Stacking 'learning' interventions to address inequity
Start Date
4-9-2023 1:30 PM
End Date
4-9-2023 2:30 PM
Subjects
Early childhood education, Preschool primary transition, Lifelong learning, Equal education, Disadvantage, Child development, Services, Policy, Pathways
Abstract
Ensuring children have positive and equitable learning and developmental pathways means we need to consider the environments in which they are born, live and play. More recent research is telling us that these outcomes cannot be achieved by any single ‘intervention’ but rather by stacking them over time for mutual benefit. This includes thinking about the child, the parent and the community over time, from the antenatal period onwards, in a way that is mutually reinforcing. While this seems complicated it also offers lots of opportunities to make a difference. One important backbone for this process is the ECEC-to-preschool-to-school universal learning stack. This presentation will focus on how to think about ’stacking‘ and the importance of services (including frontline staff) measuring the quantity, quality and participation triple bottom line for equitable learning and developmental outcomes.
Recommended Citation
Goldfeld, S. (2023, September 4). Stacking 'learning' interventions to address inequity [Conference presentation]. Research Conference 2023: Becoming Lifelong Learners. Australian Council for Educational Research, Sydney, Australia. https://research.acer.edu.au/rc21-30/rc2023/rc2023/17
Copyright Statement
Copyright Australian Council for Educational Research 2023
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-715-1
Stacking 'learning' interventions to address inequity
Ensuring children have positive and equitable learning and developmental pathways means we need to consider the environments in which they are born, live and play. More recent research is telling us that these outcomes cannot be achieved by any single ‘intervention’ but rather by stacking them over time for mutual benefit. This includes thinking about the child, the parent and the community over time, from the antenatal period onwards, in a way that is mutually reinforcing. While this seems complicated it also offers lots of opportunities to make a difference. One important backbone for this process is the ECEC-to-preschool-to-school universal learning stack. This presentation will focus on how to think about ’stacking‘ and the importance of services (including frontline staff) measuring the quantity, quality and participation triple bottom line for equitable learning and developmental outcomes.