Rattler Issue 135 | July 2021 by Community Early Learning Australia

Rattler COMMUNITY EARLY LEARNING AUSTRALIA JOURNAL

THE MOODJI PROJECT

ISSUE 135 | JULY 2021

¬ More than a succession plan ¬ The benefits of drama for CALD children ¬ What critical reflection means for your service ¬ Introducing Indigenous languages in early childhood ¬ Plus more...

Growing - intergenerational friendships and cultural understanding at Bermagui Preschool

WHEN YOU’RE WITH US

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Remember, being a CELA member means that you will never have to face a challenge alone. We are here to provide early education professionals with the support and inspiration they need in order to provide quality education and care. We do this by providing reliable and clear knowledge through our 1800 sector support line, training, events, consultancy, publications and resources.

When you contact CELA you’ll be speaking with people who have operational experience in service delivery and management. Whether you’re looking for a better understanding of how regulatory changes affect you and your service, or resources and support to improve quality practice, our expert staff will help you to find your way.

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We know times have been tough, we’d love to have a chat to see how you’re going. Please call us on 1800 157 818 and speak to one of our early education specialists. 1800 157 818 | MEMBERSHIP@CELA.ORG.AU | WWW.CELA.ORG.AU

FROM YOUR CEO As we move into the second half of 2021 with lock-downs in place due to the Delta strain of COVID -19, many of our members are focused on health and safety while they continue to deliver early education programs for children. These challenges have only exacerbated the current sector workforce issues. We are hearing first hand stories of daily struggles to find casual staff to cover illness, permanent positions remaining unfilled, and the serious operating decisions that are being made as a result. The issue is accentuated in rural and remote areas where shortages have been endemic for years and are only worsening. ACECQA is leading the development of the Ten Year National Children’s Education and Care Workforce Strategy (2021-2030). In a recent edition of Amplify we highlighted the key issues that the strategy is aiming to address, how this marries with what you have told us, and what else needs to be addressed. A very important part of CELA’s work is year-round advocacy representing the interests of community and small providers to government. We advocate to highlight issues and potential solutions, including workforce issues, and to help legislators understand how government policies affect community based and small providers of early education and ultimately the families we support. Ahead of the Federal Budget in May, I wrote to The Hon Alan Tudge MP, Minister for Education and Youth, regarding several budget-related matters. This included raising the vital role played by the community sector, and the imperative to support workforce development and address vulnerability and children’s engagement in early childhood education and care. While we welcomed the news of $1.7 million funding for increased childcare subsidies for families that was handed down in the budget, we felt compelled to raise our concerns about the impact that high volumes of new enrolments will have on workforce. We highlighted that Australia urgently needs a National Workforce Strategy for our sector, and appropriate funding to attract, develop and retain a skilled ECEC workforce. We also raised the importance of government commitment to funding 4-year old preschool and were delighted to see this addressed in the budget announcement. While there were

positives, we expressed our deep disappointment that access to early childhood education for vulnerable children was not addressed. You can read more about our response to the budget and stance on workforce in the two Broadside inserts in this edition of Rattler. Also in this issue, Directors may be particularly interested to read our article about succession planning, where we provide examples of best practices and additional resources. We share new research findings linking educator well-being to the quality of their work environments, and we look at the concept of critical reflection, and how it can contribute to the effectiveness and efficient functioning of ECEC services. We discuss the benefits of introducing Indigenous languages in early childhood; share a simple framework for understanding what is really going on during children’s play, and examine how educators can use drama to support children from culturally and linguistically diverse backgrounds. Many members have embraced the ‘Early Education Leaders Peer Network’ which launched in May, creating a supportive online community where leaders can share ideas, common challenges and solutions. Funded by the NSW Department of Education Sector Development Program, CELA is proud to have led the development of this initiative, which has now grown to over 600 members. The Network includes a resource library and supportive online community forum. As part of the initiative we have also delivered free training on topics such as critical reflection, reconciliation action plans and a mini conference. During April, 300 participants from across New South Wales also attended

free training sessions, which were funded through NSW Department of Education's Sector Development Program. The aim of the training was to help services develop communication strategies and plans which improve families' understanding of Quality Ratings. Many of the participants said they had been inspired by the content and tools shared about how they could interact with families using quality discussions as a starting point, and that they hadn’t realised how easy it could be to incorporate communication strategies into current exchanges with families. Also in April, CELA lodged a submission to the Consultation Regulation Impact Statement (CRIS) for the National Quality Framework. We thank the many members who contributed to our submission through surveys. Our submission will help inform government decision making on the ongoing regulation of quality education and care in Australia. We have just announced our July to December 2021 Training Calendar, developed in line with member feedback and the latest sector insights. I hope you enjoy choosing from our list of 40 inspiring training sessions, many of which are being offered for the first time. As the pandemic continues, interruptions and lockdowns are likely to be with us for a long time to come. This highlights why our sector must remain informed, flexible and willing to share our collective experience. Should you need our expert support at any time, our team is just a phone call or email away on 1800 157 818 or membership@cela.org.au. With kind regards Michele Carnegie Chief Executive Officer Community Early Learning Australia

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Insurance issued by Guild Insurance Ltd, ABN 55 004 538 863, AFSL 233791. Guild Insurance supports your association through the payment of referral fees. This information contains general advice only and does not take into account what you currently have, want and need for your personal circumstances. It is important for you to consider these matters and read the policy and/or the Product Disclosure Statement (PDS) before you make a decision about an insurance product. Subject to underwriting approval. Terms and Conditions apply (including exclusions and limitations). You can get a copy of the PDS by calling 1800 810 213. EAR79101 Early Learning - CELA Ad 112019

PUBLISHER Community Early Learning Australia EDITORIAL TEAM Michele Carnegie, Wendy Lindgren, Tracey Long, Kerrie Maguire, Louise Black, Lisa Cloumassis, Eliza Doret Community Early Learning Australia CONTRIBUTORS

THIS ISSUE RATTLER | ISSUE 135 | JULY 2021

WHAT'S ON

Early education sector conferences and events.

Megan O'Connell, Karthika Viknarasah, Dr Debra Williams, Dr Yeshe Colliver, Deborah Hoger, Tracey Long. ADVERTISING AND PRODUCTION Traceylong@cela.org.au CONTRIBUTIONS We welcome your stories. Copyright is held jointly by the publisher and the author. COPYING Email for permission to republish any part of this magazine. CELA thanks the children and educators who gave their permission

By Megan O'Connell

6 GREAT INSIGHTS FROM THIS EDITION

MEET THE MEMBER BERMAGUI PRESCHOOL

A SIMPLE FRAMEWORK FOR UNDERSTANDING CHILDREN’S INTERESTS

LEADING TO EMPOWER, EMPOWERING TO LEAD HOW CAN ECEC DIRECTORS PLAN FOR SUCCESSION?

INTRODUCING INDIGENOUS LANGUAGES IN EARLY CHILDHOOD - WHAT ARE THE BENEFITS AND WHERE CAN WE START? By Deborah Hoger

By Dr Debra Williams

BROADSIDE: THE NATIONAL QUALITY FRAMEWORK

WELL-BEING, WORK ENVIRONMENTS AND QUALITY

Bermagui Preschool tell us about their Moodji garden project.

USING DRAMA TO SUPPORT CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN

By Karthika Viknarasah

to be photographed. HOW TO SUBSCRIBE Become a member at www.cela.org.au/membership-packages or email info@cela.org.au Membership includes an annual subscription to Rattler magazine plus access to invaluable sector resources,

WHAT CRITICAL REFLECTION MEANS FOR YOUR SERVICE AND WHAT SHOULD BE CONSIDERED 14

discounts on events, training and consultancy plus a monthly webinar and access to our expert advisory team.

EARLY EDUCATION RESEARCH FROM AUSTRALIA AND AROUND THE WORLD 26

BROADSIDE: CELA'S 2021-2022 BUDGET REVIEW 21

Buy a subscription to Rattler at

By Dr Yeshe Colliver

By CELA writers

New report highlights the link for early childhood educators and shares the possibilities for changing policy and practice. By Megan O'Connell

www.cela.org.au/shop/items/rattler DISCLAIMER The opinions expressed in Rattler are those of the authors and not necessarily those of CELA. CONTACT CELA 1800 157 818 info@cela.org.au www.cela.org.au Building 21, 142 Addison Road MARRICKVILLE NSW 2204 ABN 81 174 903 921

@communityearlylearningaustralia @CELAust

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ESSENTIAL GUIDE: DIGITAL EDITION MEMBERS ONLY PURCHASE

2021 RE

VISED EDITION

Essential Guide to early learning service management in NSW offers extensive information about a director’s role and the how to of managing money and resources, staff, compliance, planning, policy, children’s safety, leadership and advocacy of an education and care service. www.cela.org.au/shop

RATTLER ISSUE 135 | JULY 2021 | 1

WHAT'S ON EARLY EDUCATION

ICPA 50TH ANNUAL FEDERAL CONFERENCE 28-29 JULY

ICPA Australia’s 50th Annual Conference celebrates the successes and achievements of so many over the past 50 years to ensure our rural and remote children have access to equitable educational opportunities regardless of where they live. icpa.com.au/conference

FDCA NATIONAL CONFERENCE INTERNATIONAL CONFERENCE ON PLAY BASED LEARNING AND EARLY CHILDHOOD EDUCATION 30-31 AUG | SYDNEY, NSW

This international research conference aims to bring together leading academic scientists, researchers and research scholars, giving opportunities for sharing their experiences and research results on all aspects of Play-Based Learning and Early Childhood Education. waset.org/play-based-learning-andearly-childhood-education-conferencein-august-2021-in-sydney

Theme: Our children Matter: Innovative Approaches to New World Challenges snaicc.org.au/conference

Keynote speakers include Maggie Dent and Linda Harrison. familydaycare.com.au/supporting-you/ fdca-2021-national-conference

EARLY CHILDHOOD EDUCATORS DAY 1 SEP Recognises and celebrates the work of Australia’s educators in early learning services for their contribution to the wellbeing and development of the children in their care. earlychildhoodeducatorsday.org.au

9TH SNAICC NATIONAL CONFERENCE 30 AUG - 2 SEP | GOLD COAST, QLD

28-30 OCT | HOBART, TAS

EARLY CHILDHOOD AUSTRALIA NATIONAL CONFERENCE: YOUNG CITIZENS: THE RIGHT TO PLAY, LEARN AND BE HEARD 6-9 SEP | BRISBANE, QLD This year the conference celebrates young children as citizens with rights. The conference will explore how we respect and support those rights. ecaconference.com.au/2021

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NATIONAL CHILDREN’S WEEK 25-30 OCT Children's week is a National event celebrated in Australia in October each year. There are a diverse range of events organised at local, state and national levels. Children’s week celebrates the right of children to enjoy childhood. childrensweek.org.au

WHAT'S ON COMMUNITY

NAIDOC WEEK

NATIONAL SCIENCE WEEK

4-11 JUL

14-22 AUG

The theme this year is Heal Country.

