Preschool Matters Term 2 2014

The voice for parents and service providers

PRE SCHOOL MATTERS Early childhood education preparing children for life term TWO 2014

ACECQA; Documenting children’s learning Supporting disadvantaged children Keeping children safe in cars

Closing the super gender gap Many women are reaching retirement age with little or no super savings, but there are steps you can take to improve your situation.

When it comes to super savings, women in Australia are likely to have significantly less than men. Generally the average Australian woman retires with a third less super than men.1 This is because women generally earn less than men for equivalent jobs and they’re more likely to have a career break to raise children.

Combine this with a longer life expectancy and women are less likely to have enough for a comfortable retirement. Only 12% of women think their super will be enough for retirement, and half of all women don’t know how much they’ll need for a comfortable retirement.2 It’s time to close the gap.

Talking about finances If you’re like most women, you’re fairly savvy when it comes to budgeting, saving, credit cards and debt management. But when it comes to planning for retirement and your long-term financial future, you’d like a little help3. Call AustralianSuper on 1300 300 273 and speak to expert super advisers4 for help keeping your super growing and making up for lost time. This service is provided at no extra cost for members.

What you can do now There are things women can do to improve their super situation and help close the super gender gap: 1 Keep it simple Having just one super fund means you’ll be paying less in fees and will have fewer accounts to manage. AustralianSuper could be a good option for women who are taking time out of the workforce, because our low fees won’t unnecessarily erode your super. For help combining your super, visit: www.australiansuper.com/combine 2 Add to your super Combat any planned breaks in your career. Think about adding to your super as early as possible – contributing just 1% extra over your working life will make a real difference. If your partner is working and you’re not, they may be able to add to your super and claim a tax deduction. For more help, download our factsheet ‘Tips To Manage Career Breaks’ from: www.australiansuper.com/factsheets 3 Get to know your super Check your statement online – it provides information about your balance, insurance cover, fees and performance. Super is your money; to watch it grow or explore your insurance options, log into your account at: www.australiansuper.com

Find out more about how you can give your super a makeover: www.australiansuper.com/supermakeover

It's Australian. And it's super.

1. ABS Survey of Income and Housing 2011.

2. Financial Literacy Foundation, Financial Literacy: Women Understanding Money, 2008, www.financialliteracy.gov.au 3. Financial Literacy Foundation, Financial literacy: Women understanding money (2008) www.financialliteracy.gov.au 4. The financial advice you receive from the Financial Education and Advice Team will be provided under the AFS Licence held by Superpartners Pty Ltd and not by AustralianSuper PtyLtd and therefore is not the responsibility of AustralianSuper Pty Ltd. Prepared in March 2014 by AustralianSuper Pty Ltd ABN 94 006 457 987, AFSL 233788 the Trustee of AustralianSuper ABN 65 714 394 898. Before deciding whether AustralianSuper is appropriate for you read our Product Disclosure Statement, available at www.australiansuper.com/FormsPublications or by calling 1300 300 273.

Preschool Matters Term two 2014

in this edition

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PRESIDENT’S REPORT 2014 is shaping up to be another challenging year for the Early Childhood Education and Care sector.

I am increasingly concerned by speculation about the future of the National Partnership on Early Education, particularly the Commonwealth Government’s support for 15 hours of kindergarten.

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Government must fund 15 hours

Our sector has worked hard to implement 15 hour programs, because they provide the best outcomes for our children. It is almost inconceivable to think that the Commonwealth Government could simply pull the plug.

In this edition of Preschool Matters, Shane Lucas, ELAA’s CEO, outlines how we are representing the views of our members to governments. Our message to all governments is straightforward: recognise the importance of quality early childhood education and fund it appropriately.

ELAA is currently preparing for the annual Early Childhood Education conference: Together we grow – preparing children for life. We are thrilled to have keynote speakers Iram Siraj and Nairn Walker address issues around disadvantage and supports for families and young children. I want to again thank the Creswick Foundation for making Professor Siraj’s visit to Australia possible. Nairn Walker has written an excellent feature article for this edition, which touches on her past conference presentation about supporting economically disadvantaged children (page 14).

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ACECQA; Documenting children’s learning

02 News & Events

We are also delighted to announce that the Department of Education and Early Childhood Development will again provide funding to assist those working in rural and regional Victoria with accommodation costs. ELAA is pleased to support disadvantaged services by offering special funding.

13 2014 Early Childhood Education Conference

Especially for educators and anyone involved in managing services, Rhonda Livingstone from ACECQA looks at documenting learning and helps bust some of the surrounding myths (page 10). We also interview, Dr Julie Brown about the important work she does with Neuroscience Research Australia and the Child Restraint Evaluation Program (page 18).

22 Play, Learn, Read: Ardoch’s volunteer program

I wish you all best throughout the term and I look forward to meeting some of you at the conference in May.

04 Training in term 2

Jo Geurts President

CEO Shane Lucas

Printing Mouleprint @ www.mouleprint.com.au

President Jo Geurts Editor Sue Smith

All rights reserved. This publication cannot be reproduced in any form without written permission from the publisher.

Creative Director Louisa Roubin

Preschool Matters © ELAA 2014. Preschool Matters belongs to ELAA.

Advertising Cass Marxsen

ISSN 1448-9597 Reg No A0024070C ABN 39058205158

Preschool Matters is a quarterly magazine which communicates issues and developments that concern and assist members in the effective management of early childhood services.

Disclaimer Early Learning Association Australia and its employees accept no responsibility for the performance of the products and services advertised in this newsletter. The listing of products and services in this publication does not constitute a recommendation. To the maximum extent permitted by law, all warranties, terms, conditions and any duty of care, which otherwise may arise or be imposed on Early Learning Association Australia as well as Early Learning Association Australia’s liability to any person in connection with the products and services advertised in this newsletter, are hereby excluded.

Cover: Isobel, at Ivanhoe Children’s Community Cooperative. Photo: Reg Ryan.

Level 3, 145 Smith Street, Fitzroy Vic 3065 PO Box 1246, Collingwood Vic 3066 Phone (03) 9489 3500 Rural 1300 730 119 Fax (03) 9486 4226 Email elaa@elaa.org.au Web www.elaa.org.au

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Preschool Matters Term TWO 2014

news & events

Victorian Institute of Teaching registration passed

Congratulations to our excellent educators The 2013 ASG National Excellence in Teaching Award winners were announced last term and two Victorian educators took home the coveted awards.

Congratulations to Karen Anderson from Balnarring Preschool and Daniela Kavoukas from Flemington Childcare Cooperative, ELAA member services, who won awards for Innovation and Leadership and Development, respectively.

The parents nominated Karen for her wonderful outdoor program, which includes a popular Beach Program; and Daniela was nominated by the committee of management for her innovative teaching methods and leadership amongst the local teaching community.

Nominations for the 2014 Awards close on 31 July. Go to www.asg.com.au/nominate to nominate an inspirational teacher.

Photo: Daniela Kavoukas and Karen Anderson.

On 3 February, Victorian Minister for Children and Early Childhood Development, Wendy Lovell, and then Minister responsible for the Teaching Profession, Peter Hall, announced that Victorian early childhood teachers will be able to register with the Victorian Institute of Teaching (VIT) from 30 September 2015.

The necessary legislation – the Education and Training Reform Amendment Bill 2014 – was passed by the Parliament on 25 March.

This initiative has been called for

by ELAA and other organisations for several years. We will work closely with the VIT and the Victorian Department of Education and Early Childhood Development to ensure that the registration process is well-understood by educators and by services.

Preschool Matters Term two 2014

PolicyWorks fully revised, updated and available on-line PolicyWorks Manual – National Quality Framework Version 2 is a practical guide to developing policies which help your service meet the requirements of the National Quality Framework. Version 2 is now available online and is free to previous purchasers of PolicyWorks.

The 36 fully revised policy templates have been reviewed by ELAA’s Early Childhood Management Advisory Team with input from ELAA members. Each policy template is available in a convenient downloadable version which can be tailored specifically to your service.

The revised PolicyWorks Manual – NQF Version 2 includes; • updated legislation • w eb-links to the most up to date information • c urrent advice from government, including DEECD • i nformation and advice from health professionals including: The Royal Children’s Hospital Melbourne, The Asthma Foundation of Victoria, Diabetes Australia – Vic, The Epilepsy Foundation and Cancer Council Victoria’s Sun Smart program.

These mandatory and best practice policies are available free to previous purchasers of PolicyWorks, however if you have not yet purchased this essential manual, visit the resources page on the ELAA website, www.elaa.org.au/resources.

