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Too Young to Fail: Standardising Literacy in the Early Years of Schooling

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Standardised testing in early childhood education has a direct impact on how teachers teach. In 2015, Western Australian early childhood teachers were invited to complete a questionnaire to provide feedback on their perceptions of standardised testing in the context of the Early Years Learning Framework for Australia (EYLF) implementation. Findings from 365 teachers showed that standardised testing was not aligned with the EYLF, but rather with a government-mandated formal literacy assessment regime that overshadowed teachers’ implementation of the framework and diminished opportunities for children to learn literacy through play-based learning approaches.
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Keywords: EYLF; Early Years Learning Framework for Australia; early childhood education; on-entry assessment; play-based learning, literacy; standardised testing

Document Type: Research Article

Publication date: June 1, 2018

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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