ChildTimes July 2012

Child times Volume 1 Issue 14 July 2012

Holy Spirit Community of Learners in Darwin

July-December PD Workshops July - De

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We are pleased to announce that the July–December Professional Development Calendar is now available.

Printed versions will be posted to all services by mid-July or you can download a copy from our website.

New Website We are very excited to introduce our new look website! It is sleek, stylish, streamlined and full of great new features, including an online registration section for PD Calendar Workshops.

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School Holidays It Begins with Attachment

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School Holidays and Food Safety Menu Planning

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Early Childhood Australia Intervention Conference

Myths and Realities and of Documenting the Planning Under NQS

Training Leadership Package: Theories for the of Leadership NQF (Part 1)

Venue: Challenge Stadium Time: 6.30pm-8.30pm

Venue: Challenge Stadium Time: 9.30am-4.00pm

Early Childhood Australia Intervention Conference

Venue: Burswood Complex Entertainment For further information please visit www.ecia.org.au/

Venue: Burswood Complex Entertainment

Early Childhood Intervention Australia Conference

13 Risk Management

Venue: Joondalup Reception Centre Time: 6.30pm-8.30pm

14 Key Word Signing

Australia Venue: Child Time: 6.30pm-8.30pm

Venue: Burswood Entertainment Complex

for Framework Care School Age Programming Learning Circles (Part 1)

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15 Risk Management

Sports Venue: Midland Complex Time: 6.30pm-8.30pm

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20 Leading in an Uncertain World & Dare to Be

My Time Our Place for Framework School Age Care

Venue: Challenge Stadium Time: 9.30am-3.00pm

Venue: Challenge Stadium – Time: 9.30pm

In-Service Available

Venue: Perth Services Time: 6.30pm-8.30pm

NQS QA 5 – and Connections They Relationships: All Matter

Venue: Challenge Stadium Time: 6.30pm-9.00pm

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3 Training Leadership Package: Theories for the of Leadership NQF (Part 2)

Venue: Services in Participating Theories of Leadership Time: 9.30am-4.00pm

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Services Venue: Perth Time: 6.30pm-8.30pm

ER SEPTEMEB

2 School Holidays

3 School Holidays Early Childhood Australia National Conference

OCTOBER

Venue: Perth Convention and Exhibition Centre visit For further details . www.ecaconference com.au/

4 School Holidays Early Childhood Australia National Conference

Venue: Perth Convention and Exhibition Centre

5 School Holidays Early Childhood Australia National Conference

Perth Convention Exhibition Centre

and

6/7 School Holidays Early Childhood Australia National Conference

Venue: Perth Convention and Exhibition Centre

8 School Holidays QIP Beyond the

9 School Holidays Creating Considerate

10 School Holidays Creating Considerate People - The

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School Holidays Care: Family Day Understanding Boys & Beyond the QIP

Venue: Technology Park Function Centre Bentley Time: 9.30am4.00pm

People - The Guidance Approach Golf Golf Guidance Approach Venue: Kwinana Venue: Kwinana Venue: Swanleigh Club Club Time: 9.30am-11.30am Conference Centre Time: 6.30am-8.30pm with Time: 6.30pm-8.30pm

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with People People Working Working with Consults Training Leadership Consults Venue: Services in Package: Working Venue: Services Participating for in People with People Participating Working with HR People the NQF and 1) Working with Time: 9.30am-4.00pm Practices (Part Park Time: 9.30am-4.00pm Let’s talk about...

Delay Venue: Technology Development Centre Bentley Park

NOVEMBER

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OSHC Understanding Boys and Building Relationships

Venue: Challenge Stadium Time: 9.30am4.00pm

Venue: Technology Bentley Function Centre Time: 6.30pm-8.30pm

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Venue: Gary Holland Community Centre Time: 6.30pm-8.30pm

Quality

Australia Venue: Child Time: 6.30pm-8.30pm

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Services Venue: Perth Time: 6.30pm-8.30pm

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Venue: Gary Holland Community Centre Time: 6.30pm-8.30pm

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for Framework Care School Age Programming Learning Circles (Part 3)

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Services Venue: Perth Time: 6.30pm-8.30pm

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EYLF

Venue: Joondalup Reception Centre Time: 9.30am-4.00pm

Venue: Wollaston Conference Centre Time: 9.30am-4.00pm

Services Venue: Perth Time: 9.00am-4.00pm

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Intentional Intentional the Teaching and

My Help Me with Quality Improvement Plan

Service Consults Available

Threading the Needle – OSHC

Development Delay

In-Service Available

Services Venue: Perth Time: 6.30pm-8.30pm

Services

Australia Venue: Child Time: 9.30am-11.30am

Park Venue: Technology Bentley Function Centre Time: 10.00am-2.00pm

NQS QA 3 – Environments for Children: and Function, Form Learning.

Australia Venue: Child Time: 6.30pm-8.30pm

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School Holidays Public Holiday Boxing Day

6– NQS QA 5 & and Connections Relationships: & They All Matter That Partnerships Thrive: Making Real Connections and with Families

Sat/Sun

Please feel free to browse through our new site and let us know what you think.

Visit us at www.childaustralia.org.au.

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It Begins with Attachment

Golf Venue: Kwinana Club Time: 10.00am12.00pm

Leadership Consults

Let’s talk about...

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Australia Venue: Child Time: 6.30pm-8.30pm

Helpline: Support Professional nator Coordi

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Communities

Venue: Technology Bentley Function Centre Time: 9.30am-4.00pm

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Consults

Venue: Services in Participating Theories of Leadership Time: 9.30am-4.00pm

Venue: Joondalup Reception Centre Time: 6.30pm-8.30pm

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In-Service Available

Services Venue: Perth Time: 6.30pm-8.30pm

Key Word Signing

Training Leadership Package: Working for with People HR the NQF and 2) Practices (Part Park

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Services Venue: Perth Park Time: 6.30pmVenue: Technology Bentley 8.30pm Function Centre Time: 6.30pm-8.30pm

Social Learning (Part 2)

Services Venue: Perth Time: 6.30pm-8.30pm

Venue: Challenge Stadium Time: 9.30am-4.00pm

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Venue: Challenge Stadium Time: 6.30pm-9.00pm

Australia Venue: Child Time: 6.30pm-8.30pm

Interacting Children and Guiding Their Behaviour

Function Time: 9.30am-4.00pm

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Communities

Service Consults Available

Venue: Perth Services Time: 9.00am-4.00pm

In-Service Available

Social Learning (Part 1)

Park Venue: Technology Bentley Function Centre Time: 9.30am-2.00pm

Venue: Joondalup Reception Centre Time: 6.30am8.30pm

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NQS QA 6 That Partnerships Thrive: Making Real Connections and with Families

Care

Venue: Gary Holland Community Centre Time: 10.00am-2.00pm

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Venue: Challenge Stadium Time: 9.30am-12.00pm

In-Service Available

and Food Safety Menu Planning

School Holidays Public Holiday Queen’s Birthday

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Time: 9.30am-4.00pm

Venue: Joondalup Reception Centre Time: 6.30pm-8.30pm

Let’s Talk About… Speech and Language Development

My Time Our Place - Framework for School Age

Venue: Club Time: 10.00am12.00pm

Venue: Services in Participating Theories of Leadership Time: 9.30am-4.00pm

17 Care: Family Day Risky Business Active Supporting

Australia Venue: Child Time: 6.30pm-8.30pm

Kwinana Golf

Being

Park Venue: Technology Bentley Function Centre Time: 9.30am-4.00pm

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for Framework Care School Age Programming Learning Circles (Part 2)

Leadership Consults

Leadership Consults

Venue: Challenge Stadium Time: 9.30am-4.00pm

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Australia Venue: Child Time: 6.30pm-8.30pm

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12.00pm

Venue: Challenge Stadium.

Time: 6.30pm-9.00pm

EYLF Especially Building TheBabies and New Ways of for and Maintaining Toddlers Golf Secure, Respectful Venue: Kwinana and Reciprocalwith Club Relationships

Leading in an Uncertain World

Venue: Technology Centre, Park Function Bentley Time: 6.30pm-8.30pm

Services Venue: Perth Time: 9.00am-4.00pm

NQS QA 3 – for Environments Children: Function, Form and Learning

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Venue: Joondalup Reception Centre Time: 2.00pm-6.00pm

Exceptional

Venue: Midland Sports Complex Time: 10.00am3.00pm

Care: The Family Day in Beauty of Nature Children the Lives of

Golf Venue: Kwinana Club Time: 10.00am12.00pm

Service Consults Available

Venue: Challenge Stadium Time: 9.30am-2.00pm

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NQS QA 1 Teaching Curriculum, and Learning: on Reflections Quality

Time: 6.30pm-8.30pm

Venue: Joondalup Reception Centre – Time: 6.30pm 8.30pm

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Conversations Conversations and Curriculum School Holidays and Curriculum – Respectful with – Respectful Conversations with Communications Communications Children and Curriculum Midland Sports Children – Respectful Park Venue: with Venue: Technology Communications Bentley Complex Function Centre Time: 6.30pm-8.30pm Children

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In-Service Available 7– Metro NQS QA 4 & Venue: Perth Key to Staffing: The Services Team – Success & A Time: 6.30pm That Plays Together 8.30pm Stays Together: That Leadership Makes A Difference.

