Early Edition Spring - 2022

EarlyEdition

Why Risky Play is Worth the Risk Supervision in an Early Childhood Setting HESTA Awards

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EarlyEdition

ACA Qld Location: 2/10 Welch Street, Underwood Qld 4119 Mailing: PO Box 137, Springwood QLD 4127 Telephone: (07) 3808 2366 Toll Free: 1300 365 325 (outside Brisbane) Web: www.qld.childcarealliance.org.au Email: qld@childcarealliance.org.au

Disclaimer: Articles published in this magazine are published as a service to readers and should not be substituted for specific advice in relation to any issue. While advertising in this magazine is encouraged, ACA Qld accepts no responsibility for the contents of the advertisements. Advertisements are accepted in good faith and liability for advertising content, goods or services supplied is the responsibility of the advertiser.

MANAGEMENT COMMITTEE

Executive President - Majella Fitzsimmons

Vice President - Jae Fraser

Treasurer - Coming Soon

Executive Secretary - Debra North

Contents

ACA Queensland President’s Report 2

ACA President’s Report 3

Why Risky Play is Worth the Risk 4

Supervision in an Early Childhood Setting 6

Early Childhood Educators Day 8

HESTA Awards 10

Preparing for Childcare 14

CAECE Congradulates 18

Supporter Members Directory 20

Committee Members

Dene Crocker Kerrie Lada Pam Maclean Katy Mason Kylie Petersen

Peta Pitcher Brent Stokes Louise Thomas

ACA Qld Office

Chief Executive Officer - Paul Graham Office Manager - Jen Smyth

Administration Officer - Ebony Williams Marketing & Communications OfficerKaitlyn Chivers

ACA Queensland President’s Report

The year is fast ending, and the silly season is upon us. We have reflected on how we started this year with lockdowns, mandatory vaccinations and border closures and we are grateful that we have turned a corner on all these matters.

As a committee, we continue to lobby all sides of government to ensure the best outcomes for our children to give them the best start in life.

ACA Qld welcomes Tania Porter, the new Deputy Director General of Early Childhood Education. Many will know Tania from the Approved Providers luncheons at our conference, where she has been on the panel for the last 2 years. Tania gave an inspiring speech at our recent AGM where she talked about the plan and vision the department has for early childhood education and care. Tania meets monthly with both me and our CEO, Paul Graham to discuss all issues happening in our sector. Tania and her team are committed to ensuring all Queensland children get the best start in life. The department is conducting a workforce planning meeting early December with all key stakeholders and ACA Qld has been asked to join this meeting to find some viable solutions for our workforce issues.

To help us gain a better understanding of what ACA Qld can do to help our members in the next 12 months you will receive a collection of surveys in the next couple of months that will help us understand more of how we can be a support for your services. If there is something that you would like to see ACA Qld doing more, please don’t hesitate to send an email to the office or give our friendly office staff a call.

At our recent AGM we said goodbye to Linda Davies and Nicole Fowler. Nicole has been on the committee for 4 years and we thank her for her time. Linda and her husband Noel have been on and off the committee

for many years. Linda has been in the Treasurer’s role for several years and it was with great pleasure that the committee unanimously voted Linda to be a Life Member at our recent AGM. Congratulations Linda! And a big thanks to both Linda and Nicole for their hard work while on the committee.

We also welcome Dene Crocker and Kylie Peterson to the ACA Qld committee. Both come with a wealth of knowledge of owning and operating early learning services within Queensland. ACA Qld also welcomes back Brent Stokes who has been an active committee member for many years. We look forward to the next 12 months as your committee.

Have you heard that ACA Qld will be assisting with the roll out of the new kindergarten funding? We will be assisting all small to medium LDC with any questions or queries in the roll out. With a dedicated Kindy email address kindyqld@childcarealliance. org.au, we aren’t too far away to answer your questions, no matter how big or small they are.

Planning for our 2023 Conference at The Star Gold Coast is well underway. Make sure you save the date in your calendar, 16-18 June 2023. Registrations will open early in the New Year.

The College for Australian Early Childhood Educators (CAECE) team has had an outstanding year. They have grown in strength servicing areas in Gold Coast, Brisbane, Sunshine Coast, Toowoomba, Ipswich, and Townsville. The feedback the college has received has been very positive with many approved providers noticing a remarkable difference with staff trained

through CAECE for their Diploma and Certificate III. Did you know that CAECE also offers First Aid training and CPR training for your teams at amazing prices and can come to your service to deliver?

A massive thank you to our amazing office staff, Paul, Jen, Hayley and Ebony. They have done an amazing job and we thank them for their outstanding and tireless efforts.

As always, I must give thanks to the wonderful committee members that sit and answer all questions and concerns and give up their time to ensure the best start for all Queensland children.

Majella Fitzsimmons ACA Qld President

ACA President’s Report

Whilst the outcome of the mid-year federal election may already seem like a long time ago, it has set a positive new path for the early learning sector. With Labor securing a majority government, Prime Minister Albanese and his new Cabinet made it crystal clear that improving access to high-quality early learning (child care) services is one of their key priorities.

With the Cabinet changes, Shadow Minister for Early Childhood Education and Development, Amanda Rishworth, moved across to the portfolio of Social Services, with Anne Aly appointed as the new Minister for Early Childhood Education and Youth.

ACA is extremely grateful for Minister Rishworth’s strong support of our sector over the last five or so years and we wished her well in her new portfolio.

Meanwhile our engagement with Minister Aly has commenced well and promises a positive, ongoing working relationship. At our first face-to-face meeting with her in mid-June the Minister invited ACA to participate in the Department of Education’s ECEC Workforce Roundtable discussions. This eventuated in our presence at events held in Victoria and also Western Australia.

