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AERO’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.  

Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.

There is a great deal of evidence that families play a critical role in their child’s early learning and development. So how can early childhood education and care (ECEC) educators and teachers best work with families for learning?

Gabrielle Sinclair, CEO of the Australian Children's Education and Care Quality Authority (ACECQA), provides insight into 'what works' for continuous quality improvement in early childhood education and care.

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

What does evidence look like in an early childhood education and care setting? We’ve spoken to some educators and teachers to explore the many different types of evidence they use in their practice.  

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

Dr Jen Jackson, Program Director at AERO, explains how simple and effective it is to integrate science into ECEC practice, debunking several myths about the science of early childhood pedagogy along the way.

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.

Early literacy approaches support the development of foundational skills. This guide outlines key practices for supporting literacy in early learning settings.