NELLS Two Page Summary 2021


Priority One: Family Support within Communities. How can families be empowered to read, play, sing, and communicate with their child/ren from birth, and have a home environment that embraces and encourages learning? Answer : The importance of

language and literacy development is meaningfully understood by the public, Australian governments, community services, and health and support workers; and families and carers have access to culturally responsive services, support and information. Priority Two: Early Education and Transitions How can it be ensured that early childhood education and care services, and evidence-informed learning approaches, are best used to enhance early language and literacy skills? Answer: Australian governments commit to ensuring children’s access to and participation in early education for at least two years prior to starting school; and early childhood education and care services are supported to embed high-quality evidence for early language and literacy development into their workforce training and practice. Priority Three: Specialist Support When required, how can infants, children and their families be assured access to specialist support for early language and literacy delays or impairments? Answer: Ensure sectors are resourced to support the early and appropriate identification of language and literacy delays among children before they start school; services are accessible and provided in culturally responsive ways; and the nature of specialist support and ways of engaging their services is widely understood among families and across sectors. Priority Four – Knowledge Production and Dissemination How can knowledge of the best approaches for early language and literacy development be made accessible to families, communities, educators, practitioners, service providers and policy-makers? Answer : Research and evaluation on Australian-based programs and practices are resourced and supported, and meaningful co-design and/or leadership by beneficiaries and target populations is prioritised. Practical findings are exchanged among professionals through existing specialist and education networks; and among families and communities using safe and accessible spaces and formats.


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