e-child Times Sep 2015

e-child TIMES

In this edition: Professional Status-What’s it all about? | Preparing for your Day | Wraparound for Services | The Role of Director Supporting your Online Learning experience| Risk Benefit Analysis for Outdoor Environments | Looking into OSHC Sustainability in the Midwest | ARNEC call for collaboration on innovative pedagogical approaches | Webinars Professional Development Courses

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A WORD FROM THE CEO Dawson Ruhl Dear Colleagues, Welcome to the September edition of the eChild Times, a monthly publication designed to inform and stimulate your thinking. One of this month’s articles that I would like to highlight, because it is a major objective of Child Australia, is raising the professional status of the ECEC sector.

This important subject is addressed in an article by Doreen Blyth entitled “Perspective on Professional Status” and follows on from a workshop Doreen and Lennie Barblett from ECU conducted at the recent WA ECEC conference.

If like me, you attended that workshop you will remember it stimulated some lively conversations among the educators in the room on what it means to be professional and the steps to achieving professional status.

Some of the other articles and themes that may be of interest to you include outdoor environments, risks and benefits, technology and the benefits of supported learning and being a director in an established service. I am sure there is something in this edition for everybody.

Finally, I would like to congratulate the new Minister for Education and Training, Simon Birmingham, on his recent appointment and highlight that we welcome the decision of the Prime Minister in moving ECEC back into the education portfolio. It is great to see ECEC receive the recognition that it deserves for its overall significance towards the educational development of our children. This is most definitely a step in the right direction in helping achieve professional status.

Enjoy reading through this edition of e-child Times.

All the best, Dawson Ruhl

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PRACTICE IN PERSPECTIVE Doreen Blyth

PREPARING FOR THE DAY Being ready and able to deliver Thanks for the feedback on last month’s article about how to prepare for the next day and be calmly organised. I think the best lines came from two people who said: C: I think about too many things and worry. I get tired from that alone! I am trying to focus more on what I can achieve and using the diary, getting other people to help me more.

J: I am trying it. I couldn’t do it alone so we do it as a team. It means we talk more which is good as we have so many relief staff right now.

Keep going, and for a treat, for all of those who struggle with talking too much on, or who can’t get organised sometimes, this will give you a smile:

Found on sagegrayson.com

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PRACTICE IN PERSPECTIVE Doreen Blyth

PERSPECTIVES ON PROFESSIONAL STATUS

Perhaps the most widely misunderstood phrase in early and middle childhood today, ‘professional status’ remains a goal for many, a mystery for many, and a place of disbelief for even more.

•

This lack of definition, or rather, the lack of agreed definition is a distraction. It can prevent us from looking at possible pathways toward professional status - meaning that discussions about professional status are often polarised before any significant outcomes can be achieved.

So, to allow us to get to the heart of the matter, let’s frame this discussion with a set of rules: The discussion today is not about whether you personally agree it is a profession or not, rather it is about what a profession is.

• It is not solely about school or play or research or quality or unions or other organisation, it’s about what is being practised in early and middle childhood.

•

The discussion today is not about whether early childhood gaining professional status will water down anyone else’s professional status. It is about the status of the educators who are working now.

•

The discussion is not about whether professional status can be afforded by the government, employers and parents. It is about the people who work in early and middle childhood and what they want for their careers.

Don’t worry, we do think these things are all valid and they will all be the subject of later articles.

In short, today we look clearly at the issue of professional status of Educators who work in approved early and middle childhood settings.

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Professional status: What does that mean?

There are a range of definitions, many remarkably similar, but the definition trending in the early childhood sector across the world right now is that as suggested by Dr. Stephanie Feeney (In Professionalism in Early Childhood Education Doing our Best for Young Children (2012)). Dr Feeney focuses on these key points in her definition: •

A specialised body of knowledge

•

Prolonged training

•

Rigorous requirements for entry to training and eligibility to practice

•

Standards of practice

•

Commitment to serving a significant social value

•

Recognition as the only group in the society who can perform a function

•

Autonomy

•

Code of Ethics

Is that the right definition? The Professional Standards Council of Australia says: The word “profession” means different things to different people. But at its core, it’s meant to be an indicator of trust and expertise.

