EarlyEdition SUMMER 2021
Authentically Connecting with Country Member in the Spotlight: Busy Bees Early Learning Australia Transforming from Amazing Educator to Successful Leader
EarlyEdition SUMMER 2021
ACA Qld
Contents
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
ACA Qld President’s Report
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ACA National President’s Report
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Authentically Connecting with Country
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Make a Difference and Save Lives with Water Safety Curriculum
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Case Study: What Would Early Childhood Be Like if We Didn’t Undertake Documentation?
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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.
Member in the Spotlight: Dedicated to the Wellbeing of Employees, Family and Community Connections While Navigating a New World 11 Educator in Profile: Brittney Johnson
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Updates on Early Childhood Qualifications
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Rewarding and Supporting a Dedicated Team
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Transforming from Amazing Educator to Successful Leader
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Defibrillators in Early Learning Services
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2021 in Review
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CAECE Congradulates
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MANAGEMENT COMMITTEE Executive
Committee Members
ACA Qld Office
President - Majella Fitzsimmons
Nicole Fowler
Peta Pitcher
Chief Executive Officer - Kate Tully
Vice President - Jae Fraser
Kerrie Lada
Louise Thomas
Office Manager - Jen Smyth
Treasurer - Linda Davies
Pam Maclean
Brent Stokes
Administration Officer - Michelle Morley
Executive Secretary - Debra North
Katy Mason
Marketing and Communications Officer - Brianna Salmond
EARLY EDITION > SUMMER 2021
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ACA Queensland President’s Report Welcome to the last Early Edition for 2021! It was great to see so many of our members at our Sector Briefings. These briefings were delivered across the state encompassing Townsville, Bundaberg, Toowoomba, Brisbane South, Brisbane North, Brisbane West, Gold Coast and Sunshine Coast. Our AGM which took place on 18 October 2021 was yet another success. We acknowledge the contribution of two outgoing committee members, Treasurer Doug Burns and Committee Member Rosa McDonald. Both Doug and Rosa have served the organisation well for six years and we would like to thank them both for their support and efforts during their time with us. I would like to welcome Peta Pitcher (CEO, API Childcare Centres) to the committee and congratulate our eight committee members who stood for re-election and were once again all duly elected. I would also like to congratulate Kerrie Lada who was presented with ACA Qld Life Membership in recognition of her outstanding service to ACA Qld over the last 21 years. I once again look forward to being your president for the next 12 months and working together to advocate and care for our Queensland children. Our Supporters’ Evening held on Monday 15 November was another resounding success. It was fantastic to catch up with all our amazing sponsors and thank them for the support we have received during 2021. We are incredibly grateful for our supporter members – and especially our foundation member, The Guild Group – and look forward to our continuing partnerships in 2022. On behalf of members, ACA Qld Vice President Jae Fraser, CEO Kate Tully, and I met with Deputy Director-General Sharon Schimming and Assistant Director-General Deb Dunstone. Together we had positive discussions around key issues facing the early learning sector. We look
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forward to ongoing dialogue with the Department and welcome any opportunity to engage with all parts of Government to achieve the Best Start in Life for Queensland children.
training team too. We are very excited to have everyone on board and please make them all feel welcome at our next round of Sector Briefings in the new year or Conference in June 2022!
ACA Qld has created a kit to assist members to ensure they are as prepared as possible for the evolving COVID-19 landscape in Queensland. The kit contains lists of recommended measures for various risk levels, some information about what to expect in the event of a service closure, and template letters to families and other stakeholders. The kit is available to download from the Members area of our website, under COVID-19 News. ACA Qld will continue to keep you updated with the latest news and information as these come to hand.
With 2022 just around the corner, now is the time to order any additional copies of the ACA Qld 2022 Diary! To attain this amazing resource please visit the ACA Qld shop located on our website qld.childcarealliance.org.au/shop or contact the office on 07 3808 2366 or qld@childcarealliance.org.au.
Nationally we have been working closely with Government and heavily advocating for early learning service providers to be able to waive gap fees when their service, or part of the service, has to close due to a COVID-19 case. A further 10 allowable absence days will be available to families nationally through to 30 June 2022, bringing the total number of allowable absences this financial year to 52 days. We’re pleased to see these measures are now in place to help remove financial pressures on impacted families and services. There have been some changes in our office team. After nearly five years, it was with both sadness and excitement that we wished Letitia Berndt, ACA Qld Administration Officer, the very best in her future endeavours. We would like to thank Letitia for all her hard work and dedication to our members and the early learning sector. Letitia’s departure has allowed the opportunity to welcome Michelle Morley as our new Administration Officer. Please join us in welcoming Michelle to our team! You may have also noticed a few new friendly faces in our CAECE admin and
I would like to thank the amazing ACA Qld office team, CAECE team, and committee for a fantastic year and their ongoing support for the early learning sector. And lastly, I would like to thank you, our valued members and supporter members for your ongoing support, we value everything you do for our little ones, and we hope you all have a safe and enjoyable festive season with friends and family. We look forward to an amazing year in 2022 and wish you all a Merry Christmas and Happy New Year!
Majella Fitzsimmons ACA Qld President
ACA President’s Report As we gradually turn the page from spring to summer, it feels like the weather is matching our moods as most of Australia opens up and we move towards Christmas. Whilst we are hoping that the worst of COVID restrictions are over, our sector is proceeding with caution in the knowledge that from time to time we will all experience positive cases and have to isolate staff and/ or families or temporarily close. We have already witnessed this scenario many times, particularly in New South Wales and Victoria, and we know that families struggle to continue paying fees when unable to work due to isolation requirements. It is in this context that ACA has been engaging with Education Minister Alan Tudge on behalf of our members to keep the government informed of the impact of this scenario on early learning services and their families. Following our advocacy efforts, we are heartened that the Australian Government has agreed to further support our sector by allowing service providers to waive gap fees when their service, or part of the service, has to close because of a COVID case, or if a family has been directed to isolate. This measure will be available to service providers until 30 June 2022. We understand the option to wave the gap fee under this scenario will help remove financial pressure on families impacted by isolation requirements. Furthermore, an additional 10 allowable absence days will be available to families nationally through to 30 June 2022, bringing the total number of allowable absences this financial year to 52 days. This is good news for families, making any requirements to isolate far less financially precarious. We will continue monitoring the impact of COVID safety measures
on our sector and feeding this information back into government. On the industrial relations front, after a long and drawn-out eight-year process, the Fair Work Commission has finally made a decision on wage increases for degree-qualified Early Childhood Teachers. The legal proceedings known as the Equal Remuneration Order (ERO) and the Work Value Case – Independent Ed Union Equal Remuneration Order (ERO), involved the Independent Education Union (IEU) seeking a substantial wage increase for degree-qualified teachers. ACA has been working extremely hard in this space with our legal team on behalf of our members, to strive for an outcome that ensures the future viability of the sector and affordability for families. Due to the complexities around the introduction of the wage increases, it’s difficult to estimate the level of wage increases across each early learning service. However, on balance we view this outcome as a win for our sector in terms of ensuring ongoing affordability of childcare for families. Last month we ran a webinar for all of our members to provide guidance on the “reclassification” process and how to determine the new award rates for your degree-qualified staff. We hope you found this guidance useful and the recording can be found on the ACA National website.
As always, we thank you for your ongoing support and wish you and your families all the best with your end-of-year festivities. I’d also like to take this opportunity to congratulate ACA Qld President Majella Fitzsimmons and Vice President Jae Fraser for their efforts and strong leadership of their state body this year. I know you will join me in thanking them for their hard work and dedication to Queensland’s early learning sector during a difficult climate. I’d also like to congratulate Jae for setting up the Fraser Foundation, which aims to provide financial assistance to aspiring early childhood educators seeking to further their tertiary studies in the early learning field. It promises to be a really positive initiative that will help support our sector. On behalf of the ACA Executive Committee, I would like to wish all of our members a wonderful Christmas and New Year, and may 2022 bring us all a little more stability, good health and contentment.