Early Years Strategic Plan for Victoria ELAA members and other managers of early childhood services may be interested in reading the newly released Early Years Strategic Plan 2014 – 2020 from Department of Education and Early Childhood Development.

The aims of the Early Years Strategic Plan is to improve outcomes for children from birth to 8 years, to build a system that delivers better services and supports for children and families.

DEECD hopes that the Plan will build capacity across the Victorian early years sector, including parenting support services, the Maternal and Child Health Service, early childhood education, and early childhood intervention services. They also hope that the Plan will help connect state government departments and support relationships with local government in terms of supports for children and families.

Go to the DEECD website for more information, www.education.vic.gov.au

DEECD Early Years Awards The Victorian Department of Education and Early Childhood Development (DEECD) is now taking nominations for excellence in programs, services and partnerships as part of the 2014 Early Years Awards.

The Early Years Awards 2014 will be presented at a ceremony during National Children’s Week this year, 18–26 October and winners in each award category will receive $15,000 to support the awarded initiative.

There are three nomination categories including improving access for families to high quality services, strengthening the role of parents and carers and promoting child and family friendly communities.

For more information or to make an on-line nomination before 23 May visit the DEECD Early Years Awards website; www.education.vic.gov.au/earlyyearsawards

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Preschool Matters Term TWO 2014

advice & Training Training in Term 2 ELAA provides training, workshops and seminars for managers, educators and parents.

For Committees Financial Management Presenter: ELAA Early Childhood Management Advisors • 30 April, 7–9pm, Yarra Ranges Council Offices, Anderson St, Lilydale • 28 May, 6.30–8pm, ELAA Building, Level 3, 145 Smith St, Fitzroy Cost: free

Fundraising Presenter: ELAA Early Childhood Management Advisors 14 May, 10–11.30am and 6.30–8pm, ELAA Building, Level 3, 145 Smith St, Fitzroy Cost: free

Budget & Fees Presenter: ELAA Early Childhood Management Advisors 11 June, 10–11.30am and 6.30–8pm, ELAA Building, Level 3, 145 Smith St, Fitzroy Cost: free

Your Role as an Employer Presenter: ELAA Early Childhood Management Advisors 25 June, 10–11.30am and 6.30–8pm, ELAA Building, Level 3, 145 Smith St, Fitzroy Cost: free

For Educators, staff and management Re-imagining documentation – 2 part series Presenter: Catharine Hydon • Part 1, 2 May, 9.30am–2.30pm • Part 2, 13 June, 9.30am–3.45pm Karralyka Centre, Mines Road, Ringwood East Cost: (for 2 sessions) $240 member/$380 non-member

Preschooler Behaviour & Social Skills – 3 part series Presenter: Jo Lange • Part 1, Promoting positive behaviour, 6 May, 7–9pm • Part 2, Resilience, Independence & Self Esteem, 20 May, 7–9pm • Part 3, Helping Preschoolers Resolve Conflict, 10 June, 7–9pm Fredricks’ 980 Mt Alexander Road, Essendon Cost: (for 3 sessions) $210 member/$360 non-member

Understanding Educational Leadership Presenter: Catharine Hydon 19 May, 9.30am–3.45pm Fredricks’ 980 Mt Alexander Road, Essendon Cost: $120 member/$190 non-member

For Parents Behaviour Guidance for the Early Years Presenter: Jo Lange 3 June, 7–9pm, Fredricks’ 980 Mt Alexander Road, Essendon Cost: $50

Resilience, Independence and Self-esteem Presenter: Jo Lange 17 June, 7–9pm, Fredricks’ 980 Mt Alexander Road, Essendon Cost: $50

For more information and to register for a training event visit the training section at www.elaa.org.au

Preschool Matters Term two 2014

Our work in action ELAA provides intensive support to help services resolve governance and management issues.

We would like minimise the financial risks around money handling at our service, how do we do this?

Annmarie Cichello, Early Childhood Management Advisor Early childhood services must develop and implement safe money handling policies and practices to minimise financial risks when handling money.

The policies may include the following practices; • C riminal History Record checks for any committee member involved in a financial or money handling role • t wo signatories for cheques and other finance related authorisations (e.g. online withdrawal and transfer of money, capital purchases etc).

One of the two signatories should preferably be a committee member, and the two signatories must not be related to each other • e nsure that signatories do not sign blank cheques • t wo committee members (not related to each other) to count and re-count any cash • e nsure a record of monies counted form is completed and signed by both members each time money is counted The ELAA Employer Management Manual can help committees with money handling practices; go to the ELAA website to order a copy www.elaa.org.au/shopresources ELAA is conducting free committee training on Financial Management during term 2, to register or for more information got to the ELAA website www.elaa.org.au/training

SERVICE A

SERVICE B

A small long day care centre with a kindergarten program contacted ELAA with some concerns about their financial situation following the resignation of the treasurer. The local Council were also concerned and requested ELAA’s assistance. An ELAA Early Childhood Management Advisor visited the service to discuss the budget, fees and options for restructuring rooms etc. An audited report revealed a number of discrepancies with banked and receipted money and concerns about possible fraud by the centre director.

The committee of a multi-site rural service sought ELAA’s assistance in managing a very difficult staff member. Although considered an excellent teacher, her interpersonal skills with other staff and committee have resulted in a great deal of conflict and high staff turnover.

The committee has struggled with staffing issues for many years and has been actively investigating the option of cluster management for the past 12 months, but currently there aren’t any viable options in the area.

ELAA advised the Committee of Management to stand down the director pending the outcome of an investigation and to report the matter to the police. The Director has since resigned but the investigation is ongoing.

The committee had also received complaints about the program and contacted ELAA for advice about how to assess the quality of the program.

Following some research, ELAA provided the committee with information about mentoring programs and suggested that they consider looking at the program across the whole service, rather than concentrating on just their kindergarten program. All of these issues have been overwhelming for the volunteer committee, which is now actively exploring the option of moving to cluster management.

ELAA advisors have supported the committee with the staff disciplinary matter, drafting letters and attending a workplace counselling meeting (via telephone). A follow up meeting with the staff member was arranged with an ELAA staff member present to assist the committee, however the staff member has taken leave.

ELAA will continue to support the committee on this matter when the staff member returns.

The following is an extract from an email from the President: “Firstly – thank you so much for all your advice and support over recent weeks. We continue to plod through the residual mess, but are slowly making progress. However, we really couldn’t have made it this far without your reassuring voice, sound council and guidance – so thank you!”

Does your service need help with a governance or management issue?

Contact ELAA (03)489 3500, rural 1300 730 119 or elaa@elaa.org.au

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Preschool Matters Term TWO 2014

Governments must protect and respect early learning In recent months there have been worrying messages coming out of Canberra regarding the future funding for 15 hours of preschool/kindergarten.

Productivity Commission Submission 2014

As we understand it, the Commonwealth Government is seriously considering withdrawing its support for the National Partnership Agreement on Early Childhood Education. The partnership provides the essential dollars to cover 15 hours of preschool. The agreement is due to expire at the end of this year.

The Productivity Commission Inquiry into Childcare and Early Childhood Learning was initiated by the Abbott Government to determine “future options for childcare and early childhood learning, with a focus on developing a system that supports workforce participation and addresses children’s learning and development needs.” Critically though, the Productivity Commission was asked to make recommendations “within current funding parameters”.

Assistant Minister for Education, Sussan Ley has made it clear to ELAA that she does not consider preschool funding to be a Commonwealth responsibility. At present the States and Territories contribute roughly two-thirds of the funding for 15 hours with the Commonwealth contributing the other third. In Victoria for example, the Commonwealth contribution is approximately $109 million per annum.

To withdraw this funding would be a backwards step and a devastating blow for children, parents, volunteers, educators, and service providers. It would also fly in the face of the body of research demonstrating that a minimum of 15 hours exposure to a quality early learning program is critical for children and fundamental to Australia’s social and economic future.

Through our submissions to Governments; our meetings with Ministers and senior public servants; and our partnerships with other like-minded organisations across the sector, ELAA will continue to advocate to maintain the funding of 15 hours of kindergarten in the best interests of children.

In the coming weeks we will be asking you about your experiences to ensure our discussions with government are informed by your views. We will also provide you with information about how you can join the campaign and make your voice heard.

Following is a summary of two written representations we have made to Government this year.

It is abundantly clear from the huge response to this inquiry (ELAA’s submission was one of 447 formal presentations by individuals, organisations, academics, and governments) that childcare and early learning is of central concern to many in the Australian community.