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We have also combined the PSCWA & PSCNT websites into one comprehensive site where you will find all the information you need to support PSC initiatives.

mber 2012

July-Dece

nal Sup por Coordina t tor

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Venue: Joondalup Reception Centre – Time: 6.30pm

DECEMBER

We are now offering online registrations via our new website! For more information or to register for a workshop go to www.childaustralia.org.au and follow the links to the PD Calendar for your region and the online registration section.

r 2012

Proferns Territory sional Develo Calen pment dar

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oad the r, please downl Child To registe the Form from r on-line Registration e or registe Australia websit tralia.org.au at www.childaus

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sional ion and Profes The Inclus m (IPSP) in Support Progra lia: Who to Western Austra Support Contact for

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Unit (IPSU) ional Support us Profess Indigeno uwa.org.au Website: www.ips s (ISAs) Website: Support Agencie municare.org.au Inclusion a.gov.au www.com Communicare: g: www.mundaring.w ldaustralia.org.au Shire of Mundarin : www.chi Child Australia

Wed

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ator Support Coordin Professional ldaustralia.org.au Website: www.chi Eligible Child Care Services

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Support Subsidy Inclusion National (NISSP) Provider com.au Website: www.ku.

Australia

From the CEO’s Desk THE AUSTRALIAN NATIONAL QUALITY STANDARD CONFERENCE

In December 2009, all Australian Governments agreed to a new National Quality Framework for Early Childhood Education and Care. The Australian National Quality Standard Conference: Supporting Practice Through Innovation, Reflection and Quality Improvement provides educators from a range of children’s services with some wonderful challenges and opportunities to rethink their approaches to working with children, families and other educators.

Greetings WA and NT Colleagues

Welcome to the winter edition of the Child Times. Child Australia’s mission The Australian National Quality Standard Conference: is to build the Practice capacity the ECEC Supporting Throughof Innovation, Reflection and brings together Australia’s leading sector Quality with Improvement the aim of improving scholars, including practitioners, to share with you their developmental outcomes for children. thinking, reflections, practices and journeys relating to the National Quality Standard.

That mission has been top of mind in Further, the conference to bridge between all of our activities foraims 2012 sotheletgapme the standard and practices by providing opportunities for give you just a few of the highlights. debate and dialogue within the sector as we journey into new terrain.

I am sure that what is also top of WHO SHOULD ATTENDservice and mind for every children’s • Educators in long day programs, preschools, family educator is the implementation of day care, occasional care programs and playgroups the Commonwealth government’s • Educators in school aged care programs • Quality Program directors, co-ordinators and managers National Standards.

Child • was Policy makers and researchers Australia pleased to co-sponsor • Support staff the NT •National Quality Standards Professional development facilitators conference withSupport Semann and Slattery • Inclusion Facilitators and the NT Department of Education and Training. The conference Disclaimer included a separate day of master The conference organisers reserve the right to make changes to the conference without notice. Semann & Slattery are not liable for non-delivery of classesprogram bybeyond thetheirkey services control.note speakers Liability Disclaimer and theIn theresponse participants was the event of an industrialby disruption or other unforeseen circumstances, conference organisers accept no responsibility for loss of monies incurred by overwhelmingly positive.

There’s delegates. For Cancellation Policy please contact the Semannmore & Slattery office. detail on the conference on page 3.

Child Australia also co-sponsored the WA Commissioner for Children and Young People’s 2012 Thinker in Residence initiative. Professor Stuart Shanker is this year’s Thinker in Residence whom many of you would remember as the popular Canadian key note speaker from the WA Child Australia 2011 ECEC conference.

Professor Shanker was back in Perth for a two week residency where his focus was on self-regulation in children. Dr Shanker’s basic message was children who can regulate their moods, emotions and behaviours in early learning environments, will grow into more successful adults. See page 16 for more on the Thinker in Residence 2012.

Child Australia is committed to quality education and care and we have been busy putting that principle into practice at our two new early learning centres in Palmerston NT and Lockridge WA. And we are just as committed to early years integrated service delivery.

For example, our Lockridge Early Learning Centre is taking part in two important initiatives. One involves a pilot program which has incorporated 2

CONFERENCE LOCATIONS AND DATES MELBOURNE - Wednesday 21 March 2012 Bayview Eden Melbourne - 6 Queens Road Melbourne

a Child Health Nurse29 into ADELAIDE - Thursday Marchthe 2012centre Adelaide Convention Centre - North and the second is taking partTerrace, in anAdelaide early MELBOURNE years integrated service - Friday 30 March 2012 delivery Bayview - 6 Queens Road Melbourne initiative in Eden the Melbourne City of Swan’s Altone Ward.SYDNEY Evidence - Mondaysuggests 2 April 2012 that Novotel Olympic Park early years families willSydney benefit when Cnr Olympic Boulevard and Herb Elliott Ave, services are coordinated, and to this Sydney Olympic Park end, it has been our goal to facilitate SYDNEY - Monday 7 May 2012 an integrated and collaborative Novotel Sydney Olympic Park approach wherever operate Cnr Olympic Boulevard we and Herb Elliott Ave, Sydney Olympic Park This ‘no wrong children’s services. door’PERTH approach make - Thursdaywill 17 May 2012 it easier Novotel Perth Langley - 221 Adelaide Terrace, for families to access services for Perth their BRISBANE children- Monday and lead to2012 improved 21 May Hilton Hotel Elizabeth Street, Brisbane outcomes for- 190 children.

The conference runs from 9.00am - 4.45pm Staying in the integrated space, Registration desks at all events open from 8.00am Child Australia is working with the HOW TO REGISTER Department Northern Territory’s It’s simple. To register go to www.semannslattery.com for Education and Training onandthe Your registration includes morning tea lunch first phase of the development of REGISTRATION COST an integrated Child and Family $300.00 (GST Inclusive) Centre located in Palmerston. This GOT A QUESTION? innovative service-based model will Call us on 02 9557 1460 or email us at info@semannslattery.com be the vehicle for the integration of child and family services in this region and has as its principal aim to improve developmental outcomes for Aboriginal children. It will be a service delivery platform for a range of early year’s services (0-8 years of age) under local governance including services, and others such as early learning, child care, child and maternal health services, and parent and family support programs.

And lastly, I am pleased to announce that Child Australia was successful in its tender submission for the Professional Support Coordinator programs in the NT and WA as well as six Inclusion Support Agencies in Western Australia. This reflects the outstanding work of the CA staff and we look forward to working with the ECEC sectors in both WA and the NT.

SUPPORTING PRACTICE THROUGH INNOVATION, REFLECTION AND QUALITY IMPROVEMENT MELBOURNE / Wednesday 21 March 2012

ADELAIDEand / Thursday 29 March 2012 Semann Slattery MELBOURNE / Friday 30 March 2012 conference “The Australian SYDNEY / Monday 2 April 2012 National Standard SYDNEY /Quality Monday 7 May 2012 PERTH / Thursday 17 May 2012 Conference: Supporting BRISBANE / Monday 21 May 2012 Practice through Innovation, Reflection and Quality Improvement.

This event was held at the Novatel Hotel, Perth in May and included speakers from a number of different care and education environments. They shared examples of how individual services are implementing the Quality Standards in different areas of the curriculum.

Each presenter shared their perspectives on a different quality area, and encouraged us as educators to challenge our current pedagogical practice. They encouraged us to explore the use of environments as the third teacher, and invited us to embrace the supporting frameworks of the EYLF and FSAC in our work with children. We were stimulated by the content of the presentations as it validated our belief in high quality care and education for children.

It was an opportunity to meet with other educators from WA as we have both recently moved to Perth. We were inspired to have conversations with participants during breaks on how the NQS challenges us to strive for quality in education and care services.

This was an experience we both enjoyed and we look forward to the next Semann and Slattery workshops to provoke further professional conversation and knowledge.

