Browse the AERO collection

This methodology outlines the processes AERO used to collect and analyse data for national research snapshots on evidence use and use of evidence-based practices in early childhood education and care.

This national research snapshot collects evidence on the use of evidence-based practices in Australian ECEC services using Q4 2021 National Quality Standards data.

In this case study, an early childhood education and care (ECEC) centre director and a teacher describe their use of evidence to improve outcomes for children.

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

This user guide is for teachers and educators working in early childhood education and care (ECEC). It will help you use the learning trajectories, to strengthen your curriculum and inform your pedagogical decision-making.

This activity invites you to collect and reflect on examples from your early childhood education and care (ECEC) service, individually and with colleagues, to deepen your knowledge and understanding of the learning trajectories.

Explains the domains of children’s learning and development that are covered by the early childhood learning trajectories.

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.

We look at strategies for engaging in sustained shared conversations with children aged 3-5 years, using examples of educators and teachers using moments in the day to build children’s literacy skills.

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.

ECEC services often have cultures of sharing and discussing evidence, but less support is available for early childhood educators to actively change their practice based on evidence.