Through a focus on Australian and international research and evidence gathered from our membership, ELAA’s submission highlights the importance of quality early childhood education to children’s development. The experiences and quality of interactions in the formative years provides the foundation for all subsequent learning and behaviour.

In the context of early learning, the delivery of quality outcomes relates to some quite specific requirements. In particular, the research shows that outcomes for children improve with higher level qualifications for educators and an increase in educator-to-child ratios. This is one of the core elements our sector has been working towards under the National Quality Framework.

The other consideration in the context of quality, is that children should attend a minimum of 15 hours of a quality program per week. This knowledge has informed the sector’s considerable efforts to provide 15 hours for all children. While we know that quality early learning programs enrich the development and wellbeing of all children we also know that they are of particular benefit to disadvantaged children and families. The message from services was unequivocal – do not turn back the clock on the progress made so far.

The recommendations made by ELAA to the Productivity Commission relate to the Scope of the Inquiry contained in the Terms of Reference and are outlined below.

The full submission can be downloaded from our website.

Preschool Matters Term two 2014

“Through our submissions to Governments; our meetings with Ministers and senior public servants; and our partnerships with other like-minded organisations across the sector, ELAA will continue to advocate to maintain the funding of 15 hours of kindergarten in the best interests of children,” Shane Lucas, CEO, ELAA

Recommendations

1 Contribution of access to affordable, high quality early years education and care

• Continue to implement the NQF within the timeframes agreed by all Australian governments.

• C ontinue to work with State and Territory governments to ensure the continuity of Universal Access funding and provisions.

• S upport all early learning services to implement the NQF, ensuring the delivery of high quality services to all Australian children, including children from disadvantaged families.

• M aintain requirements of the NQF, particularly those for increased qualifications for educators and improved ratios of educators-to-children.

• S upport the development of a high quality, professional early childhood workforce including through the provision of appropriate remuneration that acknowledges the importance of the work that educators do with children in early learning settings.

2 The current and future need for child care in Australia

• I mproved planning across all levels of government to ensure that the demand for early learning services is met. This is particularly important in areas of rapid growth.

• C ombine Child Care Benefit and Child Care Rebate into a single payment directly to services to simplify the currently complex system.

• M ore flexible models of child care for rural areas where there are inadequate numbers of children to sustain long day care programs.

• S upport for transition programs that develop partnerships between playgroups, preschools, schools and families.

3 Specific models of education and care for trial or implementation in Australia

4 Options for child care support for Australian families

5 Benefits and impacts of regulatory changes

• E valuate and explore opportunities for further roll-out of models of education and care that are currently successfully supporting disadvantaged families and children (refer to Section 3 for details).

• R esource and support universal early childhood services to fully include all children, including children from disadvantaged backgrounds, children with disabilities and those with additional needs.

• E nsure that training providers are skilling-up educators to better work with disadvantaged children and families.

• Ensure the full cost of education and care is covered for all vulnerable children.

• C ombine Child Care Benefit and Child Care Rebate into a single payment directly to services to simplify the complex system currently in place.

• Ensure that quality is central when considering alternative models of care.

• Ensure existing services are not disadvantaged by the introduction of new models of care.

Reduce the administrative burden for services by: • streamlining reporting requirements and systems across Federal, State and Local Government • i mproving government regulation of training providers to ensure a consistent supply of high quality graduates so that service providers do not have to invest further resources into retraining • a dopting the recommendations of the ACECQA Report on the National Quality Framework & Regulatory Burden • simplifying the current system of Registered Care for Child Care Benefit.

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Preschool Matters Term TWO 2014

Australian Government Budget Submission 2014–2015 In March, ELAA made a formal submission to the Australian Government regarding its 2014–15 Budget process.

Our message to the Commonwealth Government is straightforward: recognise the importance of quality early childhood education and fund it appropriately, in partnership with the States and Territories.

The submission focused on two priority areas: • continued Australian Government funding for 15 hours of preschool for all children and • continued Australian Government support of quality in early learning.

The full submission is available on the ELAA website.

PRIORITY AREA

1

Continued Australian Government funding for 15 hours of Preschool for 4 year olds

PRIORITY AREA

2

Continued Australian Government support of quality in early learning

The ask

The ask

• E nsure provision of a minimum of 15 hours of fully funded preschool for all 4 year old children and 5 hours of preschool for all 3 year old children

• M aintain the national quality framework and continue to implement the national quality standards within the timeframes agreed by all Australian Governments

• L ead broad based community debate on the provision of fully funded, compulsory preschool for all four year old children.

• A dopt the recommendations of the ELAA Submission to the Productivity Commission Inquiry into Childcare and Early Childhood Learning, February 2014, Submission No 271.

Conclusion This is a critical time in the evolution of early learning policy and practice in Australia. Service providers, educators, parents, volunteers and governments have made a significant investment in ensuring the successful implementation of 15 hours, and in delivering quality outcomes for children.

We want all Governments to protect and respect that investment by continuing to support and fund the National Partnership Agreement on Early Childhood Education after 2014.

It is a time for consolidating and improving our early learning services in Australia – not going backwards.

Preschool Matters Term two 2014

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Preschool Matters Term TWO 2014

ACECQA HELPS UNLOCK THE DOOR ON DOCUMENTATION Rhonda Livingstone, National Education Leader of the Australian Children’s Education & Care Quality Authority (ACECQA), looks at documenting learning, provides some pointers for educators and helps bust some of the surrounding myths.

The issue of planning, documenting and evaluating children’s learning and the best ways of recording this cycle has been the subject of much debate and discussion during the more than two decades that I have been involved in children’s education and care.

We know from research and experience that documented plans, records of children’s assessments and evaluations

can be effective strategies to promote and extend children’s thinking, learning and development.

One of the strengths of the approved learning frameworks1, the National Quality Standard (NQS) and related regulatory standards, is that while acknowledging the important role of documentation, they are not prescriptive about how it is done.

There are no mandated recipes or templates for documentation and for very good reason. Recognising the uniqueness of each service, there is no one-size-fits-all approach and educators are empowered to explore a range of styles and methods to determine what works best for their children, families, service and community.

This approach recognises the professionalism of the sector and allows

educators to focus their energies on documentation that supports quality outcomes for children.

I recently visited a colleague delivering a kindergarten program in regional Victoria, and saw first-hand the professionalism, dedication and commitment to the children and their families. We spoke for many hours about the kindergarten program, the policies, the environment and the nature garden, the support for children and families provided by her team of dedicated and caring educators and committee members, among many other things.

We also discussed the challenges of balancing the need to document with our key focus of interacting and engaging with children and extending their learning. We agreed on a number of things relating to documentation that included: • d ocumentation is an important part of our work with children and families, not just because it is a requirement • c hildren’s voices and ideas should be captured in planning, documentation and evaluation • e ven experienced educators need to try different methods to find what is realistic, achievable and relevant for the

Preschool Matters Term two 2014

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“There are no mandated recipes or templates for documentation and for very good reason. Recognising the uniqueness of each service, there is no one-size-fits-all approach and educators are empowered to explore a range of styles and methods to determine what works best for their children, families, service and community”, Rhonda Livingstone, National Education Leader, ACECQA.

Why do we need to document?

Gathering and analysing information about what children know, can do and understand is part of the ongoing cycle that includes planning, documenting and evaluating children’s learning. It helps educators (in partnership with children, families and other professionals) to: • plan effectively for children’s current and future learning • c ommunicate about children’s learning and progress • d etermine the extent to which all children are progressing in their learning outcomes and if not, what might be impeding their progress

children, families, educators, the setting and establish some benchmarks that are regularly reviewed • w e need to be selective in what we choose to document, because it is not possible to capture all of the rich experiences and learnings that occur every day • w e need to share our documentation efforts and experiences, and continue to learn, grow and develop • w e need to be open to change as the dynamics of the children’s group or team change • w e need to constantly review and remind ourselves why we are documenting and for whom • w e need to be clear about what the standards, learning frameworks and, if relevant, the funding agreements are asking us to do, as there are a number of myths emerging.

We also agreed that being open, honest and critically reflective in our

self-assessment process and work helps to identify strengths in this area as well as identifying areas that need focus. This helps in identifying and informing families, other educators and professionals and authorised officers, how your documentation meets requirements and promotes each child’s learning and development.

My colleague’s service has just been assessed and rated and I was not surprised to learn they had received an overall rating of Exceeding National Quality Standard.

The team are highly reflective educators and the authorised officer would have no doubt observed this in the assessment process.