National Science Week is Australia’s annual celebration of science and technology.

naidoc.org.au/about/naidoc-week

scienceweek.net.au

NATIONAL HEALTH AND PHYSICAL EDUCATION DAY 1 SEP

A nationwide initiative that highlights the importance of HPE in the Australian Curriculum, and its influence on the learning and development of children. hpeday.com.au

INTERNATIONAL DAY OF FRIENDSHIP 30 JUL The International Day of Friendship was proclaimed in 2011 by the UN General Assembly with the idea that friendship between peoples, countries, cultures and individuals can inspire peace efforts and build bridges between communities. un.org/en/observances/friendship-day

BOOK WEEK 21-27 AUG Since 1945 the CBCA has brought children and books together through CBCA Book Week. During this time, schools and public libraries spend one glorious week celebrating books and Australian children's authors and illustrators. cbca.org.au/cbca-book-week

NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER CHILDREN DAY 4 AUG The theme for 2021 is Proud in Culture, Strong in Spirit. aboriginalchildrensday.com.au

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NATIONAL CHILD PROTECTION WEEK 5-11 SEP Theme: Every Child in Every Community needs a fair go. To treat all of Australia’s children fairly, we need to make sure every family and community has what kids need to thrive and be healthy. napcan.org.au/national-child-protectionweek

6 GREAT INSIGHTS

FROM THIS EDITION Through drama, children have the opportunity to experiment with alternative identities in safe, non-threatening ways. THE BENEFITS OF DRAMA FOR CALD CHILDREN BY KARTHIKA VIKNARASAH

The first step to making reflection ‘critical’ is the development of a safe and open culture that is willing to be exposed to professional vulnerabilities for the sake of learning. Speculating about what we think play means for a child is much more fruitful when we include the child’s input.

WHAT CRITICAL REFLECTION MEANS FOR YOUR SERVICE, AND WHAT SHOULD BE CONSIDERED BY DR DEBRA WILLIAMS

A SIMPLE FRAMEWORK FOR UNDERSTANDING CHILDREN’S INTERESTS BY DR YESHE COLLIVER

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The best laid plans always include a plan for when the best laid plans fall apart. HOW CAN ECEC DIRECTORS PLAN FOR SUCCESSION? BY CELA WRITERS

If we want to ensure high quality early childhood practice we need to actively address working conditions and support educators’ mental health

Using local Indigenous language in early childhood helps develop a greater understanding for how Indigenous people valued the area, from seasons, to plants and animals, to place names, which in turn help children to interact with the area around them.

WELL-BEING, WORK ENVIRONMENTS AND QUALITY - NEW REPORT HIGHLIGHTS THE LINK FOR EARLY CHILDHOOD EDUCATORS AND SHARES THE POSSIBILITIES FOR CHANGING POLICY AND PRACTICE BY MEGAN O’CONNELL

INTRODUCING INDIGENOUS LANGUAGES IN EARLY CHILDHOOD - WHAT ARE THE BENEFITS AND WHERE CAN WE START? BY DEBORAH HOGER

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M EET THE ME MBE R BERM AG UI P RESCHOOL

GROWING INTERGENERATIONAL FRIENDSHIPS AND CULTURAL UNDERSTANDING THROUGH

THE MOODJI PROJECT BY TRACEY LONG AND KIRSTY SIMMONDS, CELA WRITERS

ELA member Bermagui preschool is located on the NSW south coast. The centre received an Excellent rating in 2018 when ACECQA recognised its collaborative partnerships, commitment to children that respects, reflects and celebrates culture and diversity, as well as practice and environments that enhance children’s learning and growth. Next to the preschool is the Moodji garden, a space that is close to the hearts and hands of Director Narelle Myers and the children at the preschool. It's a place that embodies everything the preschool was recognised for in receiving their Excellent rating.

Moodji is a Djiringanj word that means friendship or mateship. At one point bequeathed to the town’s police horses, the land was vacant for many years. The land was crying out for a purpose. Several activists in the town lobbied to return the land to Native title. Local lobbyists included Bermagui Preschool Director Narelle Myers and owners of local baker Honorbread. Their vision was to convert the land from a horse paddock back into a native bush garden. They imagined a garden for local children. A place to learn about the land, environment, food, and sustainability.

THE MOODJI PROJECT - FROM POLICE HORSE RETIREMENT HOME TO A PLACE OF CONNECTION AND HEALING

They wanted to connect local children with local Aboriginal stories and techniques. To learn and understand by doing. By touching the soil and working it to produce plants and food.

The Moodji project garden is situated on a 1200sq/m site leased-by Merriman’s Local Aboriginal Lands Council adjoining, and in partnership with, Bermagui Preschool.

They also wanted to provide an alternative understanding of our rich Australian history and correct the misconceptions and skewed views of our history as presented

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to us by colonial explorers. The garden would be the perfect way to bring the world’s oldest cultural practices to the youngest in the town. The Moodji Project was born.

YEARS OF NURTURING FINALLY BEAR FRUIT In 2018, the team secured the space and started the garden. It had taken years of lobbying, work, and relationship nurturing with local Aboriginal leaders. Costa Georgiadis of ABC’s Gardening Australia opened the garden and has supported it as a patron ever since. He visits the town at least once a year to help, to teach new techniques and make sure that the plants are being cared for correctly. The garden is powerful in many dimensions. It’s an agricultural space where children can grow crops traditionally farmed in the region including yams, oat grass, native grains, native rice and bush tucker. Children

Moodji is a Djiringanj word that means friendship or mateship.

are learning about Aboriginal culture and language. Visitors to the garden are learning about the environment and sustainability. They are also discovering where food comes from. “We hope that our children, families and the broader community, will learn that our local Djiringanj people of the Yuin nation did build houses, build dams, sow, irrigate and till the land, sew clothes and build fishing traps, bags and baskets. There existed a pan-continental government that generated peace and prosperity, with rich and vibrant languages, laws, trade systems, ceremonies and traditions,” says Narelle. “The garden facilitates childfocused learning; peer-to-peer and intergenerational learning. You learn to be resilient. You face and live through the challenges of nature. And you learn about building and changing relationships. You wait and trust, for plants to grow; for people to form bonds.” Bermagui preschool runs a free flow program, so the children are able to go to the garden whenever they like and sometimes spend all day in there, including rainy days (which Narelle says are her favourite!). Children can experience sensory exploration, bird sighting, insect discovery and observation. Exploration of food and nectar are encouraged. The bird, bee and butterfly gardens are blooming and the recently installed beehives are already producing delicious honey. The blue tongue lizard population has doubled to include two new junior slug eaters.

RESTORING PHYSICAL AND EMOTIONAL HEALTH Narelle tells us that she has seen children with blocked ears and runny noses pluck carrots from the ground and eat as they work - feeling the joy of what they have

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grown and eating a nutritious snack while their ears and nose unblock with the motion of crunching and munching. “I also saw the garden become a place of healing after the devastation of the 2019 bushfires. Adults and children came to find serenity and connection while working together, while they waited to see if they could return or rebuild their farms and homes."

ENGAGING THE WIDER COMMUNITY IN AUTHENTIC WAYS In full consultation with local elders and cultural consultants, the project develops and delivers activities and workshops to raise awareness and appreciation of Djiringanj language, bushfoods and heritage and their contemporary applications. The project offers the opportunity to engage in cultural art, craft, music and dance experiences. The program includes cultural weaving with Aboriginal Artist Cheryl Davison, Djiringanj language programs with Aunty Cathy Thomas, Art projects with Aboriginal artist Dennis Pitt, as well as workshops and community events with patrons Bruce Pascoe and Costa Georgiadis.

FOSTERING A SENSE OF WONDER AND LOVE OF THE LAND The Bermagui Preschool Moodji Cultural Garden has created a sense of wonder, belonging to and love of the land. “Interactions with nature and animals are critical for young children to develop lifelong respectful, positive and proactive attitudes to our environment and to ensure our sustainable future,” shares Narelle. “The project provides opportunities for children to play outdoors every day. We believe in the rights of children to be able to feel the land beneath their feet, the sun on their face, experience the natural rhythms of the seasons and breathe fresh air. “The children are learning lifelong attitudes and knowledge about nature and our natural environments. It is our hope that these attitudes will lead to a deeper respect for our planet and lead to better outcomes for our futures.” The project team continues to build longevity and capacity into the venture by hosting monthly engagement workshops and working-bees open to all demographics across the Bermagui community. They convene four feature fundraiser events per year and have their Project Officer present monthly highlights and updates on ABC South East Radio.

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90 people attended the Winter Solstice Sacred Fire Ceremony held at the garden.

DON’T HAVE YOUR OWN GARDEN PLOT? A WINDOWSILL IS ENOUGH FOR A MOODJI GARDEN Bermagui Preschool is lucky to have the space for a large garden right on their doorstep, but every child deserves to experience the joys of growing produce and being amongst nature. Narelle firmly believes that all you need is a container, some soil, and native plants.

“One plant is the perfect place to start.”

ABOUT BERMAGUI PRESCHOOL Bermagui Preschool Cooperative Society Ltd is a not-for-profit community-based Preschool that has been operating since 1976 and is committed to the vision of providing high quality early childhood education and care in Bermagui. The preschool provides four integrated services, including preschool, long day care, before and after school care and a vacation care programs, catering for approximately 100 children between the ages of 6 weeks and 12 years. This includes children and families who identify as Aboriginal and/or Torres Strait Islander, children from a cultural and linguistically diverse background and children with additional needs. The preschool services Bermagui and the surrounding remote communities of Cobargo, Quaama, Yowrie, Barraga Bay, Murrah and Wallaga Lake. Bermagui Preschool has been rated Exceeding all National Quality Standards, and currently holds a rating of Excellent, the highest rating awarded by ACECQA in the National assessment and Rating Process. Bermagui Preschool are proud CELA members.

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USING DRAMA

TO SUPPORT CULTURALLY AND LINGUISTICALLY DIVERSE CHILDREN BY KARTHIKA VIKNARASAH, CELA EARLY CHILDHOOD EDUCATION AND CARE SPECIALIST

hildren who come from culturally and linguistically diverse backgrounds can have unique challenges in an early childhood setting. Not only can language be a barrier for children and families, they may also have different childhood and home experiences, which can sometimes be very difficult or even traumatic. How can educators help children to become comfortable with the mainstream language as a source of communication, and to help children have shared experiences that they can draw from to facilitate play and socialisation?

LEARNING LANGUAGE IS MORE THAN JUST WORDS AND PHRASES Learning language requires deep connections with culture, social norms and expectations. Winston (2012) explains that language is “part of a wider network of meanings which also find living expression in customs, beliefs, traditions, cooking, songs, rituals and, in particular, the stories a people tell themselves about themselves.” These concepts are easily explored through planned and unplanned drama experiences.

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THE BENEFITS OF DRAMA EXPERIENCES Engaging in drama experiences allows children to experiment with alternate identities in a safe, non-threatening way. Similar to wearing a mask at a party, people who dress up or pretend to be another character can feel more free to explore and ‘play’ within their new identity. A key benefit of drama experiences for all children is the physicality of it. Children are engaged in whole body learning and can immerse themselves in characters and settings. Some of

the key dramatic skills that they can draw from include body language, facial expressions, gestures, the way they walk, the way they stand. Many of these are universal and children all over the world may be able to recognise a ‘cranky bear’ if you act it out after reading the story.

narrative and other oral-language skills, emergent literacy, and social competence in preschool children. They describe how drama experiences create a “shared public arena” for children to engage with groups of other children rather than the one-to-one nature of reading a book.

Nicolopoulou et al. (2015) describe using story acting and storytelling to develop the 3 main skills of

Using drama experiences fosters socialisation and collaborative play and builds a ‘common culture’ in the

room. It is difficult to act out a story on your own, but it is easy and fun when children can work together to bring a story or scene to life. Intentionally choosing children to work together to foster play skills and language development is a great strategy for supporting children.

AN EXAMPLE FROM A SERVICE A teacher had just read the story Goldilocks and the Three Bears to a group of preschool children. She subsequently brought out some props including bowls and spoons and asked the children what else they needed to act out the story. The children suggested chairs and brought different chairs from around the room. They also found some pieces of cloth they could use as beds. Then, the teacher asked for volunteers to act out the story.

The teacher sometimes asked There were no heated arguments, questions to promote thinking such as: because the children valued the audience’s experience and wanted ⊲ How do you think Papa Bear’s voice their performance to be meaningful for sounds? the toddlers who would be watching ⊲ How can we show that the porridge them. They also had limited time, was too hot? so they had to settle differences of opinion and solve problems quickly. ⊲ What are the different ways that Baby Bear, Mama Bear and Papa The children developed wonderful Bear would walk? communication skills as they In this way children scaffolded each other and engaged in peer teaching as they gave ideas for characterisation. They all needed to work together to bring the story to life and in the end, they performed it for the toddler group to great applause.