Traditionally, a “professional” was someone who derived their income from their expertise or specific talents, as opposed to a hobbyist or amateur. This still carries through to fields today, such as sport.

But given today’s fast-changing environment of knowledge and expertise, it’s now generally understood that simply deriving an income from a particular task might make you an “expert” or “good at your job” – but if you’re a “professional”, this has a broader meaning.

There’s a long history of attempts to clarify this meaning, and to define the functions of professions.

These attempts typically centralise around some sort of moral or ethical foundation within the practice of a specific and usually established expertise.

They go on to offer the definition: A profession is a disciplined group of individuals who adhere to ethical standards. This group positions itself as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and is recognised by the public as such. A profession is also prepared to apply this knowledge and exercise these skills in the interest of others. http://www.psc.gov.au/what-is-a-profession The definitions align, this is clear. When we ask ‘Professional status: What does that mean?’ both Feeney and the Professional Standards Council of Australia share the point that there is a need for broader recognition by the community beyond the profession itself.

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Professional status: Where are we now?

In a large session on the topic at the recent conference in Western Australia (WA ECEC 2015), early and middle childhood practitioners, service providers, University academics, VET lecturers, and government and non-government policy staff were asked to form groups and to consider each of Feeney’s elements and then look for evidence from their everyday practice that might show where they thought the profession might be at now. The results show some alignment with the definitions, and some way to go:

Characteristic

Evidence

Fully Met

Part Met

Not There Yet

A specialised body of knowledge

Early childhood specific research; Professional development; Child Australia; Universities; TAFE; EYLF support documents; Specialised training; mentorship

6 groups

9 groups

Prolonged training

Degree level qualification for teacher; Dip Ed; Masters; PhD; people working towards

3 groups

10 groups 3 groups

Requirements for entry to training and eligibility to practice

English requirement; Teachers Regulations; Working With Children Card; First Aid, Qualifications requirements

Standards of practice

Code of Ethics; NQS; Teachers Regulations; EYLF; FSAC; Regulation; Policies and procedures; Assessment/ Validation

Commitment to serving a significant social value

8 groups

8 groups

9 groups

3 groups

1 group

Lack of commitment; wages; hours; social perceptions; not documented; many passionate staff

7 groups

6 groups

2 groups

Recognition as the only group in the society who can perform a function

Parents; Family; Close family friends; Qualifications needed now; Stigma; Body of knowledge; NQS; ‘we are the only ones but not recognised as such’

1 group

6 groups

7 groups

Autonomy: self-governance over that results in internal control over the quality of the services provided

Government driven and regulated; Budgeting; Staffing; 3 levels of government; as mandated

4 groups

3 groups

6 groups

Code of Ethics

ECA; Rights of the Child; UN

9 groups

Other criteria: strives to increase knowledge base, works for group solidarity and prestige

Not acknowledged for the great work that we do

3 groups 2 groups

1 group

Table 1: Considerations for the participants at the WA ECEC 2015 Conference in Perth WA August 2015 - Average group size = 4 delegates.

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When we ask ‘Professional status: Where are we now?’ There were questions then, about whether all of these elements had to be achieved before early childhood educators could be considered as part of a profession.

If you couple those questions with the one raised earlier about the need for broader recognition by the community beyond the profession itself, the question become louder - do all of these elements had to be achieved before early childhood educators could be considered as part of a profession? Think about this, do you agree with this statement from one participants?

The fact that there is work to do, doesn’t mean we aren’t a profession now!

She raised a great point, there is no legal threshold. There is no rule about the tipping point. There is no percentage of the population that have to agree.

We are governed as a group by the National Quality Framework. It is what legally binds us. How does the question of professional status look through the National Quality Framework lens? Let’s measure it against Feeney’s definition: We are governed as a group by the National Quality Framework. It is what legally binds us.

How does the question of professional status look through the National Quality Framework lens? Let’s measure it against Feeney’s definition:

Table 2: Consideration of the issue of professional status looking through the National Quality Framework lens.