Paul Mondo ACA President
Meanwhile, as the federal election is expected to take place at some stage in the New Year, we are in the process of developing our advocacy materials for all sides of the political spectrum, to ensure a positive outcome for our sector in the years ahead.
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Authentically Connecting with Country Natalie Semple, Indigenous Inclusion Educational Leader > Everton Park Child Care and Development Centre
The positive links between connecting with nature and mental and physical health and wellbeing have been well established, but what does that look like in an early learning setting? At Everton Park Child Care and Development Centre, we embrace unstructured free play in our beautiful outdoor environment. Country is our classroom and our teacher; as educators we facilitate opportunities for children to authentically and sustainably connect with and learn from Country. Connecting with Country is about more than just taking our lessons outside. It’s a holistic pedagogy that is embedded across all areas of our program and practice. We develop respectful, reciprocal relationships with our environment and children are encouraged to take an active role as caretakers; planting and maintaining gardens, managing composting systems, nurturing wildlife and engaging in mindfulness and meditation experiences. This supports children to feel more connected with the Country that they live and learn on. We encourage children to become observers, to slow down and take time to appreciate the unique beauty within our environment; we notice the way the she-oak needles capture the morning dew, or the butterfly laying her eggs on the jasmine leaves. We feel the texture and strength of a tree trunk and relish in the smell of the earth after the rain.
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As the children become more connected and engaged with our environment, they begin to predict and make observations about the cyclical changes that occur. We look forward to the dazzling yellow display of the wattle flowers and the cascading red of the Illawarra flame tree. We welcome the ringtail possums building their nests in our branches and seasonal return of the harlequin beetles. It is through these observations that we develop an intimate knowing and connectedness with our environment.
other’s strengths; learning with and from each other as a community. These are all Aboriginal ways of being and learning that align beautifully with our centre philosophy, program and practice. Because of this interconnectedness, our relationship with Country has become intrinsic. That is not to say that it has been developed without intention; our connection with Country is continuously strengthening and didn’t happen instantaneously – it is a life long journey for us all. However, we are rewarded with an environment that is uniquely us. The ground we stand on is timeless and it holds the stories of our learning community and all those who came before us. In a large jacaranda tree near the middle of our learning environment, a breeding pair of Tawny Frogmouths have established their permanent nest. Typically, a month after hatching, the chicks will become fledglings and will leave the nest and the area. However, the Tawny Frogmouth that was born last year is now an adult and still resides in the same tree beside this year’s hatchlings. This is indicative of a trusting, secure and nurturing environment; this rare and unique gift is just one example of how Country speaks to us. Learning to listen to Country is imperative, and now more than ever she is calling to us.
It is more than just a sense of belonging; it is a sense of holistic wellbeing, family and home.
Our practices are informed by our Reconciliation Action Plan. We embrace hands on, play based learning where children are given space to take considered risks and set their own boundaries. We embrace sustainable practices with a view towards conservation and land management and we foster an environment where we celebrate each
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Make a Difference and Save Lives with Water Safety Curriculum Emma Lawrence > Kids Alive
ACA Qld Patron Laurie Lawrence, founder of ‘Kids Alive Do the Five’ Drowning Prevention Campaign, is dedicated to the welfare of Australian children and educating the community on children’s water safety. Early learning childcare educators have an opportunity to help save lives by increasing water safety awareness to the most vulnerable under-fives. Emma Lawrence water safety advocate and Managing Director of Kids Alive said she wanted to help educators incorporate water safety into the regular curriculum.
“Educators are in a unique position to impart on children information that could ultimately save their lives,” Emma said. “Making water safety fun and engaging is our passion at Kids Alive and there is a wonderful opportunity for educators to share this with children and make water safety part of everyday learning.” The need to reach children has never been more dire with Royal Life Saving Society reporting drownings in the underfives increased by 108% last year, and for every toddler drowning death approximately eight children are admitted to hospital as a result of a non-fatal drowning.
“There is a need to help families understand the dangers around their home, pool, at the beach and farm areas.” “We have all sorts of resources available including dances, songs, puppet shows, concerts and of course books. Reading is a particularly important element of our program as it is so impactful.”
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Kids Alive conducted research that proved 72% of parents and carers who read water safety books to under 5’s were more likely to keep water safety top of mind and modify their behaviour to act more safely around water and children.
“Reading about water safety with kids is just one part of the water safety education process but it has a big influence on both parents and kids. It is also something that can be done all year round,” Emma said.
taking a huge load off parents’ shoulders when it comes to preventing accidents! Meanwhile in the classroom, we incorporate the Kids Alive early education program to reinforce the learning that the children do in the pool!” Kids Alive is calling on educators to take the challenge and ensure they are water safety trained by the end of Summer 2022. The training also aligns with the Australian Water Safety Strategy 2030 by supporting the availability of education to the at risk 0-4 year old.
“Resources are tight for water safety, especially in regional areas, so this training is open to everyone and enables a community to take charge with educating children via a variety of channels.” To make it easy for educators to provide water safety education, Kids Alive created an online training program specially for early learning childcare educators. Emma created the material in conjunction with industry experts and it includes curriculum guides and class activities to follow. The training was updated in 2021 and separates learning components for children aged 0-3 years and 3-5 years. The Kids Alive online training shows early childcare educators how to incorporate water safety into lessons, providing a step-by-step guide across four location-themed lesson plans, including Beach, Pool, Farm and Home. Each lesson plan includes:
“Our work will not stop until there are zero child drownings, and we are constantly seeking new ways to reach children and parents and developing new resources to meet this goal. We know that early, targeted water safety education programs can help save the lives of children under 5. We hope to see more and more uptake of the Kids Alive trainings and more families aware of the dangers and how to combat them. We look forward to seeing more teachers take up the training in 2022 and be leaders in this space.” As part of its commitment to providing free water safety resources to the community, Kids Alive will again distribute over 50,000 free water safety packs to education services, libraries, schools and swim schools.
• An Activity Description and Intentional Teaching Strategy – including fun ways to bring the water safety messages to life through costumes, stories, and videos. • Resources – the nitty gritty of what items might be needed for the lesson plan. • Link to National Quality Standards – how the lesson will enhance learning and development, health and physical activity, relationship building and collaborative partnerships. • Learning Outcomes x5 - including how the lesson will benefit Identity, Connecting, Involved Learning Processes, Physical Learning and Language and Literacy. • Extension Ideas – suggested books and other activities to be incorporated following the lesson. • Children’s Ideas & Interests (Spontaneous) – a suggestion to note down ideas that come from the children throughout the lesson. The training is delivered online via video modules, with access to downloadable course and resource materials relevant to the industry. Each module takes 30 minutes to complete. The free training can be accessed via the Teacher Hub page on www.kidsalive.com.au. Jae Fraser Managing Director of The Scholars Group participated in the training along with his educators.
