Connected Caregiving Winter 2022 by Connected Caregiving Magazine

hey there!

Welcome to the first ever edition of Connected Caregiving. We wanted to start by saying, thanks for being here! So, you might be wondering, who’s behehind Connected Caregiving? Kerra-Lee Wescombe: Publisher / Editor / Sales Kerra-Lee is a Mama, first and foremost. In her spare time (LOL), she is also the Director at Connect.Ed. Having worked with children for 10+ years, she has had a broad range of experience; initially providing therapeutic residential care for children and young people within the child protection system. She has since worked in a consulting role, supporting various early childhood education and care (ECEC) and Out of Hours School Care (OSHC) services to better understand children’s behaviours. After completing a handful of degrees in child development (including Psychology, Education and Therapeutic Child Play), the idea for Connected Caregiving magazine was born shortly after her son, Harlem. When speaking with other new parents, Kerra-Lee became aware that they were overwhelmed with (often conflicting) information on parenting. The idea was to bridge the gap (ahem, connect) parents and the ECEC sector. Enter Connected Caregiving magazine ... a FREE, reliable source of evidence-based information. Nicola Vozzo: Content Manager / Designer Nicola currently works alongside Kerra-Lee at Connect.Ed. She is a jack-of-all-trades, working as a Child Development Mentor, Trainer and Provisional Play Therapist, as well as overseeing all marketing, graphic design and resource development. Nicola’s background is in Psychology, where she specialised in Infant Mental Health. She has been working with parents, families, ECEC Educators and teachers for almost a decade, sharing her knowledge on child development, child protection as well as the importance of play and inclusion. Her design background is somewhat new; born out of necessity while living overseas during the pandemic (and a very long lockdown). A second-hand iPad and YouTube tutorials meant a self-taught artist could find a creative outlet in a chaotic world. She began selling digital commissions to pay her rent (where there’s a will, there’s a way, right?) and the rest is history. We started this magazine because we wanted a space that connected, supported, validated and educated caregivers of all different types all over South Australia. We hope between these pages you feel inspired, curious and rejuvenated, ready to get back out there and keep doing all the amazing work you’ve been doing, day in and day out. Every child needs a champion and we’re so happy they’ve got you.

Kerra-Lee & Nicola xxx

Connect with us: @connectedcaregiving / connectedcaregiving.com.au / hello@connectedcaregiving.com.au

what’s inside

pg 02 Who are caregivers? pg 04 It takes a village

pg 06 Why early intervention is vital in the first five years

pg 10 When Mish became a Mum pg 12 Young and old pg 16 Understanding children’s behaviours pg 18 Making early learning inclusive pg 20 Optimism and opportunity pg 24 The power of play pg 26 Connecting through our senses pg 30 Mindfulness pg 32 Office for the early years pg 34 Starting better pg 36 Declutter your home We acknowledge and honour Aboriginal and Torres Strait Islander people as the traditional custodians of our land. We acknowldge the Kaurna people as the Traditional Owners of the land on which we work. We recognise and respect their cultural heritage and beliefs. We also acknowledge their stories, traditions and relationship with this land. We are committed to building a brighter future together for children who are the leaders of the future.

who are caregivers? Parents, Guardians, Educators, Teachers, Support Workers. ..or any adult in a caregiving role!

Connected Caregving Magazine recognises that our readers are unique.

We also recognise that all families are unique.

a v s illag e k a t e t i

es a villa g tak e it

It takes a village to raise a child, they tell us.

What we forget though, is the other key message in the proverb:

Originally an African proverb to highlight the importance of support for a child and family, this is now a commonly used phrase often used to validate a parent struggling with the day-to-day challenges of parenting.

That a village is formed around a parent, for the parent, so they can support their child.

We widely accept that a child does not exist as a sole person. They require a village, usually consisting of: Those directly parenting the child Extended family Medical care teams Educational care teams Friends And policy makers in wider society Bronfenbrenners Ecological Systems Theory (first published in 1979) reflects this and looks at the complex layers of influences on a child’s wellbeing and development. It acknowledges that, to understand and support a child, we must consider the impact of the surrounding on their development and therefore tells us how important a healthy supportive system is for the child. Children are held both in the arms and mind of everyone around them, nd we accept they need this village to develop into healthy, happy, well-adjusted adults. The phrase shortened to ‘it takes a village’ is an echo of a past where we all lived in a community together. Help could be called upon at a moments notice. The whole community took on the child as their own through settling, feeding, babysitting, teaching, listening to, and keeping a child safe. 4

Somewhere along the way, we forgot this part. We invest all our resources; our love, time, money and material things into giving what we believe our children need to thrive. We spend these resources preparing for our baby, but very little on preparing for and thriving through parenthood. ‘The Village Around Me’ aims to challenge this, and suggests that we invest in the village surrounding us as parents. But how do we invest in ourselves, as parents, and build a strong village around us?

‘...a village is formed around a parent, for the parent, so they can support their child.’

Sure, the practical things that get us through each day help, such as arranging care for the child, a cleaner, or some respite. But I’m talking about the things that meet our emotional needs. •

Actually accepting when people say “let me know if you need anything!”. Sure, I will. I, for one, have never offered this half-heartedly, and I imagine people don’t say this if they don’t mean it. So take them up on it!

•

Picking up the phone to talk to people. Go for a walk, text, talk about frivolous things; you don’t necessarily need to talk about vulnerable feelings to be able to feel heard by someone.

•

Identifying what your needs are and starting the conversation with your village: *Do you feel held, listened to, understood, supported? What do you need to feel so? *What are the signs that you need some extra support?

•

Shopping around for a care team to support you, such as a GP that aligns with your values, counselling or mental health supports.

•

Identifying what fulfills you and helps you feel connected: *Parenting groups *Yoga or exercise classes *Community groups such as gardening, local ‘Buy Nothing’ groups *Hobby groups such as pottery, painting etc

It takes a village. And that village doesn’t form around the child. It forms around you. And, whilst there is a long list of ways you can start strengthening your village, rather than seeing the above as a checklist, take it as something to reflect upon. How might I make tweaks to ensure my needs are met, so I can best meet the needs of my child? Rather than picturing the child at the centre, or core of the System that Bronfenbrenner suggests, or the baby on the inside of a Babushka doll, picture you as the parent, holding your child, needing the village to support you both. And, if you are reading this as the village for parents around you, remember to hold the parent, as well as the child, in mind (AND in arms if they need it of course!).

