Child Times March 2011

Child times Volume 1 Issue 10 March 2011

Child Australia is pleased to announce the 2011 Western Australian Early Childhood Education and Care Conference “Windows of Opportunity” to be held over the weekend of June 18 & 19, 2011.

The 2011 Conference coincides with a critical period in early childhood education and care as our sector transitions to the reforms endorsed by the Council of Australian Governments in 2009. These reforms support the need to close the gap between care and education in order to extend and enrich children’s learning through their crucial formative years from birth through to age eight. The 2011 Western Australian Early Childhood

Education and Care Conference “Windows of Opportunity” reflects a significant period in time in which early childhood leaders, educators, academics, researchers and policy makers can come together to work collaboratively to ensure children have the best start in life.

The 2009 Conference was an outstanding success. Attracting over 500 delegates, the conference imparted the most current research and insights about early childhood development via leading national and international presenters. With increased relevance to a wider audience, the 2011 Western Australian Early Childhood Education and Care Conference promises to exceed the success of the 2009 inaugural event.

We are pleased to announce that Child Australia has been successful in obtaining Lotterywest sponsorship to support community based childcare services attend the 2011 WA Early Conference Childhood Registrations are Education and Care Conference. now open! Please register on-line at For further www.waecec.com information and to access the eligibility criteria please refer to the conference website www.waecec.com.

Please see overleaf for more details. enriching children’s lives

Child Australia – 5 Carson Road Malaga WA 6090 p. (08) 9249 4333 f. (08) 9249 4366 e. admin@childaustralia.org.au w. www.childaustralia.org.au

An Outstanding Conference Line-Up The 2011 Conference will provide participants a wide range of international and national keynote speakers who will present on the most current research findings and provide a variety of workshops based on Leadership, Learning Environments and Relationships.

The areas of Advocacy, Curriculum and Assessment, Reflective Practice, Play, Early Childhood Education for Aboriginal Children and Inclusion will also be in focus.

Confirmed speakers include:

Dr Louise Hard Dr Louise Hard is currently Head of the Murray School of Education at Charles Sturt University. In 2005 she completed her doctorate titled: How is leadership understood and enacted in the field of Early Childhood Education and Care? Her research interests include leadership and management in early childhood education and care and issues of wellness and wellbeing.

Her interest is in understanding how early childhood education and care educators interpret notions of leadership and engage in leadership activity in this highly feminised field.

Wendy Lee IWendy Lee has almost 40 years involvement in the early childhood education field and is currently the

Project Director for the Educational Leadership Project in NZ. Wendy was the Co-Director of the National Early Childhood Learning and Assessment Exemplar Project. Wendy is a committed early childhood researcher who has been involved in several research projects with Professor Margaret Carr. She is passionate about the impact of political trends on early childhood education and has a deep interest in curriculum, leadership and professional learning issues. She has spoken extensively about these interest areas and her research at numerous international events and conferences.

Dr Margy Whalley Dr Margy Whalley has managed multi-disciplinary early years services in Brazil, Papua New Guinea and England and was the founding Head of the Pen Green Centre for Children and Families where she has worked since 1983. Dr Whalley holds an MA in Community Education and a PhD on Leadership in Integrated Centre’s.

She undertook a secondment to the Open University where she wrote course materials for parents wanting to increase their knowledge and understanding of child development.

Dr Whalley was invited to be part of the Labor Party enquiry team into Under 5’s education and care and was the Association of County Council’s representative on the National Audit commission concerned with children under 5.

Dr Whalley is currently Director of the Research, Development and Training Base at Pen Green and involved in research, training and consultancy work in the United Kingdom, Europe, New Zealand and Australia. The primary function of the research program over the last 5 years has been involving parents in

their children’s learning program and developing a leadership learning route for those leading integrated services.

Personally Dr Whalley has a wonderful daughter who made her a grandma to Molly 2 years ago.

Stuart Shanker Stuart Shanker is Distinguished Research Professor of Philosophy and Psychology at York University and Director of the Milton and Ethel Harris Research Initiative at York University.

He was educated at Oxford, where he obtained a First in PPE and won the Marian Buck Fellowship at Christ Church, where he obtained a First in a B Phil in Philosophy and a D Phil with Distinction in Philosophy. Among his awards are a Canada Council Doctoral Fellowship and Postdoctoral Fellowship; a Calgary Institute for the Humanities Fellowship; a University of Alberta Mactaggart Fellowship; an Iszaak Walton Killam Fellowship; and the Walter L Gordon Fellowship at York University. He has received many grants, among them a $7,000,000 grant from the Harris Steel Foundation to establish MEHRI, a state-of-the-art cognitive and social neuroscience centre.

Dr Shanker has served as the Director of the Council of Human Development for the past ten years; Director of the Canada-Cuba Research Alliance for the past six years; and he was the first President of the Council of Early Child Development in Canada. Over the past decade he has served as an advisor on early child development to government organizations across Canada and the US and countries around the world, among them Australia, Colombia, England, Ireland, Macedonia, Mexico, Northern Ireland, Peru, and Romania.

Find Us On Facebook!

Part-time Childcare Services to remain open Minister for Community Services, Robyn McSweeney has announced that 23 part-time childcare centres in Western Australia will continue to operate, despite federal government funding cuts last year.