Our contributions formed part of the discussions at the Australian Government’s Jobs and Skills Summit in September, with the Summit outcomes document including a long-term vision for Early Childhood Education and Care (ECEC) reform to better support parents’ workforce participation and to also support better outcomes across the ECEC sector, including a particular focus on workforce shortages.

ACA continues to work tirelessly on addressing the nationwide workforce shortages in our sector. We recently shared our 2022 Workforce Policy Proposal with Minister Anne Aly and we are urgently calling on the Labor Government to address the workforce shortages via a set of short-term, medium and longer-term initiatives.

At the same time we have been working closely with all ECEC peak bodies to develop a collaboratively supported range of solutions at all levels of the sector and government to address the workforce crisis.

I’m proud to report that we have now launched our exciting Employee Assistance Program (EAP) via our partnership with LifeWorks. This means that as an ACA member you have the opportunity to subscribe to the ACA LifeWorks EAP program for your team’s ongoing use, at a fraction of the usual cost per staff member.

We’ve worked hard to get this incredible value for our members, and we highly recommend you take advantage of this offer. For more information please visit www.bit.ly/ ACALifeWorks or contact ACA Qld directly.

On a final note, whilst it may already feel like a world away I hope you and your team of educators enjoyed this year’s Early Childhood Educators’ Day celebrations, with your own service celebrating it in your own special way.

As always, we welcome your feedback on the resources we produce for this event and we encourage you to share your thoughts via our short survey at www.bit.ly/ ECEDay2022. We hope it was a wonderful celebration at your service.

Paul Mondo ACA President

Why Risky Play is Worth the Risk

Joanne Harris

Ironically, the relatively new term ‘Risky Play’ earned its name long ago through the ‘dangerous’ recreational activities children used to indulge in frequently.

Climbing trees, handling tools and exploring local neighbourhoods was common practice for children up until recently when a lot has disappeared with the introduction of technology. As our society has become more risk averse, there is prevailing anxiety about the long-term consequences and potential outcomes, which are unlikely but can occur, including personal injury and liability.

When we remove all risk, however, a new danger emerges. Play can become too sanitised, safe and sedentary, affecting children’s wellbeing and independence.

Past learnings combined with the rise in anxiety in a postCOVID world have resulted in educators tuning in to what children both want and need. The goal should be to strike a balance that includes risky play elements and activities that challenge the mind. With careful consideration and planning, educators and families can introduce activities that can provide this at little or no cost but have a priceless value.

The power of intuition and the information it provides Intuition is a skill that is difficult to measure, as it is not the only indicator of what lies ahead when approaching a new situation. Ironically, intuition serves an innate biological function to warn us of danger that, if ignored, we often regret afterwards.

To know we are protected from harm can encourage us to leap baby steps to complete the consolidation of a skill or talent. However, the feeling soon shifts from confident to fearful if there are constant reminders of the possible ‘red flags’ inhibiting our potential.

Similarly, if we don’t place trust in children and their ability to explore and learn, it can have the opposite effect than what we intend.

Taking care not to impose our fears upon children

When in the company of young children, it naturally reminds us of our early experiences. We may remember the heartache of disappointment, the gravity of fear we felt or the physical pain incurred through an accident or injury.

There is a more significant opportunity to create real-time experiences and memories in the present, which encourage trust and respect within the development of children’s emerging sense of agency.

It is a rite of passage to pass on wisdom from one generation to the next, but it is also possible to clear emotional space for children to explore safely themselves. When we support them to do so, it instils one of the most important dispositions a child can have - self-belief.

The importance of self-regulation and its link to risk

An action must be taken for learning to occur in young children. When learning to move from crawling to walking, they must overcome many risk elements to meet this milestone and the many more that come afterwards.

When thinking about a child’s joy and satisfaction of mastering this one skill, it becomes clear why it is so important to take the risk and succeed at this stage of physical development and its resulting significance to emotional development.

Within hundreds of repetitive attempts at increasing mobility during their early years, mastery by its very nature invites more risk.

A good plan is like a road map

Risky Play is not a ‘category’ – it’s what children do instinctively

As children grow and develop, the types of play they are interested in change. Children naturally seek out what is new and novel as their world expands beyond their home base.

Through his research, professional Play Worker and Researcher, Marc Armitage, implores us to understand that risk is intrinsic to successful development. He proposes that ‘all children have an innate desire to touch things’, an ‘evolutionary driver’ essential for survival.

In a recent article, Armitage identified the risky play activities that enhance children’s play, including experiencing height, depth, movement, speed, and building and using tools - with development and understanding rooted within the processes followed between ‘known’ and ‘unknown’.

With this knowledge at the forefront, it may help educators turn their focus upon what children want to feel as their measure of knowing what life has to offer.

Risk is a common component of our lives, but with a plan, it becomes much easier to navigate. Before undertaking a significant change or implementing an element of change to a program, you must know what you want to achieve. Educators can determine the best course of action by discussing potential scenarios or concerns. Completing a risk assessment that includes detailed information and understanding the boundaries and limitations provides the steps and strategies needed to inspire confidence for all. After interviewing children during their play activities, Marc Armitage concluded that what they want and most need is ‘multiple opportunities for challenge...’ and the ‘greatest barrier to risky play is the unwillingness of us adults to take risks ourselves…’

Just as Art Play is now seen as a process rather than product-driven activity, the importance of Risky Play happens when we chart the course of children’s thinking and development. Experiential learning provides meaning and context when children are encouraged to participate collaboratively, guided by words and actions.