So let’s revisit why we need to document, look at how services are going with this quality area, unpack some of the myths, explore the place of templates and programs, think about what the authorised officers might be looking for in an assessment visit and consider what resources are available to assist.

1 (The Early Years Learning Framework and the Framework for School Age Care and in Victoria, the Victorian Early Years Learning and Development Framework) 2 (Page 17 of the Early Years Learning Framework and the Framework for School Age Care)

• identify children who may need additional support in order to achieve particular learning outcomes, providing that support or assisting families to access specialist help • evaluate the effectiveness of learning opportunities, environments and experiences offered, and the approaches taken to enable children’s learning • reflect on pedagogy that will suit this context and these children.2

How are services performing against Quality Area 1 – Educational Program and Practice?

The sector is to be congratulated for embracing the National Quality Framework (NQF) and the dedication and commitment shown to promoting positive outcomes for children and families.

While recent NQF Snapshot data shows most assessed and rated services are either Meeting or Exceeding the NQS in Quality Area 1 about 30 per cent are Working Towards NQS in this quality area.

This is recognised as the area where services require most support and ACECQA’s recent regulatory burden research has shown that documenting learning, although extremely valuable, is seen as one of the more time-consuming aspects of the NQF. (continued on page 12)

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Preschool Matters Term TWO 2014

“There are many ways to document children’s learning and the cycle of observing, planning, reflecting and evaluating. Some examples I have seen include reflective journals, photographs, videos, children’s work, observations, portfolios, narratives and learning stories to name a few”, Rhonda Livingstone, National Education Leader, ACECQA.

Unpacking the myths There are a number of myths circulating about the expectations for documentation.

For example, it is a myth that you need to write a report on every child, every day.

Another is that links must be drawn to the quality areas in plans and documentation, and the best way to do this is to number plans and records or to colour code them.

There are a number of websites (including ACECQA and Early Childhood Australia) and newsletter articles (for example Rattler editions 108 and 109) that de-bunk or bust these myths that you may want to review.

Do I need a template or a program to follow?

There are no mandated templates or programs for documenting children’s learning or educational experiences.

While templates and programs may be a helpful way to organise information, there is a risk that they can be limiting and as Wendy Shepherd, Director of Mia Mia Child and Family Centre at Macquarie University suggests in a recent article in the Autumn 2014 edition of Rattler magazine, there are no shortcuts and the complex process of documentation should not be reduced to a simple ‘fill-in-box’.

The reality is that mandating a certain way of documenting, for example the number of observations you must take of each child, would limit your ability to be creative in documenting the richness in the program and children’s learning.

There are many ways to document children’s learning and the cycle of observing, planning, reflecting and evaluating. Some examples I have seen include reflective journals, photographs, videos, children’s work, observations, portfolios, narratives and learning stories to name a few.

The key thing to remember is that it is not the amount of documentation you have, or how immaculately or colourfully the information is presented, it is how the

documentation is used to do all those things mentioned previously, such as planning effectively for children’s current and future learning and communicating about children’s learning and progress.

What is the authorised officer looking for when they are assessing and rating?

The authorised officer will observe, discuss and sight supporting documentation to identify examples and evidence that your service is meeting the requirements. So it is important to be prepared by thinking about how you would talk about your documentation and what you particularly would like to show and discuss to demonstrate how you are meeting the requirements.

The Guide to the National Quality Standard provides examples, however, it is important to remember that the examples provided are not a checklist, but rather ‘paint a picture’ of what is expected at the Meeting National Quality Standard level.

Are there resources and examples of documentation available?

Many educators have generously shared their thoughts and ideas about documentation.

For example, the Early Childhood Australia Professional Learning Program includes a number of newsletters that explore documentation and provide examples.

Another example can be found in the previously mentioned edition of Rattler where teachers from Mia Mia share examples of their documentation.

In addition, the Inclusion and Professional Support Program (IPSP) on-line library also includes resources, and the Professional Support Co-ordinator in each state and territory provide professional development and support in this area. Your peak organisation is also likely to have resources and professional development available to assist you.

As well as the learning frameworks, the Early Years Framework in Action and relevant Educator’s Guides are useful resources.

Enjoy your documentation journey and don’t forget to look back on your documentation to identify and celebrate the achievement and successes of your children, your families and your team.

For more information on documentation please visit: • A CECQA – www.acecqa.gov.au/ mythbusters • P rofessional Support Coordinators Alliance – www.pscalliance.org.au • I nclusion & Professional Support Program On-line library – www.ipsplibrary.net.au • C ommunity Child Care Co-operative, NSW, Rattler Magazine – Edition 108 and 109 • E arly Childhood Australia – http://bit.ly/1glQpfG, http://bit.ly/1nlinNY, http://bit.ly/OnuslO Rhonda Livingstone is the National Education Leader with the Australian Children’s Education and Care Quality Authority (ACECQA).

ELAA training seminar: Re-imagining documentation ELAA is presenting an informative and practical seminar during term 2 for educators called Re-imagining documentation. This 2 part series, presented by early childhood expert, Catharine Hydon will help educators reflect on the practicalities of tracking children’s learning in increasingly meaningful ways.

Go to the ELAA website www.elaa.org.au for more information or to register for the seminar series.

Preschool Matters Term two 2014

DEECD, the Gold Sponsor, offers accommodation support

The 2014 Early Childhood Education conference will be held on 30 and 31 May at Caulfield Racecourse, Melbourne.

It promises to inspire, engage and bring together the early childhood sector that collectively provides quality early childhood education, with a special emphasis on preparing children for life.

High calibre speakers from Australia and overseas will share their views and expertise with our audience – everyone involved in early childhood education from birth to the early years of school. Inspiring speakers include: Iram Siraj Iram is a Professor of Early Childhood Education at the Institute of Education at London University.

Kathy Walker Kathy is one of Australia’s leading parenting and education experts,

public speakers and authors, is one of the country’s leading curriculum experts and is the designer of the first major personalised curriculum for schools in Australia.

Louise Dorrat Louise has extensive experience in managing early childhood services from centre based care, family day care, and occasional care to inclusion support.

Nairn Walker Nairn has worked across Australia, New Zealand, the US and the UK with over 50,000 professionals to raise awareness of the issues presented by economic disadvantage in every level of our communities, businesses and schools.

You can read more about Nairn’s work in the following pages.

ELAA offers assistance to disadvantageD services ELAA is pleased to announce that we are offering assistance to disadvantaged services to attend the conference this year.

To apply for this special funding tell us in 250 words or less why your organisation requires this assistance and who you would like to attend the conference. A panel of members from the Conference organising committee will review applications and select the recipients. Send your applications to Cass Marxsen at cmarxsen@elaa.org.au by Friday 9 May 2014. Please note the assistance is available to new applicants only.

For more information go to www.togetherwegrow.com.au

The Department of Education and Early Childhood Development will provide Victorian children’s services employees and early childhood educators of Kindergarten, Prep, Years 1 and 2 working in a rural area with rebates for their conference accommodation costs.

Please note that this assistance is limited and will be provided on a first come, first serve basis.

Accommodation is at the Novotel Melbourne St Kilda or the Pullman and Mercure Melbourne Albert Park.

DEECD will pay for one nights accommodation (up to $175 standard room rate – Thursday or Friday night only) for delegates attending one day of the conference, and 2 nights accommodation (up to $350 standard room rate – Thursday & Friday nights only) for delegates attending both the Friday and Saturday sessions.

In addition, transport to and from the conference venue will be provided from both hotels on both days of the conference.

To apply for this assistance you must book and pay for your accommodation at the Novotel Melbourne St Kilda or the Pullman and Mercure Melbourne Albert Park, then email cmarxsen@elaa.org.au your request for a rebate along with a copy of the booking confirmation from the hotel. Your rebate cheque will be mailed to you after the conference.

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Preschool Matters Term TWO 2014

Understanding and Supporting Children from Economic Disadvantage

By Nairn Walker Four years ago, Nairn presented to our Early Childhood Education Conference, about inter-generational poverty and some of the implications it has for children in our services and for us as practitioners.

The following article is a brief synopsis of some of the material she offered participants. This year, her focus will be on social and emotional well-being of children and carers irrespective of age and socio-economic background, because as Nairn says, ‘no matter how old we are or how much money we do or don’t have, we’re human beings first!’

Growing up in a remote mountain village in Bolivia, Alejandro acquired a wealth of information and skills to help him be successful in his environment. Adopted at

age five by a couple living in Abu Dhabi, you might imagine some of the changes and new ways of being he experienced.