Robyn McSweeney’s comments come after the Member for O’Connor, Tony Crook, last week warned funding cuts for neighbourhood model occasional care centres would leave some regional communities with no child care options.

Ms McSweeney says the State Government has made a strong commitment to keep the centres open.

“The State Government picked up the funding for that, because we didn’t want the 23 occasional care centres in regional Western Australia to close and as of last week we have now secured royalties for regions state government funding,” she said.

We are pleased to announce that PSC WA and PSC NT are now on Facebook!

Become a fan of our page today and…

• connect with other Educators; • engage in professional conversations about the work you do; • get up to date information about upcoming workshops and events; • find out what’s happening in the sector; and • get links to great websites.

It’s easy to find us: 1

Enter Child Australia Pscwa or Child Australia Pscnt in the search field on your Facebook.

2

Click on the page link.

3

Click on the Like button and you’re done.

On The Move in Darwin

Did you know that the Child Australia office in Darwin has moved? We now have fantastic newly renovated premises in Woolner where we have great spaces for meetings and training.

All Darwin based workshops will now be held at 13 Bishop Street Woolner, even though the PSC NT Calendar notes ECA as the venue.

All services have received our new registration form via email. Please use this for all future registrations.

Want to contact us?

Helpline: 1800 138 662 Main line: 8941 4966 Fax: 8941 6433

We’re new to facebook so we are still building our page. In the coming weeks we will add events, discussion threads and links. We’d love you to comment on our wall and tell your friends and colleagues in the sector about our page.

National Quality Framework Update Mixed Feelings?

If you are wondering where to start in relation to the National Quality Framework and are experiencing an array of emotions at the moment because of the amount of information to absorb, rest assured you are not alone.

It is normal to feel like this when faced with any change. However, it is important that we stay positive about these changes as they are designed to create positive outcomes for our community’s children. In addition, these changes represent a new streamlined system with one national body the Australian Children’s Education and Care Quality Authority (ACECQA).

So, while the National Quality Framework present some challenges, it also presents an opportunity to be part of a new era that embraces new systems that will help work towards ensuring our children have the best start in life.

Where to Start In November 2010, DEEWR released draft documents of the Guide to the

National Quality Standards, SelfAssessment and Quality Improvement Planning Process. The Assessment and Rating Instrument was also released. This particular release is to be used by assessors.

It is important that services familiarise themselves with these documents.

• Overview document - provides an overview of, and context for, development of the process of assessment and rating of education and care services against the new National Quality Standard.

• The Draft Assessment and Ratings Instrument - assessors are using this document at the service’s site visit to record observations and evidence to support the assessment and rating. It is also used as the template for the post assessment report. Services may also use this document to support their selfassessment against the Standard.

Assessment and Rating Instrument – Phase Two • Draft Guide to the National Quality Standard - this

document explains what is required under each element and how the service may be assessed.

Assessors also use this document as a reference for assessment purposes. Note: the Guide will be reviewed to ensure it aligns with regulations made under the Education and Care Services National Law Act 2010 and Framework for School Age Care in Australia, once they have been finalised.

• Draft Self-Assessment and Quality Improvement Planning Document - this document explains the self-assessment process and expectations for completing a draft Quality Improvement Plan prior to the assessment visit. It also provides a template.

• Draft Self Assessment and QIP Planning Process Document Phase Two All of these documents can be downloaded at: http://www.deewr.gov.au/ earlychildhood/policy_agenda/pages/ nationalqualityframeworkassessment. aspx

Embracing the Reform Agenda - Expectations While many services have invested time in engaging with the Reform initiatives, it has become in recent months that many services have not yet commenced this process.

It is extremely important all early childhood educators actively familiarise themselves with the documentation associated with the Early Childhood Reforms.

It is an expectation that all services should now be implementing the Early Years Learning Framework and be familiarising themselves with the National Quality Standards (NQS) so that by July 2011 service are starting to implement the NQS. The National Regulations will be available in March 2011 for public consultation. Services are encouraged to regularly check your PSC and the DEEWR website for further information about the

consultation details happening in your State or Territory.

Please remember the Professional Support Coordinator in your State or Territory is ready to support Australia Government Approved Child Care services to prepare for the new system. All PSC’s are working closely with the Australian Government to ensure services are kept abreast of the reform initiatives and changes.

Reminder – Embracing the Early Years Learning Framework Services that have been proactive in embracing the Early Years Learning Framework have now moved through the initial familiarisation phase and are now embedding this knowledge into practice.

At this stage all services should be at

the stage of embedding the EYLF into everyday practice. For those who find themselves a little behind, here is a link to the relevant documentation.

• Belonging, Being and Becoming - The Early Years Learning Framework for Australia • Educators’ Guide to the Early Years Learning Framework http://www.deewr.gov.au/ EarlyChildhood/Policy_ Agenda/Quality/Pages/ EarlyYearsLearningFramework. aspx#supporting For information on PSC scheduled Professional Development sessions relating to the National Quality Framework and Early Years Learning Framework please refer to the article below and page 6 and 8 of this Newsletter.

