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The COVID-19 pandemic has created significant challenges for Early Childhood Education and Care (ECEC) services and families, impacting family access to services and their communication and engagement with educators. This study aimed to examine parents' perspectives of family engagement with ECEC services during the pandemic. Primary caregivers in Victoria at the time of recruitment (September-November 2020) were invited to participate. Of the 66 participants who completed an online survey, 25 also took part in semi-structured video call or phone interviews; qualitative findings from these interviews are reported in this paper. Four key themes were conceptualised using a reflexive thematic approach: (1) disruptions to ECEC access and attendance impacting on family routines and relationships, and child development; (2) barriers to family engagement; (3) ECEC educators' support of families and children during the pandemic; and (4) increased parental appreciation of the ECEC profession. Findings revealed that disruptions to ECEC access and routines during the pandemic adversely impacted family engagement, and child learning and social-emotional wellbeing for some families. These were aggravated by other stressors, including increased parental responsibilities in the home, financial and health concerns, and changed work conditions. Findings also demonstrated successful methods used by educators to maintain communication and connections with families. Importantly, parents expressed increasing appreciation of the profession and an increased awareness of the value of family involvement in children's learning. Learnings regarding strategies for effective and alternative ways of engaging families are discussed.

For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children's multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children's linguistic and cultural resources and prioritises families' aspirations for children's multilingual language learning.

The aims of this study were to establish a Research Network of Early Childhood Professionals and to identity network members' top research priorities and preferred research methods. Australian early childhood education (ECE) professionals were invited to participate in a Delphi-style survey. In Stage 1, participants were asked to describe the most important issues in ECE that need addressing; from this, a 'top 20' list of the most common research priorities was generated. In Stage 2, respondents were asked to prioritise the top 20 research topics and to rate their interest in participating in various methods of research. A total of 182 ECE professionals completed the Stage 1 survey (pre-COVID-19), yielding 34 topics of research interest. Ninety-four respondents completed the Stage 2 survey (during the COVID-19 pandemic), ranking the top three most important research topics as: educator wellbeing and mental health, child wellbeing and mental health, and professional learning and development. Members of the network appear to be interested in participating in ECE research and their research priorities can help highlight real-world issues warranting further investigation. Facilitating research that addresses prioritised ECE areas is particularly timely given the significant impact of the COVID-19 pandemic across the ECE sector.

Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children's first teachers and strengthening young children's self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yol?u identity, cultural knowledge and language in the Galiwin'ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yol?u kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children's learning in these playgroups and to build strong Yol?u identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.

The COVID-19 pandemic highlighted the importance of early childhood education and care (ECEC) as an essential service for families and the economy. However, it also exacerbated persisting challenges for the sector which impact educator well-being. This paper reports findings from a qualitative study that investigated Australian early childhood educators' perspectives about the impact of the COVID-19 pandemic, and challenges and supports for educator well-being. A sample of 214 ECEC professionals responded to an online survey and 15 educators participated in subsequent focus groups. Five themes were identified in the data from open-ended survey questions and the focus groups: (1) threats to physical, emotional and financial health; (2) self-care and access to well-being resources; (3) connection with children and families; (4) a supportive professional community; and (5) acknowledging the value of early childhood education. These themes are elucidated using the 'voices' of educators, providing insights into how educator well-being can be supported during and beyond the pandemic.

The importance of Early Childhood (EC) educators' wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators' wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children's developmental outcomes. In July 2020, members of a Research Network of EC Professionals--who previously identified educator wellbeing as a priority issue--were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student-Teacher Relationship Scale (modified). Survey items about educators' experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators' wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children's learning and development.