Although still a worthy task, crafting belts as he’d done at home no longer had a place. While he still processed thought in his native tongue, there was no-one around that understood him, and he had to learn an entirely new language to have his needs met. The people looked different. They did not interact in ways familiar to him. They seemed to place value on strange things.

While the contrasts in Alejandro’s example are extreme, it is in many ways no less of a challenge for children and adults from households of inter-generational poverty in Australia having to navigate the world of middle class in childcare, school and the broader community. The fact that

“How can we help children with whom we work to understand and be successful in the world of middle class?

And should we? I don’t believe we have any right to change children or force people to adopt a culture they do not like, but I do believe we have a professional responsibility to provide choice”, Nairn Walker.

different cultures exist by economic class in our country often goes unnoticed and sometimes even denied, and yet its impact on how we view the world, make decisions and interact with others is profound.

In middle class, decision making tends to be based on work, achievement and material security, and this is what helps a person be successful in that culture or environment. In generational poverty, however, there is often an unpredictable level of security, and so to be successful, choices tend to be made around survival, entertainment and relationships, and how these things will be impacted (Payne, 1995).

Like Bolivia and Abu Dhabi, every culture has benefits and drawbacks, and none is necessarily better than another. So, too, the cultures of middle class and poverty have advantages and disadvantages.

What becomes important for me as a child from a background of generational poverty then, is that I develop enough skills and understanding of the culture of middle class so that I can be successful there too; so that I have choice.

Currently in Australia, this is not always the case, and so my actions can be completely misinterpreted by middle-class practitioners. I’ll do things that make perfect sense in my world, just as Alejandro crafts his belts, but they do not seem to fit in the context of middle class.

So I might laugh when I’m in trouble, and I may have the latest i-pod and a mobile phone but no money for an excursion.

And the carers and teachers do strange things too: everything is very serious and they don’t like it when their stories are interrupted. They use big words that don’t mean anything and their eyes go funny when they’re angry… just as the ways of adults in Arabia are strange to Alejandro.

How then, can we help children with whom we work to understand and be successful in the world of middle class?

And should we? I don’t believe we have any right to change children or force people to adopt a culture they do not like,

Preschool Matters Term two 2014

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“Using Adult Voice, consciously or unconsciously, provides a very powerful tool to build and maintain relationships of mutual respect, fundamental to emotional attachment and function for children and adults, and to effective learning”, Nairn Walker.

educator was recently delighted with the instant difference in behaviour after mediating. Using (concrete) blue paint to represent (abstract) germs, she began by coughing on her hand, splattering it with blue paint to show the children where the germs would likely land, even though they couldn’t see them. She then proceeded to pat one child on the arm, pick up a pencil, touch the table, build some blocks, high-five another child and so on, leaving a trail of blue-paint-germs in her wake.

Following this concrete demonstration, abstract conversations that had previously had a negligible effect in the learning area now made perfect sense to these three and four year olds.

but I do believe we have a professional responsibility to provide choice. If we do not, we’re setting many families up to fail in our systems that, fair or not, tend to operate on middle-class norms and values.

There are many fabulous things happening in children’s services right now at many different levels. Following are just three ways educators and allied professionals can support children from a background of generational disadvantage to be successful in both cultures: 1) Teach people the ‘hidden rules’ (or unspoken social cueing mechanisms) typical of Middle Class, and learn those characteristic of Generational Poverty.

These let you know whether you fit in or not and are associated with manners and intelligence. Ruby Payne’s book, A Framework for Understanding Poverty is a great resource with lots of examples.

Respect, for instance, is often earned through effort and ethics in Middle Class, and yet this plays a minor role in Generational Poverty, where personal strength is usually much more important a quality required to survive. Show any kind of fear or weakness here, then, and you’re likely to lose respect, so a

completely different skill set is required in each environment to reflect exactly the same quality. If we understand what these hidden rules are then, we can much more easily develop understanding, connectedness and achieve positive outcomes for everyone.

2) Mediate between the physical, non-verbal reality and the abstract constructs that middle class often use to represent the concrete world. This is a powerful strategy that builds meta-cognition and impulse control.

Growing up in generational poverty with a focus on non-verbal communication means that I’ll often not listen for the words too much, and focus only on the here and now. I might not therefore see cause and effect or understand ‘why’ something’s important where a middle class child who’s been immersed in formal register and abstract thinking will recognise a direct connection.

For example, after being frustrated by a number of children ‘not getting’ the importance of covering their mouths when coughing and sneezing despite numerous demonstrations, explanations and reminders, an early childhood

Over a period of weeks before, these same children had continued to use small watering cans as trumpets, despite quite detailed individual conversations about the potential consequences of such actions during a time where gastro and ‘flu were already affecting attendance.

The educators reflected, however, that these explanations had been abstract, and even though the concrete demonstration had been much shorter in duration than some of these lengthier exchanges, it had an immediate and sustained impact on both children’s understanding, impulse control and their behaviour.

‘Rules’, then, are a classic example of something that is abstract… they’re what I have to do with my body at the non-verbal level, and any mediation is likely to make a difference in how they are regarded and adhered.

Mediation: • WHAT I want you to do is…

• W HY I want you to do it (as concretely and non-verbally as possible, as per the above example), and • H OW I’d like you to do it – with concrete instructions – can often make an enormous difference both for children and their parents in terms of understanding and engaging, and for (continued on page 16)

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Preschool Matters Term TWO 2014

“Working with children and their families from generational poverty can cause enormous challenge and frustration for people who’ve been immersed in a world of middle class if these cultural differences are not recognised and accommodated. It can also be an incredibly rewarding journey with untold joys for everyone involved”, Nairn Walker.

us as practitioners developing positive and productive relationships and learning outcomes.

Think of little Bolivian Alejandro from his goat herding village trying to get his head around thriving in a technologically advanced mega-city in the Middle East… why does this action even matter, and how do I do it?!?

3) Use Adult Voice whenever possible.

The voice of the negotiator, the Adult Voice identified in Transactional Analysis builds relationships of mutual respect with children, parents and colleagues. Rather than instruct or use power ‘over’, this voice invites. It asks: ‘What’s your plan?’ It says, ‘I want you to pack up those blocks’, rather than, ‘You need to’, ‘You should…’ or ‘Because I said so!’ which is the Parent Voice; much more likely to cause fractured relationships and build hostility.

Parent voice is important sometimes for protection and often necessary to stop a behaviour, but if you are wanting a child or parent to change a behaviour that is causing challenge, using Adult Voice is the key.

It requires that as an educator, I take responsibility for myself and my actions.

‘I need you to listen carefully’ is me owning what I need. Saying to a child that ‘You need to listen carefully’ is me trying to make the child own something they may not be committed to or even interested in… he or she may be much happier completely ignoring me.

Using Adult Voice then, consciously or unconsciously, provides a very powerful tool to build and maintain relationships of mutual respect, fundamental to emotional attachment and function for children and adults, and to effective learning.

Payne’s text also explores this strategy in more detail, as do Transactional Analysis authors Eric Berne and Claude Steiner in a number of their books including Scripts People Live and I’m OK, You’re OK. In conclusion, then… working with children and their families from generational poverty can cause enormous challenge and frustration for people who’ve been immersed in a world of middle class if these cultural differences are not recognised and accommodated.

It can also be an incredibly rewarding journey with untold joys for everyone involved. Just as Abu Dhabi may well seem intimidating and overwhelming for a little village boy from Bolivia, it also holds many secrets and wonders for him to discover.

I trust this material might support you in unlocking the richness of cultural diversity for both you and the children and families with whom you work.

Nairn Walker, Trainer and Consultant, Social Solutions… educating for a positive now. info@socialsolutions.com.au

Nairn Walker will be delivering her keynote presentation at the 2014 Early Childhood Education Conference, Together we grow – preparing children for life on Saturday 31 May. To register for the conference or for more information go to www.togetherwegrow.com.au

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Preschool Matters Term two 2014

Register on-line To register on-line for the conference and to find out more about the program and speakers, visit our website www.togetherwegrow.com.au

New to the Early Childhood Education conference this year The Together we grow conference reference committee develops the themes of the conference and puts together a program which is filled with local and internationally renowned speakers. The Together we grow conference reference committee comprises a group of experts representing a diverse range of early childhood and family organisations.* The committee also works with the presenting partners to improve the conference experience for everyone attending, including taking a greener approach to organising the conference and creating some socially responsible initiatives.

