learninggames - eca conference
TRANSCRIPT
LearningGames
1
Prof Joseph Sparling Prof Collette Tayler
Dr Jane Page Ms Shelley Andrews Ms Lynne Beckingham
In Australia, it is called…
ABECEDARIAN APPROACH AUSTRALIA
The Abecedarian Approach
a·be·ce·dar·i·an (a′ bē · cē · dâr′ ē · ən)
noun, adjective
one learning the rudiments of something (as the
alphabet) Etymology: Middle English
abecedary, from Medieval Latin abecedarium,
alphabet, from Late Latin, neuter of
abecedarius of the alphabet, from the letters
a + b + c + d
Abecedarian
Elements of
• Short
• Individual (or in pairs)
• Easy to understand
• Not so easy to put into practice
• Simple but deep
LearningGames are…
Abecedarian research studies (RCT’s)
Randomized Samples Location N Duration of Program
Type of Program Oldest age of follow-up
Abecedarian 1
(The Abecedarian Project) Chapel Hill, NC 111 children Birth to age 5 years
Center + social work + home visits + health
care age 35
Abecedarian 2
(Project CARE) Chapel Hill, NC 64 children Birth to age 5 years
Center + social work + educational home
visits + health care age 21
Infa
nt
Hea
lth
an
d D
evelo
pm
en
t P
ro
gra
m
(IH
DP
)
Abecedarian 3 Boston, MA 138 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 4 New Haven, CT 112 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 5 Bronx, NY 138 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 6 Philadelphia, PA 101 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 7 Miami, FL 100 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 8 Little Rock, AK 128 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 9 Dallas, TX 137 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 10 Seattle, WA 131 children Birth to age 3 years Center + educational home visits age 18
Abecedarian 11 (Cerebral Palsy
Study) Baltimore, MD 48 children Age 1 to 2 years Parent training for home intervention age 2
Abecedarian 12 (Orphanage
Study 1) Iasi, Romania 65 children Age 1 to 2 years Home (small group in orphanage) age 2
Abecedarian 13 (Orphanage
Study 2) Iasi, Romania 104 children Age 2 to 3 years Home (small group in orphanage) age 3 years
Abecedarian 14
(CLIO Study) USA, national 2,430 parents Age 3 to 4 years Preschool + daily parent education groups age 5
Abecedarian 15 (Massachusetts
Family Child Care Study) Massachusetts, state-wide 150 family childcare
providers
2 years (between Birth to
5 yrs) Family child care homes
caregiver
data only
Abecedarian 16
(Healthy Child Manitoba Eval.)
Winnipeg, Manitoba,
Canada 64 children Birth to 5 years Center + educational home visits
(began Feb.
2012)
Plus a newly funded
ARC research study
in remote towns
in NT, Australia
Child IQ across the first 4 years
in the normal range, ( > 84 )
Martin, Ramey, & Ramey. (1990). American Journal of Public Health.
100% 100% 95% 95%
93%
78%
49% 45%
0%
20%
40%
60%
80%
100%
120%
6 months 18 months 36 months 48 months
Perc
en
t o
f G
rou
p
Abecedarian GroupControl Group
Educational attainment:
percent university graduation by age 30
6
23
0
5
10
15
20
25
Perc
en
t
ControlExperimental
Campbell et al., (2012). Developmental Psychology.
2010 Study and Mini-training Trips
Northern Territory
1
Families as First Teachers
NT LearningGames®
Brief History
• FaFT began in the Territory in 2009
• We now have services in 21 very remote sites across the
Territory and 14 mobile sites in the Southern Region
• An independent evaluation in 2011 recommended an evidence
based approach to early learning be implemented through the
sites
• The majority of our sites are bases around dual generational
playgroups fostering adult child interactions- encouraging
parents as the first teachers of their children
• Community sites are staffed with a Family Educator-usually a
teacher, and an Family Liaison officer who is a Indigenous
community member
• Mobile sites have a visiting Family Educator who works with
the families in the community on a regular basis
• The first language is used when playing LearningGames®
however children are exposed to English through the Family
Educators
Brief History
Why Abecedarian and LearningGames for NT?
• Strong research evidence of child and adult outcomes in
a diverse range of settings
• Deep ideas are presented in a very simple and
achievable manner
• Strategies do not rely on adult literacy
• The strategy encompasses all FaFT outcome measures
of early learning and parent support
Conversational Reading
• Provides a strategy to support parents to interact with
their children using books
What are the NT LearningGames® pages like?
