Despite major advances in science in recent years, many Australians still don’t understand the magnitude and importance of early years development to a child’s life journey.
Keen to figure out how to help people better grasp the importance of early childhood as a critical time for learning, CoLab – Collaborate for Kids (a joint initiative of the Minderoo Foundation and Telethon Kids Institute) has embarked on a project to investigate the difference language can make when communicating about this vital time in a child’s life.
The Core Story for Early Childhood Development and Learning has spent the past two years working with the FrameWorks Institute – global leaders in framing public discourse on social and scientific issues – to investigate public thinking on the issue and provide a research-based approach to communication.
An impressive group of industry leaders, from Goodstart Early Learning to UNICEF Australia and the Australian Institute of Family Studies, has backed the project and provided expertise and insight along the way.
In its research so far, the collaboration has mapped and compared how public thinking compares to expert understanding of early childhood – allowing new ways of talking about early childhood that advance public understanding to be designed and tested.
After conducting in-depth interviews with the public to identify the thinking patterns that influence understanding on early childhood, FrameWorks designed a series of ‘frames’ that have the potential to counteract inaccurate assumptions and shift public thinking. Areas of focus include messages about play, mental health and prenatal development.
FrameWorks Institute chief executive Dr Nat Kendall-Taylor said the use of effective ‘frames’, or language, could influence public perception and understanding of these important topics.
“Most fall back on the idea that Australia is already doing so much for its children and families that there isn’t much more that can – or should – be done.
“As a result of these ways of thinking, early childhood advocates remain short of their goals. The bottom line is that supporting children is not seen as a priority social issue. And there is not widespread support for the policies and investments necessary to assure that all children in Australia have the opportunity to meet their potential and thrive.”
CoLab director Professor Donna Cross said greater public awareness and support for the early years was fundamental to changing outcomes for the one in five children who started school developmentally vulnerable.
“For better social, emotional and learning outcomes, we know we need to raise awareness of the latest child development science and support for parenting in the early years in order to influence the required changes at a government policy and program level,” Professor Cross said.
“Doing this has unique and complex challenges to ensure we are communicating in an inclusive, empowering way that builds understanding and support and reduces the risk of disengagement – it is very nuanced.”
Photos taken of families and children at Child Early Learning Centre Lockridge