Ultimately, when focus is directed towards the joy of discovery for children during play, it can help to instil a sense of satisfaction and pride which will govern their attitude towards becoming lifelong learners.

Written by Joanne Harris: Educational Advisor at Bellbird

Early Educational Resources

Supervision in an early childhood setting

CAECE > College for Australian Early Childhood Educators

Why do we supervise? Is it to prevent accidents? To engage and to develop relationships? To learn about the children? The answer to these questions is yes. We supervise for all these reasons.

We must abide by legal requirements that form the foundation of why we supervise. These include regulations Regulation 115, Premises designed to facilitate supervision; Regulation 122, Educators must be working directly with children to be included in ratios and; 168, Education and care services must have policies and procedures.

Furthermore, we have NQS Quality Area 2 that focuses on supervision and incident and emergency management.

Element 2.2.1 supervision.

At all times, reasonable precautions and adequate supervision protect children from harm and hazard. This means ensuring supervision plans are in place, everyone knows where they should be. Everyone knows what is expected of them.

Reasonable precautions are taking steps to prevent accidents and incidents and not reacting to them. We can’t control every aspect of the day, and we need to encourage and allow children to take acceptable risks.

Element 2.2.2 incident and emergency management. Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. How often do you practice emergencies? Not just evacuation and lockdown drills but injured or missing child drills?

It’s not just about legal requirements; what about relationships, connections, building capability, scaffolding and engaging with the children?

PRINCIPLES

1. Secure, respectful and reciprocal relationships

Educators who are attuned to children’s thoughts and feelings support the development of a strong sense of well-being. They positively interact with the young child in their learning.

Educators who prioritise nurturing relationships and providing children

PRACTICE

1. Holistic approaches

When early childhood educators take a holistic approach, they pay attention to children’s physical, personal, social, emotional and spiritual well-being as well as cognitive aspects of learning.

2. Responsiveness to children

Educators are responsive to all children’s strengths, abilities and interests. They value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning.

Educators are also responsive to children’s ideas and play, which form an essential basis for curriculum decision-making. In response to children’s evolving ideas and interests, educators assess, anticipate and extend children’s learning via openended questioning, providing feedback, challenging their thinking and guiding their learning. They use spontaneous ‘teachable moments’ to scaffold children’s learning.

Effective supervision strategies:

Active supervision is about being a part of the interactions with childrenbeing actively involved in the supervision.

Move to where the children are, and watch for signs of distress where you may need to intervene. This could be crying, screaming, arguing, raised voices, whining or just a change in the conversation tone.

It is not always negative; children may need support and scaffolding to further their learning.

Look for areas to challenge children and support their learning and development.

with consistent emotional support can assist children in developing the skills and understandings they need to interact positively with others. They also help children to learn about their responsibilities to others, appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

3. Learning through play

Early childhood educators play many roles with children and use various strategies to support learning. They engage in sustained shared conversations with children to extend their thinking. They provide a balance between child-led, child-initiated educatorsupported learning. They create learning environments encouraging children to explore, solve problems, and create and construct. Educators interact with babies and children to build attachment. They use routines and play experiences to do this. They also recognise spontaneous teachable moments as they occur and use them to build on children’s learning. Early childhood educators work with young children to promote and model positive ways to relate to others.

They actively support the inclusion of all children in play, help children to recognise when play is unfair

2. High expecations and equity

Educators recognise and respond to barriers to children achieving educational success. In response, they challenge practices that contribute to inequities and make curriculum decisions that promote the inclusion and participation of all children.

and offer constructive ways to build a caring, fair and inclusive learning community.

4. Intentional teaching

Educators who engage in intentional teaching recognise that learning occurs in social contexts and that interactions and conversations are vitally important for learning.

5. Learning Environments

Indoor and outdoor environments support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning.

Active supervision is

• Ensuring everyone knows where they need to be

• Identifying high-risk areas and having strategies to manage these areas

• Flexible for the needs of the children

• Engaging with the children

• Actively listening for sounds of distress, changes in tone, volume or content of conversations and interactions between children

Communication is KEY!

You need to communicate when:

• You need to leave your area

• You need more educators in the area

• You are moving children from one area to another

• There is an emergency

• The supervision strategy is not working

Early Childhood Educators’ Day

At Kids Early Learning Centres, you will notice a difference, and Early Childhood Educators’ Day is no exception.

The heart of the Kids Early Learning Centre philosophy is a belief in the absolute importance of responsive and reciprocal relationships. Early Childhood Educators’ Day gifts us an opportunity to show appreciation to our dedicated educators for the valuable role they play in inspiring, nurturing and educating the youngest of minds.

Inspired by the Coachella Festival, educators and our support office team celebrated Kidschella by dressing up with bohemian flare. Relationships matter at Kids Early Learning Centres, so once again our support office team travelled more than 1,600 km to visit our 12 centres across Queensland within a day, to ensure we could personally thank every member of the Kids ELC team. Our facilitator of fun leaders from each of our centres collaborated to ensure the FISH Philosophy practices of Play, Be there, Make their day and Choose your attitude, created a positive energy throughout all our centres.

Beautifully styled boho picnics sprung up at each of our centres to provide a haven for educators to relax, engage in conversations and enjoy celebrating together.

At Kids Early Learning Centres, we pride ourselves on offering beautiful and engaging learning environments with open-ended resources that create endless learning possibilities for all. Sparkles, treats and festival foods were enjoyed by our educators as they joined in the festival vibe, where their carparks were transformed with amusement games and carnival rides. Sumo Wrestling, Basketball Shoot, Clowns, Ring Toss, Dunk Tanks and other exciting challenges brought fun and laughter, making this day a memorable celebration.