“At Little Scholars we are passionate about ensuring children are prepared for all areas of life, with water safety being an extremely important part of growing up in sunny Queensland,” he said. “As part of this commitment, we offer weekly swimming lessons;
Contact the team today phone. 07 3274 3900
croftcare.com.au EARLY EDITION > SUMMER 2021
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Case Study: What Would Early Childhood Be Like if We Didn’t Undertake Documentation? Vicki McKinnon > Building Futures
Have you ever wondered what it would be like in Early Childhood if you didn’t undertake documentation? Building Futures Montessori at Forest Lake (Queensland) wondered just the same thing. So in true Montessori style, they decided to experiment and observe the outcomes. This service is lead by Hannah Jordan (Director/Manager) with Mandy Lauderdale (Educational Leader) and provides education and care for children aged from six weeks to school-aged. Its seven class spaces are utilised by one Nido, three Infant Community rooms, a transition and two Casas. The team of around forty educators includes experienced Montessori Directresses, Early Childhood teachers, as well as Trainees and Apprentices in the process of studying early childhood and Montessori. The Experiment For a period of two weeks, the classrooms operated normally (with some COVID adjustments in place) and the educators undertook to not document the educational program, with the exception of a ‘week in review’ communication they called a ‘learning story’. At the end of the two weeks a reflective exercise was undertaken, with the educators writing an open-ended paragraph in response to “Please write a short paragraph letting us know how the 14-day document-free fortnight went. Share your thoughts, what did you witness, what were your likes/dislikes. Should we do this again? Any other thoughts?” The Responces There were 28 responses which overwhelmingly supported the idea of repeating the experience.
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There was a level of adjustment with one educator noting that:
“I found it a struggle to get used to for the first few days and old habits had me continuing to take photos and taking notes, but afterwards I enjoyed it. It allowed me to bond and get to know, not only the children, but the other educators in the classroom.” (Another two educators also commented about appreciating the staff in the classroom more). Another educator wrote that they were feeling “a little lost at rest time”. Classifying the reflective responses led to considering two main themes. Firstly, the experience for the educators and secondly, the outcomes for the classrooms. The comments related to the educator’s experience are collated in the word cloud below:
The comments related to the classroom outcomes are collated in the word cloud below:
There were also some thoughtful responses relating to purposeful use of documentation:
“Daily program and learning story should be getting done/written daily. It helps educators find patterns within the room and helps with observations and progress of each child.” “We were unable to track the lesson progress / development for each child unless each educator took the initative to write it down on their own notepad.” “Parents like to read how their child’s day went.” “Photos are important for parents.” Finding the Balance My own opinion is that there are three reasons to document, and only two are valid. The first is for professional recollection and communication. As educators working with the Montessori materials and curriculum, we can rely on our memories and the prepared environment to a certain extent, however keeping a record of apparatus that children have been demonstrated is important, and noting apparatus that you have observed readiness indicators for is also helpful. Additionally, most early childhood classrooms are team spaces with two or three educators. In this service there are often 2-3 Montessori-trained educators working with the class of children, along with trainees. Being able to access documentation on each child across the team is most helpful. The sciences and arts bring with it opportunities for extension and project work which may require research, resourcing and planning. The documentation for the professional Montessori educator ensures their own quality practice and is part of their own ‘prepared environment’ for their tasks. The second reason to document is to enrich the partnerships between the family and the service. The parent-child relationship is an important bond, and the parents bring valuable knowledge of their child which can assist educators to connect and enhance the educational experience of the child. Parents appreciate hearing about their child’s day, and with young children some meaningful content from the educators makes all the difference.
Lake service were supportive of the documentationfree fortnight, with one parent going so far as to advise the leaders that one or two of the educators were still documenting in the early days! Ooops! Messages of support were emailed and spoken, and no complaints about ‘not enough photos’ were made. Educators noted that there was more communication with parents and closer bonds with parents formed during the fortnight. This seems counter-intuitive, however, if educators have observed more, are less stressed, and are engaging with children, they may well have more to share verbally with parents at drop off and pick up time. The third reason to document is to satisfy external expectations. This is the reason that I consider invalid. The Assessment and Rating process, and its predecessor, Accreditation, has provided structures which inform quality, but likewise generated an industry focussed on the mechanics of standards. I was once asked by an educator, “How many observations do I need to do each week”. I replied, “Please observe the children, and take note of anything meaningful that you would like to celebrate, follow up or communicate. Don’t write observations that are not meaningful just to achieve a certain number. Focus on those things that are significant.” She smiled and said, “That is really excellent!…But how many observations do I need to write each week?” I wish I had answered zero. I wonder how she would have responded if I had been brave enough to run this experiment all those years ago! In a sector with high turnover, high mental health issues, low status, low pay and high expectations, getting the balance right between purposeful documentation and time with children will only pay dividends. Educators with less stress, less worry, who can breathe, who are loving and enjoying work will create better environments for children. Classroom outcomes that include more observation, more one-on-one time with children, more interactions, more preparation and more playing will also lead to better environments for children. And what of the children’s voices?
“Two babies that were very new, and my face new to them, as they needed more attention, I have noticed that within two days that started loving me and giving me cuddles.” “…they really enjoyed it” “the children seemed to notice that the educators were 100% engaged with what they were doing.” In conclusion, the reflection process encouraged one educator to note the following experience. What a shame it would have been for that Infant Community educator to have had their face buried in an iPad, and missed this beautiful example of the multi-aged classroom in full bloom:
“One thing that stood out to me was I observed a child (2.5 years) helping a younger child (1.5 years) to pack away her plates. He then supported her to wipe her face and held her hand and took her to her bed. He talked and interacted with her beautifully.”
It is interesting to note that the parents of the Forest
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Struggling to support ‘prac’ placement for your studying ECT?
Introducing: Prac Swap ACA Qld’s ‘Prac Swap’ is a free service whereby we seek to match two people needing to undertake a practicum placement (‘prac’) as part of their Early Childhood Teacher (ECT) degree, so that each can work in the other’s service for the period of the prac. This has the advantage of neither person needing to take leave, and the service not needing to arrange another person to cover an absence. The Prac Swap arrangement is covered by an agreement for which ACA Qld provides the template. ACA Qld is not a party to the arrangement.
Introducing: Flying Squad ACA Qld’s ‘Flying Squad’ is a free service to assist ECEC services to access suitably qualified, temporary staff. Priority is currently being given to covering absences for studying ECTs to undertake prac, where a Prac Swap is unsuitable or not feasible. The employment arrangements are a matter between the service and the Flying Squad member. ACA Qld is not a party to any resulting employment agreement.
How do I become involved? To lodge your Expression of Interest in either or both initiatives, visit the Prac Swap and Flying Squad forms located under Services at qld.childcarealliance.org.au and let us know what you need. We’ll do our best to find you a match! Any queries can be directed to wass@childcarealliance.org.au. There is no charge for either service.
‘Prac Swap’ and ‘Flying Squad’ are initiatives of Australian Childcare Alliance Queensland (ACA Qld), proudly supported by the Queensland Government. ACA Qld is the state’s peak body for providers of early childhood education and care services.
qld.childcarealliance.org.au t: (07) 3808 2366 or 1300 365 325 (country & rural)
Member in the Spotlight: Dedicated to the Wellbeing of Employees, Family and Community Connections While Navigating a New World Busy Bees Early Learning Australia
Busy Bees Early Learning Australia dedicated to the wellbeing of employees, family and community connections while navigating a new world in the face of COVID-19. Since the beginning of the COVID-19 global pandemic, the early learning sector within Australia has been classified as an “essential service” with access to care being critical to maintaining the ongoing education and care for children while supporting families during these uncertain times. Robert Hughes, CEO at Busy Bees Early Learning Australia stated “Busy Bees are proud to have maintained a supportive, flexible and consistent daily routine for the children and families providing a level of comfort and routine that they can call upon each day, to give every child the best start in life”.
The now annual event signifies a month of gratitude and connection for Busy Bees children, families and staff by showcasing appreciation and encouraging acts of kindness that is achieved through discussions, messages, activities and provocations either in-service, within the community or remotely for those families and children who are experiencing lockdowns across the country. Children at our services were involved in special activities including the distribution of gratitude jars, thank you notes and donations in a means of making our community a better place for everyone.
