The first 5 years

last a lifetime

Enhancing home learning

environments

Research and data supporting the First 5 Forever initiative

First 5 Forever aims and deliverables

What is emergent literacy

Key messages and strategies for families

Local First 5 Forever programs

Getting involved

The Facts

Neuroscience is confirming the following factors as

being vital in early childhood development:

The first five years last a lifetime

Good nutrition, health, and exercise are critical

Children are born ready to learn

The best learning happens in nurturing relationships

The brain develops through use

Children’s wellbeing is critical to brain development and learning

Children learn through being engaged and doing

Children learn from watching and copying

Children’s self control is critical for learning, responsibility and relationships

Children learn language by listening to it and using it

Children are born ready to use and learn mathematics.

Source: Neuroscience and early childhood development: summary of selected literature and key messages for parenting (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2010)

The Stats - AEDC

Table 4 – Language and cognitive skills (school-based)

Icon Children developmentally on

track

Children developmentally at

risk

Children developmentally

vulnerable

Children will be interested in

books, reading and writing,

and basic math; capable of

reading and writing simple

sentences and complex

words. Will be able to count

and recognise numbers and

shapes.

Have mastered some but not

all of the following literacy and

numeracy skills: being able to

identify some letters and

attach sounds to some letters,

show awareness of rhyming

words, know writing

directions, being able to write

their own name, count to 20,

recognise shapes and

numbers, compare numbers,

sort and classify, and

understand simple time

concepts. Children may have

difficultly remembering things,

and show a lack of interest in

books, reading, maths and

numbers, and may not have

mastered more advanced

literacy skills such as reading

and writing simple words or

sentences.

Experience a number of

challenges in reading/writing

and with numbers; unable to

read and write simple words,

will be uninterested in trying,

and often unable to attach

sounds to letters. Children will

have difficulty remembering

things, counting to 20, and

recognising and comparing

numbers; and usually not

interested in numbers.

Icon Children developmentally on

track

Children developmentally at

risk

Children developmentally

vulnerable

Children will be interested in

books, reading and writing, and

basic math; capable of reading

and writing simple sentences

and complex words. Will be

able to count and recognise

numbers and shapes.

Have mastered some but not

all of the following literacy and

numeracy skills: being able to

identify some letters and attach

sounds to some letters, show

awareness of rhyming words,

know writing directions, being

able to write their own name,

count to 20, recognise shapes

and numbers, compare

numbers, sort and classify, and

understand simple time

concepts. Children may have

difficultly remembering things,

and show a lack of interest in

books, reading, maths and

numbers, and may not have

mastered more advanced

literacy skills such as reading

and writing simple words or

sentences.

Experience a number of

challenges in reading/writing

and with numbers; unable to

read and write simple words,

will be uninterested in trying,

and often unable to attach

sounds to letters. Children will

have difficulty remembering

things, counting to 20, and

recognising and comparing

numbers; and usually not

interested in numbers.

Image supplied by Timeline Media

Image supplied by Timeline Media

The primary aim of First 5 Forever is to provide strong emergent literacy foundations and

life-long learning capabilities for all Queensland children 0-5 years, by directly supporting parents

and primary caregivers as their child’s first and most important educator.

What happens in our everyday environments

Components of emergent literacy

Oral language Vocabulary Story comprehension Phonological awareness (sound awareness) Syllables in words Words made up of sounds Rhyme Alphabet knowledge Conventions of print

First 5 Forever aims to:

Develop community awareness of the importance of the first five years for

children, especially relating to the benefits of early learning;

Increase parents, carer and community motivation, confidence and capacity to

realise their child’s potential re language, communication and emergent literacy;

Encourage a love and appreciation of books, shared reading and life-long

learning;

Increase access of children and families to programs and resources that support

early learning;

Increase library access and membership;

Increase agency collaboration and reduce gaps, duplication and competition;

Enhance social cohesion, cultural participation and renewal around the emergent

literacy needs of children and families.

First 5 Forever Aims

Deliverables:

An increase in places at public library programs including baby,

toddler and story time sessions;

Outreach strategies and information toolkits for parents/caregivers of

young children that support their role as their child’s first teacher;

Local steering or advisory groups related to First 5 Forever that

foster and encourage improved interagency collaboration including

early childhood educators and child health nurses;

A state-wide awareness campaign for parents and primary

caregivers.

