Predicting progress: A longitudinal study of the social behaviour, numeracy and literacy of children in the Queensland preparatory trial.

预测进展：对昆士兰预备试验中儿童的社会行为、算术和识字能力的纵向研究。

• 批准号: LP0668125
• 负责人: Prof Susan Grieshaber
• 金额: --
• 依托单位: Queensland University of Technology
• 依托单位国家: 澳大利亚
• 项目类别: Linkage Projects
• 财政年份: 2006
• 资助国家: 澳大利亚
• 起止时间: 2006-09-30 至 2009-06-30
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/LP0668125
• 关键词: Predicting; progress; longitudinal; study; social

High quality early education has been shown to improve later school performance. By identifying factors that affect literacy, numeracy and social behaviour in the early years, this project contributes to improvements in literacy and numeracy outcomes for children and increased levels of pedagogical expertise for teachers. Children will have better chances of achieving essential standards in literacy and numeracy, especially in rural, remote, Indigenous, and culturally and linguistically diverse communities. National benefits include contributing to life long learning and improving the life chances of young children.

高质量的早期教育已被证明可以提高以后的学习成绩。通过确定影响早期识字、计算能力和社会行为的因素，该项目有助于改善儿童识字和计算能力的结果，提高教师的教学专业知识水平。儿童将有更好的机会达到基本的识字和算术标准，特别是在农村、偏远地区、土著以及文化和语言多样化的社区。国家福利包括促进终身学习和改善幼儿的生活机会。