With Busy Bees educators, early childhood teachers and support teams being classified as “essential workers” Busy Bees was sensitive in ensuring that all their employees were being supported, acknowledged and encouraged with various initiatives and programs in place for the physical and mental wellbeing of the children, families and employees. In June 2020, during the height of uncertainty experienced by the COVID-19 pandemic in Australia, Busy Bees Early Learning Australia launched its very first “Lighting UP with Gratitude” event. Each service simultaneously switched on an array of fairy lights to “light up” their service as a symbol of heart, hope, thanks and support for the local communities, children, families and hard-working employees who were facing this uncertain time together.
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Follyfoot Farm by Busy Bees at Williams Landing
Robert Hughes, CEO at Busy Bees Early Learning Australia reflected on the importance of the annual event stating, “The Lighting UP with Gratitude event demonstrates how strong and supportive the entire Busy Bees Early Learning Australia family can be when coming together during difficult times. The children, families and employees rallied together to look after one another and ensured that gratitude, kindness and support was being felt across the community”.
With many people impacted by COVID-19 over the past year and the uncertainty it still brings, Busy Bees Early Learning Australia have been focused on the importance of mental health and wellbeing. Wellbeing is one of the “4 Pillars” of the Corporate Social Responsibility that Busy Bees have implemented to remain socially accountable in everything they do, with the remaining 3 pillars being Community, Sustainability and Child Protection. Focus on the “Wellbeing” pillar throughout the past year has allowed for effective implementation and increased usage of programs that support and value wellbeing for the people at the heart of their service, children, families and employees who may be experiencing environmental impacts and isolation. Fiona Alston, COO at Busy Bees Early Learning Australia, stated: “We recognise that wellbeing is important for every individual to continue growing and developing as human beings. We want to make sure that our children, families and employees always feel valued, safe, happy, healthy and supported and many of our programs and initiatives have been designed to achieve this”.
Busy Bees at Burpengary East “Gratitude Jars”
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“We Love You Week” is another annual initiative that has been received extremely well during the height of COVID-19. The week conveys the message of sharing gratitude and appreciation for one another with a focus on encouraging wellbeing both physically and mentally.
Themes such as “Connect”, “Be Active” and “Help Others” are written into a special week of events that highlight and reflect positive behaviours and outcomes. The Busy Bees National Support Centre in Brisbane ended “We Love You Week” for 2021 by donating children’s lunchboxes filled with nutritious food and lots of love to a local community centre to help families in need. Fiona Alston, COO at Busy Bees Early Learning Australia stated, “Demonstrating heart, thanks, gratitude and support to our families, children, employees and communities is always important, however in light of the recent challenges of COVID-19, it has never been more essential to lift each other up, check in with those around us and appreciate one another through specific acts of kindness and care”.
Busy Bees Early Learning will continue to focus on these initiatives and programs that have been designed to keep “wellbeing” at the forefront of everything they do and will continue developing these alongside their families, children and staff to make them even bigger and better each year.
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Educator in Profile: Brittney Johnson Meet Brittney Johnson, who works at Free Range Kids- Gatton. 1. What is your role within your service and what do you want to achieve in the next five years? I am an assistant educator in the Junior Kindy room and within the next five years I want to further explore my career development in the related field. I foresee many career advancement opportunities and am excited for the long-term learning through whichever path I take. 2. What/who inspired you to forge a career in early learning? I have always had a genuine enjoyment looking after my younger siblings and cousins growing up, which grew into a natural passion for partaking a role in children’s lives. I knew my interest and care for children would see me fit into the childcare industry. 3. What do you find rewarding about working in the early learning sector? I am so grateful for the opportunity to make a difference in a child’s life. The early learning sector is rewarding in so many ways. You can create a safe and enriched learning environment where you get to experience the children’s growth during their vital first five years. To watch a child’s confidence develop and grow makes everything worthwhile to me. 4. How would you describe your early learning philosophy? My philosophy is that every single child is an individual, which means I will provide opportunities that target all different learning styles. I believe children will develop their own sets of skills, interests, strengths, and abilities when they are given a safe and responsive environment. 5. How do you engage the families in your service? I always ensure to greet and converse with families at drop off and pick up whenever I can. I encourage families to bring their own books from home to share at group time, and we engage in culturally relevant activities.
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6. What is your biggest challenge as an educator and what strategies do you put in place to manage these challenges? It can be challenging to discipline children sometimes, simply because I am not their parents. I have worked on my authority and trust earning with the children in hopes that by building relationships with the kids, they are more likely to listen and respond to me. 7. How have the challenges you faced helped you grow as an educator? They have helped me grow as an educator by challenging my personal resilience and commitment to ongoing learning of behaviour management. My knowledge and confidence continue to grow which is helping support my professional development and growth. 8. What is the most important skill you hope to develop in the children you educate and care for? Taking on challenges! I don’t want my children shying away from experiences because of self-doubt. I ensure on instilling confidence so they can learn how to encourage themselves to give anything a go, regardless of failing. 9. What advice would you give to someone who wishes to start a career in early learning? Go for it! If you have a genuine love for kids, this job is for you. There is always support from trainers and colleagues when you need it, and all the opportunities to learn how to better yourself as an educator. 10. Finally, what’s your fondest memory from your own childhood? One of my fondest memories from my childhood was when my grandparents made this epic treasure hunt around their property for my older brother and I. We had a map, and directions to follow, leading to different clues. They put a lot of effort into that, and I just remember bursting with excitement during that activity.
Updates on Early Childhood Qualifications Mandy Walker > CAECE Training & Operations Manager
There has been a lot of chatter recently about the new training package but still some confusion and uncertainty about what it means for educators who are currently studying or new educators wanting to start studying. In July 2021, a new Community Services training package was released. This change was long-awaited and a muchneeded update to align with current research and practice in early childhood. These changes are welcomed, and I believe they will support future educators to have a deep and genuine understanding of theoretical perspectives, holistic approaches, and child development. The most significant change we see in the new package is that there is no longer direct entry into the Diploma. Students must complete either CHC30113 Certificate III in Early Childhood Education and Care or CHC30121 Certificate III in Early Childhood Education and Care as a pre-requisite into the CHC50121 Diploma of Early Childhood Education and Care. This change may present a barrier to educators with older Certificate III qualifications as they will have to “upgrade” their Certificate III to the new qualification before starting their Diploma. RPL pathways may support these educators to use their previous skills and knowledge to gain the new CHC30121 Certificate III in Early Childhood Education and Care. The next biggest change is that all the units must be observed by the training organisation in a regulated early learning service in Australia. This means that trainers must observe skills and tasks being completed in service.
There is room for training providers to simulate some tasks, but stricter guidelines on what MUST be observed have been implemented. This will ensure that all students are being observed and deemed competent, but the training organisation can not rely on third party reports or workplace supervisor reports as evidence of completing tasks. The hours required for placement have been increased from 120 to 160 for Certificate III and from 240 to 280 for Diploma. This will only impact students who are not working in the early childhood sector while studying. How you can support your educators during this transition period: • Request a transcript from their training provider to see how far through their studies they are. • Request a transition plan for those who have MORE than 12 units (in either Certificate III or Diploma). • Ask their training provider what steps they are taking to ensure all students complete their studies on time. • Provide trainees and apprentices with non-contact study time. • Provide all educators studying with support and guidance when completing tasks, workplace tasks and when the training provider needs signatures for completing units.
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Please note: Any educator with more than 12 units to complete may be at risk of non-completion. Please encourage them to speak with their training provider as soon as possible.