She selected some more vocal and confident speakers and some less confident speakers to be a part of the experience. She then suggested that if they could get through the whole story together, they could perform it for the By engaging in this kind of dramatic toddlers in the other room before lunch. experience, not only did children The children were very familiar with engage in critical and logical thinking the story and so were able to come up in order to work out how to portray with most of the dialogue themselves. the story in a way that others would Where one child was not sure of understand, they also engaged in great what they should say, other children pro-social behaviour. made suggestions or gave ideas for appropriate dialogue. The children were engaged in rehearsing their performance for almost an hour, with the teacher acting as onlooker and coach when required. Everyone involved had lots of ideas about props and additions to the set that would make their characters more believable. Goldilocks had some yellow wool placed on her head, Papa Bear had a hat and so on. There were some really creative ideas thrown in by all the children.

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negotiated dialogue, performance, props, etc. As the teacher had intentionally included children who were learning English as a second language to take on some of the roles, they also had great opportunities to develop their language skills, and build friendships as they engaged with the other children and developed cultural understandings.

Chang (2013) describes using drama as “emotional engagement which can motivate (children)... to no longer see the written text as dull and featureless print on paper but as the entry point into an enjoyable, lively, imaginary world.” Sitting on the mat and listening to an educator read a book in a language that you find difficult to understand can be very taxing for children and can even lead to feelings of inadequacy and loneliness. Engaging in a dramatic retelling of the story where you take on one of the central characters can be much more engaging for a child who is not familiar with the language. Even if they do not understand the whole story, they understand their part and

what they need to do, and feel like an important member of the group. As they engage in more dramatic storytelling experiences, they start to understand the other characters and their interactions, and eventually gain a deep understanding of the whole story or scene. Stories become much more memorable and relatable when children are “in” or “part of” the story as opposed to just reading it (Klinic, 2017). The multimodality of drama experiences (verbal, non-verbal, visual, etc) allows children to experience literature and literacy in different ways according to their own learning styles and promotes an inclusive environment for all children.

ABOUT KARTHIKA Karthika had a successful career as an accountant before following her passion into the early childhood sector. She has worked as an Educator, Early Childhood Teacher and Director in Long Day Care and OOSH services. She holds a Master of Teaching degree and a Master of Educational Leadership degree and is a NESA Early Childhood Teacher Accreditation Supervisor. She also works with CELA as an Early Childhood Education and Care Specialist and trainer. Karthika is the recipient of the national “New Voice in Educational Leadership” award from ACECQA and the Australian Council of Educational Leaders. She is also the recipient of the Elizabeth Brennan Scholarship from the University of Sydney.

REFERENCES: Chang, L. Y. S. (2013) ‘Dramatic’ Language Learning in the Classroom. In Second language learning through drama (pp. 18-26). Routledge.

Sitting on the mat and listening to an educator read a book in a language that you find difficult to understand can be very taxing for children and can even lead to feelings of inadequacy and loneliness. Engaging in a dramatic retelling of the story where you take on one of the central characters can be much more engaging for a child who is not familiar with the language.

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Kilinc, S., Farrand, K., Chapman, K., Kelley, M., Millinger, J., & Adams, K. (2017). Expanding opportunities to learn to support inclusive education through drama-enhanced literacy practices. British Journal of Special Education, 44(4), 431- 447. Nicolopoulou, A., Cortina, K., Ilgaz, H., Cates, C., & de Sá, A. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. Winston, J. (2012). Second language learning through drama : practical techniques and applications (1st ed.). Routledge.

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PART

WHAT CRITICAL REFLECTION MEANS FOR YOUR SERVICE

AND WHAT SHOULD BE CONSIDERED BY DR DEBRA WILLIAMS n this three-part series, I take educators on a deep dive into critical reflection – its impact, the best way to implement it, and how critical reflection contributes to the effective and efficient functioning of Early Childhood Education and Care services. In part one I explore what critical reflection means for your service and what should be considered.

In examining what critical reflection means for your service and what should be considered when one is implementing it, we need first to understand what critical reflection is, its purpose and value, and the relationships between critical reflection, ECEC standards and frameworks, professional learning, and service philosophy. We then reflect on the important factors that need to be considered when implementing critical reflection.

WHAT IS CRITICAL REFLECTION? Critical reflection is the way of thinking whereby educators question what beliefs and values they bring to their practice, and critique practice considering their own assumptions about children’s learning and development. This thought process will most likely lead to transformed ways of thinking. Educators examine their knowledge and beliefs and then ask critical questions about whose needs are being met by applying their knowledge and beliefs. Importantly, critical reflection in ECEC relies on educators questioning and challenging their own assumptions, backgrounds, values, beliefs, feelings, and behaviour whilst also attending to the impact of the wider organisational, ideological, and political contexts.

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Critical reflection is thereby a process of identifying, analysing, and questioning assumptions underlying the way an educator sees his/her practice, both individually and collectively, in order to develop understanding and knowledge to enhance practice. Fook (2002) defines critical reflection as “a way of researching personal practice or experience to develop our understandings of ourselves as knowers or makers of knowledge”. Fook explains that by understanding how our ideas, beliefs and assumptions are partially determined by our social contexts, educators are enabled to make specific connections between ourselves as individuals and our broader social, cultural, and structural environment. Reflection on what is done, and why, serves as a guide for future behaviour to improve practice and ultimately outcomes for children. Through the process of critical reflection, educators are more likely to challenge and change ineffective practice as they become facilitators and co-learners through talking with each other, raising issues, analysing patterns, and linking concepts. Reflection then takes place in small groups using critical reflective questions, although it may take place in a number of other ways. McCormack (2009) describes facilitated reflective sessions as “psychologically safe places” that support practitioners to develop person-centred practices. Through this first stage assumptions are examined and unearthed. Further reflection in the next stage redevelops a theory of practice. Between stages, emotions and assumptions come together in the experience such that in stage two, as described by Fook (2017), emotional scaffolding “goes to the heart of issues to allow people to re-engage with beliefs of fundamental importance”. In other words, critical reflection encourages deconstruction and analysis of both personal and professional experience.

CRITICAL REFLECTION AND PROFESSIONAL LEARNING A focus on professional practice and quality improvement requires support for ongoing learning. Once you have identified a goal, you can consider what actions will help you to achieve it. This will usually involve some form of professional learning, which will be most effective when educators reflect on, question, receive feedback and consciously improve their pedagogical practice to improve child outcomes. Professional practice, quality improvement and ongoing learning are hence facilitated through the process of critical reflection.

CRITICAL REFLECTION AND REFLECTIVE PRACTICE Schon (1983) developed the term “reflective practice” and introduced the concepts of “reflection-in-action” (thinking on your feet) and “reflection-on-action” (thinking after the event). Schon focussed on five professional fields, including education, and discussed the link between professionalism

"Through the process of critical reflection, educators are more likely to challenge and change ineffective practice as they become facilitators and co-learners through talking with each other." and reflective practice. Professionals face unique and challenging situations daily and Schon argued that the most effective professionals use their previous experiences to understand better how and why things happen. Reflective practice is the ability to reflect upon practice in an ongoing and systematic way used to make professional practice more accountable through examining the principles upon which it is based. Reflection may be superficial or can be profoundly transformative, with deep levels of critical reflection on professional behaviour resulting in behaviour change. Critical reflection demands looking beyond immediate circumstances to what internal and external factors might influence the choices made and the actions taken. This requires reasoning and analysis of practices, processes, and identities.

WHAT MAKES REFLECTION ‘CRITICAL?’ Not all reflective practice will lead to critical reflection and transformative, fundamental change. ‘Critical’ reflection is the deepest type of reflection that best supports the professional learning of educators and can be thought of as a subcategory of reflective practice, used to specifically improve professional practice. It involves the ability to unearth and unsettle assumptions (particularly about power), examining and changing deeply held or fundamental assumptions. Critical reflection requires a number of conditions to be in place to be enabled. First, a culture needs to be established that is safe, open, and willing to be exposed to professional vulnerabilities for the sake of learning, described by Fook as a climate of ‘critical acceptance’. Confidentiality, respect, and acceptance need to be acknowledged, along with openness and non-judgmentalism, acknowledging the purpose of critical reflection as helping to unearth assumptions. This occurs through two stages - analytical (exposing and examining hidden assumptions through deconstruction) and reconstructive action (turning an awareness of these hidden assumptions into new ways of understanding, including

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the use of power and how educators might challenge and change their environments accordingly). Questioning is a key strategy for critical reflection to facilitate and enable a climate for diverse types of learners, adaptive to different service contexts, and educators, with flexibility for maximum effectiveness.

documents are reflected upon. Examples include reflection on the United National Convention on the Rights of the Child (UNCRC, 2006) and the Australian Early Childhood Code of Ethics.

Critical reflection in ECEC underpins practice, because if educators understand what they are doing, and why, they can improve what they do. Critical reflection also requires ECEC educators to look beyond their own immediate circumstances to what external factors might influence the choices they make and the actions they take. This includes the social context and the broader context of the organisational culture and structure. Through questioning and testing theories in their practice, educators become empowered and encouraged to become researchers, to try new ideas and test theories.

This Australian Early Childhood Code of Ethics, developed by Early Childhood Australia (ECA), provides a framework for educators to reflect on the complexities of their work and serves as a guide for decision-making. The set of practice principles clearly states the crucial role of reflective practice in the continuing development and professional identity of the ECEC profession. It sets reflective practice as a key element in establishing an ECEC culture that engages in continuous review for improvement. The reason it does this is so educators can understand the professional and ethical dimensions of their work and shift from focussing on technical aspects of their work such as ‘What works?’ to reflectively inquiring ‘Why’ around questions of curriculum, pedagogy and the outcomes being delivered. Therefore, educators must critically reflect over whether professional practice is in accord with this document.

THE CONNECTION BETWEEN CRITICAL REFLECTION AND ECEC FRAMEWORKS AND STANDARDS

THE ASSOCIATION BETWEEN CRITICAL REFLECTION AND PHILOSOPHY

THE PURPOSE AND VALUE OF CRITICAL REFLECTION IN ECEC

ECEC is an educational sector in which frameworks, standards, ethics, and philosophy documents are foundational to effective operation, all of which have implications for the quality of services. As critical reflection is foundational to practice, it is important that these

ABOUT DEBRA WILLIAMS Debra has an extensive background over many years in Early Childhood in NSW, QLD and VIC in varied roles including validator, consultant, lecturer, facilitator, adviser, mentor, publisher, Director, Accreditation Supervisor, and Manager. Her research interests include critical reflection, pedagogy, learning and leadership. Debra is the National Compliance and Development Manager for Hillsong Child Care Centres.

Reflecting over philosophy is an important thing to do. It is a requirement of Element 7.1.1 of the National Quality Standard (NQS). It indicates the ECEC centre’s values and guides practice in considering how educators are critically reflecting upon their practice.