Objectives: This study aimed to explore the impact of early health risks on young Aboriginal children's attendance in playgroups and their early learning outcomes. Design: The study used a cross-sectional design to identify associations between children's early health characteristics, their attendance at a Families as First Teachers (FaFT) playgroup and their early learning outcomes. Setting: A total of 128 Aboriginal children from two remote Northern Territory (NT) communities attending FaFT playgroups participated in the study. Method: Health data were coded as risk factors and associated with children's attendance and learning outcome data. Results: Children in the cohort experienced relatively high rates of health risks: ear infections (otitis media, 57%), anaemia (37%), skin infections (28%), low birthweight (22%), low weight for age (19%) and a high proportion were born to teenage mothers (26%). However, these rates were lower than previously recorded rates for Aboriginal children in remote NT communities. Despite the presence of multiple health risks, low weight for age was the only risk factor found to be negatively associated with children's learning outcomes (language skills) and only two health risks (teenage motherhood and lower child haemoglobin levels) were negatively associated with children's attendance at playgroup. Most children (65%) experienced one or two health risks during the study and no significant associations were found between the number of health risks experienced and children's attendance or learning outcomes. Conclusion: The study highlights the importance of culturally responsive, evidence-based and integrated health and education programmes within remote Aboriginal Australian communities as a means to mitigate risks to poor learning and development outcomes.

There is growing recognition that literacy learning takes place in the years prior to formal schooling and that young children develop literacy-like behaviours through exposure to interactions in shared contexts in which literacy is a component. Despite this, there are few assessments that measure the very early literacy skills that children develop before 36 months of age. This article reports on the design and validation of a new instrument -- the Early Literacy Engagement Assessment (ELEA). This tool was developed to provide insights into the impact of Conversational Reading, a key pedagogical strategy implemented at Families as First Teachers playgroups, on young children's early receptive and expressive vocabulary and literacy skills. The instrument was trialled with 104 children living in locations across Melbourne, Victoria, and 39 Aboriginal children living in remote communities in the Northern Territory. The trial process was undertaken in two phases: (1) a technical assessment to test item consistency, characteristics and placement and (2) concurrent validity testing against items from the Clinical Evaluation of Language Fundamentals Preschool-2 tool. The findings from the trial and validation process indicate that overall the ELEA discriminates well between children of high and low ability, and it is a useful tool in the authentic assessment of expressive and receptive vocabulary skills in young children.

This paper describes the research protocol for the Educational and Developmental Gains in Early Childhood (EDGE) Study, which will examine the implementation of two years of funded kindergarten prior to the first year of school in Victoria, Australia. EDGE will examine whether children's language, cognitive, social-emotional, and behavioural outcomes are improved after two years of kindergarten compared to one year. The experiences of (and impacts on) teachers, service leaders, and families will also be examined. The study includes a cross-sectional cohort of 95 early childhood education and care (ECEC) services, and an embedded longitudinal observational cohort of children attending these services. Case studies of 15–20 ECEC services will also be collected, in addition to interviews with policy stakeholders. [ABSTRACT FROM AUTHOR]

Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children's learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children's superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects -- the "Victorian Advancing Early Learning Study" and the "Every Toddler Talking Initiative" -- to explore the features of coaching, collaboration and interdisciplinary partnerships that support early childhood educators to engage in the process of continuous improvement. We argue that governance and leadership is critical in enabling interdisciplinary teams to engage in a collaborative process of continuous improvement and that threshold conditions are required within early childhood education and care services to foster interdisciplinary coaching collaborations in a sustained manner.

New approaches to support the early learning for young Indigenous children are important to government policies across Australia. This study explores whether the Abecedarian Approach Australia (3a) intervention, with strong cultural adaptations, can boost young Aboriginal children's early language and learning skills, prior to preschool. Participants in this study were Aboriginal children attending playgroups, "Families as First Teachers," in school settings in two remote communities in the Northern Territory. Implementation data on two components (Conversational Reading and LearningGames) of the Abecedarian Approach Australia (3"a") intervention are reported, and the level of exposure the children had to the programme during the study period is analysed. Child outcomes were assessed on the Brigance Early Childhood Screen II for 149 children aged from 24 to 56 months. Children's language and early learning were associated with intervention dosage. Higher exposure to Conversational Reading and LearningGames predicted stronger language and overall development for young children. This study demonstrates that this intervention can be delivered effectively in playgroups in remote settings and is a meaningful and robust strategy to support early childhood learning, with potential to improve educational outcomes for young Aboriginal children in remote communities.