New training package and what you need to know: Certificate III in Early Childhood Education and Care Current training package
New training package
Impacts on current students
New students
CHC30113 Certificate III in Early Childhood Education and Care.
CHC30121 Certificate III in Early Childhood Education and Care.
Must finish CHC30113 by 14 November 2022.
Consists of 18 units (15 Core and 3 Electives).
Consists of 17 units (15 Core and 2 Electives).
We are still taking enrolments in CHC30113 Certificate III in Early Childhood Education and Care.
120 hours of placement.
160 hours of work placement in a regulated children’s education and care service that cares for children aged birth to 6 years.
Only 4 units from CHC30113 are transferable to the new CHC30121 package.
New students will get started on the units that are in the new CHC30121 Certificate III in Early Childhood Education and Care qualification. And if needed we will transfer students over to the new qualification in the new year.
https://training.gov.au/ Training/Details/CHC30121
Diploma of Early Childhood Education and Care Current training package
New training package
Impacts on current students
New students
CHC50113 Diploma of Early Childhood Education and Care.
CHC50121 Diploma of Early Childhood Education and Care.
Must finish CHC50113 by 14 November 2022.
Consists of 28 units (23 Core and 5 Electives).
Consists of 15 units (12 Core and 3 Electives).
240 hours of placement.
280 hours of work placement in a regulated children’s education and care service that cares for children aged birth to 6 years.
As of 15 November 2021, we will not be taking any new enrolments into CHC50113 Diploma of Early Childhood Education and Care.
Educators may enrol directly into this qualification.
Entry to this qualification is open to individuals who: hold CHC30113 Certificate III in Early Childhood Education and Care or CHC30121 Certificate III in Early Childhood Education and Care qualification. https://training.gov.au/ Training/Details/CHC50121
If students do not finish by the deadline, their course work is not transferable as the new CHC50121 training package is not equivalent.
If the student has previous completed CHC30113 Certificate III in Early Childhood Education and Care, we will consider their enrolment on a case-bycase basis. They must finish their qualification by 14 November 2022. Their course work is not transferable to the new CHC50121 training package as it is not equivalent.
For more information, please contact the friendly CAECE team at contact@caece.com.au or visit Training.gov.au.
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Rewarding and Supporting a Dedicated Team Sesame Lane Care & Kindergarten
Sesame Lane Care & Kindergarten launches Reward & Recognition Platform, pays university fees for educators, and gifted a new Mazda 2 to an educator. While recognising hard work, supporting, and rewarding their team is something that Sesame Lane has always done well, they’re stepping it up a notch to make sure their teams are engaged and feel valued and supported both professionally and personally. Laneways Reward, Recognition & Wellbeing Platform Kerri Smith, Head of Sesame Lane, believes people ‘make the difference’ at Sesame Lane Care & Kindergarten, and a new program aims to attract, reward, and retain the best in the early years sector. ‘Laneways’ was launched on Early Childhood Educators’ Day on September 1 and has been a complete success. “Investing in our people is a big part of our culture” Ms Smith said. “We’ve got 400 employees at Sesame Lane, which is a wonderful achievement for a privately owned company. We really want to look after them, we really care. I’ve been researching, surveying, and talking to our employees to find out how we can become the best company for them. Rewards for outstanding work and personal recognition was high on the list of what our employees need to feel valued in their workplace”.
done, here’s $50’ and the amount goes onto their rewards platform,” Ms Smith explained. The rewards platform has discounts for retailers such as JB Hi-Fi, Woolworths, Coles, Myer, The Good Guys. “When they receive a reward, employees can spend it on the platform with one of the 300 retail partners, and receive a discount so they literally have more money in their pocket, or they can donate it to our current chosen charity, The Pyjama Foundation.” Another element of the platform is wellbeing, with content to encourage healthy eating, exercise, budgeting and more. Ms Smith said the health and wellbeing of everyone at Sesame Lane is an area of high importance. “Employee wellbeing is a shared responsibility that has a positive impact on employee retention, job satisfaction, productivity and flows to positive outcomes for the children within our care.”
The platform enables peer-to-peer recognition in the form of e-cards, which can be used to praise a colleague privately or in a way that is visible to the broader Sesame Lane team. In addition to this, there are monetary incentives for employees celebrating birthdays, years of service and outstanding performance. “Our Managers can send an e-card to an employee and attach a dollar value to it, so if someone’s done a great thing, we can reward them and say, ‘Thank you so much for the amazing work you’ve
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Paid Training & Development Something Sesame Lane has learned during their 30+ years in the early learning sector is that employee training and development is a broad concept that goes beyond immediate work roles. During 2021 they have invested in developing an in-house learning management system called ‘The Learning Lane’ for employees to access training on demand. It includes development courses to increase employees future performance and growth and training to learn new skills and acquire specific knowledge that can be applied instantly to bring about significant improvements in their current job roles. Sesame Lane Care & Kindergarten sponsor an intake of Educators each year to complete the Bachelor of Education (Early Childhood and Primary), through Swinburn University. This financial assistance has allowed Diploma qualified Educators to advance their career, while allowing them to work and continue to earn a wage while they study. A Bachelor costs upwards of $20,000 to complete.
At the annual conference the five finalists innovations were anonymously presented and an online live peer vote awarded the winner, Leah Eastaugh, a new Mazda 2! The other four runners up received a cash reward of $2,000 each and Sesame Lane plans to implement many of the innovative ideas put forward. Outstanding Employee Benefits Other benefits Sesame Lane employees enjoy discounted childcare fees, paid working with children Blue Card renewals, First Aid training, CPR, Manual handling, annual flu shot and complementary uniforms each year. It’s part of the company culture to provide regular morning teas, lunches, afternoon teas and supper during evening staff meetings. Sesame Lane are also lifting the bar on remuneration and offers above-award wages for the right candidates.
Yarn Strong Sista
If employees want to complete a course outside of The Learning Lane portal, Sesame Lane also covers the cost of this to ensure employees receive the training, knowledge, and professional development they feel is relevant for them. Rewarding Innovation At its annual conference in October, Sesame Lane employees had the chance to put forward an initiative that could earn them a new car. The criteria was to meet one of the seven quality areas, and it had to be something that would benefit our sector, the company, employees, families, or community. Five finalists in the competition were chosen by a panel of judges including business people external to Sesame Lane.
ABORIGINAL EDUCATION CONSULTANCY We design, develop and facilitate manufacture of authentic Aboriginal Toys and Education resources sold online with a particular focus on Aboriginal Pedagogy and Teacher’s resource guides. Hand made dolls
Koori quartet game
Yarn Strong Sista specialise in a range Felt of services, including visits to Early crab set Childhood environments to facilitate Wood burnt storytelling and arts boomerang workshops, hosting Professional Development for Educators, facilitating arts experience and face-painting at festivals and events, and providing First Nations designed resources and educational tools on our website.
Unit 2/ 88-96 Western Avenue, Westmeadows, VIC 3049 p. 03 9338 3492 e. info@yarnstrongsista.com w. www.yarnstrongsista.com
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Yarn Strong Sista
Be part of something bigger.
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.