REFERENCES • Australian Children’s Education & Care Quality Authority. (ACECQA). (2013). Guide to the National Quality Standard. Retrieved from https://www.acecqa.gov.au/nqf/ about/guide • Australian Council for Educational Research. (ACER, 2012). Continual Improvement through aligned effort. Retrieved from https://research.acer.edu.au/research_ conference/RC2012/27august/3/ • Capital Territory, Australia. Retrieved from http://www.earlychildhoodaustralia.org.au/ our-publications/eca-code-ethics/ • Department of Education Employment & Workplace Relations (DEEWR). (2009a). Belonging, being and becoming: The Early Years Learning Framework for Australia. Retrieved from https://www.acecqa.gov. au/sites/default/files/2018-02/belonging_ being_and_becoming_the_early_years_ learning_framework_for_australia.pdf • Dewey, J. (1929). The sources of a science of education. New York, NY: Horace Liveright. Early Childhood Australia (ECA). (2016). Early Childhood Code of Ethics, ECA. Watson, Australian • Fook, J. (2002). Social work: Critical theory and practice. Approach to practice. London, England: Sage. • Fook, J., & Askeland, G. A. (2006). Challenges of critical reflection: Nothing ventured, nothing gained. International Quarterly: Social Work Education, 16(2), 1-4. • Fook, J., & Kellehar, A. (2010). Using critical reflection to support health promotion goals

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in palliative care. Journal of Palliative Care, 26(4), 295-302. Fook, J. (2017). Social work: A critical approach to practice. London, England: Sage. Habermas, J. (2008). Notes on post Secular society. New Perspectives Quarterly, 25(4), 17-29. Wiley online. Retrieved from https://doi.org/10.1111/j.15405842.2008.01017.x MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum, and contexts. England: Open University Press. NSW Education Standards Authority. (NESA). NSW Government. Australian Professional Standards for Teachers (2018). Retrieved from https://education. nsw.gov.au/teaching-and-learning/ professional-learning/teacher-quality-andaccreditation/teaching-standards Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY. Basic Books. UN General Assembly. (2007, October 2). United Nations Declaration on the Rights of Indigenous Peoples: Resolution / adopted by the General Assembly, A/RES/61/295. Retrieved from https://www.refworld.org/ docid/471355a82.html UNCRC. (2006). Implementing child rights in early childhood, general comment No 7. Retrieved from https://www.refworld.org/ docid/460bc5a62.html

IMPORTANT FACTORS TO BE CONSIDERED WHEN IMPLEMENTING CRITICAL REFLECTION 1. STOP TO REFLECT ON CORE VALUES Values inform our thoughts, words and actions and help us grow and develop and create the future we want to experience. We need to stop, reflect, and think about what is done and why critical reflection influences the centre character and what it seeks to do.

2. ESTABLISH A CULTURE OF REFLECTIVE INQUIRY To establish a culture of critical reflective inquiry means that the entire team can be immersed in a culture where critical reflection is embedded. They will be more likely to be critically reflective themselves as they take up and immerse themselves in the culture of the institution. Asking the right questions comes from a culture of inquiry where asking questions are encouraged and divergent thinking rewarded.

3. ADOPT A REFLECTIVE APPROACH INCLUSIVE OF ALL EDUCATORS It is only by having all educators involved that the team can examine their knowledge and ask questions about whose needs are best being met.

4. ACTION OUTCOMES OF THE REFLECTION PROCESS Actioning of the right outcomes creates habitual patterns of behaviour which leads to success. The NQS requires a high level of critical thinking by educators to embed critical reflection in decision-making and professional judgments (ACECQA, 2013; DEEWR, 2009) so that critical reflection can be a catalyst for change. Each educator is accountable to analyse and reflect upon his or her practice with an emphasis on continuous improvement, the implementation of the program and ongoing learning.

5. TRAIN AND EMPOWER EDUCATORS The final consideration is that there is a need to train and empower educators. This allows the strengths of educators to be improved, and consequently, they will develop better skills of critical reflection. In this way, educators will have increased job satisfaction, increased capacity to problem solve and innovate, increased morale, acquisition of knowledge, skills, and an ability to promote learning and development.

As ECEC is a dynamic and ever-changing sector, it follows that educators must be able to evaluate the part they play in meeting changing needs. Educators need regular opportunities to reflect upon their moral and social purposes, work collaboratively both inside and outside the ECEC centre, and strive for continuous learning related to their own needs for growth and expertise in maintaining NQS standards of practice. Educators must be trained and empowered to become practitioners with critical reflection at the heart of their practice. Every educator should be encouraged to inculcate in authentic reflection inclusive of values within the ECEC context in examining what they are doing, and why. Further, it is important for an educator’s perspective to be recognised in the initiation of ideas, in the development and evaluation of partnerships, and in any outcomes that may result.

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Broadside

THE NATIONAL QUALITY FRAMEWORK OUR VISION FOR CONTINUOUS QUALITY IMPROVEMENT BY MEGAN O'CONNELL, CELA POLICY AND RESEARCH MANAGER

he National Quality Framework is a foundation document for our early childhood education and care system. The review of the NQF provides an opportunity to articulate a new quality threshold around our vision for the sector over the next ten years.

CELA’s submission to the National Quality Framework Consultation

Regulation Impact Statement addresses a range of issues, including improving the assessment and rating process, safety, and workforce. Our submission draws on your feedback. It is focused on supporting all services to provide quality early childhood education and care to children, and minimising the risk of harm to children.

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We acknowledge that some of the proposed changes will have cost and resource implications. We will continue to provide you with training and resources and advocate for additional government investment to meet any additional regulatory burdens. Following are some of the key issues we raise in our submission.

IMPROVING THE ASSESSMENT & RATING PROCESS We believe the NQF review provides the opportunity to ensure services are supported to engage in continual quality improvement. Quality improvement cannot occur in a vacuum – it requires time and resources. Many members cited the need for improvements to make quality standards simpler and clearer and less open to interpretation. “The framework is open to interpretation, and two different assessors can give different ratings”. CELA NQF CRIS SURVEY RESPONDENT

Currently there are no penalties for services who receive a Working Towards rating and fail to make improvements over multiple rating periods. Services who are not meeting standards must be obliged to make improvements over a medium timeframe. A continual quality improvement system must encourage and reward improvement, and have repercussions for services who are continually performing below an optimal standard. The assessment and rating system needs to provide accurate, up to date ratings in order to support parents to choose quality services. The pace of assessments, up to every five years, is too slow. A significant proportion of services drop down in ratings, or improve, within this period. The system needs to provide reliable assessments within a reasonable period of time (for example every three years) by highly skilled and consistent assessors who observe services over a reasonable period of time.

SAFETY, HEALTH AND WELLBEING Transportation CELA would welcome the introduction of regulations, supported by guidance, to ensure services develop policies and procedures that minimise the risk of children going missing. This may include requirements for parents to notify services of absences, and clear communication protocols to be put in place between services and schools, including procedures to follow when children do not arrive in a given time period. CELA notes the serious risk to children, both during and after transportation, and believes a range of measures should be implemented. This includes implementing ratios, the potential of imposing a requirement that a bus has two staff on board, and that the driver or other staff member are trained in areas including anaphylaxis and first aid. We recognise that buses are crucial to supporting children in regional and rural areas to attend early childhood education and care, and that additional government funding will be required to ensure services can meet any new requirements.

Sleep and rest Based on your feedback, we are advocating that additional attention needs to be paid to sleep and rest

requirements, including training for staff who supervise sleeping babies and toddlers. Guidance and requirements for policies and procedures need to have an explicit focus on how and when staff are expected to check on sleeping and resting children, including any use of CCTV. Specifying an educator must continuously supervise sleeping children is problematic in some instances: “This would require an additional educator in our infants’ rooms to ensure that the infant/children who have more than one sleep per day is monitored during this sleep time. This will take the educator off the floor and therefore the room will be out of ratio.” CELA NQF CRIS SURVEY RESPONDENT

Evaluations CELA notes the risks associated with evacuating children (in particular nonambulatory children) are significant and the expertise around evacuating a multi-storey building is likely to be found outside of a service. Given this, we would support the mandating of expert oversight in evacuation drills and changes to building and service approvals to ensure the risks to children of multi-storey buildings are considered.

"CELA notes the serious risk to children, both during and after transportation, and believes a range of measures should be implemented. " RATTLER ISSUE 135 | JULY 2021 | 19

WORKFORCE There is abundant research that well trained staff are vital to improving children’s outcomes. A key aim of the NQF is to improve the educational and developmental outcomes for children attending education and care services. Given this, current ratios must be maintained or improved to ensure children’s safety is protected, and that out of school hours care services have qualified staff. Members’ feedback indicates that workforce issues are pressing but this is not a reason to compromise on quality. Our submission contends that the forthcoming Workforce Strategy must address urgent workforce issues, with attention paid to attraction, development and retention of staff including the centrality of pay and conditions. Feedback from members reflects concern about program quality dropping if short term relief is extended:

“For a short time, less than 60 days is acceptable. However, long absences will result in the declining quality of the program as well as the cohesiveness of the team in the room. It is also giving too much responsibility that is not equal to their pay rate.” CELA NQF CRIS SURVEY RESPONDENT

You also raised concerns that employers would take advantage of this clause to save money on wages and not pay staff acting at a higher level the full wage. Further guidance to support services to ensure staff are actively working towards their qualification is essential to support the completion of qualifications. Setting a time limit may prove difficult, given the challenge of balancing part time study with other commitments. However, it should be

mandated that staff must be actively working towards their qualifications to be counted towards ratios, and guidance provided on how actively working towards is assessed. “We already check that staff are actively studying, but there should be a time limit that they can be classed as working towards. It would be interesting to find out how long some people are taking to do their course, and how long they are being used as working towards to meet required ratios, and what type of centres are using working towards qualifications to meet their requirements.” CELA NQF CRIS SURVEY RESPONDENT

Consideration should be given to setting a ratio, to be increased over time, of qualified staff to staff in training.

WHAT HAPPENS NEXT? Governments will consider contributions to the CRIS and develop recommendations as a Decision Regulatory Impact Statement for agreement at the COAG Education Council – a meeting of state, territory and Australian government education ministers. Endorsed options will then be implemented, including through changes to national law and regulation in 2022 and 2023.

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Broadside CELA'S 2021-2022

BUDGET REVIEW

What you need to know and what still needs to be addressed

The Commonwealth Government Budget was brought down on 11 May. It contains a range of announcements that will impact the early childhood education and care system. Here’s a brief summary of what of what you need to know, how it may impact you, and what still needs to be urgently addressed.

ONGOING INVESTMENT AND REFORM IN EARLY LEARNING IN THE YEAR BEFORE SCHOOL CELA is delighted to see, off the back of joint sector advocacy, an ongoing commitment by the Commonwealth government to ensure all children have access to high quality early childhood education in the year before school. The Government is committing $1.6b over 4 years and will negotiate a new agreement with states and territories. As part of this, the government will ensure every child enrolled in an approved preschool program will see the full benefit of Commonwealth funding (around $1,340 per child in 2022) regardless of the preschool

setting. From 2024, payments to states and territories will be tied to attendance targets. A preschool outcomes measure will be developed and trialled for introduction in 2025. $33.6 million over five years from 2021-22 (and $2.0 million per year ongoing) will be invested to improve preschool data collection and underpin a new preschool framework to support the reform. This includes funding to continue undertaking the annual National Early Childhood Education and Care Collection (NECECC) from early 2023. It also includes funding to improve and expand the NECECC to underpin a performance framework to drive reform, with a focus on

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attendance, and to develop and trial a method for testing the degree to which preschools achieve the outcome of getting children school-ready.

CHILD CARE SUBSIDY SYSTEM CHANGES The $1.7 billion additional funding for childcare subsidies is good news for some families and will give parents more choice about increasing the days they work. "We are concerned about the impact that high volumes of new enrolments will have on workforce." says CELA CEO Michele Carnegie. From 1 July 2022, the Government is removing the annual CCS cap of

$10,560 per child, which will benefit high income earners who access three or more days of ECEC per child. The Government is increasing the CCS subsidy rate by up to 30 percentage points (to a 95% CSS cap) for second and subsequent children below school age in CCS funded services. This initiative will benefit around one in four families who have multiple children in long daycare services, with families on lower percentages of CCS benefiting the most. This initiative is costed at $1.7b over 5 years.

