I explored Early Childhood Australia. A current international research topic was on Korean children’s cultural adjustment during transition to the early years of school in Australia. The participants in the study were a sample of South Korean international students aged five to eight years, their mothers, and teacher. The study found that language difficulties were a major concern for these children in adapting to an Australian education setting as with any other outside culture. However, successful cultural adjustments were found connected to positive interpersonal relationships with peers, teachers, and the ability to adjust to the teaching methodology.
Another research topic was Outdoors play: Does avoiding the risks reduce the benefits. This research aimed to argue for the inclusion of positive risk-taking experiences in children’s outdoor play, primarily in the context of early childhood education.
A few surprising facts I gained from exploring this international website was that 92 per cent of Australians think the quality of early childhood education and care is more important than cost. The people of Australia want better quality early childhood education and care. This website also offered five tips to parents to help minimize their child’s stress during their first year of school:
- Tell children about what you’ll be doing during the day so they don’t worry.
- Break the day into manageable parts. For example: I will pick you up after the last bell rings.
- Make sure the person picking up the child wait close to the classroom and is on time.
- If you’re going to be late, let the school know and have them to inform the teacher and your child what is happening.
- Have a Plan B with your child and let the school know as well.
Other noteworthy information I found is that their code of ethics in relation to research is very much the same as that of the United States. The best interest of the child comes first and the families.
Reference
Early Childhood Australia. Retrieved from http://www.earlychildhoodaustralia.org.au/
Allison,
ReplyDeleteYour comment about taking risks in outdoor play reminded me of a recent rant by a fellow early learning professional on his website. He had just completed some volunteer time with a kindergarten classroom. It was recess time and he asked the children if they wanted to play tag. The four children around him each provided him with reasons why the "school rules" do not allow playing tag on the playground. After recess he went to the office to see if this really was a rule and he was shocked to find out it was true. It was not long before I saw a petition to sign on his website advocating to allow kids to be kids and have freeze tag allowed on the playground. This is a case where "avoiding the risks reduces the benefits". Freeze tag not only supports gross motor development, it also supports the development of social/emotional skills.
Great post!
Hi Allison. Another interesting site.
ReplyDeleteI can attest to the interest of Australian parents in early childhood education. The Austalasians are the best supporters we have at our school. In fact, our Santa yesterday is from Australian. He told the children he came from the South not the North Pole.
A new parent visiting my class commented that I only throw my play dough out at the end of the day. She said in Australian schools they throw it out after every use. I wonder if we can become a little too particular.
The risk/benefit discussion is an important and sometimes heated discussion at our school. Research seems to support rough play for social and motor development but no parent wants to see their child come home with bumps and bruises. However, by getting nervous if they hang off the ground on a monkey bar, are we robbing them of huge benefits.
Thanks for the information from this site.
Bobbie