Dawson Ruhl Chief Executive Officer

Margaret & Kath CATRI Team

Australian National Quality Standard Conference & Master Classes Provide Impetus to NT ECEC Sector Child Australia, in partnership with Semann and Slattery and the NT Department for Education and Training, co-sponsored the highly successful Australian National Quality Standard conference in Darwin. Early childhood educators from around the Territory attended the conference held at the NT Convention Centre.

The NQS conference featured some of Australia’s leading scholars and practitioners who informed, entertained and challenged delegates with their accumulated wisdom. A bonus for educators was a one day pre-conference master class that provided them valuable experience interacting with nationally recognised early childhood experts. The master classes had two streams: rethinking relationships in educational settings and reframing practice in early childhood education and care settings.

The master classes allowed educators the time to consider in depth solutions to some of the many pressing issues facing practitioners every day.

Welcome to the New Rural Inclusion Support Program (RISP) Child Australia is pleased to announce that we have been chosen to deliver the Rural Inclusion Support Program (RISP) in Western Australia.

The Rural Inclusion Support Program is supported by Royalties for Regions, Department of Regional Development and Lands and Department for Communities and is a free professional and flexible service designed to support education and care centres for young children in rural Western Australia. The aim of the program is to assist centres in providing welcoming, quality and inclusive environments for young children with additional needs.

Child Australia and the WA Department for Communities will be working collaboratively to identify the current and emerging needs of eligible services and respond to those needs within the RISP framework and guidelines.

AV NO AIL W AB LE

Rural Incl u Support Pro sion gram Supporting early to provide qua childhood centres lity inclusive in rural Weste practice rn Australia.

Who is eligible?

Delivered by Child Australia, Support Prog the Rural Inclu ram (RISP) sion is a free, profe assisting eligib ssion le childcare to provide welc al service quality inclu sive environm oming, ents for youn g children.

Is your cen

Early childhood centres in rural Western Australia that do not qualify for child care benefits or any other form of Commonwealth funding.

tre eligible

?

The Rural Inclu sion Support aimed at rural Program (RISP Western Aust ) is not qualify for ralian centres childcare bene that do Commonweal fit or any othe th funding. r form of If you are not your centre is eligible, pleas sure whether information. e contact us for further How can we

What can we provide?

• Personalised centre based inclusion support; • Free membership to Child Australia’s Resource Centre; • Financial assistance to increase staffing to support inclusion of children with additional needs; • Professional development opportunities; and • Links to information, resources, other professional services and local community groups that support inclusive practice.

support you

?

The focus of RISP is to build to provide inclu the capacity of educators sive environm providing: ents. We do this by ✓ personali sed inclusion support for ✓ free mem your centre; bership to Child Australia’s Reso Centre; urce ✓ financial assistance to increase inclusion of staffing to children with additional need support ✓ profession s; al developm ent opportuni ✓ links to infor ties; and mati services and on, resources, other profe local commun ssional inclusive prac ity groups that tice. support

Want to find

out more?

Email us at: risp@childaust ralia.org.au Call us on: (08) 9270 6607 or (08) 9249 Visit our web 4333 site: www.child australia.org.a u The Rural Inclu

sion Program

is supported

by

Australia

Want to find out more?

Guidelines, flyer and forms are available on our website at www.childaustralia. org.au Email us at: risp@childaustralia.org.au Call us on: (08) 9270 6607 or (08) 9249 4333

The Rural Inclusion Program is supported by 3

What ambience does your space exude?

Imagine if you will…

Scenario 1 Peak hour traffic A dark, damp tunnel Negotiating public transport in a foreign country The smell of burning rubber and brakes screeching

If you were to close your eyes and take yourself to either of these places in your mind, certain emotions and feelings could be evoked. In the case of the first scenario, these feelings could be of frustration, fear, or for some, excitement. The second scenario could possibly conjure feelings of serenity and peace.

Which of these emotions would you like the children and families who visit the environment you created to experience?

The environments that we create for children can have a large impact on the overall running of a program.

When thinking about environments, it is important to remember that our whole experience is made up of all of our senses. Too often when we think of environments, we only concentrate on what we see and forget that what we smell, hear, taste and feel are also important elements of the experience.

I recently heard Wendy Shepherd from Mia Mia make the following statement “Prisoners make prisons. Beautiful places make beautiful people.”

She compared the environment that we sometimes provide for many of our children in care to a prison.

She likened the ambiance as being more suited to an 4

Scenario 2 A quiet, tranquil beach A field of wildflowers A perfectly designed room with large windows looking out onto a beautiful garden and a comfortable chair The smell of a roast or a cake baking in the oven

institution or jail, rather than a place where children can learn, explore, articulate, and belong.

So how do we create a beautiful space for children that will create a sense of “belonging?”

Reggio Emilia1 talks about two different aspects of the environment and breaks it down into the “space” and the “ambient.” The “space” meaning the physical, unchanging features of a place. The “ambient” being the way in which this space is dressed up, lived in and defined over time. It is important to think of these two separate elements when we look at our environment. Many of us are unable to change the “space” we provide for children, but we can absolutely help define the “ambient.”

One trend we have seen in these environments that we have created for children, has been to stick up all sorts of notices, posters, artwork and promotions in nearly every available space but, does every piece of paper you have up on the walls have a valid reason for being there?

Is everything being read and adhered to, or even looked at, by the anticipated audience? Is this the most effective way of getting this information across? Are these environments that are meant to promote a sense of peace being cluttered?

I challenge you to start looking at your environments from a different perspective. Go outside your building and start there. Remembering the importance that both the entrance and the foyer have as well, walk through

each room and really think about how you feel, what senses are stimulated, as you enter each room. What do you see, what do you smell, what do you hear?

Do you feel happy and cheerful? Does your space promote a sense of peace?

Do you feel a sense of belonging?

If the answer is no to any of the above questions, then perhaps it’s time to step back and truly reflect on how you can begin to make positive changes to your environment and the space you have created. Expand your senses.

Think deeply about your own personal values and your services’ philosophy, the emotions that you want to induce and the learning that you want to occur. Enlighten yourself by looking at other environments that do evoke the “warm and fuzzies” in you, and then imagine what you might do to bring some of those positive, happy feelings into your own environment. Check out the internet, books or magazines or look at what other services are doing.

Get inspired and share this with the other educators with whom you share the space. But most importantly when considering the environments that we create for children, do not forget to involve the children and families.

Penny Major PSC WA Support Officer 1 The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi, who was a teacher himself, and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children form who they are as individuals. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

An Educator’s Reflection After attending Caroline Fewster workshop, From Practice to Paper: Documenting & Assessing Children’s Learning & Behaviour, I feel motivated to explore new approaches and seek ongoing professional development for a better understanding of the Early Years Learning Framework (EYLF).

I am going to encourage everyone at Murraya to work together and to openly discuss and plan ways to better educate children by ensuring there is respect, choice, exploration, reflection, positive relationships, follow ups, support and guidance, according to each individual child.

There were some great philosophies presented about us as educators; recognising our roles, as well as our achievements. We explored ways to reflect on our teaching practices and learning through a journal, as well as methods for using a “reflection book” to include the child’s view of the day.

I also learned how our assessments can also be based on our everyday routines and I believe this will be a great way to document children’s learning.

I feel this workshop has enabled me to look more closely at the ways that we teach and learn. I will encourage our educators to reflect on how we

(by Samara – Murraya Children’s Centre) communicate teaching and learning practices to children and families, and how we can inspire self-help skills and responsibility.

Related Workshops by Caroline Fewster - see our Professional Development Calendar July-December 2012 for times and locations In the NT: • Thinking Differently About Spaces & Places for Play & Learning; for LDC’s; 15 August, for OSHC; 16 August • From Practice to Paper: Documenting & Assessing Children’s Learning & Behaviour; 13 August • New Ways of Building & Maintaining Secure, Respectful & Reciprocal Relationships with Children & Their Families; 14 August In WA: • Children’s Social Learning - Part 1; 27 August, Part 2; 29 August • New Ways of Building & Maintaining Secure, Respectful & Reciprocal Relationships with Children & Their Families; 27 August • The EYLF Especially for Babies and Toddlers; 28 August

Farrar Early Learning Centre Family Fun Day – Build a Garden On Sunday 20th May, Farrar Early Learning Centre held a children and families open day to celebrate and to enjoy a wonderful start to the building of the centre’s gardens. How exciting it was to realise that what we as a group could only imagine, was now a reality!

The day helped further cement our relationships with the children and their families and helped build new friendships, and, by the end of the day, the gardens were an array of beautiful colours, textures and smells.

building of relationships on the day. As the festivities and the day came to a close, everyone started to head home, tired and dirty, but with tummies full of yummy food and a great sense of accomplishment. This was the first of many family fun days that the Farrar Early Learning Centre hopes to share with the community and the families of the centre to add to the friendships we already cherish. What a great day it was and we hope we’ll see you all again next time!