What it looks like in practice ⊲ A family on over $69,390 with one parent not working will continue to receive no subsidy. ⊲ A family on under $69,390 who work less than 8 hours per fortnight with two children in care one day per week (as is allowed under the activity test) will receive 85% CCS for the first child and 95% for the second child, saving 10% on the cost of one child’s care (around $12.20 for ten hours of care at the hourly rate cap). ⊲ A family on $253, 679 with two children in care five days a week will receive 50% CCS for the first child and 80% CCS for the second child, saving 30% on the cost of CCS for one child’s care (around $183 for the week of care based on ten hours per day at the hourly cap).

REGULATORY CHANGES $16.9 million will be used to establish a central child care services website, consolidating two existing sites. This is

expected to make it easier for families to get accurate information about child care services, quality, fees and vacancies. In addition, the Government will pilot joint monitoring, data sharing and compliance operations with two states’ jurisdictions in a bid to step up efforts to prevent and detect fraud within the child care system.

CHILDREN WITH ADDITIONAL NEEDS The Government will provide $17.9 million over four years from 2021-22 to establish a new Early Childhood Program. The program will deliver a range of disabilityspecific information, workshops and supported playgroups for young children aged birth to eight years of age with disability or developmental needs.

OTHER INITIATIVES RELATED TO PARENTS, FAMILIES AND COMMUNITIES ⊲ $46.6 million will be provided over four years from 2021-22 for parenting education and support to parents and carers with children aged under 12 years and to develop national guidelines to assist with early identification of emerging emotional difficulties. ⊲ $54.2 million has been allocated over four years from 2021-22 to work with the states and territories to establish child mental health and wellbeing hubs to provide multidisciplinary care and preventive services. ⊲ $4.0 million has been allocated in 2021-22 to continue to provide up to ten free trauma and distress

counselling sessions for those impacted by the bushfires.

WORKFORCE RELATED INITIATIVES ⊲ The Government will expand the Boosting Apprenticeship Commencements wage subsidy. This measure will uncap the number of eligible places and increase the duration of the 50 per cent wage subsidy to 12 months from the date an apprentice or trainee commences with their employer. From 5 October 2020 to 31 March 2022, businesses of any size can claim the wage subsidy for new apprentices or trainees who commence during this period. Eligible businesses will be reimbursed up to 50 percent of an apprentice or trainee’s wages of up to $7,000 per quarter for 12 months. ⊲ $15.6 million is provided in 2021-22 to increase all wage subsidies to $10,000 for eligible participants in jobactive, Transition to Work, and ParentsNext to incentivise employers to hire eligible disadvantaged job seekers. This will align with wage subsidies commencing under the New Employment Services Model measure from 1 July 2022. ⊲ $213.5 million has been budgeted over four years from 2021-22 to expand the Local Jobs Program to 51 employment regions and to extend the program for three years from 30 June 2022 to 30 June 2025. The Local Jobs Program supports tailored approaches to

"CELA is pleased to see that universal access to early childhood education and care has been made ongoing. This will provide greater stability for preschools, and the focus on participation will further support all children to undertake early childhood education before they commence school."

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accelerate reskilling, upskilling, and employment pathways in selected regions, supporting Australia's economic recovery from the COVID-19 pandemic. ⊲ $1.6 million has been budgeted over two years from 2020-21 to amend the Relocation Assistance to Take Up a Job program to provide additional support for job seekers relocating to take up employment. Eligibility requirements under this program will be changed so that relocating participants who take up a minimum of 40 hours work in at least two weeks can receive up to $2,000 in relocation assistance, and those who take up a minimum of 120 hours work in at least four weeks can receive up to $6,000 in relocation assistance.

How this can benefit services Services can advise jobseekers willing to relocate that they may be able to attract relocation assistance. Services in Local Jobs Program areas (see www.dese.gov.au/local-jobsprogram for more details) can work with regional employment facilitators to recruit and re-skill jobseekers into early childhood education and care. Services hiring new apprentices or trainees can access up to a 50% subsidy on their wages for 12 months.

TAX CUTS The budget provides a tax cut of up to $1,080 for low and middle income earners. It is expected many educators will benefit from these cuts. The instant asset write off has been extended, with businesses with a

turnover of up to $5 billion per annum able to write off assets such as motor vehicles.

ten counselling sessions will assist families in continuing to experience bushfire related trauma.

CELA’S REACTION

What still needs to be addressed

What we're pleased about: CELA is pleased to see that universal access to early childhood education and care has been made ongoing. This will provide greater stability for preschools, and the focus on participation will further support all children to undertake early childhood education before they commence school. This is a win for long daycare and mobile preschool providers. However, collecting data on children in preschool remains a highly contentious issue. CELA will be consulting with members to understand the types of holistic information that would provide additional evidence of the impact of preschool on children’s development. We will work with and inform the government to ensure any new measure is not burdensome, and provides insights for services to support children, particularly those most vulnerable. The additional funding to assist children with emerging emotional difficulties and funding for mental health is vital. Throughout COVID-19 we have heard of increased social and emotional issues and mental health issues emerging in children, and welcome additional resources that early childhood education and care services can link families to. CELA has been actively advocating for support for families affected by bushfires. Continued access to

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CELA is disappointed that access to ECEC for vulnerable and disadvantaged children has not been addressed in the budget. We will continue to advocate for the activity test to be removed to ensure all children can access subsidised early childhood education and care. CELA CEO Michele Carnegie has written to The Hon Alan Tudge MP welcoming positive progress and articulating our ongoing concerns. We will also advocate that the Child Care Subsidy is increased for low income earners and unemployed families. We are disappointed that specific workforce initiatives are not funded for early childhood education in this budget. We note initiatives such as the apprentice and trainee wage subsidy are helpful, but unlikely to make a significant impact without additional support for employers to attract and mentor trainees. Industries such as aged care and mental health have had targeted initiatives funded to attract workers who have left the workforce and to retain existing workers. We urgently require similar initiatives in early childhood education and care, and will be advocating for this to be a key part of the workforce strategy.

JUN - DEC 2021

TRAINING CALENDAR OVER 40 INSPIRING TOPICS TO CHOOSE FROM CELA’s learning and development program equips educators with the knowledge that changes practice and underpins quality early education. Over 7,000 early education and care professionals trained with CELA in 2020. Our training calendar is developed on a bi-annual basis, in line with member feedback and the latest sector insights. Our sessions provide the tools and inspiration that your team need in order to deliver quality education and care.

All sessions are delivered via live webinar format by enthusiastic and experienced facilitators who provide opportunities to engage and ask questions. In addition to your live webinar, our knowledgeable CELA Resource Specialists curate the latest resources of relevance to your session, enhancing your online and learning experience.

FOUR WAYS TO LEARN WITH CELA 1. CALENDAR TRAINING

2. INSERVICE

Join one of our popular live webinars - many sessions are scheduled on multiple times and dates in order to maximise availability.

Can’t make the time or date of a calendar session or need something delivered specifically for your team? CELA can bring the training to you, no matter where you are.

3. INDIVIDUAL MENTORING

4. SELF PACED

We offer a unique mentoring program, completely tailored to your needs and specifications.

Our self paced online child protection training allows you to study CHCPRT001 Identify and Respond to Children and Young People at Risk online in your own time. We also provide expert facilitator support. RTO ID: 90842

DOWNLOAD CALENDAR

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www.cela.org.au/learning-and-development

CELA has reviewed our course offerings against the Elective PD criteria and each of our courses has been aligned to the Australian Professional Standards for Teachers. Please see our website for specific information for each course offering.

MORE INFORMATION REGARDING CONTENT OF THESE COURSES IS AVAILABLE ON OUR WEBSITE: www.cela.org.au/learning-anddevelopment

WE EXIST TO SUPPORT YOU! 1800 157 818 | training@cela.org.au | cela.org.au

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RTO ID 90842

OUR COURSES Below is a complete list of courses, to view the session dates please visit our website or download the calendar. So Now You Are On The Committee

QA7

The Directors Toolkit: Administrative Responsibilities

QA2 QA7

QA6

The Directors Toolkit: Compliance & Quality

QA2 QA7

An Introduction To The Circle Of Security® For Early Educators NEW

QA1 QA4 QA5

The Directors Toolkit: Family And Community Partnerships

QA6 QA7

CHCPRT001: Identify & Respond To Children And Young People At Risk (RTO ID 90842) - 3 Part Series

QA2 QA5 QA7

The Directors Toolkit: Leadership & Advocacy

QA4 QA5 QA6 QA7

Children's Rights Children's Voices

QA1 QA5

The Directors Toolkit: The Team: Staff Relationships

QA4 QA7

Compliance in Everyday Practice

QA2 QA7

Dealing Effectively with Complaints

QA2 QA6 QA7

The Directors Toolkit: Working With Management: Planning & Policy

QA7

Do You See What They See

QA1 QA5

ECE Active Supervision

QA2 QA3 QA7

QA1 QA5 QA6

Educator Wellbeing: Filling An Empty Bucket

The How, What and Why of Effective School Transition: Setting Children up for Success NEW

QA4 QA7

QA2 QA7

How The Exceeding Themes Influence Your Practices

The Law And Regs For Nominated Supervisors

QA4 QA7

QA1 QA4 QA7

Inquiry Based Learning

The OOSH Approach To Programming And Documentation

QA1 QA3 QA5

Learning Through The Senses: Making Spaces Learning Places NEW

QA4 QA7

QA3 QA5

Tick Tock: Managing Time Effectively In ECEC NEW Understanding Play Theory

QA1 QA5

Literacy In The Early Years NEW

QA1 QA5

Loose Parts Play

QA1 QA3 QA4 QA5

QA4 QA5 QA6

Music In The Early Years NEW

QA1 QA3 QA5

Vulnerable & Valuable: Understanding And Working With Children From Disadvantaged Backgrounds

Neuroscience And Behaviour

QA1 QA5 QA7

QA1 QA3

Numeracy In The Early Years NEW

QA1 QA5

You And The Third Teacher: Making Spaces Learning Places NEW

OOSH Active Supervision

QA2 QA3 QA7

Play Theory And Behaviour

QA1 QA3 QA5

Practical Approaches To Programming For Educational Leaders

QA1 QA7

Practical Approaches To Programming For New And Inexperienced Educators

QA1 QA7

Prepare Your Team For Assessment And Rating

QA4 QA7

5 Ways To Better Conversations With Children Acknowledging And Celebrating Aboriginal Australia: A Starting Point 2 Part Series

QA1 QA4 QA5

QA1 QA3 QA4 QA5

To help you to find a topic that suits your needs, we have aligned each session to the Quality Areas it relates to, using the below key.

Research And Theory In Behaviour

QA1 QA4 QA5

Self Assessment 1: Supporting The Why, What And How Of Quality Practices

QA7

Self Assessment 2: Using The Self-Assessment Tool: Strategies To Turn QIP Strengths Into Visible And Evidence Based Practice

COURSE KEY QA1

Educational program and practice

QA2

Children's health and safety

QA3

Physical environment

QA4

Staffing arrangements

QA5

Relationships with children

QA6

Collaborative partnerships with families and communities

QA7

Governance and leadership

QA7

BOOK NOW RTO ID 90842

1800 157 818 | training@cela.org.au | www.cela.org.au/learning-and-development RATTLER ISSUE 135 | JULY 2021 | 25

EARLY EDUCATION RESEARCH FROM AUSTRALIA AND AROUND THE WORLD INSIGHTS FROM MEGAN O'CONNELL, CELA POLICY AND RESEARCH MANAGER

THE FUTURE AT FIVE: GENDERED ASPIRATIONS OF FIVE-YEAR-OLDS OECD The Future at Five provides fascinating insights into how children from an early age think about jobs, and how early education can broaden their horizons.

nominated by both boys and girls, boys are much less likely to aspire to roles that are female dominated and are less likely to be certain about what they want to do.