This year we will substantially reduce our use of paper. Thanks to Officeworks, presentations will be provided to attendees on individual USB sticks. We will not be including inserts in our conference pack this year and have sourced bags which are ethically manufactured using renewable materials.

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The water at the conference will be supplied by Thankyou™ which is a social enterprise that funds life-changing and sustainable water projects in developing nations. Thank you gifts for conference presenters will include a donation to programs supporting asylum seeking children in detention centres and chocolates from the Mildura Chocolate Company who provide work-skills for its supported workforce.

The Conference App The 2014 Together we grow app is designed to enhance your conference experience. It enables you to create your own schedule, record your program selections, access the latest program, session and speaker information, browse the trade fair exhibitors and receive up-date alerts.

To download free to your mobile or tablet simply go to eventmobi.com/ togetherwegrow in your mobile or tablet browser and the app will download automatically.

* The Together we grow conference reference committee includes representatives from Community Child Care, Centre for Community and Child Health, City of Melbourne, City Of Monash, Department of Education and Early Childhood Development, Early Childhood Intervention Australia, Early Learning Association Australia, Family Day Care, FKA, Gowrie Victoria, Noah’s Ark and Playgroup Victoria.

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Preschool Matters Term TWO 2014

Keeping children safe in cars

An interview with Dr Julie Brown

our main objective is to develop solutions that can be used easily in the real world.

2. How does/can this research inform policy makers and influence change in the use of child restraints and in keeping children safe as occupants of motor vehicles?

Our research in the area of child occupant safety is a good example of how we use a wide variety of methods to understand a problem and then develop ways to address these problems. Policy makers need evidence to develop strategies to address injury and we provide policy makers with evidence.

Dr Julie Brown is one of Australia’s top experts on reducing injury among child occupants in motor vehicles. She leads a research team at Neuroscience Research Australia, and is a founding member of the Child Restraint Evaluation Program which provides expert, independent information for consumers on the purchase and correct use of child restraints.

1. Could you please tell us about the research that you lead at Neuroscience Research Australia?

My research focuses on reducing unintentional injury, particularly among children, that result from road traffic trauma. Injury is the number one cause of death and disability among children and traffic related injury accounts for a substantial proportion of this problem.

The type of research we undertake includes trying to understand the nature of specific injuries, the reasons why these injuries happen and developing ways to prevent or to reduce the likelihood of injury. We do this by analysing data collected by government departments, conducting field studies to understand the mechanisms of injury and the prevalence of risk factors in the community. We also do laboratory studies to develop countermeasures to these risk factors.

At Neuroscience Research Australia we do very practical applied research because

Australia has a long history of good child occupant protection. When we started the research in 2003, we found that 98% of children were using some form of restraint whenever they travel in a car. This is a very high rate of restraint use compared to many other countries around the world.

However, we were still seeing significant numbers of children injured in car crashes.

At that time about 70 children were dying each year across Australia in car accidents, and in NSW alone, another 1300 were being hospitalised every year after being in a crash.

To try and understand how these restrained children were being seriously injured, we started conducting in-depth crash investigations by talking to the families of children who had been injured.

We looked at their cars, their child restraints and the types of injuries they received.

We found that all of the seriously injured children in our sample were either using restraints that were designed for older children or adults, or they were using the restraints incorrectly. We did some laboratory crash testing and demonstrated how these suboptimal forms of restraint increased the risk of injury. We then looked at how children across the population of NSW were using restraints and we found that less than 20% of children were using the right sort of restraint and using it correctly.

Our research told us that there was a lot of confusion amongst parents when it came to child restraints. Many parents didn’t have the information necessary to make an informed decision on the right sort of child restraint and how to use it.

This research work has helped policy makers draft changes to legislation to clarify the types of restraints that children of different ages should use. It also helped identify the types of educational messages that parents and carers needed to help them make the best decisions for keeping their children safe in cars.

3. What is the CREP program and why was it introduced?

CREP stands for the Child Restraint Evaluation Program. It is a consumer information program, like NCAP used for new cars, that gives star ratings to child restraints based on their dynamic performance and their ease of use.

All restraints sold on the Australian market must pass the Australian Standard, which is one of the toughest in the world.

However, the Standard only sets minimum design and performance requirements.

Back in the late 80’s those undertaking testing of child restraints noticed that some restraints were just passing the Standard requirements while others were performing at a much higher level.

CREP assess the dynamic performance of the restraint above and beyond the requirements of the standard and then communicates these results to the general public.

The purpose is twofold. Firstly this allows consumers to use this information in making their purchasing decisions.

Secondly this puts market pressure on manufacturers to supply restraints with the best possible performance.

Similarly the “ease of use” rating encourages manufacturers to develop restraints that are easy to use. Our field studies have shown us that errors in restraint use are very common. CREP tries to drive improvement of restraint design

Preschool Matters Term two 2014

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“Australia has a long history of good child occupant protection. When we started the research in 2003, we found that 98% of children were using some form of restraint whenever they travel in a car. This is a very high rate of restraint use compared to many other countries around the world”, Dr Julie Brown.

and as well as the quality of instructional information accompanying restraints to decrease these errors.

and slumping affects seat belt fit because the belt no longer sits across the strong bony parts of the chest and pelvis.

4. Many parents are confused about when to move their children from one type of restraint to another. What are the issues around children staying in booster seats and the issue of age verses height?

The vehicle environment, i.e. the seats and seat belt systems, are designed for adult occupants. Booster seats are designed to increase the seated height of children to help them achieve a better seat belt fit.

Children need to continue to use booster seats until they can adequately achieve good seated posture and seat belt fit on the vehicle seat.

Booster seats can also help seat belt fit by assisting children to maintain an upright posture – if a small child sits on a vehicle seat they will tend to slouch so that they can bend their knees over the front edge of the vehicle seat. Sleeping children will also tend to slump sidewards. Slouching

3. Sit with the shoulder belt across the mid-shoulder

The five step test can help parents in making this decision. Assess if your child can; 1. Sit with their back against the seat back 2. Sit with their knees bent comfortably over the front edge of the seat cushion

4. Sit the lap belt low across the top of the thighs 5. Stay in this position for the duration of a trip

Australian law says that all children up to age 7 must use a booster seat. This means that parents have to make the decision about whether or not too move their child out of a booster seat after their child turns seven years.

All new booster seats coming onto the market will have shoulder labels to help guide parents in making this decision.

Children should stay in their booster until their shoulders are above the upper shoulder height marker. Once this happens the parent can use the five step test to decide whether or not the child needs a larger booster or if they are ready to travel in the car without a booster.

Decisions around booster seat transitions should therefore be based on age and stature – weight is not important.

5. What can early childhood educators/ services do to educate families on child restraints or influence the habits of parents/carers?

Research shows that many families go to early childhood educators for information on children’s health and well-being; keeping children safe in cars is an important area of child health.

We have demonstrated through a randomised controlled trial that multifaceted interventions and working collaboratively with educators, families and communities is the best approach to positively influence how children at these services travel in their family car.

CREP website The CREP website is a great resource for parents and carers that can inform purchasing decisions. It provides objective comparisons on the performance of restraints. As well it provides information on ratings and correct use of child restraints. www.crep.com.au

This approach includes educating the educators, providing information and workshops for parents and integrating road safety education into early childhood service’s curriculum and policies. It is important that early childhood educators and services ensure they are up to date on best practice in safe transportation of children and have the latest materials on hand to support their families.

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Preschool Matters Term TWO 2014

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Preschool Matters Term two 2014

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Preschool Matters Term TWO 2014

Play, Learn, Read

Creating Specialist Volunteers for Early Childhood

picture book exploration and games. Using a variety of props and resources, children are provided with a rich language environment and reading experiences that they may not encounter within their family environment.

The intensive training program includes a period shadowing an experienced Play, Learn, Read volunteer. The training enables the volunteers to learn how to develop: • p re-verbal skills and socialisation through play, including turn taking, attention, listening and eye contact; • o ral language development for children; and • e arly literacy training through a interactive reading program designed for preschool children.

Feedback from partner sites indicate that the project has contributed significantly to the children’s improved early literacy and oral language skills, expanded vocabularies and confidence.

Ardoch Youth Foundation partners with early childhood centres in areas of high need to support young children from culturally and linguistically diverse backgrounds who also experience significant disadvantage as a result of issues such as poverty, neglect, domestic violence, parental substance abuse or delayed development.

Ardoch provides targeted support to enhance young children’s learning opportunities in preparation for a successful transition to primary school.

