Early learning makes a big difference

The Minister for Early Childhood Education and Child Care, Kate Ellis, recently released an influential report called Child Care and Early Education in Australia.

The report was commissioned in 2006 by the Office for Women (Department of Families, Housing, Community Services and Indigenous Affairs), and was written by a group of academics from a variety of highly regarded Australian institutions including Charles Sturt University, Macquarie University and Curtin University.

The researchers used data obtained from the Longitudinal Study of Australian Children (LSAC), a significant study that followed almost 10 000 children and their families over two years.

Their findings are relevant to every Australian parent.

Overall, the report found that:

· Children attending school or a preschool program had better language skills than children who did not attend an early childhood program;

· In groups where university qualified teachers offered supported small-group activities, children were able to develop better pro-social behaviours and fewer problem behaviours were observed;

· Gains in language and learning outcomes for toddlers and preschoolers were clearly associated with high quality care;

So, what does this all mean in the real world?

It doesn’t take a rocket scientist to work out that a child’s early years are among their most important.

Between the ages of two and five, children are learning to be part of their world and acquiring a multitude of physical, emotional and social skills – as well as language and communication competencies.

It’s a huge learning curve – and as parents, we are part of it.

All of the current research indicates that children learn best when they are ready, interested and taught in a way that meets their developmental needs.

But what kind of learning opportunities are we giving our kids – are we ‘hot-housing’ them with flash cards and rote learning, or are we giving them chances to discover and learn in a supported, encouraging, positive environment?

Real learning is the kind that comes when interest and opportunity are nurtured…by involved parents, experienced carers and professional educators.

At a recent seminar at Kids First Children’s Services, Language and Literacy specialist, Ros Osling, told parents that between 41% and 75% of children with early language delays continue to show reading problems at the age of eight.*

That’s a frightening, but all too real statistic.

It’s supported by further research that indicates that 16% of NSW primary schoolers have difficulty learning to read` and that 15% of students in NSW primary schools finish Year 6 without meeting the minimum standards in reading, writing and maths.^

The numbers don’t get any better as our kids get older…20% of Year 9 students in NSW have been measured as struggling or failing to meet minimum reading standards.**

Professional teachers know that learning is a life long journey that starts when our children are young.

Early learning is great…but as the research shows… it’s at it’s best when it’s developmentally appropriate and provided by those who can give kids the benefit of their knowledge, training and high quality care.

Notes:

* Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (1998). Screening for speech and Language delay: a systematic review of the literature (Vol.2).

` Westwood, P. (2001). Reading and Learning difficulties: Approaches to teaching and assessment. Camberwell, Victoria: Australian Council for Educational Research Ltd.)

^ NSW Audit Office 2008

** 2009 NSW NAPLAN results