Important 1 day conference in Darwin on April 6 2011: Quality Does Matter: Enhancing Early Childhood Practice to Meet the NQF The Northern Territory Department of Education and Training in collaboration with Child Australia is excited to announce a one day conference for all early childhood educators to explore best practice in light of the NQF. This free event is a fantastic opportunity to engage in professional conversations, network with educators across multiple sectors within the ECEC domain and contextualise the changes coming to the sector in 2012.

Registrations are free and essential, so get in early.

To register and find out more about this important event, go to www.det.nt.gov.au and follow the links.

FREE NQF Information Sessions PSC WA and PSC NT are delivering free National Quality Framework (NQF) information sessions as part of the PSC Alliance initial roll out of NQF information and support.

These three hour PD sessions deliver up to date information on implementing the NQF and will explore: • how the streamlined system will be implemented; • the major differences between QIAS/QA and the NQF; • what services have to consider when managing the change; and

Upcoming NQF sessions: WA Rural and Remote Geraldton – Wintersun Hotel Motel Tuesday 8th March 6.30pm – 9.30pm Albany – Dog Rock Convention Centre Wednesday 9th March 6.30pm – 9.30pm

• adapting processes that work for educators and services.

Kalgoorlie – WMC Conference Centre Thursday 10th March 6.30pm – 9.30pm

The sessions are designed to allow time for discussion and networking and will provide educators with the most up to date information available and will draw on the knowledge and resources of the National PSC Alliance.

Hedland – South Hedland Lotteries House Tuesday 15th March 6.30pm – 9.30pm

Feedback from the sessions delivered so far: Lynda Green – Margaret River Community CCC ‘The session was a very good introduction and I couldn’t see how this information could be delivered any better.

The facilitator was very thorough and the information well presented. My educators were initially overwhelmed with the amount of information but I reassured them that I was too when I first started on the journey, and that we will be re-visiting this information many times in the coming months. The facilitator referred to support resources that are accessible to everyone.’

Sue Gilbert – Ace OSHC ‘I found this session very useful and it gave me an idea of what I need to start doing. It clarified information; for example, about NCAC and the requirements for Kindy children that I didn’t previously know, and I have come away with the message ‘don’t wait, start now’. I felt assured that OSHC is involved and that even though the School Age Framework is still in draft, I can still embrace the ideas as what is currently available for LDC will apply to OSHC also. I also felt assured that there is not need to panic and information will be made available as it comes to hand.’

Karratha – Karratha Lotteries House Wednesday 16th March 6.30pm – 9.30pm WA Metro Challenge Stadium Saturday 12th March 10am – 1pm Joondalup Arena Monday 4th April 9.30am – 12.30pm Kwinana Golf Club Monday 4th April 6.30pm – 9.30pm NT Sessions Nhulunbuy – Nhulunbuy Training Centre Tuesday 12th April 6pm – 9pm Katherine – Katherine Regional Family Day Care Thursday 14th April 6.30pm – 9.30pm Darwin – Child Australia Training Rooms Monday 18th April 9.30am – 12.30pm Darwin – Child Australia Training Rooms Monday 18th April 6.30pm – 9.30pm Alice Springs – Alice Springs Convention Centre Tuesday 19th April 6.30pm – 9.30pm To register for the above session please email: pscnt@childaustralia.org.au pscwa@childaustralia.org.au

Special Report by IPSU WA Intentional Teaching: Early Years Learning Framework Practice

Children are always learning and early childhood educators are always teaching. But sometimes children learn things we do not mean to teach!

A baby who cries and is often ignored may be learning that the world is not a safe place, toddlers in a room with no activities or experiences that interest them may be learning that this place is boring, or worse, that there is no point trying to be an active learner.

Intentional teaching means early childhood educators can’t just pull out some toys and let things happen, hoping for the best. But it also doesn’t mean that educators need to push or force children do set activities or tasks.

Our job as early childhood educators is to use intentional teaching to make sure that, wherever possible, EVERYTHING in our programs is there on purpose to lead children towards the learning we want for them.

The practice of intentional teaching requires educators to observe and plan for children’s learning, to be actively involved with children, to encourage and inspire children, and to evaluate and reflect on what children do.

How do we decide what we want children to learn?

We use our knowledge of: • child development; • individual children’s strengths and interests based on observation;

• the things that their families and communities value; and • what children need for their journey on to school.

You will notice that all these points will be found in the EYLF Principles, Practices and Outcomes and NQF.

This educator is engaging the children in an enjoyable story telling experience. But she is also using intentional teaching. She intends the children to learn about reading. They are learning that marks on the page carry meaning and that turning pages from left to right lets you follow the story, and much more. The educator has also chosen this particular book for a particular reason. She knows that the story in this book will also give her an opportunity to talk with the children about colours, feelings and culture. Because she is doing it on purpose, it is intentional teaching.

children she talks with them about hygiene and safety, colour and shape, texture and flavour, all in a relaxed and conversational way. You can see from the girl’s expression of concentration that she is an engaged and confident learner (EYLF Outcome 4).

This little boy (right) is about to plant a kiss on dolly’s face. It isn’t hard to pick the intentional teaching in this picture. The Early Childhood educator wanted the children in the babies room to learn to care for others.

They have used their knowledge and understanding of child development to provide opportunities for this learning.

They have provided the babies with their own lovely big, soft bodied dolls and they have consistently modeled and encouraged warm caring interactions.

