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Research

Globally, as scale up of early childhood education (ECE) continues, monitoring ECE quality is imperative to promote service aspects that drive positive outcomes for children. Monitoring of ECE quality in low- and middle-income countries (LMICs) is scarce, limited by challenges in varied conceptualisations of quality, lack of measurement tools that reflect local culture and context, and implementation difficulties in low resource settings.

Research

Schools are increasingly recognized as important settings for mental health promotion, but it is unclear what actions schools should prioritize to promote student mental health and wellbeing. We undertook a policy review of global school-based mental health promotion policy documents from United Nations agencies to understand the frameworks they use and the actions they recommend for schools.

Research

The majority of children acquire language effortlessly but approximately 10% of all children find it difficult especially in the early or preschool years with consequences for many aspects of their subsequent development and experience: literacy, social skills, educational qualifications, mental health and employment.

Research

In this paper, we aim to contribute to the understanding of the multidimensional nature of school readiness. In a sample of over 4,000 Australian children in their first year of school, we used latent class analysis to examine patterns of school readiness based on child, family, school and community characteristics, and examine the relationship between these patterns of school readiness and subsequent outcomes (reading comprehension, school absence and emotional and behavioural difficulties).

Research

Strong evidence supports our current understandings of student bullying behaviours and ways schools can prevent and respond effectively to bullying behaviour. In the late 1990’s, however, little was understood about the most effective ways to reduce bullying in Australian schools. In response to schools’ need for evidence-informed action, a pipeline of research called Friendly Schools was initiated in 1999 which for the past twenty years, has provided robust whole-school evidence-based knowledge and skills to support policy makers, school staff and other practitioners working in schools and families across Australia.

Research

This study examined associations among preschool attendance, home learning activities, stunting status, and early child development using data from the validation study of the East Asia–Pacific Early Child Development Scales (EAP-ECDS).

News & Events

Professor Cate Taylor, is part of an International cohort of researchers to secure over €1.45million in grant funding from the EU’s Horizon 2020 programme.

News & Events

Ethan recently took part in Belong, a study led by The Kids which aims to ensure deaf and hard of hearing kids have a happy & positive school experience

The Early Years Systems Evidence (EYSE) team specialises in working in partnership with governments and service providers, with a distinct focus on improving the life chances of children in Australia.

Research

In South Australian schools, students in Grade 4 to 12 are invited to participate in an annual survey about their wellbeing and engagement in school, referred to as the Wellbeing and Engagement Collection.