The University of Melbourne and Australian Scholarships Group (ASG) have launched the ASG Early Intervention Research Program, a five-year study into the outcomes of learning as influenced by pre-primary school intervention.

Context for research

Given recent national estimations that 10 per cent of primary-aged children are underachieving, the program's findings will hopefully lead to a framework for teachers and parents to assist children with learning challenges at a much earlier age.

Program director, Associate Professor Margaret Brown states:

There is evidence that intervention beyond Grade 2 is less effective, so early intervention strategies are critical. Previously there has been a misconception that “real learning” doesn't start until primary school commences, but this project challenges that notion.

Changing practices

ASG hopes that the study will positively alter the approaches – ¬and training – of future teachers.

‘Early intervention is preferable and far more sensible than producing band-aid solutions later in life … all the research to date points to the importance of setting learning patterns in early childhood. We believe this research program will ultimately produce better outcomes for children and their families that will help both children and the community in the long-term.' ASG Managing Director, Terry O'Connell.

For the latest information about the program visit the Australian Scholarships Group website.

Further reading

Related items on the Early Childhood Australia website:

Early Childhood Australia position statement: Language and literacy
AJEC: Transitions - Volume 30 No. 3 September 2005
Book review: How to develop children's early literacy: A guide for professional carers and educators
News item: March 2005 - Response to DET Consultation Paper
News item: Feb 2006 - Growing Up in Australia: The effects of child care on young children's development
News item: March 2006 - 'A cheaper, simpler solution to many social ills is staring us in the face'

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