If you look through the complex elements of the National Quality Framework, you can find many other examples, the ones given in the table are representative, but they do demonstrate that within the Framework there are professional practice elements and requirements that reflect Feeney's definition.

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Professional status: Why be recognised as a PROFESSION? What do we want to gain from this? This is a list that you can complete, but here are a few starters: • Recognising the specialised knowledge of our field- having opinions sought and respected •

Improving recruitment, retention and providing a career pathway

•

Facilitating advocacy –listen to specialised knowledge

•

Solving the dichotomy of care and education – working together for childhood, understanding and respecting each other’s perspectives

•

Putting a new perspective on working in integrated teams

Professional status: What are our options?

Remember the mention of the WA ECEC 2015 Conference and the delegates who participated in the workshop?

The overwhelming majority of delegates either began with the opinion that they agree that early and middle childhood is a profession or moved their thinking to agree during the session.

What are our options from here?

First, we need to do three things: 1. Recognise that this is a pathway we can choose and if enough Educators choose, it can be followed to a professional conclusion. Nurses chose to do this, as did teachers and other professions. We don’t need permission to want to be the best we can be. We need to be comfortable that it is a journey and that even though there are questions to answer, that doesn’t stop the journey.

2. Discuss how you would want it to look, grow that picture and contribute your thinking. Talk to lots of people, not just some. If you agree, agree. If you don’t, discuss and debate but get people talking.

3. Acknowledge that this debate and the topic and the answers do not belong to one group.

There are several groups who will work on and lobby for aspects pf this. What matters is that we work together.

4. Understand that there are a range of models of what a profession can look like. In all of the models seen to date, there are a: •

range of structures

•

range of entry levels (Cert II, Cert III, on to Diploma and Degree)

•

range of professional organisations and approaches.

Got you thinking? Next, we want to hear from you.

Email your thoughts, ideas, questions and concerns to: doreenb@childaustralia.org.au

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ROLE OF DIRECTOR Yvonne Lambert

Taking on the Role of Director in a Pre Established Service It has been an awesome experience coming on-board as director for the Nightcliff Primary School OSHC operated by Child Australia. The challenges faced when coming into a pre established service can sometimes seem overwhelming‌ where do we sit in the assessment rating, finding your way around the admin, policies and procedures, sourcing support/networking, getting to know staff, parents and children, understanding the behaviours (identifying special needs) in the centre and the ebb and flow of activity. Overwhelming indeed!

My biggest challenge initially when starting was having very junior inexperienced staff. They felt a little unsure of their place in the service and what was expected of them as educators. I have been able to encourage some of them to take on an apprenticeship in Child Care and been supported with training through workshops offered by Child Australia. By developing communication and spending time discussing our frameworks, the staff now have a better understanding of what they do and feel valued and contribute positively towards the program.

Coming under the umbrella of Child Australia has streamlined what can be an arduous process of change. The stability and consistency of well thought out policies and procedures already established throughout the Child Australia network has allowed me more time to focus on what really matters the most‌our children!

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THE IMPORTANCE OF SUPPORT FOR ONLINE LEARNING Kim Balnaves

WHY DO I NEED A TUTOR? In modern times with the plethora of roles and expectations people have, online study is becoming increasingly common. It is available at any time, any place and is the most convenient way to keep up to date with increasing demands for professional learning. So the question is how can we make the most of this sort of study and which are the most effective ways to undertake it?

Courses available for professional learning usually equate to three main types: 1.

2.

3.

Webinars Self paced course with no interactivity Self paced courses with a group of people and a tutor/teacher

Each has its advantages: Webinars are immediate and often there is interactivity with the expert, however these are essentially one sided with little learner interaction and evaluation of learning.

Individual self paced, isolated courses allow the learner to interact with a flat screen however there is no building of a community or friendships and often the learning is flat as there is no one to challenge the learner’s preconceived ideas or misunderstood concepts.

Self paced courses with a tutor are the mix of the other two. They allow interaction with an expert and peers but also give the learner time to digest and interact with the materials- So there is twoway learning occurring.

Hernandez (2005) Discusses the roles of the E-learning tutor in an environment that is self- paced (the student can participate at any time of the day for any amount of time) but has the tutor supporting a group of learners as the work through the course. The model below shows the multi roles the tutor performs during the students’ participation through the professional learning. These roles have been shown through a number of studies to enhance students’ outcomes in professional learning.