The report, based on a study of 4,000 five year olds in England and Estonia, shows that one in four girls aspire to roles in traditionally female dominated occupations. These include roles involving caring, such as being a vet, a doctor or a teacher. Similarly, one in two boys aspire to roles in traditionally male dominated occupations, such as being a police officer, a fireman or a builder. Whilst around half of the top 30 roles are

The report also shows that family background matters, particularly for boys. Boys from disadvantaged backgrounds were found to be less likely to aspire to roles requiring tertiary education such as a doctor. Children’s aspirations are also linked to their skill development – for example children aspiring to be engineers have high emergent literacy skills. Many children aspire to roles that are

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known to them – through family, the community, books and television. The study will continue to track children to see if their gendered aspirations persist over time. In the meantime, educators can consider how they can incorporate the findings into practice. For example, engaging parents in your community to talk to children about their jobs, ensuring books convey a range of roles and genders, talking about jobs when children are engaging in play. www.oecd.org/education/school/ early-learning-and-child-well-beingstudy

'LEARNING THROUGH PLAY: INCREASING IMPACT, REDUCING INEQUALITY' THE LEGO FOUNDATION Learning Through Play: increasing impact, reducing inequality is based on a variety of studies undertaken across 18 countries. The report bolsters existing evidence on the importance of play based learning in closing achievement gaps in children in the years before school. The LEGO Foundation and its research partners have identified five key characteristics of learning through play. For children, the experience of learning through play should cover each of these attributes: ⊲ Joyful ⊲ Meaningful

⊲ Engaged ⊲ Iterative ⊲ Social The researchers contend that when these elements are present children are more engaged, learn more, and retain that learning. The researchers discuss the spectrum of play activities, from physical play and pretend play to playing with rules. They contend that free and guided play in particular help children’s learning, provided that educators are able to facilitate the learning and ensure it is social and engaging.

The researchers examined the range of play experiences and found object and game play most commonplace. They contend that a full spectrum of play experiences is beneficial for children, including pretend play. Early evidence shows that different types of play promotes learning in different areas, but further research is needed to determine the right mix and balance of play and optimal ways of facilitating learning. www.legofoundation.com/en/learnhow/knowledge-base/learningthrough-play-increasing-impactreducing-inequality

PARTNERSHIP WITH FAMILIES IN EARLY CHILDHOOD EDUCATION: EXPLORATORY STUDY Written by Catherine Murphy, Jan Matthews, Olivia Clayton, Warren Cann and published in the Australasian Journal of Early Childhood The research in this exploratory study draws upon an existing evidence base on how programs that strengthen educator and parent relationships boost children’s learning. Evidence shows that educators are in a prime position to support families, but may not have the confidence or understanding to do so. The research seeks to answer key questions around what educators could do to support collaborative practice, including how confident educators are in working with families and what could assist.

Parent views on collaborative practice Parents were surveyed about collaborative practice, with over half of parents agreeing with the majority of questions. Less than half of all parents agreed that their need for information was anticipated, whilst just over half of all parents agreed that their priorities and interests were

considered when setting goals, or that they receive enough information about their children’s learning. When asked what educators could do better to support children’s learning and development, parents’ responses accorded with the survey results, in that they sought further information on their children’s learning.

Educator views on training

the range of formal and informal strategies to establish relationships, from orientations to checking in with families about cultural celebrations. Parents spoke of the benefits of online tools and portfolios in helping conversations, the availability of information on topics such as eating, and the desire for further information on a wide range of child development topics.

Most educators had undertaken training in collaborating with families but the effects of this are mixed, with just over half of educators responding that their training prepared them to work with families. Nearly all educators reported a need for training to work with families, particularly families of children with developmental concerns, and to work with families with diverse needs including different cultural backgrounds, and families with mental health issues. Educators sought particular advice, such as training and role plays talking to families about biting.

Challenges to collaboration included large group sizes, building trust with families who have had negative experiences with other services, and a lack of pre-service training on communicating with families.

Enablers and challenges

https://journals.sagepub.com/ doi/10.1177/1836939120979067

Educators and families spoke of

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In particular, educators expressed a need for training which supports them to: build collaborative relationships, handle challenging conversations, respond to someone showing aggressive and violent behaviour, and support educator skill development in collaborative relationships. Training could be a video with coaching and support from employers.

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON EMERGENT LITERACY-PROMOTING PRACTICES AND ENVIRONMENTS IN EARLY CHILDHOOD EDUCATION AND CARE

PREVALENCE OF LANGUAGE AND PRE-LITERACY DIFFICULTIES IN AN AUSTRALIAN COHORT OF 5-YEAROLD CHILDREN EXPERIENCING ADVERSITY

Written by Catriona Elek, Sarah Gray, Sue West, Sharon Goldfeld

Written by Jodie Smith, Penny Levickis, Roslyn Neilson, Fiona Mensah, Sharon Goldfeld, Hannah Bryson Published in Wiley Online Library This research confirms the link between language and pre-literacy difficulties in children. Language and literacy skills are important for children’s academic success, with children who are behind their peers in oral language and pre-literacy being more likely to have persistent reading difficulties.

This research examines the impact of the Let’s Read program on the capacity of early childhood education and care services to support children’s literacy development. The research responds to the need to ensure all children are supported to develop foundational literacy skills, and recognition that both the home environment and education and community settings can support development of these skills. The research looks at whether Let’s Read can support an increase in instructional support, which has been found to be lower in disadvantaged communities and can see young children set further behind in their pre-literacy development.

Oral language refers to children understanding what is said as well as being able to express themselves, whilst a key component of preliteracy is children understanding the sounds in speech as well as alphabet knowledge. The researchers conclude it is crucial to focus on both oral skills and pre-literacy in preschool to support children’s later learning. The study finds a high level of language difficulties in children who have experienced adversity, with around one in four children facing language difficulties, whilst over 60 percent of children experiencing adversity perform below average on the pre-literacy test. Nearly three quarters of children with oral language difficulties also have pre-literacy difficulties. The researchers find that vulnerable children in particular may be less likely to be able to name any letters at 5 years of age, and that this is a vital pre-literacy skill. The research provides insights for early childhood educators to support children’s oral language development in addition to preliteracy skills, and to be attuned to the potential for children experiencing adversity to require additional support. https://onlinelibrary. wiley.com/doi/ abs/10.1111/14606984.12611

Published in Early Years, An International Research Journal

What is Let’s Read in ECEC? The Let’s Read professional development program is a light touch universal literacy promotion program designed to be integrated into ECEC. The intervention included a four hour eLearning course to increase understanding of emergent literacy, understanding of working with families and facilitating conversations about emergent literacy and awareness of Let’s Read. In the second stage coaches within each centre provide support for implementation of Let’s Read. Coaches are centre staff who have undertaken the e-learning and attended a two day workshop to build knowledge of literacy and develop coaching skills. Coaches offered monthly sessions with at least five educators for six months.

Effectiveness of Let’s Read The intervention was assessed, with educator’s language and literacy-promoting behaviours observed and self assessed, and children were assessed pre and post intervention. The results of the program include that the intervention group scored higher on emotional and behaviour support and engaged support for learning. Educators were observed, and reported literacypromoting practices especially with infants and toddlers. Researchers highlight the promising results that were achieved despite differences in program implementation. In particular, there were improved room-wide interactions in toddler rooms. Researchers suggest this may be due to increased understanding of good practice, given the low levels of service quality in many of the services where the intervention was trialled. Key questions remain around optimal conditions for effective coaching, program duration and intensity and long term effects of the program on children’s literacy. Researchers conclude that Let’s Read is a promising program that requires little investment, and can be scaled across early childhood education and care services to improve the quality of practice. www.tandfonline.com/doi/ abs/10.1080/09575146.2021.1898342?journalCode=ceye20

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A SIMPLE FRAMEWORK FOR

UNDERSTANDING CHILDREN’S INTERESTS

BY DR YESHE COLLIVER

lay has long been seen as the basis for learning (try Plato, 327 BC, or Rousseau in 1762). The idea that play represents deeper drives and motives dates back to psychoanalytic theory and its revered tradition of play therapy.

But must all educators be trained in play therapy to understand why children are playing what they are playing? And must we be spending hours poring over a 3–minute observation in order to really get what’s going on inside the child’s heart and mind?

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Dr Yeshe Colliver discusses how we can use a combination of video-stimulated recall, pedagogical documentation and Vygotsky’s theories to unpick what is really going on during children’s play and how educators can intentionally extend upon it.

There has long been a need for a simple way to get to the heart of what is driving children’s interests. For example, a typical educator’s planning for future learning, after observing kindergarteners Liam and Ciara design and build a “driveway” and “castle” using wooden blocks, might be:

FIGURE 1

Liam and Ciara design and build a drive way and a castle

From this observation, it can be seen that both children are struggling with how to make blocks balance (Aitken et al. 2012, p. 64), and Liam also needs extra support with representational drawing (Campbell & Chealuck 2015,

p. 78). A project-based imaginary play could be constructed based on their interests in making a castle and a driveway (Campbell & Chealuck 2012, p. 74). [Reproduced with author’s permission] [Figure 1]

This interpretation makes the intuitive assumption that Liam is interested in driveways and Ciara in castles. But do we really know this or are we just speculating?

MOVING BETWEEN THE ‘REAL’ AND THE ‘IMAGINED’ Vygotsky (1966, 1978, 2004) discusses several ways that children learn through play. Our recent article describing "The aim of the game: a pedagogical tool to support young children’s learning through play" (Colliver & Veraksa, 2019) found that these ways aligned with what children themselves said they were learning, in stark contrast to the educators. Vygotsky says that playing children constantly move between “the real” and “the imagined”: for example, they need to draw on their real experiences in order to imagine, and in order to understand someone else’s reality,

they need to use their imagination. Vygotsky also says that children move from intellectual understandings to emotional ones when they play something for the first time. They often play out past emotional experiences to understand them in more intellectual ways, so they use an “emotional vs. intellectual” continuum when they play as well as a “real vs. imagined” one. We found in our research that when we asked young children what they were learning, their responses made little sense until we applied Vygotsky’s framework. For example, when asked

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about his play “driving” Tonka trucks over other children’s torsos and legs, four-year-old Chris said, “I’m learning how to do stuff which is really dangerous”. Looking at the “real-imagined” continuum, it became apparent that Chris was indeed learning what it felt like to “do dangerous things” in an embodied way that was not possible with real trucks. On the “emotional-intellectual” continuum, he was drawn to the feelings of power associated with doing dangerous things, and that became the emotional motivation to play that theme. (Figure 2)

THE VALUE OF VIDEO IN PROVIDING A THIRD-PERSON PERSPECTIVE Had I simply observed that episode, like Liam’s educator, I would also likely have attributed Learning Outcomes 3 and 4 to it,* thinking within a sociocultural framework about the significance of trucks to Chris, speculating whether his uncle was a crane driver, or his parents had shown him YouTube earthmoving videos. These typical conclusions would have provided me with few programming ideas outside of experiences related to trucks. However, videoing the play episode and later watching it with Chris provided much more insight, especially when I asked him specifically, “What are you learning here?”.

Applying Vygotsky’s framework was the only way we could make sense of children’s experiences across the 771 other comments from children in our study (Colliver & Veraksa, 2019). It allowed a deeper understanding of what was attracting children to the themes they played with, and, most importantly, how to plan experiences in the future. For example, rather than providing more earthmoving toys for Chris and his peers, we could plan with educators to use his interest in danger, providing risky play experiences that extended his physical learning rather than disturbing other children’s play.

