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Ongoing professional learning is an important part of ECEC, and quality outcomes for children depend on a highly skilled workforce. AERO and ALNF have conducted an experimental study in the ECEC sector, comparing the effectiveness of a peer mentoring approach to a direct participation approach for professional learning.

This report discusses the findings of a study conducted by AERO and ALNF into the effectiveness of a peer mentoring approach for delivering professional learning to educators and teachers in early childhood education and care services.

This research summary provides an overview of a study on peer mentoring for professional learning conducted by AERO in partnership with ALNF.

What can be done to create more effective transitions from birth to Year 12, to support greater continuity of learning and better student outcomes?

The evidence-based practices presented in this guide can be used to support children with disability or developmental delay as they transition to their first year of school. It's designed to help services and schools work together to achieve more successful transitions.

This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay.

This practice resource looks at strategies for engaging in sustained shared conversations with children aged 3 to 5 years. It uses examples of educators and teachers using moments in the day to build children’s literacy skills.

Literacy and numeracy are critical foundations, equipping students to access learning in all other parts of the curriculum.