Profiling preschool literacy : evidence of indigenous children's capabilities

Bridie Raban
P Griffin
Hamish Coates
M Fleer

Abstract

With a move towards an outcomes-based agenda, requirements for monitoring progress is becoming an increasing pressure for colleagues in the early years of schooling, and more recently during the preschool period. How best to translate this imperative into the preschool context has been a challenge that early childhood educators across the States and Territories in Australia and elsewhere have been addressing. This paper describes and discusses the piloting of one preschool profile that has been developed in the area of early English literacy awareness and understanding with 385 children across four States. Teacher responses to this profile are also explored.