Fostering Effective Early Learning Study: A Review of the Current International Evidence Considering Quality in Early Childhood Education and Care Programmes - in Delivery, Pedagogy and Child Outcomes

There is a large body of international academic research literature which examines the relationship between (i) early childhood education and care (ECEC) and (ii) children’s developmental and learning outcomes. There is, however, relatively impoverished evidence of adequate experimental rigour showing how ECEC educator practices can be modified through professional development (PD) to bring about sufficient quality improvement so that positive changes in child outcomes can be observed (Zaslow el al., 2010). The Fostering Effective Early Learning (FEEL) study is a response to this. This review of the research literature draws on current evidence to identify the key elements of educator practice and PD needed for sustained, transformational changes in ECEC quality.