Browse the AERO collection

To understand which wellbeing programs and practices adopted by early childhood education and care (ECEC) services and schools improve children’s outcomes, it is necessary to measure and track children’s wellbeing. This research summary shares some preliminary learning from work the Australian Education Research Organisation (AERO) commissioned on developing wellbeing and belonging measures for children aged 3 to 8 years.

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

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

This research collects information from educators, teachers and leaders working in ECEC about the place research and evidence has in their professional practice.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

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.

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.

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.

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.