Yorganop Indigenous Professional Support Unit is funded by DEEWR to assist eligible Aboriginal Early Childhood Services to provide high quality education and care. We also support Aboriginal children and staff in mainstream services. If you are an early childhood educator who identifies as an Aboriginal person we would love to hear from you.

Why not give us a call: 1800 788 520

The educators in this child’s OSHC Vacation Care group wanted the children to learn about good nutrition, to encourage their interest in cooking and increase their skills in food preparation. She has programmed for the children to make a salad for their lunch. While she works with the

Our monthly YIPSU News contains news and information, an EYLF information Sheet, resources and a calendar of events. If you would like to receive a copy via email, email us at: admin@yipsuwa,org.au You might also like to take a look at our website which contains useful resources and information for all early childhood educators: www.yipsuwa. org.au

Stepping out towards the Early Years Learning Framework By: Joy Lubawy

A wind of change is stirring the ranks of the early childhood educator, it’s been coming for some time via the provocations from Reggio Emilia [in Italy], the ideas from Dr Howard Gardner [from the USA] and insights from Gunilla Dalhberg [from Sweden]. They have all lead us towards looking at our environments more closely, empowering creative and capable children and learning to see the multiple ways a child can be intelligent. All interesting perspectives and supported by the new Curriculum Framework that we are currently familiarising ourselves with across the nation.

Before we panic, we need to remember a few simple things. Loris Malaguzzi from Reggio Emilia tells us to change slowly, and change ourselves and how we think about things first. All of our practice, the things we do every day, comes from inside us and our feelings and intentions are based on what we know, understand, and value! So go a little slowly, don’t take on too much at the same time, but let change evolve with you and inside you. But we do have to start! The time is running out, we can’t dawdle along any more.

I liken it to taking steps across a raging torrent, from stepping stone to stepping stone. We step forward, we find our balance, we consolidate, we look around for the next one and eventually we step forward onto that one. We are asked to do just this, to step forward, to gain qualifications we didn’t know we’d need, to update old qualifications, to attend in-service, to use newly acquired computer skills, to see learning rather than only focus on development. Some changes are easy, some take a little more time and patience as well as resolve.

For me, the greatest changes come from the way we see ourselves in the lives of a small child, and the image we hold of the child. We are not controllers, the people who know everything, instead we co-construct

curriculum with the children who are experts at learning. We get to know them better, we are more aware of attachment theory and how if informs what we do. We encourage, facilitate, share, sometimes show, explicitly teach [this means we make an idea or concept very clear, it does not mean that there is only one answer, that’s being didactic]. We are encouraged to become more intentional, to be more mindful about what and how we do things.

Once we begin to cross that raging torrent, we find that it gets easier, and that many others are heading in the same direction. We also find we can reach out, that there are people who will take our hand and guide us, use encouraging words and show us how. We are not alone, and should never feel alone, help is always only an email or phone call away.

I am coming to Western Australia and Northern Territory this year, and perhaps I am coming near to where you live. I am fired up with enthusiasm about what we do and the absolute love of what and who children are.

I’d love to talk to you and share some stories and ideas to help you cross the raging torrent. Come along. I speak your language and I understand your journey.

Joy Lubawys upcoming Professional Development sessions are:

A Bucket Full Of Ideas.

Part 1 – Practical ideas to stimulate visual, maths/logical, linguistic/literacy intelligence and creativity in young children.

Part 2 - Practical ideas to stimulate kinaesthetic, naturalist, musical/rhythmic intelligence and creativity in young children.

Joy Lubawy

Blocks and Tracks and stuff like that: Maths with Real Objects – Achieving Outcomes.

We have an abundance of materials available to use in our centres and yet much of it is either unused or underused.

How can we use blocks and tracks to better advantage or ideas for play dough and or clay and lots more? Maths is much more than counting: it’s a way of thinking.

WA Dates: • April 7 at the Dryandra Visitors Centre, Narrogin • May 16 at Challenge Stadium, Mt Claremont

Defending Play – The Research and Our Practice Supporting The EYLF. There is a mountain of recent research that defends the use of play-based learning with younger children. Let’s look at the research and then strengthen our resolve to encourage independent, self-chosen as well as adult-initiated play.

“When we have all our staff on the same page miracles can happen.”

WA Dates:

WA Dates:

• April 4 at the WMC, Kalgoorlie

• April 9 at the Wollaston Conference Centre, Mt Claremont

• April 6 at the Child Australia, Malaga

• May 17 at Child Australia, Malaga

• June 6 at Child Australia, Woolner

NT dates:

Processed foods are “dumbing” our kids down!

Planning For Provisions, Provocations & Possibilities: Working Within The Early Years Learning Framework.

In this workshop Joy will take participants on a “joyful” and informative learning journey into the provisions, provocations and possibilities that present themselves.

Of course, she will include examples of how we document learning stories and how we can demonstrate their connection to The Early Years Learning Framework.

WA Dates: • April 5 at the Gary Holland Community Centre, Rockingham

“Toddlers who have a diet high in processed foods may have a slightly lower IQ in later life,” according to a British study described as the biggest research of its kind.

adults. With this in mind it is vital that when children are offered food it needs to be packed with the most wholesome nutrients so they can get a “bang for their buck” at meal times.

