it start here: supporting tasmanian aboriginal children to engage with early schooling
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It Start Here:
Supporting Tasmanian Aboriginal children toengage with early schooling
It Starts Here: Ready for School
In 2004 2005 the Tasmanian Aboriginal Education Association (TAEA) commissioned a report that encompassed: a literature search data collection interviews with community members to research to what extent Aboriginal children in Tasmania were ready to make a strong start with their formal schooling.
It Starts Here: RecommendationsThe range of experiences that young children have with their families, their extended family and their community be acknowledged, valued and supported.
Every effort be made to inform Aboriginal families in an appropriate manner about school-based early years and parent support programs at their local school.
A model of support be adopted that supports Aboriginal families with transition to school through the early years, until good patterns of attendance are in place.
It Starts Here: RecommendationsResearch be undertaken to determine whether existing school-based early years programs do provide a positive and welcoming environment for Aboriginal children and members of their families.
The Aboriginal Education Unit develop a model of providing personalized support to Aboriginal families aimed at encouraging participation in school-based early years programs.
A book was written for parents called Jump into SchoolIt has been very well received by the Aboriginal Community and other stakeholders
Early Childhood Education Domain 1Early childhood is acknowledged as a period of critical physical, emotional intellectual and social growth.
Recent evidence from the neurological sciences suggest that 75% of brain development occurs during the first five years of life.
Early childhood education is critical to overcome disadvantage.
Aboriginal students are put in jeopardy not just by the circumstances of birth or environment, but by the school itself.
They are at risk of failing not because they cant learn but because the school has not adequately engaged them
Australian Directions in Indigenous Education 2005-2008Early Childhood Education
Universal Access to Early Childhood Education
Universal Access is an Australian Government initiative to ensure that by 2013, every Australian child will have access to a quality, affordable early childhood learning program.
This initiative is the centrepiece of the Governments comprehensive early childhood reform agenda, which recognises the critical role of early learning to a childs present and future well being.
Universal Access to Early Childhood Education
In Tasmania Aboriginal Education has received funding to identify and structure the entry of fouryearold Aboriginal children to kindergarten and improve the attendance of Aboriginal families attending pre-kindergarten and kindergarten programs.
Launch into Learning Project
Launching into Learning is a Tasmanian Education Department initiative and commitment to the years prior to formal school with over 100 schools involved at this time. These schools are taking on a greater role in engaging and forming relationships with families before children come to school.All schools are implementing strategies and programs to support early literacy and school readiness as a priority.Schools are deliberately focussing on the needs of their community and making connections and forming partnerships with other groups, services and agencies in the area.
The Aboriginal Early Years Liaison Officers: Birth to PrepThis role was developed as a result of the recommendation in the TAEA Report It Starts Here. There is an Early Years Liaison Officer in each Learning Service
The role includes:work and liaise with Aboriginal parents, the Aboriginal community and schools to ensure Aboriginal kindergarten and prep aged children are enrolled, attend and engage with learning;
The Aboriginal Early Years Liaison Officers: Birth to Prepsupport Aboriginal parents to participate in the Birth to Four Launch into Learning Program; support Aboriginal students at times of transition;work with Aboriginal Community Liaison Officers to support parents and children pastorally and culturally.
The AEYLO Program seeks to enable:
all eligible Aboriginal children to be enrolled and attend kindergarten;
all Aboriginal children to have pre-literacy and pre-numeracy skills including appropriate oral language patterns, well developed vocabulary and conceptual understandings;
The AEYLO Program seeks to enable:
Aboriginal parents/guardians to be engaged in their childrens learning;
schools to develop culturally appropriate provisions for Aboriginal children;
teachers to teach explicitly, developmentally - based on efficacy research.
Aboriginal Community Liaison Officers Kindergarten to Grade TwoAboriginal Community Liaison Workers are in schools with a high number of Aboriginal students in the early years. Their role is both cultural and pastoral. They support Aboriginal parents and their children to engage with school.They support Aboriginal students to develop an understanding of their identity, culture and history.
Strong, proactive and informed leadership:creates a school and community culture of high expectations for Aboriginal students;meaningful engages with Aboriginal parents/guardians and community agencies for educational change;supports their staff to shape and respond professionally to the social and cultural context of Aboriginal learners, rather than blaming it;establishes and pursues a sense of accountability for comparable outcomes for Aboriginal students.Other Important Factors School Leadership
Other Important Factors School and Community Educational PartnershipsThe development of genuine partnership, remains the primary platform to productive, stimulating and responsive highly effective schools servicing Aboriginal students. Aboriginal communities are complex and diverse. Determining the educational provision that will maximise educational outcomes for Aboriginal students requires careful consideration.
Other Important Factors Quality TeachingQuality teaching is recognised as the hallmark for success. Quality teaching is particularly responsive to Aboriginal students needs.
Of particular importance is the dimension of significance pedagogy that makes learning more meaningful and important to Aboriginal students, drawing clear connections with students prior knowledge and identities with contexts outside the classroom, and with multiple ways of knowing or cultural perspectives. Australian Directions in Indigenous Education 2005-2008
Quality teaching means:engaging with data and evidence based research to inform the teaching and learning;positively engaging with students;extending the dimension of intellectual quality into problematic knowledge and metalanguage;ensuring a quality learning environment that includes engagement, social support, high expectations, student self regulation and student self direction.
TAEA is required to conduct at least one research project annually on an Indigenous education issue which has state-wide and national significance - presented to the Minister for Education, with recommendations for action by the Department of Education Network with the department to ensure built inAttendanceAEYLO Programneurobiological research about importance of investment in early years societies investing more in early childhood higher literacy and numeracy levels, healthier population less disparity in outcomes (Heckman 2006)Importance of safe environment to ensure effective learning (replicated research)Importance of play to enhance relationships with adults and peers and develop social and emotional competencies Early literacy pre-requisites importance of the right side of the brain to learn to readSupport for he parents as well as children refer Jump into SchoolA word of caution other agenciesConcern with other agencies Early speech acquisitionThe importance of play social and emotional security- extend speech and conceptual development taciturn and talkative parents (Risley)