_______________ Words: Stephanie Loielo

____________________________________________ Stephanie is a Clinical Psychologist and the founder of The Village Around Me – Perinatal and Parenting Psychology

Why early intervention is vital in the first five years When it comes to shaping young minds, the old adage “it takes a village to raise a child” reigns true. When it comes to infants and young children who have experienced trauma, it is absolutely critical. At Goodstart,our priority is to ensure the best possible learning, development and wellbeing outcomes of all children, including the most vulnerable. To highlight the importance of infant mental health, we interviewed Goodstart’s Child and Family Service National Manager, Alma-Jane O’Donnell. Alma supports the delivery of Goodstart’s universal practises and targeted interventions aimed at enhancing children’s social and emotional development from birth to school age – particularly for children who have experienced trauma. Firstly, can you tell us about the importance of Infant Meant Health week? (13th-19th June) We are seeing great strides being made about the importance of early intervention, following the release of the 2020 Australian Mental Health Productivity Commission Inquiry report. It calls for the strengthening of early childhood educator’s skills to meet the needs of children’s social and emotional development from birth to three years. Unfortunately though, we are at a tipping point with our children who have experienced trauma – where we are increasingly seeing more and more children whose 6

mental health has been compromised. This is also relevant in data showing a significant increase nationally, in child protection notifications. We’ve seen many families that were coping before COVID-19, but the toll of the pandemic has added additional anxiety and stress and they are starting to break down. It is important now that we focus, as a nation, on what we can do to support these children. What are the signs of a child who has experienced trauma? There are many, but often these are the children that are displaying quite volatile behaviours like breaking windows, throwing chairs or hurting themselves. It’s devastating to witness and sadly, across the community, Research tells trauma-induced behaviours us that the earlier are misunderstood. We we can intervene, better often hear parents request that educators ensure that life long outcomes will be their child doesn’t play with achieved for children these children. However, this child is just like any other child but has had a

who have experienced trauma.

tougher upbringing, and the trauma has affected their development(in particular, their ability to regulate).

Tell us more about how the Intensive Individual Support Plan has been applied?

This is where we can step in to support them at Goodstsart with targeted support programs.

Goodstart’s Intensive Individual Support Plans have supported more than 250 children attending Goodstart centres. The approach involves an educator working one-on-one with a child under the guidance of a Child and Family Practitioner, using trauma-informed and gradient attachment-based practices.

Tell us about what Goodstart is doing to support infant’s mental health? There are many ways, through our everyday high-quality practices and interactions with children. We also have an effective and targeted program that supports children who have experienced significant trauma. This bespoke, child-centred Intensive Individual Support Plan addresses the unique needs of each child’s development and wellbeing outcomes. This program supports educators to develop a greater understanding of the child, building mutual confidence and trust between the child and their educator. We’re really proud of the programs evaluation by The University of Adelaide, which showed the program was effective in increasing children’s ability to name their emotions, improving language skills, increasing their capacity to participate in learning experiences and demonstrating more empathy toward their peers.

The 12-week Intensive Support Plan focuses on helping each child feel a strong sense of belonging, by experiencing a warm and responsive relationship. With this foundation in place, they thrive because they feel safe, nurtured, and valued, leading to better learning outcomes. Why is addressing trauma important to a young child? Research tells us that the earlier we can intervene, better life long outcomes will be achieved for children who have experienced trauma. Due to COVID-19 and other recent events, are you seeing more children who have experienced trauma? Absolutely. Our Social Inclusion helpdesk team is currently processing about three referrals a week from our centre network. Whereas, last year, it would have been

three referrals a month. These referrals come from our centres, as well as external agencies who are seeking to support the child to access early learning. Our team assists in placing the child at the right Goodstart centre and with the right support around them. We are ready to respond to support these children, to ensure they get the support they need. What is the role of early learning in helping these children? High quality early learning can provide a safe and nurturing environment for these children – we can provide the little ones with what they need. _______________ Words: Alma-Jane O’Donnell

Through the ‘Early Learning Fund’, Goodstart Early Learning, together with Benevolent Society and Uniting, are providing opportunities for vulnerable families and children access to 2 days per week of quality early learning in the 2 years before school. This fee relief ensures that children are getting the same opportunities to grow, learn and develop better outcomes throughout school and life. More info can be found here: Early Learning Fund (earlylearningfund.org..au)

____________________________________________ Alma-Jane is the National Manager of Child and Family Services for Goodstart Early Learning. Alma-Jane holds a masters degree in Infant Mental Health.

Spotlight: Case Study Goodstart’s Intensive Individual Support Plans are changing the life trajectory of children just like four-year-old Harry*. Harry’s upbringing has been chaotic — marked by a family home life of domestic violence at the hands of his father. Living in constant fear and in order to cope, he learnt to trust no-one. After his father was jailed, his mother and siblings received the support of a refuge and Harry was referred to a local Goodstart centre. During Harry’s Kindergarten orientation, the centre team observed several trauma-related behaviours and applied for additional inclusion support — funded by Goodstart. Goodstart’s 12-week Intensive Individual Support Plan was quickly implemented to ensure Harry recieved the support he needed. At the same time, educators received trauma training to equip them with strategies to respond to Harry’s behaviour cues and needs. Within weeks of starting at the centre, the positive impact the dedicated out-of-ratio educator, Jane, and the intensive plan was having on Harry’s development, was visible. Jane discovered Harry’s love of sensory play and started incorporating it into learning activities. Harry learned to trust Jane and his fears reduced visibly within weeks. By week three, Harry had made a friend and started to sit near other children. By week 7, much progress had been made, but his life was thrown into chaos with news of his father being released from jail, potentially placing his mother at risk. The family was relocated and, by working with Child Protection services, Goodstart was able to continue supporting Harry at a new Goodstart centre. Harry’s Intensive Individual Support Plan continued, and he is now engaging well with other children in small groups. Harry has had no escalations in behaviours, and his confidence and communication skills have improved dramatically. Because of this support, his mother can now undertake further study to gain employment and improve the family’s financial and living conditions. * To protect the child and family’s identity, the child’s name has been changed. 8

Give your children the very best start in life

Goodstart Early Learning provides high-quality early learning and care for children from six weeks to school age in a welcoming, safe and nurturing environment. Our qualified educators help your child grow, develop and learn through intentional and inspiring play-based learning experiences. We’re for children, not for profit, so we can put our children, families and communities at the heart of everything we do.