At Kids Early Learning Centres, we value creating communities that inspire. Educators were adorned with heartfelt messages and gifts of appreciation, gratitude and thanks from our children and families.

As a company we know that when we believe in our people, the sky is the limit for what they can achieve together. Through expressing gratitude, we shine a light on the potential inside every educator - to hope, believe and inspire a new culture in Early Childhood Education. Not just on Early Childhood Educators’ Day, but every day.

Thank you to all our educators for being so passionate about educating children and shaping their world!

HESTA Awards

Inspirational winners of the 2022 HESTA Early Childhood Education & Care Awards announced

Winners of the 2022 HESTA Early Childhood Education & Care Awards were announced recently during a special celebration in Canberra to acknowledge the vital role our early childhood educators play in helping set our future generations up for success.

Goodstart Early Learning Glenfield Park won the Advancing Pedagogy & Practice category for their commitment to improving children’s abilities to regulate their emotions and engage in learning, with the integration of a ‘Trauma-Informed Mindfulness’ program.

Explore & Develop Penrith was awarded Outstanding Organisation, for their leadership and innovation to support the mental health and wellbeing of young children through the ‘Key Resilience, Mental Health and Trauma’ program.

Individual Leadership winner Elizabeth Price from Gloucester Preschool & Early Years Learning Centre was recognised for her commitment to challenge and inspire children through natural learning environments.

HESTA CEO Debby Blakey congratulated this year’s winners and finalists and acknowledged the significant impact they have made for young Australians.

“Our early childhood educators and carers are critical members of our communities. It all starts with them; they’re laying the foundations of education for our future generations. Congratulations to all our winners and finalists for their incredible contributions.”

“The level of professionalism and leadership shown, as they continue to provide vital education and care for our youngest Australians is to be admired and celebrated. We are so grateful for the enormous impact they make for our society and it’s a great privilege to be able to help share these inspiring stories and recognise their important work.”

ME CEO Martine Jager praised the winners and said the bank was proud to be a long-time supporter of the HESTA Awards program.

“Every child deserves a quality early education and that’s exactly what these winners provide each and every day. They demonstrate care and leadership in early childhood education and a dedication that goes well above the call of duty. The team and I at ME Bank are very proud to support these winners.”

Since 2010, the national Awards have recognised the frontline educators and carers at the very heart of Australia’s early childhood education system. The three winners each received $10,000, courtesy of ME Bank, for professional development or to improve services or processes in the workplace.

For more information, visit hestaawards.com.au

Face the future with confidence

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Qualifications

The College for Australian Early Childhood Educators (CAECE) is committed to delivering high quality and practical training to the early childhood education and care sector. We currently offer the courses below for those looking to gain qualifications, develop their knowledge and skills, and further their career opportunities. We also offer in-service First Aid and CPR refresher.

CHC22015

CHC30121

CHC50121

BSB50420

ACA Qld National Conference 16-18 June 2023 | The Star Gold Coast

Early Education... It lasts a lifetime

E arly bird

rEgistrations and accommodation bookings opEn soon !

Wendy Lee

Plus Kelly Goodsir, Adrian Pattra, Tania Porter, and more!

Preparing for childcare

Pam Maclean M.Ed.

Starting childcare can be a challenging time for parents and children. What do we need to share with families before they commence in care with us?

This article addresses some of the main issues you may need to consider for your families. Use this as inspiration for your interactions with families prior to enrolment. We put this article in the parent pack so all families receive it before commencing in care.

Going back to work when you have little ones can be daunting. How can we work together to make this change less stressful for you and your child? Preparation is key in this area.

If we take some time to prepare them before they begin in care, children will find the change in routine less difficult to manage. This reduces anxiety levels in our children and on us as parents. We know it is difficult for a parent to focus on work when worrying about how their child is going in care. So, help them manage a new routine with confidence before they begin in care and reduce both your anxiety levels. What can we do as parents to support our little ones during these times of change? Depending on their age, we can do a few simple but important things to assist.

First steps

• Organise your Childcare Subsidy several weeks before you begin in care. It can take quite a few weeks for this to process at Centrelink. Go to your Centrelink App, online account or your MyGov App. If you are stuck, call 13 6150 for assistance.

• It is also important to select the right service for you and your child. So, visit 2 or 3 services, ask what they offer and tour the facility. Ask questions and trust your instincts about the knowledge and experience of the people and the appeal of the play spaces, so you feel confident in your choice of care.

Preparing baby for care

The following simple tips can help them settle into care;

• Feeding: expressing milk for your child, visiting a couple of times per day to feed them; formula feeding, or weaning them off milk? Decide this well ahead so you have time to work towards this and settle baby with their feeding routines before they start in care. Babies may not like the feel of the plastic teat as it is so different from the breast, so allow time for this change to occur and settle.

• Ensure your baby can sit and play (if old enough to sit) for 5-15 minutes with toys around them, rather than always be carried or played with by you. It is important to practice this at home and help them learn they can engage with toys without your presence. This also frees up your time to attend to other tasks around the home. In a group care setting, other children need cuddles too, so it is not possible to carry each baby for extended periods during the day.

• Teach your baby to settle to sleep without being rocked and held or breast fed to sleep. We are unable to feed children to sleep and it means that your child doesn’t know how to fall asleep any other way. Again, in a group care setting, each child cannot be held and rocked for long periods. A short time is manageable, but long settling times mean other babies who also need our attention and cuddles at sleep time miss out on much needed affection and nurturing.

• If you are introducing first foods for your baby, prepare them the night before so you reduce your morning rush. For additional information about first foods, search the Solid Starts and Nutrition Australia web sites for helpful fact sheets and ideas.

