The FEEL study evaluates the effects of participation in the Leadership for Learning Professional Development program by assessing the direct impact on participating early childhood educators in New South Wales, Australia. Researchers observed educators’ practices related to indicators of curricular and interactional quality. The study further assessed the indirect impacts on children by measuring children’s outcomes before and after the PD.
Money, love and identity: Initial findings from the National ECEC Workforce Study shares the initial findings of a National Early Childhood Education and Care Workforce study – a three-year national study funded by the Australian Research Council. In addition to findings from the study, this report shares key takeaways from conversations during a workshop hosted by the researchers.
National Guidelines - Best Practice in Early Childhood Intervention presents eight recommended best practices in Early Childhood Intervention. The document also offers rationale for each of these practices in the following quality areas:
- Universal Principles
This text draws upon extensive consultation with key stakeholders in the early childhood intervention sector.
Quality is key in Early Childhood Education in Australia highlights several key policy priorities for limiting quality across the Early Childhood Education and Care (ECEC) system. These priorities address gaps in access by focusing on:
Child Care Staff: Learning and Growing Through Professional Development offers insights and shares innovative practices about the current professional development and support activities currently offered to the Australian early childhood workforce.
Drawing on the views and experience of 684 child care service directors/managers/owner-operators and staff across Australia, this publication aims to answer questions about how professional development impacts children’s outcomes and the measures of effective support services.