The conclusion comes from a longterm investigation into 14,000 people born in western England in 1991 and 1992 whose health and well-being were monitored at the ages of three, four, seven and eight and a half.”

It is also important to consider reducing wastage at meal times – this is not only an important financial consideration but an environmental one – it is important that we are aware of the actual amount of food wastage childcare centres can produce and whether this is sustainable.

Their is insurmountable evidence that processed food, be it fast food or convenience foods or sauces in a jar, are not providing us with the optimal nutritional mouthful. This is particularly important for children as the “food opportunity” (snack and meal times and portion sizes) are significantly smaller than that of

Ref: http://www.onfood.com. au/Articles/tabid/58/articleType/ ArticleView/articleId/1535/Junk-fooddumbs-you-down.aspx

NT Dates: • June 9 at Child Australia, Woolner

Play, Dance, Sing: Being Emergent with Music, Movement, Maths, Merriment & Mayhem. Achieving Outcomes This is a session that frolics through percussion instruments, movement and music that follows children’s interests in an emergent way. This really is music for the non-musician, encouraging participants to find their confidence and imagine possibilities.

WA Dates: • May 17 at Child Australia, Malaga NT Dates: • June 7 at Katherine FDC, Katherine

Telling Stories with Music This is a session that frolics through percussion instruments, movement and music that follows children’s interests in an emergent way. This really is music for the non-musician, encouraging participants to find their confidence and imagine possibilities.

WA Dates: • 18 May at the Wintersun, Geraldton

Health It Up! – Healthy Food Choices Join Ros Sambell, Public Health Nutritionist, to answer your pressing questions about the health of our children and the important role that services play in children’s lives. Early childhood services can provide at least 60% of a child’s food intake each day. Are the foods on offer providing enough nutrients for optimal growth and development?

Are the foods on offer making our kids smarter and healthier? This is a wonderful opportunity to network and share ideas. Get in early as are limited places. We look forward to you joining us on our health revolution!

A Registration Form can be downloaded from the PSC WA website: www.pscwa.org.au.

Tuesday 12th April 6.30-8.30pm – Child Australia, Malaga Facilitator: Ros Sambell Nutrition Australia Accreditation Links: QIAS: 6, OSHC: 6 FDC: 4 EYLF Practice: Continuity of Learning and Transitions EYLF Outcomes: 3 Level: 1 & 2 Cost $25 or 4 Staff for $80

Supporting Trauma in the wake of Natural Disaster We would like to send our best wishes to the people of New Zealand, Queensland, New South Wales, Victoria and Western Australia who have been affected by earthquakes, flooding and fires in recent months and weeks.

The NCAC website, www.ncac.gov. au have some valuable information on supporting trauma in the wake of Natural Disasters. The following information is available on their website:

Strategies for supporting children and families during traumatic events Media coverage of traumatic events, like the floods, may prompt children to ask their parents and educators questions – especially when the media coverage displays images of children and families who may be emotional and distressed. Educators should feel confident to have honest, meaningful conversations with children about these events.

These conversations acknowledge that children are active learners in our community, and while these conversations may be difficult, they are important for children to begin understanding their community and world.

The following articles from NCAC’s Putting Children First magazine

may be of help. The articles can be accessed from http://www.ncac. gov.au/resources/pcf_index.asp: • Caring for the inner child – minimising stress in child care settings • Let’s talk. Having meaningful conversations with children • Supporting children through loss and grief • Helping children to cope with media coverage of traumatic events The Australia Centre for Grief and Bereavement, www.grief.org.au also has some valuable information for educators to support grieving families and children.

Child Australia Resource Centre has various resources for members to loan, including the following. If you are interested in loaning any of these resources or would like to enquire about others we have available please contact PSC WA or PSC NT. • Understanding Grief and Loss • Reducing Stress in Young Children’s Lives • The Crisis Manual for Early Childhood Teachers • Coping with Grief Children’s Books • Sad: Stories about feelings and how to cope with them • Grandma’s Shoes

Contemporary Research Insights New and developing research is consistently carried out and published however it takes time to investigate the most relevant findings and translate these findings into practice in early and middle childhood settings.

In partnership with Children’s Services Central and ACT PSC, PSC WA is publishing a series of contemporary research publications to early childhood educators in order to keep the sector abreast with latest trends and thinking.

We hope you enjoy these reports and that they provide an opportunity for reflection and investigation within your staff team.

The first in this series can be downloaded from the PSC WA or PSC NT website www.pscwa. org.au or www.pscnt.org.au.

Pedagogy, although not a term commonly used in early childhood services, is a key component of the EYLF and is introduced on page 11. In the glossary of terms at the back of the document, Pedagogy is described as “early childhood educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision-making, teaching and learning. It is also sometimes described as “the art of teaching”.

Pedagogical leaders are people who: • ensure that the service makes a difference for children and families; • establish and sustain an environment of challenge and support where children are safe, can flourish and learn; • provide the vision, direction and leadership; • promote reflection and lead continuous improvement; • network with other services and share ideas with their team; • collaborate with other sections of the community; • build and strengthen their team; • support families with the aim of supporting a stronger community; • create a culture that encourages children, families and educators to be enthusiastic, independent and life-long learners; • identify, promote and encourage effective practice; • ensure that educators acknowledge the expertise of families and find ways to share this knowledge and understanding of individual children’s learning at home in order to work together; • respect diversity and respond with sensitivity to different cultures and beliefs and ensure equality of access to learning opportunities for all children; and

• regularly review their own practice and take responsibility for their own professional development, seeking support where appropriate.