We had a wonderful day and the weather was beautiful, allowing us to plant over 50 plants! After a hard morning doing the gardening, everyone enjoyed a magnificent BBQ lunch. The children enjoyed the various activities and some were courageous enough to play with the snakes and rabbits.

The face painting was not only for the children as many adults had their faces painted too!

We searched for the five treasures so we could win a prize in the treasure hunt, bought some yummy cakes from the cake stall and left our hand prints on the canvas to remember the 5

Our Journey with the EYLF Since the Early Years Learning Framework (EYLF) was introduced to our Centre, we have been regularly reviewing and reflecting on our programming processes which has been enlightening, but has not been without its challenges either.

Our journey with the EYLF began in December 2009 when all of our educators were given a copy of ‘Belonging, Being and Becoming – The Early Years Learning Framework for Australia’ produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments and were asked to read and become familiar with its content.

Throughout 2010, our team leaders and educators attended workshops and seminars to further increase their knowledge and understanding of the EYLF but admittedly, in the beginning, it was difficult to know the direction we wanted to head with so many presenters offering so many different perspectives.

However, one of the outcomes from these workshops was that we felt it was very important to have all our educators involved and working toward the same goal and at our first staff meeting of 2011, we asked all staff to write down words that best described our centre and what we felt were our strengths.

This proved to be such an enlightening experience as we filled the white board with words such as empathy, respect, caring, safe, relationships, and many more delightful words that described our caring and dedicated

staff. From this exercise, we grouped these wonderful words together and considered our Philosophy. It was a very warm and encouraging team building exercise with all staff commenting on the positive affect it had on everyone.

At our monthly team leader meetings we discussed the importance of play and the role of educators in the children’s play. We felt the Framework was very strong in its belief in the educator’s role in play. At a subsequent staff meeting we discussed the purpose of children’s play and how the educator can have a positive influence through modelling, guiding and supporting. We felt this was an area we wanted everyone to review and it prompted discussion about our learning environments and the need to see them through the eyes of the children.

Our next point of reflection was in our documentation. This has taken many different forms over the past few years and we have now developed an Educator ‘pack’ with examples of the types of observations and how to write observations and what needed to be included. We also discussed the childrens’ dispositions, what they look like and how we, as educators, can strengthen these dispositions.

Earlier this year, we decided to participate in a Child Australia Service Consultancy and we were very fortunate to have Heather Barnes come to our Centre and meet with our team leaders. This was one of the most valuable workshops we have participated in. We were able to talk through our program processes and get some very knowledgeable feedback. One area that Heather

was able to assist us with was the reflections of our program. She suggested we consider using Daily Reflections Sheets which are designed to enable all educators to support the program by documenting important information for future planning.

We have since introduced these Reflections Sheets and although we have modified them several times to suit our centre, we are finding that this system is proving invaluable.

Now, we are using our staff meetings as working meetings to discuss the learning outcomes and what they mean for each room. We have found our educators are enjoying this opportunity and are making valuable contributions.

Our journey is far from complete and we are constantly reflecting on what and how we do things, but we are now making fewer changes as we are feeling more confident with the steps we have taken so far. Some of these changes have been huge for some educators, and we need to acknowledge this and offer as much support as we can to enhance their learning. We are very proud of our educators and of their commitment to the children, their families and to each other.

Susan Frusher Early Childhood Teacher Children’s Hospital Child Care Centre

Full Day Workshops to be presented by Anthony Semann Intentional What?? Intentional Teaching & the EYLF Intentional teaching is one of the 8 key pedagogical practices outlined in the Early Years Learning Framework (EYLF). The EYLF challenges educators to ensure intentional teaching occurs, but what does intentional teaching mean in practice?

This presentation will unpack the meaning and practices associated with intentional teaching and ways in which intentional teaching can be documented. Educators will learn how to ensure intentional teaching occurs, whilst making sure children’s interests are taken into account.

Date: Wed 15 Aug 2012 Time: 9.30am-3.30pm Venue: Child Australia, Darwin

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Assessment of Learning & the EYLF: What Is It & How Do We Do It? With the implementation of the EYLF, educators are required to plan, observe and provide formal assessments of children’s learning. The EYLF challenges educators to consider the processes required for planning and observing children’s learning.

This presentation will provide participants with an opportunity to consider their response to assessments of learning. Challenges faced when considering assessment of learning will be explored and the process of undertaking an assessment of learning will be demystified.

Date: Thu 1 Nov 2012 Time: 9.30pm-3.30pm Venue: Child Australia, Darwin

i m l y a F F u e n Day g d i r k c Lo Child Early Learning Centre Lockridge hosted our second Family Fun Day on Saturday 28 April.

The day was a free family event designed to welcome community involvement and to promote awareness of our early learning centre, our philosophy and values. Child Australia also invited Ngala and Merrilinga to participate to provide parenting information to support families.

The family fun day was set up in Woolgar Park, adjacent to our Early Learning Centre. The children were excited and happy to engage in the many play activities which included face painting, bouncy castle, balloon twisting and the swan valley cuddly animal farm animals and of course, an awesome sausage sizzle manned by our talented Child Australia staff.

Police officers from the local Kiara police station also joined in this community event, allowing children the opportunity to explore the inside of the police car and test out the lights and sirens.

It was fantastic to have staff from the Bassendean Fire Station and local police officers get involved and support this local community event.

The day was a huge success; from the moment the first child arrived you could feel the excitement and electricity in the air! We want to thank everyone who participated in the success of the day and we hope to share many more of these Family Fun Days with the local community in the future.

We also received a visit from the Bassendean fire brigade showcasing a fire truck as well as `Old Betty` - a fire truck from the 80s.The fire fighters interacted with the children and their families and offered the opportunity for children – big and small - to have a go using the fire hose! Some were courageous enough to sit on “Old Betty’ or go for a ride around the neighbourhood complete with sirens screeching. Oh what fun!

Leadership Professional Development Opportunity Do you want to be an inspirational, informed and dynamic leader? Then read on…

During the new PD Calendar period (July-Dec) Child Australia PSC WA, in collaboration with Gowrie SA, will be offering educators the opportunity to take part in an intensive 3 part Leadership Training Package designed specifically with the implementation of the National Quality Framework (NQF) in mind.

You’ll enjoy 3 full day workshops which will focus on key theories and

models of leadership to support implementation of the NQF. The following key concepts required under the National Quality Framework will be explored, including: • leadership in children’s services settings; • leadership styles; • organisational culture; • leadership capabilities; • managing change; • planning for the engagement and

participation of staff teams; • developing vision and service philosophy; • innovation and continuous improvement; and • engaging the community through shared ownership and understanding.

For further information about the training package and for registrations, visit our website or consult our Western Australia Professional Development Calendar July – December 2012.

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Parenting across cultures: Moving from the known to the unknown Starting a new life in another country is one of the biggest challenges that can take place in a person’s life. Global forces such as poverty, economic instability, political unrest, the effects of war, or other factors can all lead a family to relocate to another country.

Along with the richness we gain from living in a multicultural society, there are also inevitable challenges and complexities for families who are new arrivals to Australia, as well as for services trying to meet their needs.

As Educators, we are being encouraged to build collaborative partnerships with families from all different backgrounds and cultures, but how aware are we of the circumstances many of these families have come from?

Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families…

Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strength of each other’s knowledge (EYLF, FSAC pg. 12) 8

Parenting young children while migrating to another county can be difficult. Parents must deal with caring for children and the children’s experience of migration, as well as their own difficulties and experiences. These experiences may be both physical and emotional and may include: • dealing with language barriers and feeling isolated because of the difficulties in communicating outside of the home language • experiencing grief and a sense of loss from being separated from family, friends, culture and identity • feeling frustrated if efforts to find employment or secure a position that utilises previous qualifications or skills are unsuccessful • not knowing how to find assistance, support and services within the new community • struggling to cope financially • feeling lonely, hopeless or overwhelmed with such an enormous life change which may also lead to mental instability • feeling alone or a sense of not fitting in • struggling to concentrate, adapt or learn new things as a result of the effects of any trauma that may have occurred in the past

• having to deal with racism, judgements and stereotyping • stress caused from dramatically altered roles and responsibilities that can often take place when changing cultural contexts and intergenerational conflict We asked a number of women from refugee backgrounds what gave them a sense of belonging when they came to Australia, and what things helped them to feel settled and welcomed.

These were some of the response ….

“When you acknowledge my presence” “When you try to make me feel comfortable” “When I know you are there for me” “Being treated like an equal” “Respect other cultures and diversity” “Not being judged/judgemental” “Not making fun of people” So what can we do as educators to help these families feel more settled, welcomed and secure?

