Browse the AERO collection

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.

Evidence shows that a child-centred approach helps with successful transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

Collaboration between OSHC services and schools enhances continuity of learning and effective transitions. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.

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

Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses explicit instruction in her mathematics lessons.

Explicit instruction is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses explicit instruction in her science lessons.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses mastery learning in her science lessons.

This discussion paper outlines 3 constructs that can be measured to determine the effectiveness of transitions and children and families’ sense of belonging.

Children’s transitions from early childhood education and care (ECEC) to school can have lasting effects on their learning and development.

The evidence-based practices presented in this guide can be used to support children’s transitions from before-school care to school and from school to after-school care.