We offer: • Early learning and care from six weeks to school age • Kindergarten program led by a qualified Teacher • Nappies, wipes and sunscreen supplied • Nutritious meals prepared by a qualified Cook • No fees on public holidays

With more than 50 centres across South Australia, there’s a centre near you!

goodstart

1800 222 543

book a tour

Mish Mum when

became a

Mish Ryan-Welsh is a photographer, influencer and business woman ... and now Mum to beautiful Jiah (8 months). We spoke to Mish about her parenting journey so far and how she manages to juggle it all.

“I go to bed exhausted, but wake up excited to do it all again.”

You’re a Mum and a businesswoman. How do you juggle it all?

How would you describe your parenting journey, so far?

With amazing support around me! Kirk (hubby) and I really share the parenting load together; we both run our businesses from home and we’ve got great routines that have been working really well for us. I’ve found that keeping ‘mum life’ and ‘work life’ very separate is really helpful; when I have my Mum hat on, I’m 100% present with my baby boy and, when it’s work time, I lock myself in my office and get what needs to be done, done! I’m also very thankful for my mum and dad, who are very involved in Jiah’s life and are there for us whenever we need - often at the drop of a hat!

Trusting my intuition, working as a team with hubby, strong coffee, a little less sleep, and so much LOVE! I feel SO lucky that Jiah is such a content and happy little boy. He has made my parenting journey easy and enjoyable. I go to bed exhausted, but wake up excited to do it all again. What is the most important lesson motherhood has taught you? To go with the flow!

Any advice for mums-to-be? Take lots of photos; they grow and change SO quickly! Accept help! I LOVE bringing Jiah to my parents place. Jiah loves it, his grandparents love it, and I get time to do a bit of work, tidy the house, or have a date night! Follow your gut. Mother instinct is real. All the advice you receive from other mums, books, online, take it all with a grain of salt and implement the bits that are best for you and your bub. ____________________________________________ Mish runs @mishandkirk & @wildthrow.co

Young and Old

The benefits of intergenerational connection

For most of human evolution, strong intergenerational relationships were the norm, however, recent years have seen a growing trend towards age segregation. Given the various opportunities associated with intergenerational connection, we were eager to speak to Jessica Langford, SA Montessori Managing Director and Co-Founder of Echoes Montessori, about the unique learning environment they’ve recently created in Adelaide’s north-east. Tell us about the unique learning environment you’ve created at Echoes Montessori. Echoes Montessori is part of the Encore village for independent retirement living. We are not only co-located on the same plot, but deeply embedded into the design and dynamics of the village. The phrase we use to describe this is that we have both “shared land, and shared lives”. We designed our early learning environment in conjunction with the architects and the team from ECH (who provide aged care support services) to ensure that the entire village would be an intergenerational and holistic space. Each resident has their own self-contained apartment, just as we have our own functional classroom, but across the overall landscape there are many community areas where we meet. We are the first of our kind in Australia because we are integrating early childhood and independent retirement living. There are some early childhood centres that are co-located with residential aged care facilities, but the retirees we connect with are living in self-sufficient apartments. Our desire to work with independent retirement living, rather than an aged care facility, was partly driven by an interest in investigating something new, rather than replicating an existing program. We also know that intergenerational programs in aged care facilities have restorative benefits, and we believe it also has preventative benefits for retirees. We believe that, by keeping their minds and bodies active through the intergenerational program, it will help to maintain their mental and physical health, as well as their psychological well-being. We are working with research partners to monitor the outcomes of our village, and this is one of the advantages that we expect to see. We also wanted to be a model to show others that there are a variety of 12

ways of incorporating intergenerational engagement. People are familiar with the model of ‘child care and aged care’, but we want to encourage them to think outside the box about different contexts for these connections, so we are starting with our own approach. Operating within an independent retirement living village also aligns closely with the core values of the Montessori philosophy. In a Montessori education setting, we view the child as a capable, contributing member of their community. We respond to the child’s implicit call of “teach me to do it myself” so they can develop independence. With the residents of Encore retirement apartments, we hold the view that they continue to be capable, contributing citizens that they deserve to maintain their independence for as long as possible. There are many harmonious parallels and overlaps between the Montessori perspective of respect for the child and a dignified, compassionate and empowering approach to ageing. I’m sure a lot of our readers will be familiar with the ABC series ‘Old People’s Home for 4 Year Olds’. How does your program compare to the social experiment they carried out? That series provided such a beautiful insight into how heart-warming intergenerational engagement is! It showcased the joy of those relationships and shared moments. We are proud that our environment provides opportunities for all of those beautiful interactions and friendships but, what makes our setting distinct is that intergenerational engagement is not an occasional activity, it is deeply embedded into who we are and how we live in that shared space. In ‘Old People’s Home for 4 Year Olds’, a group of children left their own care environment to visit elders in a separate aged care facility once a week for a set period of time. It was a beautiful program, but it was temporary. Our intergenerational village means that the engagement between elders and children is permanent and pervasive, in that it is always ongoing and integrated into many aspects of daily life. If we have an Encore apartment resident who wants to be with the children every day for the next ten years of their life, they have the opportunity to do that. It means that our relationships can become deeper and the benefits more sustained over time.

Your unique program provides opportunities for the children and adults to come together to share experiences, knowledge and skills that are mutually beneficial. What activities do the children and residents collaboratively engage in? We feel it is important to create a range of opportunities that reflect the diversity of the participants. We are trying, as closely as possible, to reflect the natural richness and rhythms of real ‘village’ life. This means having different types of interactions, in various places, at many times, to include all the villagers on their own terms. This helps us to create authentic, integrated intergenerational living and to encourage inclusion. For instance, we meet in the Community Gardens to tend to the plants together, we invite our elders to visit the classroom to read stories or use the Montessori materials with the children, we build new furniture together in the Workshop, we meet in the shared Studio for art explorations, we cook together in our kitchen, and we gather in the Community Hall for afternoon tea. We also have a dedicated room - the ‘Engram’ room - where we host quiet, structured activities for children and residents who prefer a calm atmosphere. The fact that we take a multifaceted approach to embedding intergenerational engagement in our village means our program constantly evolves, based on the personalities and preferences of the children and adults. Their input and interests decide the direction of future experiences. What are the benefits for the children of developing meaningful connections with the older adults? There are very obvious and direct benefits in terms of the literal learning that children encounter when elders teach their skills and share their stories. They also learn subtler but equally important lessons. For instance, it helps children to grow up with a more positive view of the ageing process. This gives them a healthy outlook