4 Stay informed & self-educate: Keep up to date with issues relating to migration and refugees yet be aware that sometimes images that are presented in the media may not be representing the whole truth.

4 Advocate: If you find that someone has shared with you an instance or scenario which indicate they may have been treated in a discriminatory way by other service providers, advocate on their behalf.

4 Use Interpreters: Information is power and language is the medium with which to express this. Offer families the opportunity to access an interpreter.

4 Create welcoming, safe environments: Support children to maintain their home language and share with parents the value of this in terms of the child building a strong sense of identity. Get key words in the child’s home language from the parents.

4 Showcase positive stories: Share with all the children in your service the contributions migrant communities have made to Australian society.

4 Avoid making judgements and generalisations about any cultural groups, but rather see them as individuals, each with their own qualities and strengths.

4 Professional development: What opportunities are there to attend training relating to cultural inclusion, respect for diversity and ‘cultural competency?’ (contact PSC to enquire about Bicultural Support)

4 Plant seeds of pride: Support children to stay connected to their cultural identities and instil within them a sense of pride for who they are and where they’ve come from.

4 Find out what traditions and values the parents want to stay connected to and pass on to their children and assist them to achieve this wherever possible.

4 Critically reflect: If you encounter different cultural or child rearing practices you may feel unfamiliar with, discuss them with the family, your colleagues or contact migrant agencies who can provide you with additional information.

If you would like more information regarding refugee and migrant issues in your local area or nationally contact the following: • Translation & Interpreting Services (TIS) 131 450 • Migrant Resources Centers • Humanitarian Settlement Services • Cross cultural communication tips: www.melaleuca.org.au (cultural do’s and don’ts under info links) • Torture and Trauma Services: • ASeTTS (Perth based) www.asetts.org.au or

At Padbury Education & Child Care Centre we love to celebrate! This year we were very excited about Harmony Week and planned many opportunities for children and staff to celebrate the social, cultural and economic benefits that cultural diversity brings to Western Australia.

We organised for the ladies from Multicultural Awareness Services to visit us and explore Middle Eastern cultures with the children. Children aged 2 to 5 enjoyed locating the Middle

Migrant: Leaves their country of origin to reside in another country by choice. Has access to appropriate means of settling in a country and is under no threat when leaving their country of origin.

Refugee: A refugee is a person who has left their country of origin for fear of persecution and has received recognition of their refugee status as defined by Article 1 of the 1951 Convention Relating to the Status of Refugees.

Asylum Seeker: An asylum seeker is a person who has left their country of origin, and applied for recognition as a refugee and is awaiting a decision on their application.

(CaLD) families: Culturally and Linguistically Diverse families.

• Melaleuca (Darwin based) www.melaleuca.org.au

Harmony Week 2012 This year, to celebrate Harmony Week (15th-21st March), the Bicultural and Inclusion Support (BISS) Program held a Harmony Week Competition! Padbury Child Care Centre in Perth were the lucky winners and won a 3 hour workshop with the Ecofairies! Read on to find out how Padbury CCC celebrated Harmony Week and what they got up to on their visit from the ECOFAIRIES!.......

Other useful information can be found on the following websites: www.immi.gov.au www.redcross.org.au www.refugeecouncil.org.au www.communities.wa.gov.au www.racismnoway.com.au

East on a map, cooking (tasting) and dancing.

What a wonderful way for children to be immersed in another culture, hearing a unique accent, trying new foods, seeing and feeling traditional dresses and listening to unfamiliar music and moving their bodies in new ways.

Educators in each room took advantage of Harmony Week to further their relationships with children and families by inviting them to share cultures and traditions within the curriculum. Many families participated, some of the favourites included poi action, cooking German rye bread and exploring a traditional Indonesian instrument (angklung).

Staff celebrated Harmony Week as a team by sharing morning tea. Each staff member provided a dish which reflected their family traditions and / or culture to be shared throughout the week. Some of our wonderful

staff even dressed in traditional garb and dressed the table with traditional artefacts and table cloths each morning. Others chose to leave a little note explaining the importance of their dish, and why it is special to their family. This exercise facilitated interesting discussions amongst staff, and allowed us to understand each other a little more.

‘The incursion with the Ecofairies was wonderful. We broke into two sessions.

The children engaged in dancing, made flower pots and planted seeds, did yoga, made puppets and even engaged in some meditation. All of the children (and staff) thoroughly enjoyed the event, and we would like to take the opportunity to thank you again for the opportunity.’

If you are interested in having the Ecofairies visit your service please contact Kate Lee on 0401 219 321 or by email at kate_lee@y7mail.com.

If you would like make a booking with the Multicultural Awareness Services contact Arwa Hanbali Arwa on 0434 279 451 or via email at hanbali2@ optusnet.com.au 9

Places, Faces and Things!

An Update on the Joining Hands Workshops Over the past three months, through the delivery and facilitation of the Joining Hands workshops, we have embarked on an exciting journey of sharing stories, skills and knowledge relating to culture and diversity in the early child care sector.

These Joining Hands workshops were first created to provide services with an opportunity to engage and reflect on issues relating to cultural inclusion, cultural competency and respect for diversity. Those who attended have also been lucky enough to receive a Cultural Connections Kit - a bag of quality resources to help services embed culture into their day to day programming and service delivery.

when working with cultural diversity.

This is what some of the participants had to say about their experience at the workshops: “Inspirational” “This workshop was so interesting and brought up lots of conversations.

I really enjoyed this session.’’

“Exceeding knowledge and understanding of cultural diversity.”

“Now on board, ready to go!”

“Looking at implementing activities with new fresh eyes.”

“Culture has many branches on the tree.”

“Very informative and thought provoking.”

So far, we have conducted approximately 40 Joining Hands workshops all over WA and NT. We have delivered the sessions in outback, bush and desert terrains like Alice Springs, Jabiru and Yulara, to coastal and forest landscapes like Pemberton and Albany, to farming country like Moora and in the bigger cities of Perth and Darwin!

Participants have felt the workshops have given them a deeper understanding of culture and why it’s important in relation to our own sense of belonging and being and also that of the families and children we work with. They have developed an appreciation of what cultural competency is and have come away with new programming ideas and ways of building more meaningful relationships with the families and children who access their services.

Furthermore, they have a clearer idea on what ‘tokenism’ is, as well as other issues they need to be sensitive to

“Thank you, it helped me see how I can incorporate cultural learning into everyday experience and not just for the sake of teaching it because we have to.”

Kununurra JH workshop

Darwin JH workshop

HOW TO

SERIES

PSC has created the “How To Series” to offer early childhood services practical support and ideas for the implementation of the National Quality Framework (NQF) in a user-friendly and easy to read format. The Series consists of 7 booklets all aimed at promoting key areas of quality practices.

HOW TO SERIES 10

pdate elop and U How To Devccessfully Policies Su stress) (without the

Each booklet contains ideas for practice, key points for consideration and improvement, as well as links to the Early Years Learning Framework (EYLF), the Framework for School Age Care (FSAC), and National Quality Standard (NQS).

The first booklet – How to Develop and Update Policies Successfully (without the stress), will be available for download from the PSCA website in early August 2012. Visit www.pscalliance.org.au

Reconciliation Week

Opening of the Ilangkua-wa Garden For Reconciliation Week (27 May - 3 June) Bicultural and Inclusion Support Services (BISS) ran a competition inviting services to share how they were acknowledging Reconciliation Week with the children and families in their service, and how they were encouraging staff to learn about and support this important event.

Holy Spirit Community of Learners in Darwin were the lucky winners. For their entry they will receive $150 worth of resources from SNAICC to help embed Aboriginal and Torres Strait Islander perspectives into their program and service. Read below to find out how Holy Spirit celebrated Reconciliation Week…

The Liturgical dance group performed, as well as the senior and junior choirs.

Lucy and Robert helped their Grandmother Bilawarra Lee with the welcome to country.

We joined hands and prayed the Lord’s Prayer.

The opening of the Ilangkua-wa Garden.

Ilangkua-wa means ‘still waters’ in Larrakia.

We waited patiently for the celebration to start.

Mrs Morriss (our Director) welcomed everyone.

Father Jack said some prayers and blessed the pathway and our new crosses.

Then we acknowledged the traditional owners of the land and held a Reconciliation Ceremony.

We danced to the songs.

We were the first class to walk through the newly blessed garden.

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Success Through Partnership

Early Years Learning Framework Workshop – Kalgoorlie-Boulder The motivated network of education and care professionals in the GoldfieldsEsperance region of Western Australia were key drivers in the organisation of training for all educators in the region.