Pedagogical leaders need to have: • a thorough knowledge of the EYLF and how it links to the NQF; • a clear understanding of current theories about how children learn; • knowledge of the current approaches to documenting children’s learning – what constitutes effective observation, reflection and assessment and how to extend on children’s learning; • knowledge of how to monitor the progress of each child in relation to the Learning Outcomes and how to share this information with families; • an understand of the diverse physical and human resources within the local community; • knowledge of how to promote individual and team development; and • an understanding of the relationship between continuous professional development and sustained service improvement.

They need to be: • enthusiastic and committed to learning; • innovative - able to inspire, challenge and empower others; • able to lead a culture of critical reflection and assist others to identify, share and promote effective practice; • creative – able to think ‘outside the box’ to come up with solutions; • able to secure the trust, support and respect of colleagues; • able to foster an open, inclusive and safe culture; • able to negotiate and mediate

with and between individuals; and groups to break down barriers and promote mutual understanding.

What are the requirements for pedagogical leadership under the National Quality Framework?

National Quality Standard Quality Area 7: Leadership and service management (Draft Guide to the National Quality Standard, DEEWR, 2010 - http://www.deewr.gov.au/ Earlychildhood/Policy_Agenda/ Pages/NationalQuality FrameworkAssessment.aspx) “Effective leaders of education and care services are able to set direction and establish values for the service that reflect its context and professionalism. Effective leadership creates a positive organisational culture that values openness and trust; where people are motivated to ask questions, debate issues and contribute to each other’s ongoing learning and inquiry.

In order to do this well, leaders need in-depth content knowledge as well as a deep understanding and appreciation of children’s learning and development. They are clear about the purpose of early childhood education and care and school age care and have the skills to effectively communicate their goals and expectations.” (Page 123) Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community “Building a positive culture and professional learning community involves continually questioning how to improve teaching methods and strengthen relationships with children and families as well as establishing high expectations for the nominated supervisor, educators and coordinators and for children’s learning.” (Page 124)

FEATURE

Pedagogical Leadership – what does this look like in practice?

Regulations

The proposed Regulations require the approved provider to designate a suitably qualified and experienced person to lead the implementation of the education program at the service.

This is to ensure that educational programs are tailored to take into account the needs of each child and provide a stimulating and engaging program designed to enhance children’s learning and development.

(Information Paper on the Education and Care Services National Law and the proposed National Regulations.

Early Childhood Development Working Group, December 2010) Interim steps prior to 2012 • In order to meet the requirements of the National Quality Standard, leaders need to inspire and encourage their teams to ensure that the Early Years Learning Framework or Draft Framework for School Age Care underpins their practice.

• Read the Framework, read the Framework, read the Framework!

• The more you know and understand all elements of the Framework the easier it will be to identify how current practice melds with it.

• Encourage your team to reflect on their practice. What are some things they are already doing that fit with the Framework? What could they be doing differently?

• Make time for reflective practice at staff meetings by taking out all the ‘housekeeping’ issues or other items that could be communicated in other ways such as via email or notes.

• Try some new practices and review.

• Register to be part of the on-line forum at the Early Childhood Australia website http://www. earlychildhoodaustralia.org.au/ eylfplp/ to learn more about the EYLF and encourage your team to participate.

SPECIAL REPORT

Programming Learning Circles

August – November 2010 PSC WA Programming Learning Circles were held in Midland, Joondalup and Mandurah to assist educators with the implementation of the EYLF. These session were held in response to PSC WA identifying that services required additional guidance with starting to implement the EYLF within their programming and planning.

PSC WA presented these learning circles via the skills and expertise of Belinda Whateley from Revolution Learning. Belinda facilitated some outstanding learning sessions that produced many professional conversations leading to a wealth

of knowledge sharing occurring between industry professionals with various qualifications and roles.

The aim of the Programing Learning circles wasn’t to sit and listen to a presenter providing educators with templates on how to “do the EYLF”.

The purpose was to share information and discuss: “What is the EYLF?”, “How will it look like in the planning stage?”, “How do we as educators promote the EYLF to families and the wider community?” and “How do we make this meaningful to us?”.

It also provided an opportunity for educators to explore their thoughts with confidence and hear about what other educators and services are doing in their planning and documentation.

We began the first learning circle with

understanding where participants were at on their journey with the EYLF. This made for an interesting start as many educators were at various levels of implementation while some educators were unsure where to start. This allowed PSC WA to provide tailored support to some services throughout the sessions.

Questions asked: • What do you want to stop in the programming process?

• What do you want to continue with the programming process?

• After attending the first session, what do you want to explore further?

Many educators came along looking for a defined way to document and show how the EYLF ‘works’. After

PROFESSIONAL SUPPORT COORDINATOR

much networking and developing a greater insight into the intention of the EYLF, educators’ enthusiasm lifted and positive conversations and ideas were shared.