on their own futures, and a greater appreciation for others. Children who spend time with elders are also less prone to viewing others with ageism or through stereotypes. They have a better appreciation of the diversity of older people, and this manifests as respect and empathy towards them. We also know that there are extraordinarily positive outcomes for children in terms of their social development, including their communication skills, as well as their emotional wellbeing. There is so much affection in the relationships, and so much joy in the interactions, which helps to promote psychological health and happiness for children and elders alike. What are the reported benefits of intergenerational engagement for the residents? The social and emotional benefits that children encounter are just as applicable to the elders. Those friendships inspire feelings of wellbeing and being valued, and help to reduce the risks of loneliness and isolation that older individuals can sometimes experience. Being engaged in an intergenerational program also encourages older people to continue expressing their strengths and feeling a sense of purpose, which improves their self-esteem and psychological resilience. Furthermore, by sharing their own skills and experiences, as well as encountering new experiences and ideas alongside the children, they are keeping their brains active. This lifelong learning helps to delay or reduce cognitive decline associated with the ageing process. Similarly, remaining physically active through interactions with the children can help the body stay fit and strong. We have a holistic view of the benefits as supporting the body, brain and heart for children and adults alike! ____________________________________________ Jessica is the SA Montessori Managing Director and Co-Founder of Echoes Montessori. 13

Your child deserves the best. Transdisciplinary therapy services that give the proven results you desire.

• • • • • • • • • • • •

Children and family support Easily accessible services online In-clinic allied health therapy Access a mixture of online and in-clinic therapy to suit your family Holistic services for the whole family Allied health experts Be part of a community who understands Build friendships for children and parents Group Programs in clinic and online Family Coordinator support throughout your entire journey Parenting support and programs Counselling services

We have always felt supported from day 1 and didn’t look elsewhere after coming to Family Time. Everyone is so helpful and just what we needed as a family unit. We feel we receive equal amount of parent support as there is child support. - LUCY BRIANN

Clinic Services

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ST RAPHAEL'S SCHOOL PARKSIDE

Learners are their best when they can articulate, reflect on, and have agency in their learning. We are proud of our small school community and we can't wait to meet you!

Book a tour LEARN and BELONG

Using the Iceberg Model

_______________ Words: Kerra-Lee Wescombe

___________________________________________ Kerra-Lee is the Director of Connect.Ed and has degrees in Psychology, Developmental Trauma, Education and Therapeutic Child Play

Making Early Learning

Inclusive

Inclusion provides opportunities for all children to succeed, despite the challenges they may face. ALL children should be in an environment and surrounded by people that encourage them to learn, grow and thrive (not just survive!). It is through inclusive practices that we help bridge the gap for children who otherwise might be socially, academically or emotionally disadvantaged. We need to look with curiosity at the barriers that are preventing children from engaging and work to overcome those barriers. When we create an inclusive environment, we are also modelling and teaching life lessons that foster empathy, resilience and compassion, to all those involved. Everyone benefits from being in an inclusive environment! Developing the knowledge and skills to create and maintain such a space is done by collaborating with services, professional development and ongoing support. We spoke to Laura Chamings, Inclusion Agency Contract Manager from the South Australian Inclusion Agency, about the federally funded support available to services.

“All children should be in an environment and surrounded by people that encourage them to learn, grow and thrive”

What is the Inclusion Support Program (ISP)?

What support is available to Early Childhood Education and Care (ECEC) services through the ISP?

Gowrie SA is the Inclusion Agency (IA) for South Australia, delivering free inclusion support services under the Australian Government’s Inclusion Support Program (ISP). We provide assistance to all eligible Early Childhood Education and Care (ECEC) services to build their capacity to include children with diverse needs and/or backgrounds within mainstream services.

The Inclusion Agency assists services to include all children by providing tailored inclusion advice and support from Gowrie SA Inclusion Professionals. The Inclusion Professionals are part of a multi-disciplinary team located in both the metropolitan area and regionally.

What does it mean for early childhood services to be inclusive?

• Assist educators and teams to critically reflect on their practices and identify barriers to and possibilities for inclusion.

Every child has the right to be included. Through true inclusive practice, educators are able to provide opportunities for children to develop and learn skills through playing alongside their same-age peers and provide opportunities for children to build confidence and a sense of self and belonging to a group. When a child is included, you will notice how they can confidently engage in play with peers and are supported to explore their worlds to make new discoveries. You will see them being encouraged to build independence and self-help skills and to take part in the program. They will develop a sense of who they are, and of belonging within the group

How can services access the Inclusion Support Program? Services can complete the request for service form on our website Request-for-Service-Form-Interactive-2022. pdf (gowriesa.org.au) or they can email or phone us on: inclusion@gowriesa.org.au or call 1800 129 606.

• Develop and implement a tailored Strategic Inclusion Plan (SIP), which will support the Quality Improvement Plan (QIP).

• Acknowledge strengths and reflect on understandings of inclusion. • Provide practical advice on quality inclusive practices to support educators to overcome barriers to a child’s inclusion. • Access to all Inclusion Support Program resources including specialist equipment. • Facilitate access to funding streams to support more challenging inclusion barriers and endorse any funding applications. • Support services to apply to become ‘Inclusion Aware.’ • Link with relevant community groups, services and organisations that support inclusion. • Support educators to work in partnership with families and other support networks. • Discuss available options regarding ‘Innovative Solutions’ funding. 19

Optimism and opportunity:

“Are we there yet?” Adults and children might have been asking this recently. “Are we at the end of the pandemic? Is winter over? Are we there yet?” 3 years on from the first cases of COVID in Australia, children and families might be looking for new sources of optimism and opportunity. Australian families might feel like they have never completed more surveys about their lives. A range of studies and reports have been launched over the last few years looking at the impact of COVID-19, lockdowns, cost of living pressures and early childhood experiences. CYDA recently asked families of young children about their experience of early childhood education and care (ECEC) and our initial analysis has shown some interesting insights. Families shared that even small changes, like the location of their child’s bag (due to COVID measures at the ECEC setting), can have a big impact on their child. Not being able to independently access their own comfort item from their bag when they wanted, changed their child’s experience of the day. Families also shared that variable staffing levels directly impacted support available to children with disability or development delay and reasonable adjustments already agreed upon. Stay tuned for more on this. Many families are thinking about their children starting formal schooling in 2023. Enrolment forms, catchment rules, uniform costs, and before and after school care arrangements are just a few of the logistics to manage. Starting school is an exciting time for young children. 20

