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Speaker 1: New Education Review Office report shows half of parents aren't

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Speaker 1: getting vital information from the ecees. You know, the kindy's

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Speaker 1: about our child's language development, our language development, but a

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Speaker 1: COVID and there too much device time, all that stuff,

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Speaker 1: the usual business. Ero's Deputy Chief Executive Ruth Shanoda back

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Speaker 1: with us. Good morning, Funny the COVID aspect of this

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Speaker 1: work you've done, along with the screen time etc. Will

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Speaker 1: that do you think eventually wash through and we'll get

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Speaker 1: back to some level of normality and therefore an improvement

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Speaker 1: and language standards.

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Speaker 2: What we think is it really depends on how much

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Speaker 2: we're going to be talking with our children. So with

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Speaker 2: COVID gone from the back in ec and we know

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Speaker 2: that a part of education can make a big difference,

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Speaker 2: and teachers are doing some really good practice. But as parents,

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Speaker 2: we also need to be getting our kids off screens

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Speaker 2: and talking with them more.

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Speaker 1: Right, But we did a lot of screen time allegedly

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Speaker 1: during COVID. Is that fixed? Do we know? Do we

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Speaker 1: have any idea or not?

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Speaker 2: We don't know how much screens are currently being used.

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Speaker 2: But what we do know is that the more we

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Speaker 2: talk with children, the more the language they developed and

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Speaker 2: that's so critical because when they start school, they need

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Speaker 2: those works so they can learn to read and write

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Speaker 2: them without that language, those literacy really struggles.

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Speaker 1: Would they the ECE grouping agree with what you've discovered

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Speaker 1: here or not?

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Speaker 2: Everyone we've spoken to in child of education and to

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Speaker 2: this report, we spoke to lots of people and went

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Speaker 2: and looked at centers across the country agrees that there's

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Speaker 2: some really key good practices that teachers do, which makes

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Speaker 2: a big difference. It could accelerate literacy by up to

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Speaker 2: a years. They're really good quality.

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Speaker 1: Ec How variable are the standards when you go into these.

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Speaker 2: Places early child's education does vary. What we saw though

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Speaker 2: is that most places are really prioritizing spoken language and

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Speaker 2: there are some really good practices that they can do,

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Speaker 2: but we need to support teachers to use those best practices.

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Speaker 2: So one thing we've said particularly the need support is

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Speaker 2: understanding jun's progress so that they can tell parents about that,

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Speaker 2: because half the parents have said they don't really know

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Speaker 2: how well their child's progressing in their language skills, and

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Speaker 2: that matters.

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Speaker 1: Do they not know because they haven't asked a.

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Speaker 2: Bit of a combination there, and sometimes parents aren't asking

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Speaker 2: sometimes centers aren't letting parents know. And what we're saying

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Speaker 2: here is actually teachers can do more to understand children's

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Speaker 2: progress and they need a bit more support to do that,

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Speaker 2: so then when they go home, parents can practice the

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Speaker 2: language that the children need and that will really helpful

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Speaker 2: when they go to school.

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Speaker 1: How much of its EC how much of its parents?

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Speaker 1: I mean, are we relying too much on the ecs

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Speaker 1: to fix all our problems?

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Speaker 2: It's definitely what we know works as a combination. So

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Speaker 2: we know that EC can make a really big difference

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Speaker 2: and some of those teachers with really good professional knowledge

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Speaker 2: the seven times more likely to be doing the best practice.

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Speaker 2: But you're right, it's parents as well. It's what we

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Speaker 2: do getting our kids off screens, talking with them, having

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Speaker 2: conversations that when they start school they're set up to succeed.

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Speaker 1: All right, Ruth, appreciate it. Rich Snoda out of the er.

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