A common topic and one everyone was passionate about was allowing each individual to shine in their own right and not to be lost in group documentation. Educators discussed various ways to use the EYLF learning outcomes to support learning of the individual and the importance of allowing children to ‘just be’.

are no longer afraid of change and are developing lateral thinking skills as they approach experiences and situations.

In the second session we began by asking: • What have educators implemented after attending the first learning circle? and • Were educators faced with any barriers when attempting to implement change?

In the third session we shared:

There were ongoing questions to be explored which in many ways reflects EYLF principle 5 “our life as educators revolves around reflection and ongoing learning”.

• What are the long term changes that have been created in your services? and

The learning circles provided many light bulb moments along with identifying ways to involve families and creating a meaningful environment where children, families and educators have a sense of belonging.

PSC WA was so excited to listen to the journeys the services were on and the discoveries and relationships they were developing along this journey.

Educators also re-discovered the significance of their service philosophy and how this is the vital link to planning successful and meaningful programs in context with the EYLF. By the third session, educators were more confident and enthused, eager to continue down the path of using the EYLF to guide creating amazing programs. Many educators who attended the sessions expressed that the experience was rewarding as it revisited and reinforced why they are an educator in early childhood. That is, not to lose sight of what is really important- the children and the little things that really are the big things!

Another positive outcome of the sessions was that attendees acknowledged the uniqueness of each service and the importance of creating individual programs and not to follow a generalized format.

Educators also expressed that they

• How will you maintain these changes?

PSC WA will continue to work with these educators to further assist them on their journey and create some champion educators that will assist with and share the journey to the land of EYLF.

Programming Learning Circles for 2011 The Programming Learning Circles are again to be held in 2011 with sessions being held in Midland, Joondalup and Kwinana. Educators will have the valuable opportunity to network with early childhood professionals, IPSP’s and other support agencies located in their region. This year as well as having selected champion services present their own journey during session three, educators attending Learning Circles will also go in the draw to win one of three registered places at The Semann and Slattery Australia Early Years Learning Framework National Conference: ‘Belonging Being and Becoming in Practice’ on April 18th at the Perth Convention centre.

Session topics for the 2011 Programming Learning Circles include: • Time to shine with Belonging Being and Becoming.

• Capturing Children’s adventures with meaningful documentation.

• Planning and sharing stories of the early years learning framework – making a difference.

Services attending all three learning circles sessions will also receive a two hour consultancy visit at their service to assist educators to implement the practices of the Early Years Learning Framework.

For further information on the Programming Learning Circles sessions with Belinda Whatley please call the PSCWA helpline on 1800 783 768 or email your enquiry to pscwa@childaustralia.org.au

NOSHA UPDATE

Status on Framework for School Age Care, “My Time, Our Place” Update-Draft Framework for School Age Care The Framework for School Age Care builds on the Early Years Learning Framework and extends the principles, practice and outcomes to accommodate the contexts and age range of the children and young people who attend school age care settings.

Consultations forums on the draft framework were held across every state and territory in Australia during the period 8 November to 3 December 2011.

Thirty two consultation forums were scheduled. A total of 1037 people attended the consultations representing a range of service types and stakeholder groups. A number of participants present were large sponsors of school age care service provision representing up to 40 services.

The two and a half hour consultations consisted of two presentations followed by round table discussions on key questions.

State and Territory Governments and DEEWR set the scene for the Framework by providing an overview of its development and highlighted in the context of the National Quality Agenda the relationship between the Framework and the NQS. Overwhelmingly feedback on the Framework was positive with those who had read the document applauding it as consistent with the philosophy of school age care and a tool that will raise the status of the sector.

A final report based on feedback from the consultations was prepared by the National Out of School Hours Services Association (NOSHSA) for Government. Jennifer Cartmel has

reviewed the document based on the feedback from the consultations and this will now be sent for final clearance and approval through the Ministerial Council process. It is anticipated that the Framework will be finalized by June for distribution to the school age care sector.

NOSHSA has welcomed the document as recognising the important role school age care services play in children’s lives.

The framework for school age care acknowledges Out of School Hours care services as rich learning environments where play and the range of experiences offered are fundamentally important to the healthy development of children. As a sector we should embrace this framework whilst at the same time not lose sight of its need to allow for flexibility in application. Each of the outcomes in the framework must not be seen as prescriptive but allow for diversity through innovation and interpretation at the individual service level. The Framework emphasises the important of children’s leisure time and the important role played by those who choose a career in OSHC. Thus, by it’s very nature the framework will raise the status and standing of the profession and emphasize the critical importance of the often forgotten “middle years’”.

It is time for OSHC to be recognised - our time to shine. So let’s make 2012 a year to celebrate when the framework is officially launched, and 2011 the year to get started!

The draft framework can be accessed at the following web address:

Workshops for School Age Care Framework, “My Time, Our Place” PSCWA and PSCNT are excited to announce workshops for educators and leaders coming up in the first half of 2011. These interactive workshops will be facilitated by Robyn Monro Miller, Chairperson of National of Out of School Hours Services Australia ( NOSHSA) and will explore the framework and assist services in considering how to embed it into practice.