From CYDA’s ECEC survey, more than 55% of families wanted their child to attend the same school as their ECEC peers or friends. 21% of families also told us that their child had expressed their view on school preferences. Children and young people don’t get to make many choices in their lives. Children and young people with disability, even less so. Adults, including their families, make decisions for them and about them. Supporting young children to find their voice and use it, can start from day one. A young child’s ‘voice’ comes in emerging and different forms – sounds, gestures, looks and movement. Optimism and opportunity bubble at every interaction between young children and those who nurture and nourish them. Supporting a young child to activate their voice is critical. Role modelling listening and acting on that voice is equally important. CYDA believes hearing directly from young people with disability about their experiences helps families, caregivers and communities to have high expectations and aspirations for all children. At our last webinar on inclusion in early childhood, young person Xander shared his top tips for early intervention. These tips are for families of young children and those who support them. The early years of a child’s development can impact their entire lives. Research tells us that inclusive and accessible early childhood experiences are one of the

“No winter lasts forever; no spring skips its turn.” Hal Borland

surest and most sustainable pathways to an inclusive life and all the benefits that brings to the child and their family. Every child, with or without disability, deserves quality, accessible and inclusive early childhood education and care. CYDA’s preliminary survey results indicate that young children with disability or developmental delay may not be having an inclusive experience, with or without the National Disability Insurance Scheme (NDIS), NDIS Early childhood approach, or Inclusion Support Program. Early experiences are critical. During CYDA’s webinars, young people with disability have been sharing stories of their early childhood experiences and the memories of fun had with their friends and family – mud, music, parties, playing at the park, etc. The wellbeing of Australia’s children is based on all children having their Every child, needs met. Needs that span services and support with or without for their health, learning, disability, deserves housing, feeling loved quality, accessible and and safe, and feeling good about who they are. inclusive early childhood education We look forward to bringing you more insights and care. from our CYDA ECEC Survey, including recom-

mendations. In the meantime, check out Thrive by Five. CYDA is proud to be part of this campaign to make our ECEC system inclusive, high quality and universally accessible. Let’s hope the rest of 2022 fosters optimism and opportunity and brings stability, health and happiness to young children and their families. _______________ Words: Sue Tape

_______________________________________________________ Sue is the Project Coordinator of Inclusive Education at Children and Young People with Disability Australia (CYDA). CYDA is the national representative organisation for children and young people with disability aged 0 - 25 years. CYDA’s vision is that children and young people with disability are valued and living empowered lives with equality of opportunity; and their purpose is to ensure governments, communities, and families, are empowering children and young people with disability to fully exercise their rights and aspirations. To learn more please visit: cyda.org.au.

“WE BELIEVE THAT THE ACT OF LAVISHING LOVE AND CARE ON NEW AND EXPECTANT MOTHERS IS A PRIVILEGE WITH MASSIVE IMPACT”

The Village Co. is a not-for-profit organisation passionate about seeing all South Australian new mothers, regardless of their background or disadvantage, embraced and supported as they begin the life-changing journey of motherhood. The Village Co. provide new parents with practical items for both mum and bubs. Founded and run by mums, for mums, The Village Co. brings the village together to do what we do best; support, care, empathise and ultimately empower others to be the best they can be, regardless of circumstance. We spoke to Stephanie Malan, CEO and Managing Director about this amazing initiative.

WHO WE SUPPORT:

We have worked to formulate specific criteria, based on our extensive experience in caring for women in the perinatal period, to identify the women we believe are most in need of the care and support we provide in these bags. Common situations the women we support are experiencing include: • Domestic violence, Homelessness, Mental health issues, Drug use, etc. • Minimal support (including Aboriginal mothers or recent country transfer) • Refugees • Teenage mothers • Significant financial strain

CUSTOM SERVICE:

We also offer a custom service where midwives or social workers can contact us with specific requests to help their clients. Examples of this include providing formula, bottles and sterilisers for bottle feeding mums and their families, providing maternity clothes and extra baby clothes and nappies. 22

WHAT WE DO:

The Village Co. bags are distributed amongst carefully chosen services across South Australia who support and care for women and families in need. We currently provide bags to: • Flinders Medical Centre • Gawler Health Service • Helen Mayo House • Kapunda Hospital • Kangaroo Island Hospital • Lutheran Community Care (Outer Southern) • Lyell McEwin Hospital • MarionLIFE • Metropolitan Youth Health, North, West, South Mt Barker Hospital • Uniting Care Wesley • Women’s and Children’s Hospital • Victor Harbor Hospital The Village Co. team has put together a list of crucial items for new mums and their babies. This list of essentials is based on practical products necessary for mums to care for their newborns, and themselves, in the perinatal period. Through the generous donations of our supporters, we gift special baby bags to families in need, beautifully wrapped with care and presented with encouragement and love. These bags don’t look or feel like charity. They contain all new and beautiful products to ensure these women can maintain hygiene but also feel pampered. The bags are then distributed to services who specifically care for vulnerable and at-risk perinatal women.

For more information or any queries please visit thevillageco.org or contact: Stephanie Malan (CEO and Managing Director) steph.malan@thevillageco.org 0439 732 659

in Early Learning Centres The Fathering Project’s evidence-based early learning programs improve child development and learning outcomes by engaging, inspiring, equipping and supporting fathers and father figures to intentionally engage with their children, for their benefit. Our program fosters collaborative partnerships and supports Quality Area 6 under the National Quality Standards. This, in turn, impacts positive learning outcomes for children through centre and family partnerships.

Why our programs work The program supports the early learning framework of belonging, being and becoming, by recognising that fathers and father figures are integral to achieving positive learning and development outcomes for all children. To learn more, scan the QR code or visit: thefatheringproject.org/early-learning-program

Activity Idea for Dads and Kids Explore the Outdoors Together •

•

Paint with nature Find pinecones, sticks, rocks, leaves and anything with an interesting texture. Dip them into paint and discover the different patterns they create. Go on a scavenger hunt. Make a list of 10 things in nature to collect and explore the outdoors together.

