Intentional teaching is widely regarded as a key teaching practice within early childhood education and care settings. It involves educators making deliberate, thoughtful decisions to achieve quality learning outcomes for children. This discussion paper synthesises evidence related to intentional teaching in early childhood and highlights gaps in the evidence base.

An inquiry into the current regression of the Closing the Gap targets on the rates of suicide, the number of children in out-of-home care, adult incarceration and the number of children commencing school who are developmentally on track. This interim report considers some of the themes identified in the evidence received so far and makes...

This paper calls for improvements in data availability and linkage in relation to maternal and child health, to enable proactive decisions that promote a healthy start to life. It highlights the unmet need for timely monitoring and reporting of outcomes for Australian children, particularly those born during the COVID-19 pandemic, and recommends strategies for improving...

The ‘achievement gap’ – a persistent difference in education outcomes by socioeconomic background – begins at two to three years and by the time children reach school has become entrenched. This report recommends a child-centred, needs-based approach to early years system design and funding. However, to date Australia has taken the opposite road when it...

This report identifies 131 communities across Australia where significant socioeconomic disadvantage, high levels of early childhood developmental vulnerability and childcare deserts are leaving more than 25,000 children at risk of lifelong health, education, social and welfare issues. It provides a guide on how to turn things around, so children can enjoy long, happy, healthy lives well into adulthood...