Recognising that poor literacy is one of the most significant barriers to education success and that literacy underachievement often stems from limited oral language development and exposure to books and reading in the early years, Ardoch identified the need for a specialised model of skilled volunteer support for early childhood services in disadvantaged areas, with a particular focus on developing children’s early literacy, oral language development and socialisation skills. The Baker

Foundation has made a significant three-year grant which is enabling Ardoch Youth Foundation to develop, pilot and roll out our inspiring new Play, Learn, Read program to meet this need.

The Play, Learn, Read program is now well established in both Rupert Street Childcare Centre and Kindergarten in Collingwood and Cooke Court Childcare Centre and Kindergarten in Richmond (both run by Lentara UnitingCare). There is a growing team of skilled volunteers, many of whom have helped to develop the training package and provided support and guidance for new volunteers. Ardoch has identified new partner early childhood services where this program will be rolled out during 2014 and have established a partnership with Community Kinders Plus, who manage early childhood services in Frankston and the Mornington Peninsula.

The volunteers also support the children in play activities, actively encouraging their use of language and socialisation skills, and help to extend the children’s oral language and vocabulary through conversation,

The Director of Rupert Street Childcare Centre and Kindergarten says that “Children anticipate the regular contact with the Ardoch Play, Learn, Read volunteers. Relationships are formed between volunteers and children building secure, trusting connections for learning.

Individually focused communication, reading and literacy programs enhance each child’s learning. Volunteers reflect on

Preschool Matters Term two 2014

“Children anticipate the regular contact with the Ardoch Play, Learn, Read volunteers. Relationships are formed between volunteers and children building secure, trusting connections for learning”, Director, Rupert Street Childcare Centre and Kindergarten.

the needs of individual children and focus their attention on engaging with each child in a way that is meaningful to them.”

Play, Learn, Read. This will provide the evidence to expand the program to more areas of high need.

Volunteers also provided very positive feedback about their involvement in the program. One volunteer says, “When I started the Play, Learn, Read session I had a child who was crying all the time and she didn’t engage with the stories, but now she doesn’t cry anymore, she pays attention to every story and she participates often.”

Ardoch is currently seeking volunteers for Play, Learn & Read at partner early childhood services in Inner Melbourne, Geelong, Frankston and the Mornington Peninsula. If you have a passion for early learning and would like to find out more about becoming a volunteer, please contact Ardoch on 03 9537 2414 or at volunteers@ardoch.asn.au.

In 2014, Ardoch will be commissioning an external evaluation of the impact of the

Project highlight One highlight for the project during 2013 was a visit by the then Governor-General, Dame Quentin Bryce AC CVO, to see Ardoch’s ‘Play, Learn, Read’ program in action at Rupert Street Childcare Centre and Kindergarten as part of Ardoch’s 25th anniversary celebrations.

The Governor-General became Ardoch Youth Foundation’s Patron in 2012 and was delighted to join us to observe Sue Barr, an experienced Play, Learn, Read volunteer, as she captivated the children with an animated reading of The Big Animal Mix-up. Quentin Bryce then read to the children herself and had personally chosen Mem Fox’s new book, Yoo-Hoo, Ladybird to read, which the children loved and they swarmed around her to help find the ladybirds on each page. She greatly enjoyed meeting and reading to the children and learning more about this important project.

One volunteer’s story – Ros “I moved from Western Australia to Melbourne in 2010 to be with my daughter and grandchildren. Until then I had been a kindy teacher at an Aboriginal kindy. I loved working with my children for ten years and missed them. So I am aware of the importance of those early years for learning and bridging any gaps.

When I looked into volunteering I was impressed with Ardoch’s ethos and emphasis on education. Also, I loved working with small children. At Stonnington Primary School, I listen to the children in Prep read their first reading books. It is very exciting for them and they love to tell little stories about themselves. It is great to listen to them read and see their amazement as they ‘read’ a story.

I started volunteering for Ardoch’s Play, Learn, Read pilot project in 2012. I find that it is a perfect fit for my interests and expertise. Children love to be read to, so my book collection is great for Rupert Street Childcare Centre and Kindergarten. At Rupert Street we work with a small group of children who benefit from having access to stories that they may not be exposed to at home. I get a lot of enjoyment from reading stories, playing games and singing as we read through a selection of books. The children are very receptive and enjoy the session.

The centre is in a lovely setting and the teacher is an excellent organiser who is really appreciative of our efforts.

One of the best things about working with children is their little pearls of wisdom: “Why do you look so old this week?” or “What are all those lines on your face, are you very old?”

It makes my day when I first arrive and the children say “Hi Ros” and are pleased to see me. This interaction makes it all worthwhile and I feel as though I must be contributing something to their development.”

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insurance PARTNER: Insurance House

Preschool Matters Term TWO 2014

MAKE UP PAY INSURANCE You will most likely be aware that any employee who suffers a work-related injury has access to Workcover benefits. These benefits commence at 95% of the employee’s pre-injury wage and reduce thereafter at 13 weeks and again at 52 weeks.

You may not however be aware that within the terms of the Victorian Early Childhood Teachers and Assistants Agreement, you have an obligation to make up the difference between the Workcover benefit payable and the employee’s pre-injury wage.

We have negotiated a Make Up Pay insurance product with Professional Risk Underwriting Pty Ltd (on behalf of certain Lloyd’s of London underwriters), which will provide your Kindergarten/Pre-school with insurance protection against your liability to provide this make-up pay to injured workers who receive Workcover benefits.

As an indication of the cost to you, the premiums for various wageroll bands are outlined below: Premium schedule Wages up to $50,000

Total premium payable $155

Wages between $50,001 and $75,000

$185

Wages between $75,001 and $100,000

$240

Wages between $100,001 and $150,000

$320

Wages between $150,001 and $200,000

$455

Wages between $200,001 and $250,000

$565

Wages between $250,001 and $300,000

$675

Wages between $300,001 and $400,000

$750

Wages between $400,001 and $500,000

$900

Wages between $500,001 and $750,000

$1,350

Wages between $750,001 and $1,000,000

$1,500

Insurance House Group, with the support of ELAA, recommend that you effect this insurance to enable you to better manage the cost of your obligations to injured workers to maintain their income during prolonged periods of disability.

Please contact Jo Broderick at Insurance House on 1300 305 834 for a quotation or to arrange immediate cover.

ADVERTISING

Does your committee need some extra help to solve an ongoing issue?

ELAA’s consultancy service is here to help.

ELAA offers a wide range of individually tailored, specialist consultancy services to the early childhood services sector.

ELAA has the expertise to provide advice, support and practical solutions for new ways of working. We regularly consult to independent committees of management and cluster managers on a range of projects; OHS compliance and training, staff handbook review, board/committee handbook review, policy review, staff recruitment and retention, program timetabling, staff rosters and much more.

We offer very competitive rates with special discounts for members. To speak to our ELAA Consultancy Coordinator about how we can help you contact us on 03 9489 3500 or email elaa@elaa.org.au or visit our website elaa.org.au for more information.

WORKCOVER PARTNER: ALLIANZ

Preschool Matters Term two 2014

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ELAA Partnering with Allianz Workers’ Compensation Insurance Allianz knows the importance of having peace of mind when growing your business.

Peace of mind when growing your business means making the right choices along the way, including the important one about workers’ compensation insurance. Your workers’ compensation insurance should work as a ‘silent partner’ with your business to protect you and your employees when you need it most.

When contacting us to arrange cover, make a change to an existing policy, or to lodge or enquire about a claim, we make it easy for you, exceeding your expectations.

As the preferred WorkCover agent of the ELAA, Allianz will provide you with: • A n Account Manager to oversee your Workers’ Compensation program; • C laims management expertise that will return your injured workers to employment sooner; • Occupational Health & Safety support and guidance; • Access to Allianz training courses and events.

2014 National Training Schedule now available To help members of the ELAA begin planning their training requirements for the new year, Allianz’ workers compensation courses for 2014 are now available online.

As well as standard course offerings, three new courses have been introduced. New courses for 2014 are: • I ncident Investigation – This course will provide participants with an overview of incident investigations, reporting, notification obligations and prevention strategies in the workplace; • P revention of Musculoskeletal Injuries in the Workplace – This course will examine the common causes of musculoskeletal injuries, including manual tasks and slips, trips and falls. The course will focus on prevention and provide ergonomic principles and risk management strategies to implement in the workplace.

• E nhancing Wellbeing in the Workplace – This workshop will help you understand the impact of health and wellbeing levels on workforce capability and the benefits that a wellbeing program can add to your workplace. It will also assist you to develop and implement a strategic wellbeing program in your workplace.