Outcomes Getting outdoors and spending time in nature is important for a child’s development as well their social and emotional wellbeing.

the power of

‘Children don’t say ‘I had a hard day, can we talk?’ they say ‘will you play with me?’ LEWIS COHEN

You may have heard the phrase ‘play is the work of the child’. It is credited to Maria Montessori and is often quoted in circles of early childhood development and play. My early career was spent in a highly sought-after Montessori preschool as a teacher’s assistant. I paced around, making sure that children kept on task with one of the pre-determined activities from the beautifully laid out shelves. Eager touring parents were assured that their child would learn to read, spell, count, write, and speak Mandarin AND French - all before they started school! It was very impressive, but it was not play. Play has been identified by many writers as ‘children’s work’, often in an effort to legitimise play and make it more acceptable by adult standards. We often assume that play can only be important if it is equated to something that adults deem valuable by their standards; that children must be working towards a goal or accomplishment when playing, otherwise they are wasting time. Just as childhood is not a dress rehearsal for adulthood, play is not a dress rehearsal for work. Work is focussed on goals and accomplishments, whereas play is intrinsically motivated and doesn’t require rewards. Afterall, how many adults do you know that work for free just because they want to? Play is essential to the development of cognitive, physical, social, and emotional well-being and development. It activates and strengthens the neural pathways in the areas of the brain responsible for executive functioning, such as emotional regulation, planning, problem solving, memory and self-control. The importance of play to child development is so universally accepted that it is internationally recognised and protected as a human right under the United Nations Conventions on the Rights of the Child. Play occurs in all cultures, in all corners of the globe. Children don’t need to be shown how to play or made to play; they just play! Not only is play jam-packed with developmental benefits, is also the natural method of communication for children. As Lewis Cohen put it; ‘Children don’t say ‘I had a hard day, can we talk?’ they say ‘will you play with me?’

Think about the last time you had a terrible day. Did you speak to someone about it? Maybe you went home and talked it out over dinner with your partner? Maybe you aired it over a wine with your friends or posted about it on Facebook? Whatever you did, talking about our difficulties can make us feel better. Children do the same thing, not through talking, but through play. Children often don’t yet have the verbal and cognitive capacity to express their feelings through conversation, and sometimes words just can’t express the enormity of their feelings. Some feelings are SO big that they can only be communicated through play. Children express themselves more fully through spontaneous, self-initiated play than they do in conversation, as this is what they are most comfortable with. ‘Playing out’ their feelings, anxieties and experiences can be incredibly healing for children. For example, children who have experienced car accidents have often been observed to crash cars together in their play and bring the ambulance speeding in to help; children with medical trauma have been observed to repetitively play out operations and procedures to ease their own anxiety. Just like we talk about our experiences and feelings to ease our worries, children ‘play out’ theirs. By playing out abstract scenarios in a step-bystep process, children bring these experiences into the here and now, allowing them to make sense of these events and feelings on their terms. Play may not be the work of the child, but it’s so much more.

_______________ Words: Renee Stewart

____________________________________________ Renee is a Therapeutic Play Practitioner, Early Childhood and Specialist Education Teacher, Developmental Educator, and the Director of Grow Therapeutic Play. She is passionate about play, inclusion, and neurodiversity affirming practices.

Connecting through our

senses

Understanding sensory preferences to better connect with children Is there anything better than a warm, tight hug, or the feeling of sand on the soles of our feet? Yes, there could be, if your sensory preferences say so! Every person has a unique sensory system, which responds in its own way to the many experiences we encounter. Our responses to these experiences are known as ‘sensory preferences’ which shape how we feel and behave. When children are having difficulty processing sensory information, it can impact their learning, social skills, emotions, behaviour and everyday participation. Sensory preferences are unique and should be celebrated and explored. When we understand both our own and our children’s preferences, we can better connect and engage with them in their world.

Our eight senses

We have eight senses (not five!) which process information during our daily activities, such as eating, dressing, playing, sleeping. 1. Touch (tactile) – sensed primarily through our skin, helping us to feel sensations such as temperature, vibration and pain. 2. Sight (visual) – sensed through our eyes to determine colour, light, shape and depth. 3. Sound (auditory) – sensed through our ears to determine what we hear. 4. Smell (olfactory) – sensed through our nose to determine what we smell. 5. Taste (gustatory) – sensed through our tongue to determine flavours. 6. Body awareness (proprioception) – sensed through our muscles, tendons and joints, which helps us to be aware of bodies and detect pressure and force. 7. Balance and movement (vestibular) – sensed through our inner ear, this helps us recognise where our body is in space and keep our bodies upright. 8. Internal body cues (interoception) – sensed when we are hungry, thirsty, or need to use the toilet.

Regulating senses as an adult As adults, we have developed the skills to manage our sensory needs in daily activities and take steps to make sure our environments are ‘just right’ to engage in meaningful tasks. For example, to draft an article like this, you might consider working in a quiet space, clearing your desk from clutter, taking regular movement breaks, or enjoying a warm cup of tea. These actions will all contribute to how you manage the task and lead to more a more enjoyable and productive experience.

‘Sensory preferences are unique and should be celebrated and explored.’

Supporting our little ones Sensory preferences are shaped through genetics and cumulative experiences. Understandably, our little ones have not yet developed the skills to organise and interpret their senses, so they often rely on adults to do this for them. Like adults, children have varying thresholds for each sense, which influence what they detect, avoid, tolerate or enjoy in daily activities – some more sensitive than others. Preferences may also alter depending on mood or bodily state, such as if we are feeling tired or hungry. It makes sense to tune in When we recognise how the environment can impact children’s senses, we can better regulate their responses and behaviours. Try to tune in to what sounds, sights, smells, tastes, touch and movements our children prefer or avoid. With greater awareness, we may start to notice what can trigger a big emotional response and how we can alter our environments to better support our children through these experiences. We may also notice experiences they seek out to create pleasure and support our children to access these, leading to increased enjoyment and participation. Be curious to connect Our sensory preferences may be similar or different to our children’s, so sometimes it can be challenging to understand each other’s cues and behaviours – but keep at it. It takes time to truly tune in and notice children’s likes and dislikes (and our own), however it can become a useful part of our toolbox. With time, we will be able to better understand our children’s behaviour and create more connection in our daily activities. Tuning in, noticing, and providing a supportive sensory environment for your child will have positive impacts on their development as well as your connection with each other. If you feel curious about delving deeper into this, an occupational therapist will be able to offer further information and guidance.