First 5 Forever Deliverables

First 5 Forever Programs

B

A

B

Y

B

O

U

N

C

E

B

A

B

Y

B

O

U

N

C

E

VISION DEVELOPMENT

Birth – eyes may wander randomly, fuzzy vision, approx 8cm to 20/30cm. 1 Month – able to focus both eyes together and track an object. 2 Months – Colour differentiation becomes clearer. Approx 4 Months – depth perception, grabbing things. Approx 5 months – small object tracking. Approx 8 Months – almost adult-like depth perception, notice you across a room

SERVE &

RETURN

PACE

PAUSE

REPETITION

POSITIONING

B

A

B

Y

B

O

U

N

C

E

LESS SONGS, MORE OFTEN

ACHIEVABLE

STRATEGIES

SERVE &

RETURN

B

A

B

Y

B

O

U

N

C

E

STRATEGIES

Making connections – building the brain

The importance of babbling and playing

together

Increasing vocabulary

POSITIONING

B

A

B

Y

B

O

U

N

C

E

STRATEGIES

Holding your baby so they can see your face

Distance from baby in relation to their vision development

When babies see your face they are more likely to connect with your words

PACE

PAUSE

B

A

B

Y

B

O

U

N

C

E

STRATEGIES

Slow down so your baby can hear your

words

Babies need time to respond. Pause after

you speak and then respond by adding more conversation

REPETITION

B

A

B

Y

B

O

U

N

C

E

LESS SONGS, MORE OFTEN

STRATEGIES

The more a young child

hears a word, the more

likely they are to make

connections with the

word and its meaning

Singing the same song

in different ways

B

A

B

Y

B

O

U

N

C

E

ACHIEVABLE

STRATEGIES

Make it simple and achievable for families

in the home

Empowering - You can ‘try’

Ideas for your baby

Everyday activities are the best way for your baby to learn new

words.

Point out and talk about what your baby can see or hear during the

day.

Share stories with your baby every day. It’s OK to read slowly, skip

pages or just talk about the pictures.

The best toy for a baby is you. Let your baby see your face. Crouch

down, lift up or sit next to your baby when talking, sharing stories

and playing.

Babies need time to express themselves. Pause to give your baby

time to communicate, then respond to your baby’s sounds and

actions, and always add some words.

First 5 Forever Messaging

Ideas for your child

Children learn best from talking playing, and singing with you. Best

of all, this can happen any place and any time.

Talk about what you’re doing, what you can see, and what interests

your child.

Share or tell stories that interest your child. Repeat favourites again

and again.

If a word is unfamiliar, don’t change it or skip it. Instead, show your

child a picture, the real object, or an action that lets the child know

what the word means.

Point out any letters or words you see.

Talk about street signs, posters or labels when shopping, and show

children recipes and instructions as you follow them together.

First 5 Forever Messaging

Mackay First 5 Forever Team

Programs - Introduced Toddler Time sessions;

Linking in with Mackay Base Hospital ‘Maternally Yours’ Program;

Collaborative impact - continuing the Mackay Early Years Language

& Literacy Network – exploring Paint the Town REaD;

Community shop front - Canelands;

Community events – Under 8’s days, Markets, Mackay show;

School transition programs – touching base with families;

Exploring options for Baby Bounce at ECEC services;

Visiting ECEC services to speak with families.

What’s happening locally?

Image supplied by Timeline Media

Image supplied by Timeline Media

Sarina – Chatter Play

What’s happening locally?

Errol and the First 5 Forever Van

Image supplied by Timeline Media

Reaching our families

MRCL Website – For children

First 5 Forever Website

First 5 Forever Contacts:

Katie Roberts – First 5 Forever Project Coordinator

4961 9307

katie.roberts@mackay.qld.gov.au

Carly St Clair – First 5 Forever Project Officer

4961 9302

carly.stclair@mackay.qld.gov.au

Facebook – Mackay Regional Council Libraries

MRCL Website –

http://www.mackay.qld.gov.au/libraries/get_involved/children

SLQ First 5 Forever Facebook

SLQ website - http://first5forever.org.au