The video-watching experience also exposed the need of this group of children to get outside the confines of the centre’s outdoor space into a local park with some natural challenges – balancing high up on beams or climbing a tall pole. Similar programming was possible after asking a four-year-old boy called Flynn what he was learning when play fighting with his peers, which I otherwise would have redirected or ignored as an educator. But showing the video to him days later, he stated, “We’re learning not to cry,” which pointed more to his developing self-regulation than to overpowering others, which might be a common interpretation of play fighting. (Figure 3)

FIGURE 2

FIGURE 3

Chris waiting to be driven over by a playmates’ truck (left)

Flynn explaining (non-verbally also) how he was learning to not cry

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So the learning appeared to be less about narrative and more about using her imagination to understand a real, emotionally charged event: missing her mother at night. Vygotsky’s framework suggests the play allowed her to come to terms with the intellectual moral of the story: big beds are for big people, small beds for small people. Discussing children’s thinking about past events with children themselves often starkly contrasts our own adult interpretations, forcing us to look more deeply into what truly interests children in their play. These dialogues are also a much stronger source of evidence about the interpretation we can make about children’s learning and development. Speculating about what we think play means for a child is much more fruitful with the child’s input.

FIGURE 4

Saule playing with felt diorama with beds and bears

In many of the 771 recordings, it was apparent how transformative Vygotsky’s framework was for my understanding of what the children meant. Had I simply observed a girl named Saule playing with a felt diorama of Goldilocks and the three bears then speculated about her learning by myself, I’d likely have interpreted it as Saule learning about the Goldilocks narrative just like Lowanna, one of her educators, who commented: “It's got a great story, it's got tension, and it's got humour, and it's got that climactic kind of ending…” Yet the dialogue with Saule when I was watching the video of her play painted a much more specific picture of her grappling with her emotional desire to sleep in her parents’ (adult-size) bed rather than her own (“just-right”-size) bed, which she knew was the right thing to do:

[RESEARCHER:] What are you learning there [pointing to the video of the felt diorama]? [SAULE:] Um... I’m learning that I could sleep by myself. [RESEARCHER:] Ah, [Unsure of her meaning] you’re learning how to sleep by yourself! That’s clever. [Saule nods] [SAULE:] I have my own bed [in reference to home] [RESEARCHER:] Do you? Do you always sleep by yourself or sometimes with Mum? [SAULE:] Um, I always sleep with my mum. [RESEARCHER:] But you’re learning how to sleep by yourself? [Saule nods] [SAULE:] But my bed is a cot [as opposed to the adult bed in the diorama] (Figure 4)

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The use of video recordings to inspire dialogues with children provides common referents (e.g., without a video, it’s easy to misunderstand exactly which play episode the adult is asking about) and also a new, thirdperson perspective. Video tools are a great way to encourage metacognition and document children’s achievements as well as their thinking. It also prompts us to “do” documentation in a different way. Rather than the glib observations of fleeting moments, using video reflection can be an effective way to bring our programming time (off the floor) onto the cushions (back with children). We can complete the planning cycle with concrete evidence from children’s voices themselves. Rather than reflecting for them, we can reflect with them. Doing so aligns our documentation with Article 12 of the United Nations’ Convention on the Rights of the Child, where the child’s views on matters affecting her/him can be expressed “freely” and be given “due weight” (UN, 1989). So, perhaps educators can revisit significant play episodes with some of the key players and ask what they were learning. And videoing the episodes will help these discussions. The answers have prompted even professors (from the very same university that Vygotsky taught in

back in the 1930s) to sit up and pay attention. Vygotsky’s writing on the 4 ways play leads to learning provides a simple framework to understand the often cryptic responses given when we ask children what they are learning when playing pirates, such as: “I’m learning how to be a pirate”, or when mixing sand with water: learning about “making chocolate”. As Hedges and Cooper (2016) ask, what are their “deep” interests during these episodes? (Figure 5)

FIGURE 5

What better evidence for our speculations than quotes from the children watching a video of their own play a few days later? The key take-away message is for educators to do some of their thinking about children’s thinking - and some of the resultant programming - with the children themselves. Video recordings are a very useful tool for discussing thinking about thinking. And when children’s responses seem trite (like “I’m learning how to be a pirate” when role-playing), turning to great thinkers like Vygotsky might help us to understand those responses and show they are not trite but a great window into their learning. For a detailed description of Vygotsky’s framework on learning through play and how it can be used to understand children’s views on learning, access Colliver and Veraksa (2019) for free on ResearchGate. An approachable account of Vygotsky’s description of emotional learning in play specifically is also available.

The “pirate” girls digging for “treasure”

About Dr Yeshe Colliver Dr Yeshe Colliver is an Honorary Lecturer at the Macquarie School of Education. He has worked in ECEC for nearly a decade in multiple cities across the world including Osaka (Japan), Ulsan (South Korea), Wakayama (Japan), Concepcion (Chile), Granada (Spain) and Honiara (Solomon Islands). Through his work and life overseas, he has acquired an interest in natural learning that we have evolved with (e.g., the types we needed in Indigenous cultures). His career has reflected a belief in two premises: that all social problems can be addressed most effectively through education, and that early childhood is the most crucial period in life.

REFERENCES:

* Learning Outcome 3 of the EYLF is “Children have a strong sense of wellbeing” and is likely to be cited in play that involves risk because children may be learning about risk-taking and danger (DEEWR, 2009). Learning Outcome 4 is “Children are confident and involved learners” and relates to children assimilating knowledge from the home context by transferring it to play contexts.

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LEADING TO EMPOWER, EMPOWERING TO LEAD

HOW CAN ECEC DIRECTORS PLAN FOR SUCCESSION? BY CELA WRITERS

he best laid plans always include a plan for when the best laid plans fall apart - wise words in any area of life, but especially so for Directors and leaders in early childhood education and care settings.

a high standard in the event that they need to step away from their role because of illness, injury, long service leave, retirement or other unforeseen circumstances.

With Directors performing so many functions in the lives of children and families, not to mention educators and other key staff, it’s imperative that plans are in place to ensure that the service continues to run to

So… what is a succession plan and why might one be needed?

It is here where succession planning comes in.

SUCCESSION PLANNING

In its simplest form, a succession plan is a road map which empowers someone (or more than one someone)

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within the service to take on the many complex aspects of the role of a Director, in the event that they may need to step away. For a best case scenario, a succession plan may be implemented months or years in advance, allowing time for someone to be trained and to observe all the different components of a Director’s day. At worst, a succession plan may be rapidly implemented when a Director is no longer able to fulfil the core duties of their role, and functions such as

"Succession plans are important not only because they ensure that the legal and ethical obligations of providing education and care are met in the Director’s absence, but also because they can empower staff to take on additional responsibilities, supporting them in their own career paths and ambitions."

submitting attendances, or making reports to the regulatory authority need to be completed. Succession plans are important not only because they ensure that the legal and ethical obligations of providing education and care are met in the Director’s absence, but also because they can empower staff to take on additional responsibilities, supporting them in their own career paths and ambitions.

available? An emergency succession plan needs to name someone who can take on a credible leadership role if the service leader is no longer available. He or she should be a trusted individual who the service expects to retain long-term and who has the skills and personality to stabilise the service during a difficult time. Emergency succession plans should also consider the “domino effect.” That is, who will take on the emergency successor’s role when he or she is busy running the service?

Services with strong succession plans in place are able to effectively share human resources across sites, if applicable, and are often environments where teams feel comfortable and supported because they know there will always be a qualified, well informed and experienced person available to guide and support them, should their Director be absent.

TRUST AND TIME TWO KEY INGREDIENTS IN MAKING SUCCESSION PLANNING WORK

Succession planning is, ideally, a long term exercise which allows for gradual growth and extensive support. In some instances, an emergency succession plan may need to be developed. An emergency succession plan essentially outlines key considerations and personnel in the event of an unforeseen circumstance.

While that is a logical conclusion to draw, by investing the time in training a team member, or more than one, on how to do a core aspect of a Director role, time is actually freed up in the future.

In some services, the second-incommand may stand in for the service Director or Manager - but what happens if neither of those people are

Directors can often fall into a trap of thinking that it’s not only easier, but quicker, to complete a task themselves than it is to train someone else in how to do it.

Investing an hour in training a team member on how to correct attendances submitted, enter immunisation records, submit a serious incident form to ACECQA, or

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respond to a request for information from an external source, can result in many hours saved in the future when those tasks are able to be delegated. Adding an additional hour to write up a procedure, tips and tricks sheet, or “how to” guide can further lessen risk should the Director need to step away from the service for any reason, by not only giving the Director confidence that everything is to hand. This can also support team members to have a “go to” resource if the Director is unable to be contacted. When it comes to trusting team members with important tasks which are part and parcel of a Director’s role, former OSHC Director and OSHC recruitment specialist Babri Clendenning says that one of the most important parts of the role of Directors and service leaders is to build trust and a supportive culture amongst the team. "Although providing quality of care is at the heart of what we do in OSHC," says Babri, "to enable that to happen we need to ensure we have a team in place of quality educators that can do that." Babri explains that educators themselves need to be looked after in the workplace, we need to ensure their needs are being met when it comes to giving them tasks, autonomy, guidance, and support. Many educators are happy to help, given the opportunity.

Hamza Khan sums up this area well in his 2016 TEDX talk ‘Stop Managing, Start Leading’ by sharing his own areas for achieving self-actualisation (top of Maslow’s Hierarchy of Needs) with employees. These 6 key areas are:

TRUST

SPACE

CO-CREATION

Start from a place of 100% trust. Hamza suggests to provide teams with their areas of responsibilities and give them their goals, their deadlines and assume they are there for the right reason.

Giving educators space and not always having to be physically present is important. If the work is getting done, is on time and to a high degree of quality – why does it matter where it is completed (pending service policies)?

Here Hamza speaks about building things together instead of simply just assigning tasks and expecting people to do them. He would rather invest emotionally in the process. Although this sounds counterintuitive to delegating or stepping away, it is key in building that trust and support to get to that stage.

LEADERSHIP

CULTURE

CONDUCIVE

Hamza believes in leadership, although he’s always resisted it. His teams have always told him ‘we need someone who needs to be there as a steward, who's going to guide us’. We need present and engaged leaders. Although the idea of delegating is to give you more time, it should not mean more time to hide away and not talk with your team. It should give you more time back to engage with your team, your families and your children.

Creating a culture of people that want to show up to a workplace that feels more like a community is key here. Ironically, isn’t this what we are looking to provide for the children? We want them to feel like they are at a home away from home. Relaxed, included, connected and involved. Yet are we doing this for our teams as well? Hamza says employees are looking for a place where they can be friends and where they can bring their ‘whole selves’ to work.

Another core goal is to create a workplace that is conducive to doing excellent work. We want to ensure that our services are that for our teams.

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SUCCESSION PLANNING CAN BE A TEAM EFFORT When developing a succession plan, it can again be tempting for Directors to take on the development of a plan as an isolated activity, and another task on their seemingly endless “to do” lists. After all, no one knows the job of a Director better than the Director themselves. That being said, taking a collaborative approach not only builds into the spirit of collective reflection and critical thinking embedded in the National Quality Framework, it also allows educators, and other interested parties such as committees of management, to provide their input as to what they would need support with in the absence of a Director. Does a succession plan look like a clear checklist for each task, from start to completion? Does it look like a broad list of things to be accomplished in a week? Would the team prefer a list of contact names and numbers, and the space to complete the tasks on their own first? Is there a support office of people behind the service, ready to step in and handle issues in an instant, or does the buck stop with the Director as the sole decision maker? Service and community contexts are vital to forming succession plans which are tailored to the unique needs of each service.

LEARNING TO LEAD, LEAVING A LEGACY One of the core drivers of a succession plan is the desire to help team members learn and grow, ready to take on leadership positions of their own. When educators in positions of leadership support others to learn, the sector as a whole lifts, with high quality practices transferred across organisations and services, improving overall outcomes for children and families. When viewed through this lens, working with team members on a succession plan is a gift not only to leaders and the organisations they support, but also to the team members who step up.