_______________ Words: Molly Adamo ____________________________________________ Molly is a Paediatric Occupational Therapist and Director of Nurtured Peadiatrics. 27

mindfulness “There are two ways to wash the dishes. The first is to wash the dishes in order to have clean dishes and the second is to wash the dishes to wash the dishes.” THICH NHAT HANH Mindfulness is the art and practise of doing something (anything!) with your full awareness. You are present and immersed in an experience, connecting with your breath, body and sensory experience. You are being kind to yourself and hold no judgements on what you ‘should’ be doing. You allow distractions and thoughts to come and go, before gently turning your attention back to your mindful moment. When we are mindful, we are not thinking about the past or into the future. We are keeping our attention directed to the present moment. This mindfulness allows us to keep our stress in check, which is particularly important for our children in this busy and changing world. COVID (and all the challenges it brings), school pressures, friendships to navigate, busy lifestyles and families under pressure – Phew! A long list of stresses that can take a big toll on little people’s mental health. 30

Mindfulness and Our Brain So, what is happening when we practise (and it takes practise!) mindfulness? Studies have shown that, when we regularly engage in mindfulness, significant changes occur in our brain. Our amygdala (the part of our brain that triggers our fight/flight/freeze), becomes less active. This means we are less reactive to experiences that would usually stress us. Our cortex and prefrontal cortex (which are the thinking parts of our brain), become more active after practising mindfulness. This means we are engaging parts of our brain that help us problem solve, reason and understand empathy. But, the biggest changes lie in the increased activity in our hippocampus (the part the brain that is responsible for regulation of emotions, learning and memories). This increased activity has a big impact on our capability and resilience to engage in new experiences. It also makes it easier for us connect to the people and world around us. With regular mindfulness practise, we are literally rewiring our brain to interpret, respond and recover from stress in a much calmer way… how cool is that?! This means that as well as becoming less reactive and more focused, we also have much greater success in our learning, in our social interactions and our self-confidence.

Tips for creating a positive mindfulness practise Being mindful…together. We can ALL benefit from a mindful moment. Role model the practise yourself (little people are always watching!), as well as joining children in mindful moments. An experience linked with connection provides more meaning and is going to have a big impact on how children engage in the activity. While you’re practising mindfulness, you can also narrate your thoughts and feelings, to encourage children to check in with their own. Keep it positive. In a room of chaos, spending a minute connecting with your breath can help you keep your cool and stay focused (what a superpower!). We want children to feel empowered, confident, and happy to access this skill whenever they feel the need. So, it is very important that mindfulness is not used as a consequence, for a child that needs to ‘calm down’. Instead, it is a preventative and regulating activity.

A Mindful Experience Mindfulness can be as simple as checking in with your breathing. Drawing your attention to your inhale and exhale. Feeling all the sensations as you take a deep breath in and then sinking into a long out breath. But a mindful experience can also come in many other forms. It can look like: •

Movement, Yoga, Dance

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Listening, Watching, Grounding Activities

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Guided Meditations

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Eating, Cooking, Gardening

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Drawing, Journaling, Gratitude lists… and so much more.

Mindfulness can be inserted into any activity that brings you joy and that you consciously give your full attention. Remembering that distractions come and go, but we can gently turn our attention back to being present in the experience.

References: Lutz, A., Slagter, H. A., Dunne, J. D., & Davidson, R. J. (2008). Attention regulation and monitoring in meditation. Trends in Cognitive Sciences, 12(4), Chiesa, A., & Serretti, A. (2010). A systematic review of neurobiological and clinical features of mindfulness meditations. Psychological Medicine.

Make time. Yes, lives are busy (too busy!) and sometimes the little things get swept to the side. But it’s important to practise mindfulness regularly to feel the benefits. Be conscious of making time to have mindful moments or weaving them into everyday activities. Perhaps you have a mindful moment as you leave the house, or as you come inside from play time. Or, maybe, you spend a minute mindfully eating your lunch. Have a think about when and where you can inject some mindfulness into your day. Attune to the needs of your little people. While some children may enjoy listening to a guided mediation, other children may need movement to engage in mindfulness. Choose an activity that works for the child. And have fun with it! _______________ Words: Jessica Press

____________________________________________ Jessica is a Child Development Practitioner for Connect.Ed and has a Bachelor of Education (Primary) and Science.

The Office for the Early Years

The Office for the Early Years is working across the universal early years sector to make South Australia the best place in the world to be born and grow up.

We’re passionate about supporting young South Australians to thrive so we were delighted to speak to Jackie Bray, Head of the Office for the Early Years, and look forward to seeing some of these exciting initiatives unfold. Children’s formative experiences determine their lifelong outcomes. The early years define who the child is and who they will become. The Office for the Early Years in the Department for Education, formed in October 2021, recognises that children’s early development is profoundly important. The office has been established to drive strategic reform across the early years sector to make it even better. We lead the universal early years system in South Australia and are responsible for ensuring that government acts in concert to deliver an integrated and effective early years system. The office has a mandate to increase the proportion of children developmentally on track when starting school. As Head of the Office for the Early Years, I am determined to place children at the forefront of our thinking. As a community, we all have a duty to do the best for our children. We must work together to ensure our children thrive. We all must be involved in improving the outcomes for every South Australian child. 32

This communal view is at the heart of my philosophy for the early years. My vision is a society that thinks of children as citizens. We need to encourage a shift in the way society can think of children as people with needs that must be met, or as recipients of services, to children as citizens.

Every child is an individual rich in potential and with a right to be nurtured and to grow. By shifting our thinking, we can shift our approach to the way we support children to thrive. We have wonderful programs and services in the early years space, both in the government and in the non-government sectors, but there is always more we can do. We know that there are gaps in our services and that some children don’t always get the services they need. There’s a lot we could do in this space, but we also know that we need to start somewhere. One starting point for the office has been working with our partners to expand the reach of child development checks.

‘As a community, we all have a duty to do the best for our children.’

