Fostering Effective Early Learning (FEEL) study: New study emphasises professional development to enhance quality

Fostering Effective Early Learning (FEEL) study: New study emphasises professional development to enhance quality

A growing body of research continues to emphasise that the quality of education in early childhood education and care (ECEC) is linked to beneficial outcomes for children.

The recently published 2018 FEEL study, conducted by the University of Wollongong and funded by the Department of Education, looked at the ways in which quality teaching in early childhood education and care (ECEC) settings can be strengthened and improved.

The FEEL study showed that upskilling the ECEC workforce, particularly through targeted professional development (PD) for educators and providers, is considered the key to improving quality, and also has a substantial practical and positive impact on both educators and children.

The study highlights the positive outcomes of evidence-based, in-service PD, which can help address inconsistency in staff training and discrepancies in qualifications among educators.  This has a downstream effect by improving staff practices and child outcomes. Benefits for educators include a positive impact on staff confidence, engagement and motivation, and for children, improved cognitive outcomes and socio-emotional development.

The 2018 FEEL study is available on the department’s website, alongside the 2017 FEEL Literature review.

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