Workshops include: School Age Care Policy for Leaders A Framework for New Adventures in Programming School Age Care – Change and Challenges: Fact and Fiction

http://www.deewr.gov.au/ earlychildhood/policy_agenda/ pages/frameschagecare.aspx

These events are not on the Professional Development calendars so be sure to check our website for details:

By: Robyn Monro Miller, Chairperson of NOSHSA.

www.pscwa.org.au www.pscnt.org.au

A hot topic: Cultural Competence There is a lot of discussion in the early childhood education and care sector about cultural competence and also a lot of ’I am on top of it’ statements from educators.

BISS would like to challenge those statements as in some instances BISS has observed and experienced cultural blindness within services rather than cultural competence.

Throughout BISS work we have seen various levels of assimilation being promoted as well as the dismissal of other languages, traditions and ways of doing things which are displays of cultural blindness.

BISS is encouraged by the emergence of a desire and commitment to diversity within the sector. Indicators of this are some of the phone calls we receive from services that have realised that their practices reflect tokenism rather than diversity.

Treasured are those times when we get contacted for support in enhancing the capacity of educators from Aboriginal and migrant backgrounds to become contributing and valued members of their teams.

So how can we move from ‘cultural blindness’ towards ‘cultural competence’?

The starting point is self-reflection and awareness.

You may want to explore how comfortable and open you are to: • trying out new and different things such as sending an SMS from your friends phone that does not have a keyboard like your own but a touch screen; • driving a manual car instead of the automatic;

instead of a hug, sleeping on the other side of the bed, changing the way you file documents; • changing your opinion on something after hearing another side, seeing something that contradicts your beliefs; • experiencing the effects on you if you were unable to arrange being with people from your own ethnic background most of the time; • having to speak in a language that you only learned as an adult for most of the time; and • being asked to make overarching statements about your race for all people of your race.

Other steps include paying ongoing attention to the dynamics of difference by individuals and organisations and continuous expansion of knowledge and the adaptation of practices to better meet the needs of our diverse community.

BISS offers a variety of strategies to children services and educators to take just these steps. Some of these are reflected in the professional development opportunities advertised via the PSC PD calendar as well as our free consultancy visits and the development, sourcing and provision of information materials to the sector.

Contact the PSC for professional development opportunities, engage your Inclusion Support Facilitator and make the development of organisational and individual cultural competence part of your service support plan. And, please, access our team to help you along the way! You can approach us directly via our 1800 826 413 toll free phone line!

• working in another room with a different age group of children; • exploring new ways of doing something that is familiar like greeting your friends with a kiss

Child Australia Locations Head Office 5 Carson Road, Malaga WA 6090 PO Box 2562, Malaga WA 6944 Phone: (08) 9249 4333 Fax: (08) 9249 4366 Email: admin@childaustralia.org.au Website: www.childaustralia.org.au PSCWA 5 Carson Road, Malaga WA 6944 Helpline: 1800 783 768 Fax: (08) 9249 4366 Email: pscwa@childaustralia.org.au Website: www.pscwa.org.au Northern Territory Office/PSCNT Unit 1, 13 Bishop Street, Woolner NT 0820 PO Box 37645 Winnellie NT 0821 Email: nt@childaustralia.org.au Email: pscnt@childaustralia.org.au Website: www.childaustralia.org.au Website: www.pscnt.org.au Support Line: 1800 138 662 North Metro Inclusion Support Agency 5 Carson Road, Malaga WA 6090 PO Box 2562, Malaga WA 6944 Phone: (08) 9270 6607 Fax: (08) 9249 4366 Central Inclusion Support Agency Lotteries House, Cnr Wilson & McDonald Sts, Kalgoorlie WA 6433 PO Box 10381, Kalgoorlie WA 6433 Phone: (08) 9021 3679 Fax: (08) 9091 6211 75 Mitchell St, Geraldton WA 6530 PO Box 2713, Geraldton WA 6530 Phone: (08) 9923 2840 Fax: (08) 9923 0277 Great Southern Inclusion Support Agency The Link, Shop 10, 5 St Emilie Way, Albany WA 6332 PO Box 517, Albany WA 6331 Phone: (08) 9842 3163 Kimberely Inclusion Support Agency 5 Carson Road, Malaga WA 6090 PO Box 2562, Malaga WA 6944 Phone: (08) 9249 4333 Fax: (08) 9249 4366 Pilbara Inclusion Support Agency Karratha Office The Welcome Lotteries House, Morse Court, Karratha WA 6714 PO Box 1504, Karratha WA 6714 Phone: (08) 9143 1551 Fax: (08) 9185 4448 South Hedland Office Lotteries House, Unit 5/1 Leake Street, South Hedland WA 6722 PO Box 2591, South Hedland WA 6722 Phone: (08) 9172 1722 Fax: (08) 9172 3908 South West Inclusion Support Agency Mandurah Office 63 Ormsby Terrace, Mandurah WA 6210 Phone: (08) 9535 1936 Fax: (08) 9535 1936 Dunsborough Office Naturalist Community Centre, Lakes Drive, Dunsborough WA 6281 PO Box 1164, Dunsborough WA 6281 Phone: (08) 9755 3711 Fax: (08) 9755 3833

Child Australia is funded by the Australian Government’s Department of Employment, Education and Workplace Relations (Inclusion and Professional Support Program) to manage the Professional Support Coordinator (PSC) programs in Western Australia and the Northern Territory. enriching children’s lives