The points listed here do not mean that babies will not be loved, nurtured, and cuddled when they need it. It means they are more likely to settle better and feel more secure. Our educators always offer lots of affection and cuddles throughout the day but need to spread the love around between all babies in their care.

Preparing toddlers for care

• Ensure toddlers can walk steadily during play so they can confidently be active with other children, without falling over and being upset. This takes practice like any other skill so let them run and play at home to refine this skill and build their confidence.

• Toddlers are most likely to be having one sleep a day, just after their lunch, so they can happily enjoy the morning of play with new friends. In a group setting, it would be difficult for a toddler to have a settled sleep in the morning, then another in the afternoon when other toddlers are playing near them. So, get their routines ready to go before they start in care to reduce the impact on them.

• Encourage some first words for your little one so they can communicate with educators as to what they would like. E.g. simple key words like, drink, food, sleep, bed, nappy, cuddle and so on. This also applies if your child has a language other than English. Our educators like to learn these simple words to offer comfort to your child in the new setting in a language they feel comfortable with.

• Starting your toddler off with self-feeding using finger foods or spoons also helps them manage their day. Educators will still help them with spoons, but children feel so much more confident if they can self-manage these things to some degree.

• Have toddlers practice wearing a hat when outdoors, as they will certainly have to do so when in care as part of the sun safe program.

• Encourage your child to have their own sippy cup with a secure lid and have them always use it, even at home, when they are thirsty. Children will use this in care too, so it is another little skill they can already manage, boosting their confidence each day they attend.

• From around 18 months to 2 years of age, children may start being able to recognise the need to urinate and start their early toilet training journey. During the 2–3year period, they will complete this process, including managing soiling and staying dry during rest time and often through the night. This is the usual age for this to occur, so it is important that families and

educators work together to ensure this occurs smoothly.

Toddlers are busy little people who are learning and growing in many ways. They are learning to walk, talk, manage toys and play, starting to learn about sharing and feeding themselves, with mixed results usually, and growing in their understanding of the world around them. It is a full-on time for them.

If your child is 3 or older

Children who are 3 or older, are often already terrific at playing with others, but some will need assistance with this. Playing with other young children in playgroup settings can help them enormously so they have already practiced those necessary skills before they enter childcare.

gentle reminders when playing with others, so they learn to manage social situations.

• Children who are three or older, need to walk in and out of care, carry their own bags and put them away, taking their water bottles to the correct place and putting their hats away etc. These are organisational skills they need to manage their day well, and certainly to feel confident and capable. They know where to go for their belongings and where they should be put. Taking responsibility for their own belongings is an important element in confidence and resilience building. Parents carrying their bags and belongings makes children feel like you don’t think they can manage well, sending the exact opposite message you wish to as a loving parent.

• Children in this age group should already be fully toilet trained before they begin in care, just as expected in any Kindy age setting. Being fully toilet trained by 3 years is an age-appropriate expectation. This is also a safety issue as the ratio between adults and children is 1 adult to 11 children. If a few children have wetting accidents during the day, it becomes difficult to manage this safely, as an adult will need to clean up the floor, keep children away from the area, get it dried and ensure no other child slips etc. This is very disruptive to the learning program, creates a safety hazard, and causes delays in the education program each time it happens.

• Managing turn taking, sharing and being part of the group is challenging for young children, so it is important to help them acquire some of these skills. They will need these skills all through their formal schooling too, so the more natural they are, the easier it is for children to positively manage their day. Three-year old’s often need

We want our children to blossom into lovely human beings who manage their days well and achieve success. As parents, we can help them start this process by preparing them well for the challenges of being away from us for extended periods of time and showing them we have confidence in their ability to navigate their way through each day with confidence and skill.

Con’grad’ulates

CAECE is delighted to present recent graduates who have completed their Certificate III in Early Childhood Education and Care and Diploma of Early Childhood Education and Care.

Over the last quarter we have had the opportunity to congratulate CAECE graduates from both our Diploma and Certificate III qualifications. With the ongoing support from our lovely CAECE trainers, students have been guided to achieve their goals in becoming fully qualified educators.

If you, or someone you know, are interested in studying and working towards your qualifications in early childhood education and care, our friendly staff and trainers are willing to guide and support your early learning journey! For more information please contact our team on 07 3299 5784 or email admin@caece.com.au

CAECE would like to congratulate the following graduates and wish them all the best for their future as an early learning educator!

CAECE graduates for the last quarter: Aarti: Educating Kids Childrens Centre Townsville - Diploma (Trainer Lainie Randell)

Alison: Edge Early Learning - Ferny Grove - Diploma (Trainer Lauren Turrell)

Amy: Imagine Early Learning CentreWest End (TSV) - Diploma (Trainer Lainie Randell)

Amy-Lee: Green Leaves Early Learning Griffin - Diploma (Trainer Lauren Turrell)

Amy-Lee: Green Leaves Early Learning Griffin - Diploma (Trainer Lauren Turrell)

Ashleigh B: Kinder Cottage Childcare Centre - Certificate III (Trainer Sonja Hartley)

Ashleigh K: Story House Early Learning Deception BayDiploma (Trainer Lauren Turrell)

Ashley N: Little Scholars School of Early Learning Deception BayCertificate III (Trainer Lauren Turrell)

Ashley P: Scotts Road Child Care

Centre - Diploma (Trainer Meaghan Westwood)

Belinda: Early Education ServiceBrookwater - Diploma (Trainer Meaghan Westwood)

Bethany: Okeedokee Early Learning Centre Norman Park - Diploma (Trainer Arielle Waples)

