Effective Early Learning

Access to quality early childhood education is consistently a major factor influencing developmental, learning and social abilities. The quality of interactions with educators, including their sensitivity, responsiveness and relationships with the children all have a significant impact.

Research demonstrates that children who attend early childhood education and care (ECEC) services are likely to experience better behavioural and learning outcomes than those who do not attend. The potential benefits of ECEC are clearer and greater for children from disadvantaged backgrounds. These potentially positive impacts of ECEC appear to increase with the gradient of social disadvantage (Melhuish et al., 2015). Effective ECEC settings have been found to offer children from disadvantaged backgrounds added advantages both while they were in the setting and also through partnership work with parents to enhance the early and later home learning environment.

Improving the quality of ECEC is an essential element in reaching the goal of achieving more equitable child outcomes. ECEC aims to promote the well-being of individuals, families, communities, and nations. Therefore, investment in early childhood education is clearly a highly cost-effective strategy. There is an increasing recognition that the relationship a child has with a teacher or caregiver that is both sensitive and stimulating is the central and most critical component of quality in early care and education. Effective educators combine positive relationships with meaningful learning experiences, so that they can integrate explicit instruction with sensitive, warm interaction. They provide responsive, individualised feedback and intentional engagement - while maintaining a setting that is orderly and predictable, but not overly structured or formal.

Therefore, it is important to enhance the capabilities of educators in the early childhood sector, as ECEC has the power to significantly enhance children's lives and improve life outcomes. ECEC in disadvantaged communities has the potential to improve outcomes not only for the child, but for their family, community and nation. Hence, it would be important to maintain, establish and continue ECEC after a natural disaster as it provides a safe and supportive environment for children to play and interact. ECEC facilities can also act as a safe and supportive environment for families, as it is a space where they can communicate freely, be heard and feel supported. ECEC has the power to provide a sense of security in what is a very challenging, overwhelming, stressful and traumatic situation. It has the power to bring about a sense of normalcy and routine. The power of ECEC should not be undermined.

References:

Melhuish, E. C. (2004) A literature review of the impact of early years provision on young children, with emphasis given to children from disadvantaged backgrounds, London: National Audit Commission.

Siraj, I., Kingston, D., Neilsen-Hewett, C., Howard, S., Melhuish, E., De Rosnay, M., Duursma, E., & Luu, B. (2017). Fostering effective early learning study. Retrieved from https://education.nsw.gov.au/media/ecec/pdf-documents/FEEL-Study-Literature-Review-Final.pdf

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