Investigators
Alanna Sincovich
Project description
Recent evidence indicates that a child’s home learning environment is the strongest predictor of success in later reading abilities and that for children not receiving structured language and reading support at home, there may be greater need for support from the early childhood education system to be ready for school. This presents a challenge to education systems to rethink the balance of discovery versus instructional pedagogies provided in the early years, and the right mix of approaches required to support all children.
This project aimed to advise the South Australian Department for Education on the best practice pedagogical approaches to developing children’s pre-literacy and reading skills in the early childhood system. A comprehensive review of evidence was conducted, with findings providing the Department with a clear understanding of the strength of available evidence as to what works to foster early literacy skills in children. Overall, findings act as the first step in a broader investigation into the landscape in which the early literacy skills of South Australian children are being fostered.
This project was undertaken when Institute researcher Alanna Sincovich formed part of the Fraser Mustard Centre, a previous collaboration between researchers at The Kids Research Institute Australia and policy makers at the South Australian Department for Education, aimed to improve research translation.
For further information about the project and its findings, contact Alanna Sincovich.
Funders of the project
Department for Education, South Australia