There is a growing body of evidence that coaching early childhood educators leads to improved instruction, and influences children's learning outcomes. Despite this, consensus is lacking about how coaching as a form of professional development is defined, what it should involve, and how much should be offered. This paper outlines the findings of a review of English-language empirical research literature on successful coaching interventions in early childhood education. It identifies critical features of successful coaching, as well as areas warranting further exploration and implications for practice. The comprehensive review, drawing from methods of systematic review and rapid appraisal, confirmed that observation, feedback, goal-setting and reflection are common elements of successful coaching programmes. Analysis of the structures and processes of successful coaching interventions identified that in order to bring about practice change, the amount and content of coaching should be aligned with educators' characteristics, skills and contexts. It further confirmed that effective coaching should allow educators opportunities to apply new skills, and support them to reflect on their practice and set self-directed goals. Further research is needed to explore not just what works, but why and in what context.

Early childhood education and care programmes provide opportunities to enhance children's learning and development, especially when high-quality learning experiences and educator-child interactions are embedded within them. However, the quality of early childhood education programmes varies greatly. Quality in early childhood education and care is conceptualised in three domains: structural, process and system. Understanding how to drive quality improvements in early childhood education and care relies on clear, consistent evidence concerning each of these domains, however, the current literature is not comprehensive. This scoping review maps the extent and consistency of the research literature in each domain of quality to identify knowledge gaps and inform future research. Through a search of the peer-reviewed literature, 85 meta-analyses and systematic reviews meeting our inclusion criteria were identified. We found a wide variation in the number of included studies in each domain and sub-domain of quality. We found the greatest number of meta-analyses and systematic reviews related to programmes, interventions, and curricula (process quality) and professional development and support (structural quality). The literature included in this scoping review is heterogeneous and of varying methodological quality, with inconsistent or contradictory findings. The research is most consistent in relation to pedagogy, professional development and support, and programmes, interventions, and curricula (process quality) and learning environments (structural quality). Interactions between the different domains of quality are complex and future research should focus on the associations between different features of quality in early childhood education programmes and practices that are critical to implementing successful continuous improvement initiatives. [ABSTRACT FROM AUTHOR]

The aims of this study were to establish a Research Network of Early Childhood Professionals and to identity network members' top research priorities and preferred research methods. Australian early childhood education (ECE) professionals were invited to participate in a Delphi-style survey. In Stage 1, participants were asked to describe the most important issues in ECE that need addressing; from this, a 'top 20' list of the most common research priorities was generated. In Stage 2, respondents were asked to prioritise the top 20 research topics and to rate their interest in participating in various methods of research. A total of 182 ECE professionals completed the Stage 1 survey (pre-COVID-19), yielding 34 topics of research interest. Ninety-four respondents completed the Stage 2 survey (during the COVID-19 pandemic), ranking the top three most important research topics as: educator wellbeing and mental health, child wellbeing and mental health, and professional learning and development. Members of the network appear to be interested in participating in ECE research and their research priorities can help highlight real-world issues warranting further investigation. Facilitating research that addresses prioritised ECE areas is particularly timely given the significant impact of the COVID-19 pandemic across the ECE sector. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has had a significant impact on the wellbeing of children and families globally. With extended lockdown periods, early childhood education and school closures, and remote learning, families experienced increased stress and anxiety, financial hardship, and disrupted routines. This paper aims to explore associations between children's social-emotional wellbeing and environmental factors (including the burden of COVID-19 on the family, early learning experiences in the home and early childhood education, and parent wellbeing and mental health) during COVID-19 in Australia and Germany, two countries that experienced significant lockdown periods. Using a longitudinal online survey design, parents of young children (aged 1–6 years) in Australia (N = 66) and Germany (N = 53) completed surveys on their own wellbeing; their child's wellbeing; the home learning environment, and their satisfaction with early childhood education and care at two time points in 2020 and 2021. The burden of COVID-19 mitigation measures on families' everyday lives correlated with child wellbeing outcomes in both the Australian and German cohorts. Findings also provide evidence of potential protective factors of children's social-emotional wellbeing during stressful events, such as the lockdowns experienced by families in Germany and Australia during the pandemic. [ABSTRACT FROM AUTHOR]