Bianca: World of Learning - Diploma (Trainer Lainie Randell)

Billie: Little Scholars School of Early Learning Burleigh Diploma (Trainer Sonja Hartley)

Breannah: Early Birds Childcare Jimboomba - Diploma (Trainer Arielle Waples)

Brittany: Lockyer Valley Early Education Centre & Pre-SchoolDiploma (Trainer Meaghan Westwood)

Brooke: St Mary MacKillop Early Learning Centre RasmussenCertificate III (Trainer Lainie Randell)

Candias: A Country Garden Early Childhood Centre Jacaranda HouseDiploma (Trainer Kellie Saville)

Chang: Play and Learn - Upper Coomera - Diploma (Trainer Sonja Hartley)

Chelsea: Caboolture Christian Children’s Centre - Certificate III (Trainer Lauren Turrell)

Chelsea R: The Montessori Farm Willowvale - Diploma (Trainer Meaghan Westwood)

Cody: Free Range Kids - GattonCertificate III (Trainer Kellie Saville)

Cortney: Regents Park Child Care Centre - Diploma (Trainer Meaghan Westwood)

Courtney G: Treasure Island Child Care Centre Clifton - Certificate III (Trainer Melissa-Ann Cooper)

Courtney W: Free Range Kids - Laidley 2 - Diploma (Trainer Kellie Saville)

Dana: Kindamindi Development and Learning Centre - Certificate III (Trainer Lauren Turrell)

Eileen: Cleveland Early Learning Centre - Certificate III (Trainer Brooke Kirkham)

BRITTANY

Elizabeth: Goodstart Early Learning Riverside Gardens - Diploma (Trainer Lainie Randell)

Ella: Caboolture Christian Children’s Centre - Diploma (Trainer Lauren Turrell)

Elona: Kenmore Hills Early Learning - Certificate III (Trainer Melissa-Ann Cooper)

Emma: Educating Kids Childrens Centre Domain - Diploma (Trainer Lainie Randell)

Eryn: Superheroes Early Learning Caboolture - Certificate III (Trainer Lauren Turrell)

Esme: Play and Learn Upper CoomeraDiploma (Trainer Sonja Hartley)

Felicity: Little Scholars School of Early Learning Burleigh - Diploma (Trainer Sonja Hartley)

Isabela: Kindermarlee - Certificate III (Trainer Lauren Turrell)

Isabella: Tiny Tots Early Learning Centre Carrara - Certificate III (Trainer Sonja Hartley)

Jade: Goodstart Early Learning Gatton - Diploma (Trainer Kellie Saville)

Jailani: Little Scholars School of Early Learning Nerang - Certificate III (Trainer Sonja Hartley)

Jamie-Lee: Calvary Early Learning Centre - Diploma (Trainer Lainie Randell)

Jasmin: Barefoot Early ChildhoodCertificate III (Trainer Lauren Turrell)

Jessica Ma: St Mary MacKillop Early Learning Centre Rasmussen - Diploma (Trainer Lainie Randell)

Jessica Mc: Greenslopes Early Learning Centre - Diploma (Trainer Arielle Waples)

Jessy: Avenues Early Learning Centre Jindalee - Diploma (Trainer Meaghan Westwood)

Jodie D: Little Scholars School of Early Learning Burleigh - Certificate III (Trainer Sonja Hartley)

Jodie O: Little Scholars School of Early Learning Deception Bay - Diploma (Trainer Lauren Turrell)

Kamryn: Perfect Beginnings Child Care Centre Holmead Road - EMP 2 Certificate III (Trainer Melissa-Ann Cooper)

Kandina: Goodstart Riverside Gardens - Certificate III (Trainer Lainie Randell)

Kathy: Free Range Kids GattonDiploma (Trainer Kellie Saville)

Katie: Charley’s Place Springwood - Certificate III (Trainer Melissa-Ann Cooper)

Kayla: Lady Gowrie Kennedy Place Early Childhood Centre - Diploma (Trainer Lainie Randell)

Kiara: Imagine Early Learning Centre West End (TSV) - Certificate III (Trainer Lainie Randell)

Kimberley: Mosaic Christian Early Learning Centre Mudgeeraba - Diploma (Trainer Sonja Hartley)

Kirsty: Barefoot Early ChildhoodCertificate III (Trainer Lauren Turrell)

Kylie: Educating Kids Childrens Centre Kirwan - Certificate III (Trainer Lainie Randell)

Lady: Seedlings Early Learning Newmarket - Diploma (Trainer Brooke Kirkham)

Larissa: Goodstart Early Learning Centre Kirwan Burnda Street - Diploma (Trainer Lainie Randell)

Leah C: Little Scholars School of Early Learning Redland Bay - Certificate III (Trainer Brooke Kirkham)

Leah M: Rosie’s Early Learning Pty Ltd - Diploma (Trainer Brooke Kirkham)

Madeline: Sparrow Early Learning Eagleby - Diploma (Trainer Melissa-Ann Cooper)

Madelyn: Living Faith Early Learning Centre Petrie - Certificate III (Trainer Lauren Turrell)

Margaret: Goodstart Riverside Gardens - Diploma (Trainer Lainie Randell)

Marisa: KidCademy Early Learning Centre - Diploma (Trainer Arielle Waples)

Mary: Educating Kids Childrens Centre Domain - Diploma (Trainer Lainie Randell)

Michelle C: Tugun Tiny Tots Early Learning Centre - Certificate III (Trainer Sonja Hartley)

Michelle G: Little Oak Early Learning Centre - Diploma (Trainer Meaghan Westwood)