Checks are a vital component of the early years system. Early detection of developmental issues means that parents can access information and supports as early as possible, improving outcomes for their child. Our colleagues in the health sector, especially the Child and Family Health Service, do a wonderful job of providing health and development checks to children. Contact with a trusted health professional is the gold standard, but there are a lot of children who aren’t accessing these checks. We want to know why that is and whether there are different models that might help us address that. Starting from July 2022, we are running a range of pilots to evaluate different models and see what works best. We’ll then take these learnings commission services on a broader scale. We are also designing an app specifically for the South Australian context that will remind families when checks are due. The app also directs families to a suite of resources, with links to trusted South Australian services when more support is needed. The office also has an essential part to play in early childhood education and care by supporting preschool, playgroups, childcare, and children’s centres. The office is leading reforms to provide responsive local programs that support community priorities and to provide strong support to families as their children’s first teachers. A big priority on the horizon for us is the government’s commitment to universal preschool for three-year-olds – this stands to be a generational change in our early years system. And, in the shorter term, we are also reducing barriers to increasing participation in early education, particularly how we can increase quality participation in preschool for Aboriginal children. The Office for the Early Years is only new, and these are just some of the examples of the work we want to get done with our partners in the sector. Working together, I believe that all of us, across the sector, and across the state, can make South Australia the best place to be born and to grow up. _______________ Words: Jackie Bray

____________________________________________ Jackie is the Head of the Office for the Early Years in the Department of Education..

Starting Better An Overview of the Centre for Policy Development’s Gaurntee for Young Children and Families

Raising children is the most important thing we do — as parents and as a society. It takes more than a village to raise a child, it takes a nation. It is our duty to our children, as parents and as citizens, to give them what they need to flourish now and throughout their lives.

What is Starting Better? Starting Better is a report that presents a comprehensive body of evidence to help Australia give children and families what they need to thrive in the early years and throughout their lives, and proposes a Guarantee for Young Children and Families through a series of reforms over the coming decade. Starting Better is the product of 12 months of work from the Centre for Policy Development’s Early Childhood Development Initiative. The initiative and report have drawn on CPD’s scoping study and informal inter-governmental Early Childhood Development Council comprising senior officials from all Australian jurisdictions, ECD experts and sector leaders.

The Evidence

Why do we need a Guarantee? The Guarantee recognises that young children and families flourish when they can access a holistic range of support. It is based on global and local evidence of what has the greatest impact and what will work best for Australian children and families. Children who thrive in their early years flourish throughout their lives. • 90% of brain growth occurs before the age of five • The first 1000 days of life are critical for a child’s attachment style and later health. The care a child receives in infancy is a powerful determinant of future wellbeing • Access to high-quality early education predicts better academic, emotional and social development Right now, we fail too many children and families • >1 in 5 children start school developmentally vulnerable • That rises to 2 in 5 for children without early childhood education and care before primary school • We are failing children and families outside major cities, on low incomes and from Aboriginal and Torres Straight Islander communities

What is the Guarantee for Young Children and Families? The Guarantee makes clear what every young child and family needs for the best start in life.

Families are forced to make unreasonable choices • 2 in 3 families cite expense as a problem when it comes to early childhood education and care • 120,000 Australian women wanted to enter paid work in 2021 but couldn’t access suitable early education and care for their children

It is an entitlement Australians can rely on, regardless of where they live, how much money they have, or what their family looks like. We have several guarantees in Australia now, such as free quality schooling to the end of Year 12 and healthcare.

Learn more This is a decade-long project that can put our nation on track for a brighter 21st century and make Australia the best place in the world to be, and raise, a child. To learn more visit cpd.org.au

A Guarantee for Young Children and Families would accompany these as part of the social deal that binds Australian communities. 34

The graphic on the following page is extracted from Starting Better and provides a summary of the guarantee.

Declutter Your Home in 3 Easy Steps

Decluttering your home doesn’t just help it look better, it can help clear your mind too. If you have been spending extra time at home lately, you may be noticing your ‘stuff’ more and it may be frustrating you. Decluttering your home often falls into the ‘too hard’ basket, but, lucky for us, Organisation Expert Bridget Johns shares her simple tips to get started. 1. Flip Your Mindset Decluttering is an empowering process and I challenge people to flip their mindset from thinking they are losing things, to focusing on the fact they are gaining something more precious than “stuff”. They are gaining a sense of calm and joy when they walk into their home. Decluttering isn’t about chucking everything away. It’s about gaining space so you can display and use the items that bring you joy. Many people store things away in cupboards so they can use them for special occasions that often never come around. For example, my husband and I were given a beautiful 16 person cutlery set as an engagement present. It came in a massive box and, for years, it lived on the top of our wardrobe and was only brought out for Christmas. Seven years ago, we moved into our farmhouse. I noticed the cutlery box and thought “We have a toddler and I’m pregnant. We’re not going to be having any fancy dinner parties for a long time. Let’s use the beautiful cutlery every day” - and we have from that day forward! Get those beautiful items out of those cupboards and use them! If something is beautiful or important enough to keep, I encourage you to display them. Both of my Grandmothers have passed away and I have beautiful memories from my childhood of them both wearing clip-on earrings. When they passed away, as we decluttered their homes, I was drawn to them. While I will never 36

wear the earrings, I wanted to keep them. I decided to clip the earrings onto the coat hangers in my wardrobe. Every morning when I get dressed I am reminded of my grandmothers. 2. Just Start Sometimes the thought of what you have to do is much worse than actually doing it. Set yourself a goal of spending 1% of your day decluttering your home. 1% of your day is 14.4 minutes. I bet if you look at the screen time feature on your iPhone, you are spending a lot more than 1% of your day mindlessly scrolling social media. I challenge you to pick a room in your home and commit to spending 15 minutes decluttering that room for one week. If you just start from today, in a week’s time you will have spent 105 minutes making a room feel and function better (and I bet you won’t have missed anything on social media). 3. Track Your Progress When something feels insurmountable, there is power in taking baby steps and recording your progress. Take before, during and after photos! Sometimes it might feel like, no matter how much you remove or clean a space (especially paper clutter in the office) you are getting nowhere. But, you might be surprised looking back at how far you have come, motivating you to keep going. _______________ Words: Bridget Johns ____________________________________________ Bridget is a declutter coach, life organiser and the founder of Be Simply Free. For more tips to start your decluttering journey visit www.besimplyfree.com.au

Remembering the Mother

Meals created by nutritionists, based on Chinese & Ayurvedic medicine with the Mother in mind. We have done the hard work for you. With our meals cooked with love by a team of mothers and chefs, then delviered to your door, all you need to do is heat and enjoy. Whether you are a new mum, a busy mum or a soon to be mum, The Golden Month has options for all women and their families. Nourishing dishes. Balanced snacks and treats. Warming, healing drinks and teas. www.thegoldenmonth.com ww

thegoldenmonth

Routine Cards

noughts & crosses

Emotions Cards

feelings poster

Mindful Moments Cards

how do you feel when.. cards