For more detailed descriptions of these new courses and all other courses available go to http://www.allianz.com.au/ workers-compensation/training/

The online National Training Schedule, gives you access to book your training courses 24 hours a day, seven days a week.

Other benefits include immediate confirmation for your booked course, email and SMS reminders and the ability to pay for courses via EFT, MasterCard or Visa, that incur a fee.

Our 2014 training offerings will be reviewed quarterly to ensure they continue to be relevant and topical. Courses scheduled for the second half of 2014 will be released in March.

For all queries regarding the ELAA/Allianz partnership and the benefits it provides or general queries regarding Workers’ Compensation, please contact your Allianz Business Account Manager, Danielle Hickey, on (03) 9234 3413 or via email danielle.hickey@allianz.com.au.

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Preschool Matters Term TWO 2014

ADVERTISING

Everything your kindergarten needs.

In addition to our guaranteed everyday lowest prices across the widest range in Australia, Officeworks has partnered with ELAA to bring members: • • • •

Preferential pricing Dedicated Education Account Managers A dedicated ELAA ordering website FREE delivery

Open your Education Account today by calling 03 8575 1828 or visit www.officeworks.com.au/education

From Australia’s

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national Quality Standard resources Play and educational resources Child development resources Curriculum resources Music and dvd's Children's literature

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Early Childhood Australia is the country’s leading non-profit early childhood advocacy organisation.

For 75 years, we have published a wide range of resources for early years educators and practitioners.

View our e-catalogue at: www.earlychildhoodaustralia.org.au/catalogue

RECRUITMENT PARTNER: McARTHUR

Preschool Matters Term two 2014

27

ADVERTISING

After 20 years, McArthur is still placing the best early childhood people, in the best environments.

McArthur has been delivering recruitment and career solutions to the early childhood education sector for over 20 years. During that time, we’ve learned a lot ourselves and it’s our unparalleled experience which allows us to deliver Best People Fit scenarios every time.

We speak your language, and know your challenges.

All our consultants have an intimate knowledge of your industry and its challenges. They have either worked within, or have extensive experience recruiting for the sector. The majority are tertiary educated in a relevant discipline and keep across all industry trends and contemporary practice through continuous training and development.

It’s not just what we know, it’s who we know.

After 20 years as Australia’s leading recruiter for the sector,our networks are extensive. We know the movers and shakers and the up and coming stars. We know who’s looking for a career move and who’s looking for new staff and can quickly match recruitment needs with the best possible skills sets and experience.

We’re part of your world.

McArthur is as much part of the Early Childhood sector as you are. We put a lot back through the McArthur & ECA Leadership Development Scholarship, McArthur & ECA Student Encouragement Award and the Australian Family National Early Childhood and Care Awards. We also sponsor key events including the Unpacking Conference, In Conversations and the Semann and Slattery Early Years Learning Framework.

We keep your finger on the pulse.

We maintain strong relationships with a wide range of reputable RTO’s who provide continuous training and up-skilling to all our staff and candidates. It allows us to move our thinking as quickly as the industry develops, making sure we always deliver staffing and career solutions that meet changes in legislation, business practice and statutory requirements.

preschool matters half page.indd 1

15/01/13 11:06:31

TIME FOR AN UPGRADE ‘Best Fit’ recruitment

solutions ... 24/7

McArthur provide both permanent and temporary workplace/ career solutions across all skill sets including: • Management roles • Early Childhood Directors • Early Childhood Teachers • Diploma Trained Workers

• OSHC and Vacation Care • Food Preparation roles • Cooks • Certificate Trained Workers

We offer a 24/7 service and guarantee a consultant will be in contact within one hour. So call the Early Childhood team on 9828 6565

Talk to us about rejuvenating your outdoor play areas.

From simple makeovers to major upgrades.

We offer an extensive range of products and working with you will create a fun filled, action packed, cost effective upgrade for your kinder.

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MAXI SAIL SHADE SYSTEMS. Sails and Structures MASTERPLAY FLEXIBLE PLAY SYSTEMS SANDPITS and FITTED COVERS RUBBERFLEX – RUBBER SOFTFALL SOLUTIONS ‘BALINESE’ OPEN PLAY HUTS • SWING FRAMES DRY CREEK BEDS • TEE-PEES • ARBOURS SECRET GARDENS • DIGGING PATCHES DRAMA STAGE and ACTIVITY PLATFORMS LANDSCAPING AND ALL SURFACES Your new playground is only a phone call away phone 9876 4112 mobile 0414 348 188 email pjoe @rabbit.com.au

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Preschool Matters Term TWO 2014

Member profile In this edition of Preschool Matters we catch up with

Dr Ric Haslam President Ivanhoe Children’s Community Cooperative Photo: Ric (right) with wife Petrina, daughter Adelaide Rose and son Henry. Supplied by anna.lord photography.

Why did you volunteer for the Committee of Management? Firstly I wanted to offer my help to keep Ivanhoe Community Children’s Co-op a fantastic place for childcare and early learning. I haven’t been on a parents’ board before and thought that it would be interesting. I wanted the Coordinator and staff to feel that there are parents who want to support them. I guess I also wanted to know how the Co-op runs, since my kids are there every week.

the year levels so I have a strong interest in all three groups. I think I’m always aware of the potential conflict of interest, where something relates more directly to one of my kids. I usually try to state it up front if I’m talking with a staff member, and especially if there is some kind of problem we are dealing with.

What does your role involve? It’s less than I’d expected! We conduct a two hour evening Board meeting each month. I have a word with the Co-ordinator at least every week to see what the main issues have been and occasionally to provide useful advice.

I’ve also familiarised myself with the Standards and regulatory framework for child care and early learning in Victoria.

What is the most rewarding aspect of your role or your involvement with the Co-op? My role has little to do with the day-to-day operations which are the real strength of Ivanhoe Co-op. I know that there needs to be an informed and interested Board to support that dependable, high quality care, so it’s good to know that I have a part to play. It’s been a real pleasure to get to know my fellow Board members, who all seem pretty exceptional to me.

How do you manage your dual roles of being a parent and committee member/employer? Melinda, our fabulous Co-ordinator, is pretty accustomed to the dual roles and has been a big help.

She’s always clear which hat I need to be wearing. My kids have moved up across

Have you driven changes at your service or faced any challenges? The Co-op is constantly in development. Last year the Board was able to invest in solar panels and a new shed for the outdoor area, plus some more major building works in the main house. Together, the Board has spoken

a lot about the real pleasure we get from participating and contributing to the Co-op community. We’ve approached our members – the parents – a bit differently this year and have more directly encouraged them to tell us how they can help the Co-op to become even better. Lastly, this year the Co-op is turning 40, so we’re in the run up to a big celebration in May. I’m most inspired by… Well, at the Co-op I just think the staff are an amazingly talented, compassionate and enthusiastic group of carers and educators. I feel proud to be able to help them to do their work.

I am inspired when they do everyday things so reliably and thoroughly, and when they go the extra mile. I work at the Royal Children’s Hospital and as well as the amazing building, I get to see plenty of pretty inspiring patients, parents and staff.

What makes me laugh… My wife makes me laugh. She’s a natural comic, and one of the few people I know who has actually slipped on a banana peel. I also think little children explaining themselves, and putting their spin on things is pretty funny.

Have you registered for your free e-News from ELAA? e-News is delivered free each month and features all the latest news from the sector, including information on training and resources. For more information visit www.elaa.org.au/e-newssubscribe

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Starting Out Safely Professional Development for Educators

Starting Out Safely, funded by VicRoads, is Victoria’s early childhood road safety education program.

Early Learning Association Australia delivers free road safety education professional development for educators involved in teaching and planning curriculum in early childhood services. These sessions are also suitable for bachelor or diploma of early childhood students.

The professional development sessions can be delivered via your existing teacher network meetings or we can tailor sessions to fit within your organisation’s PD calendar.

The 1½ hour interactive session, presented by leading early childhood education experts, gives educators practical strategies to support young children’s learning about road safety, centered on the latest evidence-based research.

The session will identify how road safety education links to the EYLF, the VEYLDF and the National Quality Standard. The session also introduces the National Practices for Early Childhood Road Safety Education.

Event details If you are interested in organising a session for your staff or students, please contact the road safety education team on (03) 9489 3500 or email rse@elaa.org.au

ELAA delivers Victoria’s early childhood road safety education program, Starting Out Safely, on behalf of VicRoads. Contact the RSE team on (03) 9489 3500 or email rse@elaa.org.au