Mikjelah Bahrs: Scrub Early Learning Centre - Certificate III (Trainer MelissaAnn Cooper)

Mkarla: A Country Garden Early Childhood Centre Willow HouseDiploma (Trainer Kellie Saville)

JADE CODY

Montana: Little Scholars School of Early Learning StapyltonDiploma (Trainer Melissa-Ann Cooper)

Nadia: Educating Kids Childrens Centre Townsville - Certificate III (Trainer Lainie Randell)

Naomi: NCC Early Learners KilcoyCertificate III (Trainer Lauren Turrell)

Nari: Greenslopes Early Learning Centre - Diploma (Trainer Arielle Waples)

Ngun: Juba Star Family Day CareDiploma (Trainer Meaghan Westwood)

Nikita: Little Scholars School of Early Learning Redland Bay - Certificate III (Trainer Brooke Kirkham)

Phoebe: Petit Early Learning Journey Burdell 2 - Diploma (Trainer Lainie Randell)

Rebecca: Guardian Childcare and Education Augustine HeightsCertificate III (Trainer Melissa-Ann Cooper)

Rhiana: Cubby Care Early Learning Centre Beenleigh - Diploma (Trainer Meaghan Westwood)

Rhiannah: Assisi OSH Early Education Care Upper Coomera - Diploma (Trainer Meaghan Westwood)

Sahtrea: Bayside Kindergarten and Childcare - Diploma (Trainer Brooke Kirkham)

Samantha M: Guardian Childcare and Education Augustine Heights - Diploma (Trainer Meaghan Westwood)

Samantha T: Cubby Care Early Learning Centre Coomera - Certificate III (Trainer Kellie Saville)

Sara: Play and Learn Upper Coomera - Certificate III (Trainer Sonja Hartley)

Sarah: Petit Early Learning Journey Burdell 1 - Certificate III (Trainer Lainie Randell)

Sean: Charley’s Place SpringwoodCertificate III (Trainer Melissa-Ann Cooper)

Serina: Play and Learn Early Learning Centre Cornubia - Certificate III (Trainer Melissa-Ann Cooper)

Shane: Build-Teach-Play Early Learning Centre - Diploma (Trainer Brooke Kirkham)

Sharlie: Little Locals Auchenflower - Diploma (Trainer Lauren Turrell)

Shenai: Raceview Kindergarten and Child Care Centre - Certificate III (Trainer Melissa-Ann Cooper)

Skye: A Country Garden Early Childhood Centre Willow HouseCertificate III (Trainer Kellie Saville)

Skye-Maree: Happy Hearts Childcare and Kindergarten Albany CreekDiploma (Trainer Lauren Turrell)

Soozi: Ascot Kindergarten and Childcare - Certificate III (Trainer Brooke Kirkham)

Sophie L: Little Gems Child Care & Early Learning Centre HelensvaleDiploma (Trainer Sonja Hartley)

Sophie S: Goodstart Early Learning Gatton - Diploma (Trainer Kellie Saville)

Stacey: Build-Teach-Play Early Learning Centre - Diploma (Trainer Brooke Kirkham)

Stephanie: The Learning Garden Child Care Centre and KindergartenDiploma (Trainer Meaghan Westwood)

Tahlia: Little Scholars School of Early Learning Redland Bay SouthCertificate III (Trainer Brooke Kirkham)

Taiga: Kinder Cottage Childcare Centre - Certificate III (Trainer Sonja Hartley)

Taliah: Little Legends Early Learning Centre - Certificate III (Trainer Lauren Turrell)

LARISSA

MADELINE

MARGARET

MARY

KYLIE

LADY

Tamyka: The Kidz Cubby Educational Centre - Diploma (Trainer Lauren Turrell)

Tansyn: Little Scholars School of Early Learning Redland Bay SouthCertificate III (Trainer Brooke Kirkham)

Taylor: Imagine Early Learning Centre West End (TSV) - Certificate III (Trainer Lainie Randell)

Tiahla: Little Scholars School of Early Learning Ashmore - Certificate III (Trainer Sonja Hartley)

Trudi: Capalaba Kindergarten and Pre School - Diploma (Trainer Brooke Kirkham)

Trudi: Capalaba Kindergarten and Pre School - Diploma (Trainer Brooke Kirkham)

Zuri: Guardian Sherwood - Diploma (Trainer Meaghan Westwood)

SHANE

MICHELLE G.

SOPHIE S.

TRUDI

SAMANTHA T.

SARAH

Accounts Advantage

Elston

Make it Cheaper

ShineWing Australia

Banking Services

ANZ Business Bank

National Australia Bank Limited

Suncorp Metway Limited

Brokers

Childcare4Sale

Building & Property

Ausplay Playscapes

Bunnings

07 3209 8266

Wanda Reynolds wanda.reynolds@accountsadvantage.com.au

www.accountsadvantage.com.au

Kelly Stubberfield Kelly.Stubberfield@elston.com.au 1300 357 86 www.elston.com.au/

Mark Pollard markpollard@makeitcheaper.com.au 0414 017 592 www.makeitcheaper.com.au/

Jeremy Wicht jwicht@shinewing.com.au

07 3085 0888 www.shinewing.com.au

Jason Clayton jason.clayton@anz.com 07 3947 5326 www.anz.com/business/industries/health

Damien Hoffman Damien.J.Hoffman@nab.com.au 0407 573 215 www.nab.com.au

Belinda Daniels belinda.daniels@suncorp.com.au 0408 319 368 www.suncorp.com.au/

Lincoln Bridge lincoln@childcare4sale.com.au 0424 370 025 www.childcare4sale.com.au