Educators who have a passion for leadership can have this nurtured through opportunities to upskill. Educators who may not have considered themselves as leaders can be nurtured to consider the possibilities of sharing their skills and talents with others as a leader, ensuring that both types of mentees retain their interest in, and passion for, working with children and families. In her article, about fostering belonging in educator teams, team leader Renee Wright shares her advice about nurturing an interest in leadership in teams. One way to help team members grow, and develop an interest and view of themselves as leaders, is to give specific feedback on leadership behaviours. Renee suggests that instead of saying ‘You’re doing a great job’, try using phrases such as ‘I really think you have a superpower around making new educators feel welcome.' She also suggests taking an active approach to leadership by example those leaders who are making an effort to display strong leadership, who are approachable, and who make time to mentor and support their team, are serving as inspiration to others to lead with the same care, competence and compassion.

EXAMPLES OF BEST PRACTICE AND FURTHER RESOURCES For the children’s services arm of 3Bridges Community, succession planning in their context is the responsibility of the Nominated Supervisor. As well as taking charge of the dayto-day management of the service and addressing key management and operational issues under the direction of the Approved Provider, part of the Nominated Supervisor’s job description is to evaluate performance and develop and maintain succession plans for staff. Having succession planning written into the job description is one way of ensuring clean lines of site when it

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comes to taking responsibility. Succession planning may also be done in a more organic way, with the collaboration of committees of management, or the Educational Leader within a service identifying those within the team who they believe have potential and attributes for leadership. Regardless of the route chosen, effective succession planning is a core element of service longevity. The following questions may support services to engage in reflective practice around succession planning. These questions have been drawn from the Queensland Department of Education’s Guide to Workforce Planning: ⊲ How does the service ensure and plan for succession planning to identify the replacement of employees who may be retiring or phasing their exit, resigning or taking extended leave such as long service leave, practicum placement, parental leave, carer’s leave? ⊲ Are regular conversations held with staff to discuss their performance and succession planning as part of promotional/leadership opportunities? ⊲ Is there a pool of qualified and skilled staff available that the service can employ when staff need to take extended leave/ unplanned leave? ⊲ Are study days offered to staff to support their qualification completion and career progression? ⊲ Are staff supported to upskill? For additional support, services may wish to consult this occasional paper by ACECQA titled Leadership and management in education and care services. The paper is an analysis of Quality Area 7 of the National Quality Standard which gives detailed insights into education and care service quality ratings for leadership and service management.

Simple guide to better conversations with children Great conversations make us feel good about ourselves and our place in the world, no matter how old we are. Orders, directions, and demands for information makes us feel at best dutiful and at worst, resentful and annoyed. Improving your conversation skills with children means being a better conversationalist with adults too. Here’s how to do it:

1. BE PRESENT

2. USE OPEN QUESTIONS

Imagine a child beside you is telling you about the snail trails they saw on their front path this morning. That invisible voice instantly conjures up three facts you know about snails and one you’re not sure of but want to check.

Questions are an important part of good conversations, but not all questions are created equal.

In other words, you’re not really there. You’re off in your own head. Quell your invisible voice, and be present.

A closed question typically has a one word answer like yes or no. Are you having a good day? Do you need help with that? Open questions invite the other person to explain, tell a story, or share a feeling. These questions tend to start with the words Who, What, Where, When, Why, or How.

3. IF YOU DON’T KNOW, SAY SO

4. DETAILS DON’T MATTER

Here are seven little words that open up a conversation to everyone:

Conversational flow stops when you rack your brain for the exact date, name or other detail. So if you find yourself bogging down and your conversation partners’ attention is wandering, try saying: that part doesn’t matter, what was interesting was…

I don’t know, what do you think? Admitting you don’t know something gives you a chance to share ways that you and the children can now find the answer: open a book, ask another person, search the internet, create an experiment.

5. LISTEN Listening is hard work. It’s tiring to stay focused on what someone else is saying. Recognising that listening is hard work and requires emotional energy is half the battle. The other half? To listen with the aim of learning. You may be a teacher, but you can still learn something new from every person you converse with, no matter how young or how familiar they are. Try it today!

You may be a teacher, but you can still learn something new from every person you converse with, no matter how young or how familiar they are. Try it today! Taken from: www.cela.org.au/2019/01/30/five-ways-to-better-conversations-with-children RATTLER ISSUE 135 | JULY 2021 | 38

INTRODUCING INDIGENOUS LANGUAGES IN EARLY CHILDHOOD WHAT ARE THE BENEFITS AND WHERE CAN WE START? BY DEBORAH HOGER

anguage is a central part of Aboriginal and Torres Strait Islander cultural transmission, and for thousands of years, has been a significant mode of ensuring cultural knowledge, stories and songs, are passed on to future generations. Unfortunately, colonisation and subsequent governmental policies which banned Aboriginal and Torres Strait Islander people from speaking their languages has meant that many of our First Nations languages have now been lost or are under threat of extinction.

The International Year of Indigenous Languages in 2019 raised global awareness around the importance of preserving languages, and in Australia, many communities are actively taking steps to revive their home languages and ensure they continue on into the future. The United Nations urges communities to take action to protect and preserve their Indigenous languages, as they recognise that language is crucial to ensuring the protection of cultural identity.

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Many early childhood services are working hard to actively embed their local First Nations language into their services. Working with our youngest generation is the perfect place to start raising awareness. I recently spoke with Emmy Webbers, Gunai / Kurnai mother of two young children and owner of Wurruck Yambo, an educational business centred on the inclusion of Indigenous perspectives into the early years.

Emmy regularly posts information on Wurruck Yambo social media pages about her Gunai language, and is passionate about sharing her language with others. “Early childhood is the perfect place to start the inclusion of Indigenous languages,” Emmy told me. “It helps provide the beginning of learning about Indigenous culture in its entirety and gives a great foundation to build from to learn more about Indigenous culture. “In my experience, children of this age hold on to learning Indigenous names for what they see regularly and enjoy reciting them with pride. Using local Indigenous language in early childhood helps develop a greater understanding for how Indigenous people valued the area, from seasons, to plants and animals, to place names, which in turn helps children to interact with the area around them.”

WHERE TO START With the support of Aboriginal and Torres Strait Islander teachers and Elders, our First Nations languages can be shared effectively in the classroom. Doing so fosters a sense of belonging by allowing children a conduit through which to really connect to the place and cultural identity of the area in which they live. Connecting with your local community around the inclusion of Indigenous languages into your programs is a must and should be your first step. In New South Wales, the New South Wales Aboriginal Education Consultative Group would be a good starting point for how to connect with your local community and learn more about your local languages. There are also a range of resources readily available online which may assist you in your research: ⊲ First Languages Australia www.firstlanguages.org.au ⊲ Living Languages (AIATSIS) aiatsis.gov.au/explore/living-languages ⊲ My Grandmother’s Lingo (SBS) www.sbs.com.au/mygrandmotherslingo ⊲ 50 Words · Gambay www.firstlanguages.org.au/projects/50words

Emmy’s children learning about Indig enous animals via a matching game at preschool. Imag e via @wurruckyambo Instagram

“Using local Indigenous language in early childhood helps develop a greater understanding for how Indigenous people valued the area, from seasons, to plants and animals, to place names, which in turn helps children to interact with the area around them.”

Sharing language in the early years is a

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wonderful way to build partnerships and relationships within your community. It also need not be a difficult journey to embark upon. Unlike primary or high school language programs, where there may be quite a lot of work involved in establishing culturally appropriate curriculum and teaching pedagogies, educators in the early childhood space could approach the integration of Indigenous languages into their service by engaging with their local Indigenous community and Elders to assist them in the integration of language into their classrooms. Examples of how this could be achieved include the inclusion of bilingual books, Aboriginal or Torres Strait Islander songs to sing or lullabies for rest time, or displaying Indigenous art birthday or seasonal calendars in your rooms, which include local words. Each of these can be beautiful and meaningful ways to bring Indigenous languages into your learning space. The benefits of doing so are many; for Indigenous children, their cultural heritage is recognised, appreciated and celebrated; and for non-Indigenous children, they are offered a unique opportunity to learn more about the oldest continuing culture in the world. For all children, there are the general languagerelated benefits of learning a second language; and at the same time, children are able to participate in an enriching learning experience which contributes towards reconciliation and knowledge sharing and awareness of Indigenous Australia.

Image via @wurruckyambo Instagram

About the Author Deborah Hoger is a Dunghutti woman and owner and Director of a business specialising in Indigenous educational resources. She is passionate about using early childhood as a platform to introduce children to the rich depth of knowledge and unique perspectives that Indigenous Australia has to offer.

Image via @rileycallieresources Instagram

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WELL-BEING, WORK ENVIRONMENTS AND ‘QUALITY’ NEW REPORT HIGHLIGHTS THE LINK FOR EARLY CHILDHOOD EDUCATORS AND SHARES THE POSSIBILITIES FOR CHANGING POLICY AND PRACTICE BY MEGAN O’CONNELL, CELA POLICY AND RESEARCH MANAGER ew research draws on a survey of Australian educators to contend that organisations and governments need to pay further attention to providing quality workplaces. The research links the existence of a high quality workforce with the ability to retain trained, well educators and reveals that educators’ well-being is linked to their work environment.

Researchers Tamara Cumming, Sandie Wong and Helen Logan highlight ILO

Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel which refer to the ECEC staff requirements for professional autonomy, remuneration and benefits similar to other occupations with similar qualifications.

WHAT EDUCATORS VALUE ABOUT AN ORGANISATION For the research study, educators were surveyed on key aspects of their

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service’s organisational climate, with clarity of policies and procedures ranked highest, and professional growth and reward system ranked lowest. Staff also rated what they thought the most important aspects of organisational climate were. Results showed that collegiality and reward system ranked as highly important by a majority of staff, and clarity only of minor importance.

Educators report desiring additional levels of decision making – with educators in particular calling out interviewing and hiring new staff as an area where they have very little influence and desire more say. Planning daily activities is the one item where educators report their considerable level of influence is only slightly below to their desired level.

Workplace facilities and culture Educators report that not all workplaces provide access to facilities that are needed. This includes a finding that nearly ten percent of services do not have separate adult bathrooms for staff, just under thirty percent of services do not have a room for programming that is separate to the lunch room, and a third of services do not have adult sized furniture in classrooms. This is in sharp contrast to other occupations, and to ILO guidelines. Educators also report that less than a quarter of services make accommodations for people with disabilities.

One in ten educators surveyed report being exposed to physical violence, usually from children, whilst one in five have been bullied by colleagues or supervisors with the frequency rated from a few times to, in a small number of cases, daily.

Workplace wellbeing Educators reported that they made a difference in children’s lives, that they made good use of their skills and had a sense of accomplishment. This is consistent with other studies that highlight the emotional rewards of being an educator. However, these rewards are accompanied by stressors – educators also reported a moderate level of stress and psychological burden, with half of all respondents saying they need to be nice no matter how they feel at work. Educators felt that their personal identity was welcome in their workplace, such as their cultural background and religious identity. Educators reported they were valued by the families of children in their

"If we want to ensure high quality early childhood practice we need to actively address working conditions and support educators’ mental health."

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care. However, they felt they were less valued by friends, with only one in four feeling valued by other professionals and one in ten by the public at large. Whilst families with children in ECEC understand and value the role of educators, they perceive the broader public has little sense of their value and worth, and this impacts educator wellbeing. It must be noted that the survey was conducted prior to COVID-19 and generally in not-for-profit services that achieved an exceeding rating. There are many reports of a decline in educator wellbeing during COVID-19, and it is likely that educators in lower rated services would face similar, if not magnified, challenges to their wellbeing. The researchers conclude with a call out that seems more appropriate now than ever before – if we want to ensure high quality early childhood practice we need to actively address working conditions and support educators’ mental health. VIEW THE REPORT: https://journals.sagepub.com/doi/ abs/10.1177/1836939120979064

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