LiL provides resources to schools to develop and lead initiatives with families and their community to support children’s early learning prior to Kindergarten. Schools focus on the needs of their community and make connections with other groups, services and agencies in the area.
LiL is based on the belief that parents are their child’s first, ongoing and often most influential teachers. Schools and families work together to give children the best start, leading to a smooth transition into Kindergarten. All schools use the Early Years Learning Framework to plan strategies and programs to support the growth of the whole child including social and emotional development and early literacy and numeracy.
Children’s experiences in the earliest years of their life are critical to their ongoing development. These experiences have a significant impact on their future achievements at school and the extent to which they are able to take advantage of opportunities later in life.
We know that support and intervention before children begin school is likely to be more effective in achieving success than trying to do things to help children ‘catch up’ once they are at school.
At LiL you will see teachers, parents and children playing alongside, having fun and learning together through experiences such as baby massage, out and about exploring the local community, music sessions, physical activities, water awareness, and Dad’s groups. LiL uses quality learning environments to promote children’s learning through play.
For more information, please contact your local School. Contact information for schools can be found in the School Directory.
Longitudinal Study 2007-2014
The Launching into Learning Longitudinal Study 2007-2014 Progress Report – 2013 (PDF, 1.65MB)is part of the ongoing longitudinal study of the Launching into Learning (LiL) program. It is a progress report that concentrates on the 2011 LiL cohort, the fifth cohort to be evaluated.
This study presented the latest data on 1382 students who regularly participated in LiL programs in 2011 across 122 schools, and the effect that participation in LiL had on their performance at Government schools as measured by the Kindergarten Development Check (KDC) and Performance Indicators in Primary Schools (PIPS). This report also presents findings, for the first time, of the performance on the 2013 National Assessment Program – Literacy and Numeracy (NAPLAN) assessments for children who participated in LiL in 2008.
For further assistance please email Education Performance and Review email@example.com or phone 03 6165 5706.