Dean Kneebone dean@ausplay.net.au

07 3879 4444 www.ausplay.net.au

Sam Russo srusso@bunnings.com.au 0439 150 843 www.bunnings.com.au

Grass to Go Mark Rogers mark@grasstogo.com.au 0407 799 808 www.grasstogo.com.au

Jardine Architects

Jorgensens

Greg Jardine greg@jardinearchitects.com.au 07 3229 9322 www.jardinearchitects.com.au

Tim Cox info@jorgensens.com.au 07 5597 6620 www.jorgensens.com.au

Mathiou Services Jamie Mathiou connect@mathiouservices.com.au 1300 363 423 www.mathiouservices.com.au

Mollard Property Group

Scope Protective & Data Solutions

Wendy Mollard wendy@mollard.com.au 03 9225 5254 www.mollard.com.au

Peter Karadimas peter@spds.com.au 1300 172 673 www.spds.com.au

Surface Pro Janet Osborne admin@surfaceprogroup.com.au 0418 741 507 www.surfacepro.net.au

Timberplay Sally Alderton info@timberplay.com.au 07 5563 3755 www.timberplay.com.au

X-Alt Solar Brian Mills brian@x-altsolar.com.au 0402 658 313 www.x-altsolar.com.au

Consultants & Management

Absolute Support Training & Resources

Early Learning Management

Darlene Wadham darlene@absolutesupport.com.au 0488 666 455 www.absolutesupport.com.au

Naomi Freney naomi@elm.net.au 07 5592 5800 www.elm.net.au

Employer Services Gil Muir reception@employerservices.com.au 07 3220 3500 employerservices.com.au/contact/

G8 Education G8 Education Team 07 5581 5336 www.g8education.edu.au

Giggletree

Samantha Ahearn samantha@giggletree.com.au 07 3482 2490 www.giggletree.com.au

Guardian Early Learning Group Warren Bright contact@guardian.edu.au 1300 217 570 www.guardian.edu.au

ChildHR | DiffuzeHR

Kangarootime

Kidsoft

Kindyhub

Rubiks iT

Toddle

Xap Childcare Solutions

Sports and Fitness

Dental2you

Physi kids

Staff Recruitment

Anzuk Education

Expect A Star

Newhill Recruitment

PEEPS

Rostaboss

Superannuation

Child

Toys, Resources & Suppliers

ABC School Supplies

EducationAll Australia

H Pro Pty Ltd

Contact Email

Barry Lehrer barryl@diffuze.com.au

Phone Web

03 9115 3900 www.childhr.org.au

Sharyn Fewster aus@kangarootime.com 1300 993 226 www.kangarootime.com

Peta Hagger peta@kidsoft.com.au 1800 827 234 www.kidsoft.com.au

Darryl Winder darryl@kindyhub.com.au

1300 859 470 www.kindyhub.com.au/

Andre Campbell support@rubiksit.com.au 07 5613 1889 www.rubiksit.com.au

Ash Sachdev hello@toddle.com.au 0402 425 661 www.toddle.com.au

Sean Murphy sean@xap.com.au 1300 543 792 www.xap.net.au

Larissa Curtis info@dental2you.net 0478 883 830 www.dental2you.net/

Kayleen Tolley info@physikids.com.au 0414 559 997 www.physikids.com.au

Taryn Linnan taryn.l@anzuk.education 0499 084 365 www.anzuk.education

Amanda Lawson amanda@expectastar.com.au 1300 669 653 www.expectastar.com.au

Elise Charriere elise@newhill.com.au 0488 686 196 www.newhill.com.au/

Carrie Rose carrie_rose@icloud.com 0410 671 971 peeps4u.io/

Angie Cooper info@rostaboss.com.au 07 5647 3443 www.rostaboss.com.au

Ben Fagan BFagan@guildtrusteeservices.com.au 1800 810 213 www.childcaresuper.com.au

Joanne Fenton jfenton@hesta.com.au 07 3223 4906 www.hesta.com.au

Kate Graham Kgraham@ngssuper.com.au 0437 516 830 www.ngssuper.com.au

Graham Bone info@abcschoolsupplies.com.au 07 3823 2999 www.abcschoolsupplies.com.au

Julie Rowan julie@educationall.com.au 1300 044 984 www.educationall.com.au

William White william@hpro.com.au 07 3041 4132 www.hpro.com.au/

Modern Teaching Aids MTA Team sales@teaching.com.au 1800 251 497 www.teaching.com.au

OfficeWorks

John Rizk grizk@officeworks.com.au 0439 000 200 www.officeworks.com.au

Sequel Books Anna Henderson anna@sequelbooks.com 07 3177 3331 www.sequelbooks.com/

Step4 Katie Kennard katie@step4.com.au 1300 720 353 www.step4.com.au

Taren Cleaning Supplies Murray Stanton murray@taren.com.au 02 9668 8978 www.taren.com.au

The Brand Makers

Beau Worsley bw@thebrandmakers.com.au 07 5563 3786 www.thebrandmakers.com.au Training

There’s safety in numbers. And with safety comes confidence; the confidence to keep moving forward, especially in your career. At Guild, we’ve dedicated the last 58 years to building a network of professionals to provide the support to help you leap higher.

Through our partnership with ACA QLD, we’ve been able to help grow the network that’s dedicated to protecting you and safeguarding the future of your profession.

Whatever journey you decide to take, and whatever stage of your career you’re at, we’re here so that you don’t have to face your challenges

alone. We may not be front of mind, but we’ve got your back when you need us most. Because when you’re a part of Guild, you’re part of something bigger. Find out more and get a quote today by visiting guildne.ws/early-learning or calling 1800 810 213