Themes, resources and uptake of ACER’s Science in the Early Years suite

The Science in the early years series was developed to assist preschool and Foundation to year 2 primary educators to incorporate the latest research in science learning into their programs and teaching practice. This paper focuses on the educator resources developed to support early years educators implement activities to assist children to develop science concepts and inquiry skills. The activities are underpinned by evidence-based research that revealed 4 themes in the early years’ science literature

Science in the early years. Paper 3: Monitoring children\u27s learning

This third paper in the Science in the Early Years series continues to review current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about monitoring early years science learning; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally includes children aged three to eight years. Children in the early years may attend early childhood centres, kindergartens or primary schools. Educational expectations for children of this age range are covered by the Early Years Learning Framework (EYLF) for preschool children, and the Foundation to Year 2 Australian Curriculum (AC) for school students. This paper focuses on the importance and value of monitoring young children’s science learning. We also provide examples of resources that can support educators to monitor science learning using everyday activities common in early years settings

Science in the early years. Paper 1: Early years science and integration

This is the first paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally includes children aged three to eight years. Children in the early years may attend early childhood centres, kindergartens or primary schools. Educational expectations for children of this age range are covered by the Early Years Learning Framework (EYLF) for preschool children, and the Foundation to Year 2 Australian Curriculum (AC) for school students. This paper focuses on the importance and value of science in the early years, how teaching science is supported by the EYLF and the Foundation to Year 2 AC, and the value of integrating science in the early years. We also provide examples of resources that can support educators and children to recognise the elements of science in simple, everyday activities used in early years settings

Science in the early years. Paper 2: Science inquiry skills

This is the second paper in the Science in the early years series that reviews current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science monitoring; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally includes children aged three to eight years. Children in the early years may attend early childhood centres, kindergartens or primary schools. Educational expectations for children of this age range are covered by the Early Years Learning Framework (EYLF) for preschool children, and the Foundation to Year 2 Australian Curriculum (AC) for school students. This paper focuses on the importance and value of providing learning experiences that support the development of science inquiry skills (SIS) in the early years. The paper describes how developing children’s SIS are integral aspects of both the EYLF and the Foundation to Year 2 AC, and emphasises the importance of incorporating science contexts and content in the early years within an inquiry-based approach in which children conduct investigations into aspects of the world around them

Science in the early years. Paper 4: Educator facilitation

This fourth paper in the Science in the Early Years series concludes the review of current research into science learning and monitoring in the early years. The aim of this series is to provide early years educators with an insight into current research; highlight how research findings relate to children’s science learning; look at the current understandings about early years science; and provide examples of how early years educators can incorporate this research into their practices. This series defines ‘early years’ as the two years prior to school and the first three years of primary school, which in Australia generally includes children aged three to eight years. Children in the early years may attend early childhood centres, kindergartens or primary schools. Educational expectations for children of this age range are covered by the Early Years Learning Framework (EYLF) for preschool children and the Foundation to Year 2 Australian Curriculum (AC) for school students. The Science in the early years series reviews Australian and international research to highlight aspects of the learning and monitoring of science in the early years that are significant to Australian children and their educators. This paper focuses on the key role of educators in facilitating young children’s science learning

Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process