Games are colour coded to assist parents to
access the age appropriate games
LearningGames—Front of the Page
What the adult might say
(the “Talk”)
Pictures showing appropriate position for adult and child
Short sentence
explaining the activity
LearningGames—Back of the Page
Explanation of why the activity is important and what later skills it
is building toward
Variations on the game or more advanced
version of the game
Implementation
• Looks different in every site-
DGP, Home visits, working with
other services, outreach
playgroups
• Family Educators coach
Family Liaison Officers who in
turn teach and coach parents
in first language
• Central support of regular
training and regional on-site
support visits from Program
Advisors and Abecedarian
Manager
Implementation
• Resource development is
ongoing, guided by staff and
tailored to the NT context-EAL/D,
low parent literacy/numeracy
skills, lack of access to resources
• Ensuring that parents
are empowered to
play the games with
their children is
pivotal to the success
of the
LearningGames® and
becomes a learning
experience for the
whole family.
Implementation
• Ensure that resources required
to play the games are readily
available in communities assists
families to play the games
outside the service
Implementation
LearningGames® at Kalkaringi
3A LEARNING GAMES IN THE PILBARA
THE TRADITIONAL LANDS OF THE
INNAWONGA
BANYJIMA and
NYIYAPARLI PEOPLE.
Wakuthuni – our first 3a Centre
ENGAGING
WITH
PARENTS
How can we engage parents outside of the 3A
centres?
• On-going parent
engagement
• Up skilling of program
champions
• Issues within the
community
• Transportation problems
• Accessibility of the
resources
• Suitability of resources
• Culturally appropriate
• Parent levels of literacy
Option 1: Take home packs
OPTION 2: DEVELOPMENT OF AN APP
• Community and Parent consultation
• 3a Program champions designed logo, title and initial design concepts,
• Product to reflect the Pilbara but be accessible to others
• Utilise Indigenous role models
LOGIN PAGE
EDIT AND TRACK CHILDREN'S PROGRESS
FOLLOW
THE PATH,
TO
PROGRESS
THROUGH
THE
ACTIVITIES
SELECT WHICH
CHILD IS
LEARNING
View an Activity
• Parents will find a
description of the
activity (within each
activity there may be
several variations)
• An animated demo
• Statistics
• Link to a bonus story
Bonus story !
Earned when a game is
played multiple times .
Stories will be
traditional Aboriginal
stories
Further information
www.gumala.com.au
www.nazori.com
Abecedarian Approach Australia
Victorian projects
Family Day Care Training Course
Victorian Advancing Early Learning Study (VAEL)
Family Day Care Training Course
Family Day Care Training Course
Training undertaken in 2011, refresher training in
2012 with Educators and Coordinators
30 FDC schemes across Victoria
Language priority, adult-child interaction, theory and
research behind Abecedarian strategies
Barriers and challenges to implementation
Family Day Care Training Course
Feedback from participants
Places children’s learning centrally on the agenda
3a supports supports NQS Quality Areas 1 and 5
Offered opportunities to build a learning culture across
schemes
Supported dialogue with families about children’s learning
Family Day Care Training Course
Feedback from participants
Assisted the planning of and personalising of learning for
individual children
Provided strategies to scaffold and extend individual
children’s learning
Supported educators to engage with children in meaningful
and open interaction
Victorian Advancing Early Learning Study (VAEL)
VAEL
2014- 2017 Centre based long day care and kindergarten settings –
Moonee Valley – Educational Leaders, Educators and LGA Pedagogical
Leader
Quality of teacher-child interaction - how does it change when trained in
3A?
Strategies and techniques Educational Leaders use to improve the quality
of pedagogy in ECEC settings
Impact on 15 vulnerable children who receive consistent intervention from
trained Educators in 3A
• Making Written Plans helps you be intentional about implementation.
• Keeping an Implementation Record allows you to verify that you are using all the parts of the program.
• Using a Checklist reminds you to use all parts of the program.
• Strong Implementation = Positive Child & Family Outcomes
3a
3a
Planning
Form
Planning: 3a This Week – EC + CR + LG
3a
Planning for LearningGames
Child’s Name
Carlo
Date
Today’s date
Current observations
Carlo is trying to reach things. He likes to play with his toy gym. He swings at the toys.
He makes sounds to show that he is having a good time. Carlo’s mother says that he
looks at their dog when the dog is next to him and tries to touch the dog.
VEYLDF area(s) of development
Wellbeing
Communication
Game(s)
11. Reach for It
13. Rolling Over
14. Show Feelings
LearningGames Checklist
LearningGames
Progress Record
LearningGames Progress Record