Promote

Communicate

Socialize

Roles of an E-learning tutor

Motivate

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Facilate

The modern learning environments have signaled a shift in the way teachers and tutors now interact with students. No longer is “chalk and talk� seen as an efficient way of participating in effective professional development. Students are increasingly coming from a larger range of backgrounds with different complex sets of understandings. As the table below from a UNESCO study (2012) shows the roles in adult education are changing markedly.

Changes in Teacher Role A shift from

A shift to

Knowledge transmitter, primary source of information, content expert, and source of all answers.

Learning facilitator, collaborator, coach, mentor, knowledge navigator, and co-learner.

Teacher controls and directs all aspect of learning.

Teacher gives students more options and responsiblities for their own learning.

Changes in Student Role Passive recipient of information.

Active participant in the learning process.

Reproducing knowledge.

Producing and sharing knowledge, participating at times as expert.

Learning as a solitary activity.

Learning collaboratively with others.

Table 1. Changes in student and teacher roles in learner-centered environments.

Of course how a student chooses to study will depend on the outcomes that they wish to achieve, but for longer and deeper outcomes that result in actual change, research is continually finding that having the room and flexibility to participate in an online environment with access to an expert and peers is the most effective way to participate in virtual online learning.

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NIGHTCLIFF ELC

Jo Fletcher

Outdoor Environments & Risk Benefit Analysis (RBA) working towards better outcomes at Nightcliff Community ELC - NT

2015 was a new beginning for families and educators of Nightcliff Community ELC in the Northern Territory. A time of reflection on perspectives and practices, and how partnerships improve outcomes for children – with focus on natural, outdoor learning spaces which many of our families don’t have daily access to. Families and educators wanted to provide natural, challenging and adventurous learning opportunities for children - accessing potential outdoor spaces which were fenced and unused.

Educators felt inspired by attending PD about Playwork principles, Nature Deficit Disorder and Risk Benefit V Risk Management. When referring to risk management in the context of play, a degree of risk is essential to children’s learning. Unlike conventional risk assessment, RBA considers benefits by bringing together consideration of risks and benefits when deciding on the outcomes.

After researching balanced risks and benefits and what this looked like at Nightcliff ELC, it was agreed that many of the factors were subjective. Competencies and expectation of the children, and the educators – i.e. supervision and engagement– (Sight versus sound), and environmental indicators such as; the space we had, the tropical weather, and our current natural shade shortage, were considered.

All this had to be low-cost, sustainable, and completed before the next wet-season!

Check out our Facebook page for more photos and follow our progress and the learning that happens when services provide challenge to themselves and the children.

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LOCKRIDGE OSHC Kelly Prussian

LOCKRIDGE CAMPUS WA At Lockridge Outside School Hours Care, or OSHC as we call it, our program is built around six key elements: • • • • • •

Respect for our environment Respect for each other Relationship building Exploring our interests Learning through experiences and; Working collaboratively.

Yesterday as we were just finishing afternoon tea a group of four children asked if they could please clean the fish tank.

It was a delight to sit back and watch the fantastic learning experience unfold.

They decided to collect the fish water in a tub to transport outside and water the garden showing their understanding of respect for the environment.

The four girls were able to democratically (and civilly) establish roles showing new found respect for each other and relationship building.

This activity shows that our Educators recognised the importance of this experience to these girls and acknowledged their growing sense of agency. Unplanned experiences can contribute just as effectively in meeting outcomes in terms of wellbeing and learning. The children’s sense of belonging, being and becoming were supported by the Educators trusting the children’s competence, agency and ability to collaborate and make decisions and choices. The Educators helped scaffold the learning by stepping back and letting the children take the lead.

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MID WEST SERVICES - WA Elizabeth Mackay

EDUCATION AND CARE SERVICES IN THE MIDWEST Mid West services supported to be environmentally sustainable Education and care services in the Midwest have the opportunity to benefit from a successful strategic grant application that will help them to learn more about how to lower resource use and costs in water and energy; reduce waste; and experience more integrated, healthier and engaging premises.

