality in low-SES areas require specific and targeted policy intervention. 相似文献
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Anne Petriwskyj Karen Thorpe Collette Tayler 《International Journal of Early Years Education》2014,22(4):359-379
Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children's needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school. 相似文献
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Collette Higgins 《English in Education》2002,36(1):25-37
This article is the result of working with several schools concerned with improving achievement in boys' writing. It begins by describing a range of effective teaching and learning strategies, observed in my role as a Literacy Consultant, which had a positive influence on writers especially boys. The article goes on to explore how a small group of boys, described by their teacher as ‘reluctant writers’, were encouraged by the use of film text to make the most of their preferences for action‐driven narratives to improve story writing. It suggests that ‘slowing down’ this action in the author's eye gives pupils, and boys in particular, an opportunity to consider detail to enhance composition in the same way that a film director uses camera angles to capture the viewer's attention. 相似文献
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Research Findings: Young children develop numeracy competencies during interactions with more knowledgeable others. Such interactions typically occur in the home numeracy environment (HNE). In this study a nonintensive intervention procedure was developed to improve both the HNE and numerical competencies. All parents of 113 Australian children (age 4 years, 5 months, on average at the beginning of the study) were invited to participate in a 2-part intervention that included attending 1 group meeting at which information regarding the HNE was provided and participating in an additional individual session that introduced them to the principles of counting. The HNE and children’s numerical competencies were assessed before and after the intervention. Participating and nonparticipating families did not differ on any of the study variables at the beginning of the study, yet not only did the intervention group significantly improve their HNE, but children in this group also showed significantly greater numerical competency development compared with the nonparticipating group. Practice or Policy: Results indicate that less intensive interventions can have effects on the HNE and children’s numerical competencies. Consequently, even on small budgets interventions should be undertaken. 相似文献
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Caroline Cohrssen Amelia Church Collette Tayler 《International Journal of Early Years Education》2014,22(2):169-183
This paper describes how early childhood teachers' incorporation of pauses raises the quality of talk-in-interaction during play-based mathematics activities. Responses of both children and teachers are shown to be more contingent and expansive when conversations include protracted pauses than during interactions in which pauses are largely absent. Pauses provided children with opportunities to initiate topics and facilitated more equitable access to discourse moves for children. By pausing before responding to a child's conversational gambit, teachers gained opportunities to assess children's demonstrated numeracy-related skills and understanding, and could thus provide authentic, individualised scaffolding. Pauses were not necessarily silent: a pause in an interaction with one child could be used strategically to model the learning interaction with a second child before returning to the first child in order to continue the discourse sequence. 相似文献
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