SLIDE 2 6/09/2013 2
Risk factors influencing educational
- utcomes
- Single parent family or non‐English
speaking background was associated with a higher risk of lower educational attainment on NAPLAN (80% and 20% higher, respectively)
- Non‐attendance at early childhood
services (such as preschool/ kinder and 3.5yr MCH) was associated with a higher risk of lower educational attainment Linking School Entrant Health Questionnaire data (prep) with Year 3 NAPLAN g p y)
- Speech and language difficulties was
associated with a two fold higher risk
- f lower educational attainment
- Having a history of at least one form of
abuse and/ or violence was associated with a higher risk of lower education attainment on NAPLAN tests 7
Source: DEECD research partnership with Melbourne School
- f Population and Global Health, 2013
Effect of early childhood teacher qualifications
Research by Melbourne Institute, using LSAC, found that:
- average NAPLAN scores were
highest among those whose pre- school teacher had a diploma-level qualification in early childhood education or child care, and lowest for those whose teacher had only a certificate-level qualification.
significantly higher among children whose pre-school teacher had a either a degree in Early Childhood
10 15 20 25 bove that attained by children who did not go to pre-school Impact of pre-school teacher qualification on NAPLAN scores ECD TCD CC CERT OTH
a degree in Early Childhood Education or a diploma-level qualification in child care or early childhood education, particularly for the domains of Numeracy, Reading and Spelling.
- For Numeracy, compared to children
who did not attend pre-school, those who attended pre-school with a teacher with a degree in Early Childhood education scored an average of 12 points higher, and children whose pre-school teacher had a diploma level qualification had average scores 17 points higher.
8
5 Numeracy Reading Spelling Writing Grammar Average score ab
Teacher Qualifications: Early Childhood Teaching Degree (ECD); Other Teaching Degree (TCD);
- Adv. Diploma, Diploma, Ass. Dip in child care or early childhood teaching (CC);
Certificate level qualification in child care or early childhood teaching (CERT); Other (OTH). Source: DEECD research partnership with Melbourne Institute, 2013.
Key Findings Melbourne Institute/DEECD Research Partnerships
Figure 1: Average NAPLAN Scores IN Year 3, by preschool attendance The Causal Impact of Preschool Participation and Teacher Qualifications on Year 3 NAPLAN Outcomes
Using data from the Longitudinal Study of Australian Children (LSAC), examining the impact of preschool attendance for children who were aged between 4 and 5 in 2004 and in Year 3 in 2008.
Figure 2: Comparison of benefits
- f preschool attendance when
controlling for innate ability controlling for innate ability
School Improvement
- Learning at the centre
- Facilitating a self
improving system
and networks
Supporting professional practice
inclusion
curve
Why is linking learning so important?
- Facilitating Early intervention
- Eliminating the “wash-out” effect
- Reducing the effects of low SES
- Addressing the challenges of transitions
- Enhancing parents’ learning and
supporting their children’s learning
Some examples
- 57 government school sites where primary
schools have early years provision on site. A few have MCH.
- Approx. 100 non-government schools have
early years services on site.
- 11 Partnerships Victoria in Schools sites
- 11 Partnerships Victoria in Schools sites
(long day care and early learning centres located on new government schools sites).
- Linking Schools and Early Years (LSEY)
project
- Newly commissioned project - Linking
Learning Birth-12