Don’t go it alone Insurance issued by Guild Insurance Ltd. ABN 55 004 538 863. AFSL 233791 and subject to terms and conditions and exclusions. Guild Insurance supports ACA QLD’s ongoing projects, lobbying and research through the payment of referral fees. This information is of a general nature only. Please refer to the Policy Disclosure Statement (PDS) and Target Market Determination (TMD) available at guildinsurance.com.au/docs to see if this product is right for you. For more information contact Guild Insurance on 1800 810 213. EAR213634 ACA QLD Full Page Ad 11/2021 C= 67 M= 56 Y= 52 K= 30 R= 81 G= 85 B= 88
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Transforming from Amazing Educator to Successful Leader Darlene Wadham > Absolute Support
So, you are an amazing educator, you nurture others, you care about their feelings, you like to see everyone happy, and you love to have fun! While these traits are incredibly important for both an educator and a leader, they can make the transition to leadership a little challenging. Finding the right balance is important for both you and your team so you don’t burn out quickly.
and empowering your team, it is crucial for succession planning and it frees up time for you to achieve other tasks including spending time with your team. Don’t be fooled, delegation isn’t easy, and it can fail if not planned correctly.
Finding time for yourself as a leader is a priority, it is easy to have a revolving office door where you listen to others and support them on their journey but don’t get time to fulfil your other roles. That isn’t to say that you shut your door and don’t give your team time, it simply means that you need to schedule time for both yourself and your team.
Key tips for delegation:
While there are always tasks to manage at a service, the real success comes from effective leadership of people. Leading a team to achieve greatness includes providing clear direction, guiding practice, and motivating and inspiring others to be the best they can be. As a leader, strive to be caring, consistent and clear with your communication. Don’t let the little things slip, conflict can build quickly so address things early and agree on common goals to move forward. Recognise that sometimes you need to make the hard decisions, just do them with integrity and kindness. Effective time management and delegation are essential to give you time for leadership. I often hear comments like “It is quicker to do it myself” or “I know if I do it, it will be done correctly”. This is where good leaders can fail. Delegation is essential to building confidence
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• Identify suitable tasks for delegating, not just the ones you don’t like to do. • Select the right person to delegate to, consider their skills, interests and experience. • Define the task clearly and provide suitable training on how to complete. • Recognise that few will get it right the first time or do it the same way you would. • Use encouragement to support their development and future success. • Provide enough time and resources for the task to be completed. • Motivate and celebrate success. • Importantly, spend time to check the completed task, the responsibility of a delegated task still lies with you.
Put simply be SMART:
S - SPECIFIC M - MEASUREABLE A - ACHIEVABLE R - RELEVANT T - TIMELY (SMART goals were originally developed by George Doran, Arthur Miller and James Cunningham in 1981). Lead by example, share your vision, listen to others, always come from a place of kindness and don’t forget to show your team that you still like to have fun too! Darlene Wadham is an Approved Provider of an Exceeding Service and operates an Early Education and Care Consultancy Business. She has been inspiring both children and educators for almost 30 years.
Defibrillators in Early Learning Services Julie Hughes > Michael Hughes Foundation
Why is First Aid training so important for responding to health emergencies?
Cost is also a factor when considering increasing the First Aid response.
When presented with a stressful or frightening event, an acute stress response within our bodies prepares us to either FIGHT or FLEE. Whether it be a friend, someone in your care, a colleague, or even a stranger, having to be a responder in a cardiac arrest situation will evoke such a physiological reaction and generate enormous stress for the bystander.
Defibrillators should not be feared. They are safe and easy to use, with no risk of legal action as outlined in our Simple Facts section below. Organisations should have confidence in purchasing a unit as an essential asset to improve their own first aid response and be part of the local community’s Cardiac Chain of Survival to help save more lives.
First Aid training gives your team of staff the confidence to step in and take immediate action when an emergency occurs. It equips them with the skills and knowledge to save a life or prevent a person from suffering a permanent disability. Having a strong knowledge of First Aid also means your staff can easily identify potential health hazards.
The Simple Facts
Regular first aid qualifications and ongoing staff training are mandatory requirements for the early learning sector. Whilst defibrillators are a key component in Australia’s First Aid training courses, they are not mandatory health and safety equipment for early learning services to have on-site.
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A cardiac arrest is when the heart stops beating normally, and the person becomes unconscious and stops breathing. It is an electrical issue, and the person is considered clinically dead. As soon as a cardiac arrest happens, bystanders have to work against the clock to get the person’s heart beating again. For every minute that passes, the chance of survival decreases by 10%. In every cardiac arrest event, you MUST: Call – Call 000 for an Ambulance for help to the person and for you as the rescuer.
So, why should an early learning service consider investing in a defibrillator?
Push – Push on the chest with Cardiopulmonary Resuscitation (CPR).
When early learning service providers consider investing in a defibrillator, they may find the idea a little daunting. Service providers may have concerns about accidentally hurting the person needing medical care, misusing the equipment, or being sued if something were to go wrong.
Shock – Shock the heart to attempt to get it beating again (this also restarts a person’s breathing).
EARLY EDITION > SUMMER 2021
In partnership with the Australian Childcare Alliance, the Michael Hughes Foundation is providing a range of educational and support materials to increase the knowledge and confidence levels of the early learning sector. We are here to provide support, discuss and overcome any fears and barriers that may be present, and provide expert advice on maintaining and enhancing existing equipment and processes. We are further enhancing our support by providing access to the tools that you will need to be the difference to save a life with ACA group pricing and discounts for a range of defibrillator packages. We are here to help! Please reach out to Julie Hughes, Executive Director, julie@mhf.life, or 0432 696 510 for general advice, any specific questions or concerns, and for a quotation. Resource: https://www.mhf.life/michaels-story/ Download A Guide to Defibrillators: https://www.mhf.life/product/guidetodefibrillators/
The current survivability of a cardiac arrest outside of a hospital in Australia is less than 9%. When CPR and defibrillation are provided to a patient in cardiac arrest, their chance of survival will be increased to more than 60% to 70%. An Automated External Defibrillator (AED or defibrillator) is a medical device that has been manufactured to be used by the public (without formal training) in cardiac arrest events and to be used in conjunction with CPR (administered by a bystander). CPR and defibrillation work hand in hand to keep the person alive. The defibrillator’s main role is to restart the heart by administering a shock. The key benefits of a defibrillator include: • They are safe to use. • They are unable to be misused – they only provide a shock if the person requires it. • Defibrillators provide support for doing CPR - with features such as voice prompts, timing 2-minute cycles of CPR, and in some cases CPR feedback - to guide the user and maximise chest compressions. • Defibrillators are safe to use on all ages from 12 months+ and come with universal pads or separate pads for use on adults and children.
Australia’s most trusted and preferred platform Guided and shaped by leading global ECE experts.
• You are keeping the person alive! • Defibrillators help provide assistance as a “Good Samaritan” – under all State and Territory laws, you are unable to be sued for rendering basic first aid.
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Start 2022 with the best customer service and easy to use CCS software.
15 Years of Experience. Child Care Central CCS Software is the most reliable childcare management software to use, every day. CCS compliant, practical features, innovative optional modules* all designed to help your early learning service or OSHC save time and money. So come on over to childcarecentral.com.au or call 1300 733 667 today. *Optional modules available to purchase with core software.