The region recognised that they required additional training on the Early Years Learning Framework and sought out Dr Lennie Barblett from Edith Cowan University and Dr Anne Kennedy to deliver a workshop in Kalgoorlie-Boulder on the 11th February 2012. They sourced funding and support from Department for Communities, Child Australia, WaterCorp and Curtin VTEC. The workshop was an excellent success providing educators and professionals with information to link the Early Years Learning Framework into the National Quality Standard.

Some quotes from attendees: Maureen qualified educator – Goldfields Childcare Centre “I have gained a better understanding of the curriculum as a whole. I have found the workshop inspiring, informative and encouraging. It has been wonderful to know we are on the right track and embracing the EYLF fully.”

“I’ll take back more knowledge to share with others and implement the knowledge I have gained from the workshop.”

Upcoming Events

“The workshop has also answered a lot of questions I had and put things in a better perspective.”

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Leah Cook - VTEC “The motivation and enthusiasm of the presenters was just amazing!

Their “unpacking” of the EYLF was exceptional, their practical experience, engagement with the audience meant that I have gained more confidence and understanding of EYLF implementation.”

Anne McAleese - Director Lingalonga “We will take away that our service is unique and that it is going to be different from other services and now we need to incorporate this into the curriculum, so it reflects our community and what our service is about.”

“I found that it emphasised team effort, which we will now work on.”

Ana King - Bega Garnbirringu “For us we will take back how to better plan for the children’s learning and how to build a catchy vision statement.”

Lisa Harvey qualified educator Goodstart “Better understanding of the EYLF and how to implement into the centre.”

Special acknowledgement and thanks to the tireless work of the Children’s Services Officer, Leanne Fitzpatrick, who was the glue that linked everybody together and ensured the success of this opportunity. This was an excellent example of how a region was able to work together to provide an otherwise unlikely opportunity.

Recognition of Prior Learning – Funding Available!

In the 2011-12 Budget, the Australian Government announced $9.2 million for a Recognition of Prior Learning (RPL) initiative to improve the quality and uptake of RPL assessments for early childhood professionals.

The RPL initiative will support the implementation of the National Quality Framework by ensuring that current early childhood educators who have extensive experience in the industry, but lack formal qualifications, are able to have their skills recognised.

The RPL initiative will make it easier for experienced early childhood educators to obtain or upgrade their qualifications using national assessment tools that will make the RPL process clearer and more user friendly for educators undertaking an assessment.

Applications for RPL assessment grants are now open. The grants provide up to $1,125 per eligible educator in rural and remote locations to assist with the out of pocket expenses incurred when attending an RPL assessment for Certificate III, Diploma or Advanced Diploma in Children’s Services.

Early childhood educators working in Long Day Care, Family Day Care, Outside School Hours Care, Preschools or Centre Based Budget Funded Services located in rural and remote areas will be eligible to apply.

Rural and remote areas include inner and outer regional, remote and very remote areas of Australia.

Further information on the RPL initiative and other workforce initiatives is also available from the RPL pages on the DEEWR website, visit http://www.deewr. gov.au/EarlyChildhood/Policy_Agenda/ EarlyChildhoodWorkforce/Pages/ RecognitionofPriorLearning.aspx

Early Childhood Intervention Australia – 10th Biennial National Conference.

Early Childhood Australia National Conference.

‘Pathways to Participation: Engagement and Choice for Children and Families’

‘Consulting the Compass-Defining Directions’

9th-11th August 2012 Burswood Entertainment Complex, Perth, Western Australia.

The conference will provide practitioners and families with a forum to gain current knowledge and information on both research and practice to facilitate and support the participation and engagement of children with disabilities and their families in activities and contexts of their choice whether at home, in Early Childhood settings or in their communities.

For more information about the conference and to register visit www.eciaconference2012.com.au

3rd-6th October 2012 Perth Convention and Exhibition Centre, Western Australia.

The conference welcomes participants from all around Australia and from overseas, as they come together and take time to share ideas and experiences, to challenge and be challenged, to affirm and be affirmed, to reflect, network, celebrate and enjoy – and return home at the end with renewed energy and inspiration.

For more information about the conference and to register visit www.ecaconference.com.au

Food Coordinator Forums & Competition Winners

Nutrition Australia WA Division, in partnership with Child Australia PSC, are working collaboratively on a cookbook project that will support the Commonwealth Government’s “Get up and Grow” initiative which aims to provide child care centres with guidelines and strategies to encourage healthy eating in young children.

Earlier this year, we held two educational food forums which enabled food coordinators to discuss their successes and the challenges in meal preparation for children. These forums allowed for supportive discussions between the participants and the facilitators and covered topics such as budgeting, culturally diverse meals, menu planning, and nutrition.

As a lead up to the forum, food coordinators from local, rural and remote services were asked to submit their tried and tasted recipes for a chance to win one of two Anolon 8-piece cookware sets.

From L – R Catherine Jones (Director), Francesca Newcombe (Assistant Cook), Elizabeth Du Plessis (Cook), Jodie Newton (PSC Project Officer).

The criterion for submitting recipes was based on nutrient density, taste and convenience reproducing the recipes in terms of time, budget and flexibility. Recipes were trial tested and then tasted by a number of children and when you can get the kids to eat and enjoy something healthy, you know you’ve got a winner!

So our congratulations go to the winning entries sent in by Maranatha School of Early Learning Childcare for their Vegetarian Quiche recipe, and to Warooga Childcare Centre – Riverton for their Tomato Lentil Soup recipe.

The texture of their dishes was highly palatable, the flavours were good, they were appealing in appearance and they needed little modification to bring them into line with the recommended guidelines for healthy eating for children.

These two winning recipes, along with a selection of other delicious recipes we received, have been used as a starting point for our cookbook. Special thanks to everyone who supplied their child-friendly recipes for the competition and cookbook and to everyone who took part in the forums and for their valuable contribution.

From L-R Jenny Seow (Centre Manager), Philippa Everett (Director), Linda Nolan (Food Coordinator).

‘Coming together – to Nurture, Create and Inspire’ 20-21st October 2012 • Kimberley Training Institute The conference will be held in Broome over the weekend to enable the attendance of educators from a diverse range of Kimberley education and care services including; playgroups, rural child care, family day care, long day care, outside school hours care, kindergartens and in home care.

The conference aims to provide educators with professional learning based on their unique needs in providing quality early childhood education and care to the children and families in the Kimberley.

BUILDING STRONG, VIBRANT COMMUNITIES

Australia

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Child Australia West Pilbara Mobile Children Service Child Australia’s West Pilbara Mobile Children Service travels to the Yandeyarra Community, 160km south of Hedland, and to the Warralong Community, which is 180km North of Hedland. The Butterfly van travels to these remote communities three days a week providing learning opportunities for children aged 0 to 5 years.

It is wonderful to see how excited the children become when they see the Butterfly van pulling into the community.

Yandeyarra Play Group

The environments that the play group educators operate in would have to be some of the most unique in the world; they can often be beside the local waterhole or under a tree.

Parents are encouraged to become involved in the play and learning activities for the purpose of fostering their children’s language and literacy development. Many of the children from the Yandeyarra and Warralong communities speak their home language which the educators actively support.

Attendance numbers of parents and children continues to grow as families feel increasingly at ease with Child Australia’s educators and the regular visits of the Butterfly van. Fifteen children and eight mothers recently attended from Warralong and another ten children and five mothers attended the Yandeyarra play group. It is a group effort with everyone pitching in to help with daily activities such as preparing morning tea.

Some of the topics in our programming include health & hygiene, sensory development, early brain development and safe outdoor play activities.

The positive feedback that we have received from parents, teachers and extended family members has been encouraging. As the children become more settled they are keen to learn and look forward to play sessions.

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Warralong Play Group

Yandeyarra Play Group

Warralong Play Group

Yandeyarra Play Group

Warralong Play Group

What to do with tree cookies At Bagot OSHC, we are always looking for ideas to incorporate our natural world indoors. So when a tree fell down in my yard, I seized the opportunity to play around with the “tree cookies.”

We set a large bucket of tree cookies onto a mat and supplied some greenery along with some empty trays and some dinosaurs. The first things we heard the children say where things like “oh wow!’ and, “what are these, Miss?” “Well,” I told them, “they’re tree cookies, and with a little imagination, they’re all we need for a whole lot of fun!”