The Regional Community Child Care Development Fund Strategic Grant was awarded to a collaboration of organisations—Drylands Permaculture Foundation, Kids Hub Training and Consultancy, and Child Australia—to deliver workshops and follow-up support to education and care service personnel through local specialists in the key areas of resource use, operational performance, permaculture design and integration of recycled resources into physical environments.

“The project will target support to seventeen Midwest education and care services, in particular the seven community managed centres, to embed National Quality Standards (NQS) including physical environment and service management areas within their organisation,” said Kate Foster, Consultant from Kids Hub Training and Consultancy.

This successful collaboration arose from the process to develop the Regional Children’s Services Plan Midwest, coordinated by Child Australia Inc, and supports the Plan’s professional development theme. The Plan, which focuses on supporting the viability of community managed education and care services, and also the broad child and family services sector for 0 to 12 year olds, is available from the Child Australia website Johnny Barber, Director of Drylands Foundation said that the project will bring together further collaborators who specialise in the fields of waste and energy, environmental planning and sustainable living education to present workshops.

“This collaboration is an example of how Child Australia, through the Regional Plan’s community development process, has been bringing together complementary organisations to deliver a package of services that meets the needs of our education and care sector here in the Midwest towards a strong and viable sector, where distance, isolation, reliance on volunteers or lack of funds can be challenges,” said Elizabeth Mackay, Regional Development Officer Midwest.

The project is currently consulting services about their needs. Interested services are encouraged to contact Elizabeth Mackay, Regional Development Officer Midwest now.

Email: ElizabethM@childaustralia.org.au, Phone (08) 99232840.

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ARNEC ASIA-PACIFIC REGIONAL NETWORK FOR EARLY CHILDHOOD As part of the role as Country Coordinator for the Asia Pacific region , Child Australia presents you with current information about this alliance and any opportunities that may present.

We encourage your commitment to sharing in your passion, knowledge and expertise with colleagues from around the world.

UNESCO, UNICEF, ARNEC and OMEP launches a call for applications from programmes / practitioners who are interested in collaborating on documentation of innovative pedagogical approaches in ECEC.

Are you or your organisation implementing interesting, unique approaches in teaching and learning among young children? Or do you know of such programmes or sites? Are you committed to advancing the important principles of inclusion and equity in your work with young children and families?

Then we would like to hear from you! See HERE for full conditions and HERE for the application form. Deadline is the 10 October 2015.

Applications must be submitted in English using the standard Innovative Pedagogical Approaches Application Form. Applications should be emailed to the ARNEC Secretariat at secretariat@arnec.net by 10 October 2015.

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PROFESSIONAL DEVELOPMENT Child Australia has a team of qualified consultants and learning facilitators, who support your education and care services’ ongoing needs.

Our team works in partnership with you to ensure the learning and development provided can be sustained over time, and is embedded in the practice of educators in your service.

All of our services are based on the latest research and linked to the National Quality Standards and Learning Frameworks.

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Our online learning centre is an interactive, collaborative community where you can enrol in courses that are linked to the National Quality Framework and EYLF. You can choose from either tutor-supported, or self-paced courses where you can join in from your own home or workplace... anywhere and anytime. Easy to use, fun and engaging!

We are continually updating and evolving to match with the many changes that are occurring in the sector so the courses are relevant and will yield positive results for all.

Our staff are happy to chat to you about your needs and can discuss which courses would be the most suitable for your situation and technical accessibility.

SELF PACED Courses ·

Lost for Words – Understanding Speech and language

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Language Development 1: Babbling with Babies

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Language Development 2: Talking with Toddlers

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Rethinking Supervision

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Effective Transitions

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Food for Thought

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Physical Development

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Self Regulation in children

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Language Development 3 – Yacking with youngsters

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Child Aware

Contact us today on 1800 783 768 for more details or visit the Online Learning Centre at: http://childaustralia.mrooms.net

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SUPPORTING SERVICES WRAPAROUND

Business sustainability, in essence, means the ability to continue. In relation to early childhood education and care settings this would imply being able to continue delivering a service in a viable and quality orientated manner.