2021 in Review Kate Tully > ACA Qld CEO
And so we come to the end of another action-packed year! As we draw close to the end of December and the expiry in Queensland of the transitional arrangements for ECTs, we are pleased that ACA Qld was able to broker with the Department of Education the Working Towards Special Exemption, to provide a ‘breathing space’ until mid-2022. Like you, we are eager to understand the data that the Department will collect through this process and to see how this may inform decision-making beyond July. We’ve answered queries from dozens of members who also needed to make waiver applications, and know there is now an anxious wait for that outcome letter. Alas COVID-19 continues to dominate planning and conversation in our sector as in so many sectors. Our recent member survey showed that while the majority of members are supportive of mandatory vaccinations in the sector, many of those who don’t are primarily concerned about the possibility of further workforce attrition. While we all await a possible public health directive on this, we’ve had hundreds of downloads of our COVID-19 Management Kit. If you don’t have yours yet, please head to the members section of our website and download this resource to ensure you are as prepared as you can be. So, what’s in store for 2022 from your peak body, ACA Qld? How are we planning to support you even further with whatever challenges lie ahead in the coming year? Workforce shortages will continue to be on the top of our agenda, as they are on yours. This is an issue to be attacked on multiple fronts, a ‘wicked problem’ that needs multiple solutions. Some of the key issues we’ll be progressing are: • Our Prac Swap pilot to assist Working Towards ECTs to be able to progress towards completing their degrees; • Discussions with several universities about accelerated ECT qualifications, to get people qualified faster while safeguarding the standard and integrity of their qualifications; and • Skilled migration, to re-open this source of overseasqualified staff as quickly as possible. You’ll be aware of the requirements under the revised award to reclassify ECTs within the new classification structure. Another interesting juncture will occur when your ECTs reach the threshold to advance a level, and
you are required to assess them against the Professional Standards for Teachers. This will be unfamiliar territory for many service providers. We are planning a webinar to assist you in this process, with input from our IR experts at Employer Services and ABLA. Your training college, CAECE, will roll out the new training package as soon as it passes the final hurdle with the Queensland Government. We are excited about this package, which incorporates a high level of face-to-face contact – which of course is already a key feature of CAECE’s very successful delivery method. CAECE has absolutely grown from strength to strength this year. In the new year, we’ll be further investigating how we can deliver our quality training in additional regional areas, and also considering an expanded training offering. Stay tuned! We are also scoping out some professional development for your Early Childhood Educators as well as for more senior staff. We are always pleased to hear from you with your suggestions and requests! We will be supporting members who have received funding under the Kindy Uplift pilot, as well as continuing to advocate for further funding for the children who currently do not have access to this additional support. In the New Year also we will recommence production of our Quarterly Insights Report, which will highlight the number and locations of development applications for new services. This was produced as a member service in the past and was considered a valuable member benefit by many. I’d like to thank members once again for welcoming me into the ACA Qld family. It’s been such a pleasure to speak with so many members both on the phone and in person at our multiple member events. It’s certainly the best way to ‘take the pulse’ of what’s on our members’ minds and how we can best support you. I wish you and yours all the best for the year ahead. One year our lives won’t be dominated by COVID-19, but it won’t be 2022. Be assured that ACA Qld is with you all the way, and will continue to ‘have your back’, to support you in every way we can, and to be your voice when and where it matters.
EARLY EDITION > SUMMER 2021 25
RTO: 40933
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: Amelia: Elephas Education Loganholme – Certificate III (Trainer Melissa)
Corrine: Busy Bees Australia Beenleigh – Diploma (Trainer Melissa)
Amy M: Green Leaves Early Learning Griffin – Certificate III (Trainer Lauren)
Esme: Play & Learn Upper Coomera – Certificate III (Trainer Sonja)
Amy G: Play & Learn Upper Coomera – Certificate III (Trainer Sonja)
Grace: Little Scholars School of Early Learning Ashgrove – Certificate III (Trainer Sonja)
Britney: Kingston Tiny Tots Early Learning Centre Diploma (Trainer Meaghan)
Gulsah – Bright Start Childcare Centre Drewvale – Diploma (Trainer Meaghan)
Brittney: Free Range Kids Gatton – Certificate III (Trainer Kellie)
Jaime: Wyreema Early Education – Diploma (Trainer Kellie)
Brooke S & Hayley: Little Scholars School of Early Learning Deception Bay – Diploma (Trainer Lauren) Brooke L: Karana Early Education Centre Eskay Kids – Diploma (Trainer Kellie) Caitlin: The Children’s Centre of Beenleigh Child Care Centre – Diploma (Trainer Melissa) Chloe: Little Scholars School of Early Learning Redland Bay – Certificate III (Trainer Tanya)
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Josiah: Okeedokee Early Learning Centre – Diploma (Trainer Rebecca) Julie: Unicare Childcare Centre – Diploma (Trainer Lainie) Kathleen: Edge Early Learning North Pimpama – Diploma (Trainer Melissa) Katie-Jane: Greenslopes Early Learning Centre – Diploma (Trainer Rebecca) Kayla: Southport Junior Campus – Diploma (Trainer Sonja)
Kira: Little Scholars School of Early Learning – Diploma (Trainer Melissa) Kirsty: Treasure Island Child Care Centre – Diploma (Trainer Kellie) Leianne: King’s Christian College Pimpama – Diploma (Trainer Melissa)
Phoebe: Little Bunyas – Diploma (Trainer Melissa) Rachel: The Children’s Centre of Beenleigh Child Care Centre – Certificate III (Trainer Melissa) Shannon: Bright Buttons Kindergarten Currumbin – Certificate III School-based Traineeship (Trainer Sonja)
Maikki: A Country Garden Early Childhood Centre – Diploma (Trainer Kellie)
Sophie & Kaitlyn: Educating Kids Children’s Centre – Certificate III Traineeship & Certificate III School-based Traineeship (Trainer Lainie)
Makayla: A Country Garden Early Childhood Centre Willow House – Certificate III (Trainer Kellie)
Te Huinga: Bright Buttons Little Meadows Burpengary – Certificate III (Trainer Lauren)
Melissa: Little Oak Early Learning Centre – Diploma (Trainer Melissa)
Thilani & Brooke: Scotts Road Child Care Centre Darra – Diploma (Trainer Meaghan)
Montana: Little Scholars School of Early Learning Stapylton – Certificate III (Trainer Melissa)
Zali: Little Scholars School of Early Learning Redland Bay – Certificate III (Trainer Tanya)
Natalie C: Only About Children Early Learning – Diploma (Trainer Rebecca) Natalie S: Hope Island Early Learning Sanctuary – Diploma (Trainer Melissa) Nickyla: Caboolture Christian Children’s Centre – Certificate III (Trainer Lauren) Nicole: Little Scholars School of Early Learning Burleigh – Diploma (Trainer Sonja)
