Improving wellbeing outcomes so that children and young people are better able to learn.
Overview
Our Wellbeing for learning and development project is investigating whether systems, schools and services are measuring what matters and how they use the data they collect to improve wellbeing outcomes, so that children and young people are better able to learn.
Early Years Learning Framework V2.0
Wellbeing for early learning is related to the following components of the Early Years Learning Framework V2.0:
• Principles: Secure, respectful and reciprocal relationships
• Partnerships, Respect for diversity, Critical reflection and ongoing professional learning
• Practices: All practices
• Outcomes: 2, 3
• Principles: Secure, respectful and reciprocal relationships
• Partnerships, Respect for diversity, Critical reflection and ongoing professional learning
• Practices: All practices
• Outcomes: 2, 3
Australian Professional Standards for Teachers
Wellbeing for early learning is related to the following focus areas of the Australian Professional Standards for Teachers:
• Focus area 1.3 (Students with diverse linguistic, cultural, religious and socioeconomic backgrounds)
• Focus area 1.4 (Strategies for teaching Aboriginal and Torres Strait Islander students)
• Focus area 4.4 (Maintain student safety)
• Focus area 6.2 (Engage in professional learning and improve practice)
• Focus area 1.3 (Students with diverse linguistic, cultural, religious and socioeconomic backgrounds)
• Focus area 1.4 (Strategies for teaching Aboriginal and Torres Strait Islander students)
• Focus area 4.4 (Maintain student safety)
• Focus area 6.2 (Engage in professional learning and improve practice)
National Quality Standards
Wellbeing for early learning is related to Quality Areas 1 to 6 of the National Quality Standards.
Research
AERO has produced practice guides on this topic, tailored to different contexts.
Encouraging a sense of belonging and connectedness in early childhood education and care
A strong sense of belonging in the early years has fundamental benefits for children and flow-on effects for their learning, development and wellbeing. This guide outlines best-practice approaches for improving a sense of belonging and connectedness in children aged birth to 5 years.
Transitions between outside school hours care and school
Transitioning to school and between educational settings is a significant milestone for children and families. This practice guide is designed to help outside school hours care (OSHC) services and schools work together to achieve more successful transitions.
Transitions between outside school hours care and school: Evidence summary
This evidence summary supports AERO’s practice guide for transitions between school and outside school hours care (OSHC). It describes the evidence base behind the guides, synthesising insights from available research to connect to policy and practice.
Transitions to school for children with disability or developmental delay
Transitioning to school and between educational settings is a significant milestone for children and families. This practice guide is designed to help educators, teachers and leaders support children with disability or developmental delay as they transition to their first year of school.
Transitions to school for children with disability or developmental delay: Evidence summary
This evidence summary supports AERO’s practice guide for transitions to school for children with disability or developmental delay. It describes the evidence base behind the guides, synthesising insights from available research to connect to policy and practice
Snapshots of practice
Wellbeing for early learning may look different in different contexts.
Child-centred approaches to transitions between school and OSHC
A shared vision between schools and outside school hours care (OSHC) is important for children's wellbeing, learning and development. 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.
Collaborative partnerships in managing transitions between school and OSHC
Collaboration between outside school hours care (OSHC) services and schools enhances continuity of learning and effective transitions for children as they move between the OSHC and the school learning environment. We spoke to the principal and OSHC coordinator at Kuluin State School about how they approach transitions.