Child Australia’s Wraparound program focuses on managing the key business drivers of your service, ensuring smooth and efficient operations whilst enabling you to maintain the highest possible quality of care for the children.

How can Wraparound help your Service?

Ask yourself, are you completely happy with the daily functioning of the business?

Are there streamlined efficient business practices in place?

Could you take a holiday tomorrow, comfortably knowing that you have established formal processes and procedures for everybody to follow?

S ma ustai n n pra ag c

St a Pr f fin g De ofess a nd v el io n a opm l e nt

le ab ent em ces ti

Q Quality Improvement Planning • Review the Service’s Quality Improvement Plan and provide guidance with achievable and measureable outcomes • Encourage a regular process of self-assessment, reflection and ongoing development of professional practice • Prepare for Assessment and Rating Visit and/or take proactive measures following compliance visits • Develop high quality learning programs and establish reliable and transparent programming and documentation practices • Establish review processes that ensure compliance with continuity of care

nce erna Gov pliance e c m rvi d Co an

Q u a li t y t I mpro ve m en P la n n in g

Service Governance and Compliance S • Establish good governance and management of the organisation • Determine accountability measures for key stakeholders • Develop ethical standards and a code of conduct which guides actions and decisions in a way that is transparent and consistent • Strategic planning and risk management strategy development to mitigate risk • Determine financial position and assist service to remain solvent • Ensure there is a sound framework of policies and procedures that complies with all legislative and regulatory requirements, and that enables the daily operation of the service to be geared towards the achievement of the service’s vision and mission

Se

If the very thought makes you quiver, then take a closer look at how Wraparound can help:

Business S u p p o rt

S Sustainable management practices • Maintain optimum occupancy rates • Strong internal management structures • Analysis of staff qualifications and experience • Enhance community engagement • Interpretation of cyclical demand and supply • Succession planning and knowledge transfer St Staffing and Professional Development • Internal professional development audits and subsequent plans • Staff performance management (KPI’s) • Employment issues including recruitment, appraisals, terminations and retention • Facilitating staff meetings • Team development • Professional development tools and courses including workshops, coaching and mentoring • Individual and Service Goal setting • Committee specific training or workshop development including specific roles and responsibilities • Human Resource Management BBusiness Support • Review of compliance and operating measures • Business analysis and forecasting/budgeting • Business planning, project management and strategic direction • Review of service policies and procedures • Review of accountability measures • Basic record keeping • Exit strategies • In-depth financial analysis

For more information about how Wraparound can help your Service, please contact us on 1800 783 768 or email enquiries through to Wraparound Support.

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Little People, Big Dreams www.ivvy.com/event/NTEC/

Community - Challenge - Celebration

Building on the success of last year’s conference with over 300 delegates attending we expect 2015 to be bigger and better. This conference will provide participants with a range of international, national and local presentations that will highlight innovation, the latest research and best practice and will provide opportunities to interact with your colleagues across the NT. Providers, directors, team leaders and educators in long day care, family day care, preschool, kindergarten, outside school hours care, budget based funded services and other urban, rural and remote early childhood education and care services are strongly encouraged to register for one or more conference events.

Northern Territory

Education and Care Awards The 2015 Northern Territory Education and Care Awards celebrate outstanding achievement and will be held at Parliament House on Friday 9 October.

www.ntecawards.net

Research Symposium Date: Friday, 9th October Time: 1:00- 4:30 Cost: Free Contact: pscnt@childaustralia.org.au

Masterclasses Date: Sunday, 11th October Time: 9:00am-1:00pm

Price: $120, Half Price of $60 if booked into the Little People, Big Dreams Conference.

Contact: pscnt@childaustralia.org.au

Toni Christie Peaceful Curriculum for Infants, Toddlers & Young Children

Robin Christie Early Childhood Environment Design

Caroline Fewster Show Me the Evidence

A joint initiative Australia

Lousie Porter Advanced Guidance Practices

If interested in attending any of these sessions you must RSVP to pscnt@childaustralia.org.au

Because we all need somebody by our side...

admin@childaustralia.org.au | WA (08) 9270 6666 | NT (08) 8941 4966