EARLY EDITION > SUMMER 2021 27
Supporter Members Directory Service
Contact
Phone
Web
Accounts Advantage
Wanda Reynolds
wanda.reynolds@accountsadvantage.com.au
07 3209 8266
www.accountsadvantage.com.au
Make it Cheaper
Mark Pollard
markpollard@makeitcheaper.com.au
02 8077 0005
www.makeitcheaper.com.au
Peter Price & Associates
Peter Price
peter@peterprice.com.au
07 3376 3411
www.peterprice.com.au
ShineWing Australia
Jeremy Wicht
jwicht@shinewing.com.au
07 3085 0888
www.shinewing.com.au
Felix Sekulla
Felix.Sekulla2@anz.com
07 3947 5326
www.anz.com
Lincoln Bridge
lincoln@childcare4sale.com.au
0424 370 025
www.childcare4sale.com.au
Ausplay Playscapes
Dean Kneebone
dean@ausplay.net.au
07 3879 4444
www.ausplay.net.au
Bunnings
Rob Walton
rwalton@bunnings.com.au
07 3452 5677
www.bunnings.com.au
Giarola Architects
Ray Giarola
ray@giarola.com.au
07 3878 3330
www.giarola.com.au
Grass to Go
Mark Rogers
mark@grasstogo.com.au
0407 799 808
www.grasstogo.com.au
Jardine Architects
Greg Jardine
greg@jardinearchitects.com.au
07 3229 9322
www.jardinearchitects.com.au
Jorgensens
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
Wendy Mollard
wendy@mollard.com.au
03 9225 5254
www.mollard.com.au
Scope Protective & Data Solutions
Peter Karadimas
peter@spds.com.au
1300 172 673
www.spds.com.au
Surface Pro
Janet Osbourne
admin@surfacepro.net.au
0418 741 507
www.surfacepro.net.au
Timberplay
Sally Alderton
info@timberplay.com.au
07 5563 3755
www.timberplay.com.au
Wearthy
Caitlin Murphy
hello@wearthy.co
0456 780 201
www.wearthy.co
X-Alt Solar
Brian Mills
brian@x-altsolar.com.au
0402 658 313
www.x-altsolar.com.au
Absolute Support Training & Resources
Darlene Wadham
darlene@absolutesupport.com.au
0488 666 455
www.absolutesupport.com.au
Elite Childcare Management
Debbie Thompson
enquiries@elitechildcaremanagement.com.au
07 3054 5999
www.elitechildcaremanagement.com.au
Employer Services
Gil Muir
reception@employerservices.com.au
07 3220 3500
www.employerservices.com.au
G8 Education
G8 Education Team
07 5581 5336
www.g8education.edu.au
Giggletree Pty Ltd
Samantha Ahearn
samantha@giggletree.com.au
07 3482 2490
www.giggletree.com.au
Guardian Early Learning Group
GEL Team
contact@guardian.edu.au
1300 217 570
www.guardian.edu.au
Kids and Adults Learning
KAL Admin Team
info@kal.net.au
1300 783 880
www.kal.net.au
Newhill Recruitment
Elise Charriere
elise@newhill.com.au
0488 686 196
www.newhill.com.au
QLECS (Qld Lutheran Early Childhood Services)
Ann-Marie Davis
admin@qlecs.org.au
07 3511 4079
www.qlecs.org.au
Ready Now Resources
Louise Thomas
louise@readynowresources.com.au
0410 456 607
www.readynowresources.com.au
The Scholars Group
Brent Stokes
brent@thescholarsgroup.com.au
1300 018 308
www.thescholarsgroup.com.au
The Help2Group
Karen Burgess
support@thehelp2group.com
0423 529 779
www.thehelp2group.com
Kimara Schulze-Prenzler
kschulze-prenzler@guildinsurance.com.au
07 3230 8501
www.guildgroup.com.au
Giovanni Porta
giovanni@portalawyers.com.au
07 3265 3888
www.portalawyers.com.au
Rostaboss
Angie Cooper
info@rostaboss.com.au
07 5647 3443
www.rostaboss.com.au
Expect A Star
Amanda Lawson
amanda@expectastar.com.au
1300 669 653
www.expectastar.com.au
Martin Bing
support@1placeonline.com
1800 416 431
www.1placechildcare.com
Accounting, Bookkeeping & Financial
Banking Services ANZ Business Bank Brokers Childcare4Sale Building & Property
Consultants & Management
Insurance Services Guild Insurance Legal Porta Lawyers Staff Recruitment
Software & IT Support 1Place Childcare
28
EARLY EDITION > SUMMER 2021
Service
Contact
Phone
Web
Child Care Central
Melissa Hurley
support@childcarecentral.com.au
1300 733 667
www.childcarecentral.com.au
ChildCareCRM
Chuck Gibbs
cgibbs@childcarecrm.com
02 8880 0404
www.childcarecrm.com
ChildHR
Barry Lehrer
barryl@diffuze.com.au
03 9115 3900
www.childhr.org.au
Intellikid Systems
Jamie McVeigh
jamie@intellikidsystem.com
0458 034 402
www.intellikidsystems.com
Kangarootime
Sharyn Fewster
aus@kangarootime.com
1300 993 226
www.kangarootime.com
Kidsoft
Kidsoft Team
di@kidsoft.com.au
1800 827 234
www.kidsoft.com.au
KindiCare
Benjamin Balt
finance@kindicare.com
Kindyhub
Darryl Winder
darryl@kindyhub.com.au
1300 859 470
www.kindyhub.com.au
Penelope QIP
Steve Collier
steve.collier@penelope.com.au
1300 435 962
www.penelope.com.au
Rubiks iT
Andre Campbell
support@rubiksit.com.au
07 5613 1889
www.rubiksit.com.au
Safe Food Pro
David Fien
david.fien@safefoodpro.com.au
0430 142 456
www.safefoodpro.com.au
Storypark
Matt Tunnicliffe
matt.tunnicliffe@storypark.com
0413 186 181
www.rubiksit.com.au
Toddle
Ash Sachdev
hello@toddle.com.au
0402 425 661
www.toddle.com.au
Xap Technologies
Sean Murphy
sean@xap.com.au
1300 543 792
www.xap.net.au
Kayleen Tolley
info@physikids.com.au
0414 559 997
www.physikids.com.au
Child Care Super
Rosemaree Wardle
RWardle@guildtrusteeservices.com.au
1800 810 213
www.childcaresuper.com.au
HESTA Super Fund
Joanne Fenton
jfenton@hesta.com.au
07 3223 4906
www.hesta.com.au
QIEC Super
Kate Graham
kgraham@ngssuper.com.au
0437 516 830
www.qiec.com.au
ABC School Supplies
Graham Bone
info@abcschoolsupplies.com.au
07 3823 2999
www.abcschoolsupplies.com.au
Modern Teaching Aids (MTA)
MTA Team
sales@teaching.com.au
02 9938 0411
www.teaching.com.au
Officeworks
John Rizk
grizk@officeworks.com.au
0439 284 173
www.officeworks.com.au
Pre-School Equipment
Karen Clark
info@preschoolequipment.com.au
1300 555 972
www.preschoolequipment.com.au
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
Think Education Supplies
David Knibbe
david@thinkeducation.com.au
07 3376 3497
www.thinkeducation.com.au
ACE Community Colleges
Robyn Keenan
robyn.k@acecolleges.edu.au
07 5520 3026
www.acecolleges.edu.au
Australian College of Teacher Aides and Childcare (ACTAC)
Erin Winsbury
enquiries@actac.com.au
1300 511 455
www.actac.com.au
Australian Compliance Management
Michael Demicoli
michael@auscm.com.au
1300 206 006
www.auscm.com.au
College for Australian Early Childhood Educators (CAECE)
CAECE Team
info@caece.com.au
07 3299 5784
www.caece.com.au
Clear to Work
David Fien
david@cleartowork.com.au
0430 142 456
www.cleartowork.com.au
Early Childhood Training and Resource Centre (ECTARC)
Jan Langtry
info@ectarc.com.au
02 4223 1111
www.ectarc.com.au
Farran Street Education
Adrian McLean
education@farranstreet.com.au
1300 366 896
www.farranstreeteducation.com.au
In Safe Hands Educators in Safety
Michael Pecic
enquiries@insafehands.net.au
1300 794 644
www.insafehands.net.au
Inspire Education
Kirsten George
ECE.Trainers@inspireeducation.net.au
1800 506 509
www.inspireeducation.net.au
ParentTV
Sam Jockel
sam@parenttv.com
0401 198 625
www.parenttv.com
PECE Program - Powered by Triple P
The PECE Team
contact.au@peceprogram.net
07 3236 1212
www.peceprogram.net
Phoenix Support
Sandi Phoenix
admin@phoenix-support.com.au
1300 361 243
www.phoenix-support.com.au
PST Training Store
Danielle Peters
danielle@trainingstore.fish
1300 399 665
trainingstore.fish
Herron Todd White
Simon Fox
simon.fox@htw.com.au
07 3002 0900
www.htw.com.au
Trivett Childcare Valuations
Darren Trivett
dtrivett@trivettchildcare.com.au
0419 776 008
www.trivett.net.au
www.kindicare.com
Sports and Fitness Physi kids Superannuation
Toys, Resources & Suppliers
Training Providers
Valuers
EARLY EDITION > SUMMER 2021 29
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