SYNOPSIS

Enhancing the wellbeing, learning and development pathways for children, especially those from disadvantaged families, depends on the timing, targeting and intensity of support though infancy and early childhood. These early environments impact health and psychosocial development throughout the life-course. Early childhood education and care settings (ECEC) – often referred to as child care – have the potential to partially compensate for disadvantaged and stressful early environments and amplify development.

This presentation traces the pathways of some 2,500 young children within typical everyday ECEC programs in Victoria and Queensland. The Australian E4Kids longitudinal study (2010-2015) directly assessed children’s general cognitive ability, receptive and expressive language from entry, and the quality and program dosage that children experienced across three years, and onward to completion of NAPLAN achievement tests at Grade 3. This presentation highlights the abilities of these children, focusing on the trajectories of those who are at risk of poor outcomes. The implications and ideas for supporting children at-risk of poor progress are for discussion.

SPEAKERS

PROFESSOR COLLETTE TAYLER holds the Chair in Early Childhood Education and Care (ECEC) at The University of Melbourne.  Collette’s research projects spans learning and development from pre-birth to eight years. She leads studies addressing home, centre, and school-based educational programs in culturally and linguistically diverse urban, regional and remote communities. Early learning and development and the collaborative relationships necessary to promote children’s learning are a central focus.

Collette holds a PhD from the University of Western Australia, and is a Chief Investigator in the National Science of Learning Centre, Project Leader of the E4Kids longitudinal study, local leader of 3A (Abecedarian Approach Australia) projects and the Victorian Advancing Early Learning study. Collette also serves as the Deputy Chair of the Australian Children’s Education and Care Quality Authority, and on the Board of the Victorian Curriculum and Assessment Authority.