They were off, filling containers with water, sand and leaves. It was a flurry of ideas and organised chaos for the first 10 minutes, but once the children

had fetched everything they needed they spent the next three days milling around their work in progress and had a dino village/jungle that had at one time or another incorporated every child at the OSHC. This activity has continued as a work in progress for a month now and has expanded and now includes the children designing their own buildings, the addition of rocks, shells and coral, and a whole host of animals being added to the “dinoland.” To our surprise and delight, the children are beginning to develop an eye for interestingly shaped rocks and sticks things that we can use to enhance our play space.

that evolved from a tub of tree cookies and their desire to learn, be creative and discover new opportunities to have fun outdoors.

One tub of tree cookies = endless play opportunities!

It is now a completely child-led activity

Planning and Documentation for FDC NQF - Quality Over Quantity

This documentation ‘road show’ included educators in Bunbury, Joondalup, Calista, Bentley and Geraldton and, overwhelmingly, the energy and passion out there in FDC WA was fabulous.

It did however, seem to me that there were many educators working well into the night on individual children’s portfolios, bulging their scrapbooks with stars and stickers, downloading 4,000 photos from their camera, including complicated templates with symbols and heaps of long learning stories that they would ultimately present to the families at the end of the year. There was a lot of gathering and collecting of information, but not a lot of analysing of the information to determine what learning had taken place. Not surprisingly, all of these educators were quite relieved when we went through what is actually required under the National Quality Framework.

In a nutshell, the Framework concludes that: 4 Documentation is about quality not quantity. It is about making learning visible and not just about displaying happy snaps. Due to the fact that time is limited, try to do most of the documentation during your hours of work and make sure you include planning time outside your work hours in your fee.

4 Remember to not just focus on the activities; it is the curriculum that is important. Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development. (EYLF p.9, FSAC p6, NQS 1.1).

4 Documentation can include observations, the enrolment form, photos and conversations with children, families and other professionals.

4 Make meaning of, and interpret the information that is collected. Ask yourself; “What learning is taking place?”

4 Evaluate and assess each child’s learning, development and wellbeing using the Learning and Development Outcomes.

4 Plan in advance for experiences, interactions and environments to support children’s learning to ensure children get the most out of the play based experiences you provide.

4 Balance adult-led and child-led learning experiences.

4 Critically reflect all areas of practice; the routines, interactions, the environment, partnerships with families and the way you assess children’s learning.

Louise Dorrat Early childhood consultant, trainer, educator

“

I just attended your workshop on Planning and Documentation for FDC NQF, it was amazing. Your complete understanding of FDC provided me with the confidence that when I walked away I understood at least where to start and what I was doing right. I have been talking to everyone who will listen about you and posted a link on my Facebook page for others to check you out!

“

I was lucky enough to facilitate workshops on planning and documentation to almost 300 Family Day Care (FDC) educators.

Nicole Dreja, Ellenbrook FDC educator

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Child Australia Co-Sponsors 2012 Thinker in Residence Program Child Australia was pleased to be a sponsor of the WA Commissioner for Children and Young People 2012 Thinker in Residence (TiR).

The Commissioner for Children and Young People, Michelle Scott established the Thinker in Residence initiative in 2011 with the intention to invite an internationally renowned expert to Western Australia each year for a short residency to focus on an important public policy issue that affects the wellbeing of children and young people. Professor Stuart Shanker was this year’s TiR and many of you would remember seeing Professor Shanker at Child Australia’s 2011 ECEC conference in Perth.

Dr Stuart Shanker is Distinguished Research Professor of Philosophy and Psychology at York University and Director of the Milton and Ethel Harris Research Initiative (MEHRI) a state-of-the-art cognitive and social

neuroscience centre at York University, Toronto, Canada. He is also one of Canada’s leading experts in child development, specialising in selfregulation.

Over the past decade, there has been an increased interest in self-regulation arising from concern about a broad range of mental and physical problems.

Self-regulation is about the ability to monitor and modify emotions, to focus or shift attention, to control impulses and to tolerate frustration or delay gratification.

During his residency, Dr Shanker examined the importance of selfregulation in children, with a particular focus on strategies that can be used to develop and enhance selfregulation. He discussed learnings from a number of successful, evidencebased programs that strengthen self-regulation in children and young people. Over 2,000 people attended the 35 events and meetings during the residency.

Dawson Ruhl and Dr. Shanker For more information about Dr. Shanker, the residency and selfregulation, see the link on our website or visit the Commissioner for Children and Young People’s website at www.ccyp.wa.gov.au

A book review

by M. Beban, Early Education Trainer - CATRI In TA KITEA TE PAE – Scanning the Horizon, Perspectives on early childhood education, 2010, edited

by Beverly Clark and Anne Gray. The introduction is about the complexity of the early childhood teacher’s role and the diverse contexts in which teaching takes place. There is a very good description of who early childhood teachers/educators are; “teachers are members of a community of practice, philosophers and researchers in early childhood education.”

enhance their professional learning, and as someone who is constantly researching the child’s learning and their own teaching practice within the context of the teaching environment.

They also describe the term pedagogues from the New Penguin English Dictionary as the “science of, profession or theory of teaching” and they quote (Moss 2006) who clarifies a pedagogue as “one who works with people in a holistic and relational manner to combine education, care and upbringing.” What a great explanation.

The contributors illustrate many different perspectives in early childhood education, in Aotearoa New Zealand. It is interesting and informative of the ways teachers and services use documentation and reflective practice to support programing in their service, and highlights the importance of knowing developmental theories that underpin the teaching practice of early childhood teachers/educators in New Zealand.

Clark and Grey see the teacher as a researcher who reflects on their practice, and gathers evidence to 16

I thought the introductory pages were very insightful and gave a very good explanation of who early childhood teachers/educators are. How we define ourselves is only relevant in the context of the child’s learning and this is documented in the articles in this book.

There is an emphasis throughout the articles of cultural perspectives, individual beliefs, values and philosophies and how these influence who we are as educators.

I have enjoyed taking the time to read ta Kitea Te Pae – Scanning the Horizon and recommend it to those people who enjoy reading different perspectives regarding early childhood education.

Reducing the Risk - PSC WA Supports Family Day Care WA Inc to Begin Transitioning to the NQF With the transition of the child care industry to national law and regulations, Family Day Care WA Inc. (FDCWA) has continued to ensure its members are kept fully informed and we are currently working together with our members to develop the Policies and Procedures that will satisfy the new regulatory requirements.

One of the requirements of the National Quality Framework (NQF) is to implement Risk Management Plans for educators and approved providers.

Child Australia kindly provided some funding to FDCWA to provide Risk Assessment training sessions in WA for Family Day Care Services. These sessions were facilitated by Moreno Parrella, Senior Risk Consultant ANZIF, from Echelon Australia/Jardine Lloyd Thompson.

The first session was aimed at Coordination Unit staff who were provided with valuable information, a Risk Management Matrix and tools to assist with making informed decisions regarding risk management. Moreno

suggested a number of controls that can be put in place to help reduce the risk associated with specific activities such as taking children on excursions.

Fifty-five Coordination Unit staff attended this session which provided a great networking opportunity for the various staff to discuss the processes and how to implement them in their own work and that of their educators.

As a result of this session, it was agreed that all services would work together to compile a Risk and Controls Register Library for all services to reference and to build on over time.

The second session was provided to Senior Service Management and Operator representatives to consider risk management as it relates to the governance of the FDC Service. Moreno provided some useful tools for approved providers to use to analyse risk in areas such as breaches of Regulation, the loss of educators and the affect on the services viability, and potential fraud to name a few. Discussion was also held around the appropriate way to roll out

this process with the educators.

Most services around the state were represented over the two sessions, with services travelling from as far as Albany in the south and as far north as Geraldton to attend. It was a great opportunity for the newer services to be exposed to this informative training and to network with the other service representatives.

The feedback received from most participants was excellent, and although some felt a little overwhelmed with all the information, they were also excited and confident that with practice, FDCWA members will have a really robust background and sufficient processes to support our decisions in relation to risk management.

FDCWA executive should be commended for being so proactive in assisting all services in WA to transition to the NQF. Thanks again to the funding support provided by Child Australia as it was greatly appreciated

by FDCWA members and helped make these sessions possible.

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Professional Development Workshop Etiquette

The DOs and DON’Ts When Attending a PD Workshop DO be on time –

Taking time out of your busy schedule to attend professional development workshops aimed at enhancing your current knowledge and skills is commendable, and is a commitment that shows your eagerness and passion to learn, ultimately benefitting yourself, your fellow colleagues, the children in your care, and their families.

As well as investing your time to attend PD workshops, there is also a financial commitment involved. Overall no doubt you, as well as the other participants, wish to gain quality information while obtaining value for money when attending workshops.

Why not arrive a little early and help yourself to a coffee. Familiarise yourself with the venue and refreshments if available. Why not claim a good seat early – choose one that will allow you the best view of the presentation (think about sitting closer to the front if your eyesight is not what it used to be). Catch up with old acquaintances before the facilitator begins the presentation.

There are certain circumstances though that don’t allow for this to happen and in fact may hinder the opportunity to benefit from professional development workshops.

Here are some tips to make attending a Professional Development Workshop or Seminar, the best possible experience for everyone:

DO turn off your mobile phone if you absolutely must use your mobile phone, let the facilitator know at the beginning of the session and proceed to put your phone on silent so as not to distract other participants. When, and if necessary, leave the room to use your phone.

DO catch up with friends during breaks or after the lesson -

talking while the workshop is in progress is a distraction to everyone. If you are really not interested in the topic being presented and don’t want to attend the workshop, perhaps there are other ways in which you can obtain the information. You may have other colleagues from your workplace attending who will be able to share the information with you, or, you may know educators from other services in your area that are attending who could share the information with your service. You could explore the option of online training or borrowing resources on the topic. Speak with the PSC about other course delivery methods for your particular situation.

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DO come prepared -

in some cases stationary will be provided, but why not bring along your favourite pen or notebook so taking notes is more enjoyable. Be prepared mentally. Forget all other distractions and focus on the task at hand. Consider that everyone around you is also anxious to expand their knowledge in the topic of the day’s discussion, so listen intently and consider what the facilitator is trying to convey. Keep an open mind.

SunSmart App DO keep side conversations to a minimum -

• Multi-platform • Free

while sharing information in group conversations can be helpful, be respectful and considerate of other people during the session and try to look at things from other people’s perspective. If you don’t wish to expand your knowledge in the topic being discussed, or perhaps you have a passion for another topic, your service may benefit from sending different educators to different workshops who could then come back and share the information with the rest of the group.

Talk to your services manager about alternative learning mediums.

The SunSmart app is an initiative of SunSmart Victoria – a program of Cancer Council Victoria and VicHealth.

DO leave children at home -

many educators working in early childhood services are also parents themselves and one of the challenges of being a working parent is that sometimes the needs of families clash with work obligations. Please take the time to reflect on how bringing your child to any group session will impact not only on the other participants and the facilitator, but also on both you and the child. Is it fair to expect a child to remain quiet for t wo hours and will this upset his or her routine?

DON’T forget to have fun -

and be confident that what you learn today, is ultimately for the benefit of the children in your care, yourself and your service overall.

Over exposure to ultraviolet (UV) radiation causes wrinkles, skin and eye damage, ultimately leading to skin cancer.

Download the app now and with a few clicks, you can find a 7 day weather forecast, the UV level and sun protection times for your local area in Australia, making it easier than ever to be smart about your sun exposure all year.

Personalise the sun protection alert to remind you of the daily sun protection times, either at a time of your choice or when the UV reaches a level where sun protection is required.

Education and Care Services National Law passes in Western Australia The Education and Care Services National Law (WA) Bill 2011 has been passed in both houses of Parliament, meaning the legislation has now passed in all Australian states and territories. The WA legislation is expected to be implemented on 1 August 2012. Western Australia is the final state to introduce the National Law, with all other Australian states and territories introducing their legislation before 1 January 2012. The purpose of this Bill is for an Act to provide a nationally consistent, integrated approach to regulation and quality improvement for education and care services.

This new scheme will replace the existing separate licensing and quality assurance systems for centre based care, outside school hours care and family day care. The Bill will also make consequential and other amendments to various other Acts, and for related purposes.

The WA regulatory authority – the Education and Care Regulatory Unit - has been working closely with ACECQA and the state’s education and care services to prepare for the move to the NQF. The implementation of the NQF in Western Australia is an important step in the journey towards consistent, national reform to children’s education and care services.

The accompanying regulations are expected to follow soon.

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Coming and Goings Margaret Beban moved here from New Zealand 12 months ago and joined the team at CATRI Child Australia as early education trainer in April this year.

Margaret is passionate about quality experiences for children in education and care environments; she has experience as a teacher and manager of education services in NZ and WA. Kath Finney is a new Early Childhood Trainer with CATRI. She is an Early Childhood Teacher who has recently been training educators in the private sector and has years of industry experience in various types of early childhood services.

Head Office – WA

5 Carson Road Malaga WA 6090 PO Box 2562 Malaga WA 6944 Phone: (08) 9249 4333 Fax: (08) 9249 4366 CA Email: admin@childaustralia.org.au PSC Email: pscwa@childaustralia.org.au NMISA Email: nmisa@childaustralia.org.au KISA Email: kisa@childaustralia.org.au

Head Office – NT

13 Bishop Street Woolner NT 0820 PO Box: 37645 Winnellie NT 0821 Phone: (08) 8941 4966 Fax: (08) 8941 6433 Email: pscnt@childaustralia.org.au

Albany

The Link Centre Shop 10 5 St Emilie Way PO Box 517, AlbanyWA 6331 Tel: 08 9842 3163 Fax: 08 9841 8496 Email: gsisa@childaustralia.org.au

Dunsborough

Naturalist Community Centre Dunsborough Lakes Drive PO Box 1164, Dunsborough WA 6281 Tel: 08 9755 3711 Fax: 08 9755 3833 Email: swisa@childaustralia.org.au

Geraldton

75 Mitchell Street PO Box 2713, Geraldton WA 6530 Tel: 08 9923 2840 Fax: 08 9923 0277 Email CISA: cisa@childaustralia.org.au Email HIPPY: hippy@childaustralia.org.au

The new CATRI Team. Front row from left: Margaret Beban, Kath Finney. Back row from left: Ralph Southall, Kristie Arundel

Kristie Arundel recently joined the CATRI team as the team Administration Officer. Kristie has years of experience in Administration and is currently completing her Bachelor of Education Degree.

Ralph Southall has worked as an early childhood professional for the past 28 years and has been working as a trainer, consultant for over 15 years. An advocate for quality outcomes for children and families, Ralph rejoined the Child Australia team in 2010 as the inaugural Director of Child Early Learning Centre and is currently Employed in the role of Coordinator of Child Australia Training & Research Institute.

PSC would like to welcome our new project officer, Jodie Newton, who began with the PSC team in April. Jodie has been assisting our team with project development and co-ordination of our program.

Jodie recently arrived from the UK where she worked as a team leader within a school’s senior management team. Jodie’s strengths are in transitioning educators to a new quality reform system, using effective change management strategies and her leadership skills.

Jodie’s skills and experience gained in the UK will bring new learning to the team which will compliment the Australian quality system.

It was with great sadness that late in June, we bid farewell to Jenny Lynch, Inclusion Support Facilitator, North Metro Inclusion Support Agency (NMISA). Jenny had been an icon in Inclusion Support for more than 6 years, an outstanding member of the staff and a great ISF. We will greatly miss Jenny’s cheerful disposition and of course, her delicious cakes and other goodies.

Jenny leaves us to join MercyCare where we know she will be a valuable addition to the MercyCare team and we wish her all the very best for the future.

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Child Australia Locations

Kalgoorlie

Lotteries House Cnr Wilson & McDonald Street PO Box 10381, Kalgoorlie WA 6433 Tel: 08 9270 6620 Fax: 08 9091 6211 Email: cisa@childaustralia.org.au

Mandurah

63 Ormsby Terrace PO Box 3148, Mandurah WA 6210 Tel: 08 9535 1936 Fax: 08 9535 1936 Email: swisa@childaustralia.org.au

South Hedland

Lotteries House Unit 10/2 Leake Street PO Box 2491, South Hedland WA 6722 Tel: 08 9172 1722 Fax: 08 9172 3098 Email PISA: pisa@childaustralia.org.au Email WPMCS: wpmcs@childaustralia.org.au

Child Australia Training & Research Institute 5 Carson Road Malaga WA 6090 PO Box 2562 Malaga WA 6944 Phone: (08) 9249 4333 Fax: (08) 9249 4366 Email: catri@childaustralia.org.au

Bagot Community OSHC

Bagot Indigenous Community, Darwin PO Box: 37645 Winnellie NT 0821 Phone: 0450 460 423 Fax: (08) 8941 6433 Email: bagotoshc@childaustralia.org.au

Child Early Learning Centre Lockridge

36 Diana Crescent Lockridge WA 6054 Phone: (08) 9377 1676 Fax: (08) 9377 1676 Email: lockridgeelc@childaustralia.org.au

Child Lockridge OSHC

34 Diana Crescent Lockridge WA 6054 Phone: (08) 9377 1676 Fax: (08) 9377 1676 Email: lockridgeoshc@childaustralia.org.au

Farrar Early Learning Centre

3 Gurd St, Farrar NT 0830 Phone: (08) 8932 8472 Email: farrarelc@childaustralia.org.au

Australia