The voice for parents and service providers
PRE SCHOOL MATTERS Early childhood education preparing children for life term four 2013
Healthy Eating Starts Early Keeping Children Safe Online Is Your Service Healthy?
Preschool Matters Term four 2013
in this edition
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PRESIDENT’S REPORT Welcome to the last edition of Preschool Matters for the year – and my last as President of ELAA. During my six years on the board of KPV/ELAA, many significant reforms have impacted on the early childhood education and care sector. Initiatives such as the National Quality Standards, Universal Access, and the Early Years Learning Framework have been positive steps consistent with ELAA’s vision of excellence in early learning for every child.
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Building on solid foundations; ELAA’s future directions
Being afforded the opportunity to be President of ELAA has been a true honour and privilege. I want to thank the board and staff for their support, hard work and commitment during my time at ELAA. Working together with members and stakeholders, we have truly transformed our organisation and overseen lasting achievements in the sector. I am confident that ELAA, with a revitalised focus on the future, will continue to provide high-quality advisory services, training and information for all our dedicated parents and professionals. We will also continue to be a strong national voice for the interests of children, families, and service providers at the highest levels of government, and in the public domain.
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We were pleased to welcome Shane Lucas as ELAA’s new CEO in July. Shane comes to ELAA with extensive public policy, industrial relations and senior management experience. I have no doubt that Shane will build on a very solid foundation. In this edition of Preschool Matters, Shane elaborates on ELAA’s strategic directions and our future focus. Playgroup in immigration detention
02 News & events 04 Advice and training in term 4 17 Good governance – organisational health and safety
This issue features stories on children’s health and safety – an NQS benchmark (Quality Area 2) – and showcases innovative programs promoting good nutrition and healthy eating for children and families. We also explore cyber safety and ‘’screen-time’’ for young children as parents and educators grapple with rapid technological advances. I am very proud of what we have achieved at ELAA at a time of rapid change – and I am excited about the future for our sector and our members. I wish you all the best for an enjoyable last term and a safe and happy new year.
18 Bicycle helmet safety education
Danny Pearson President
CEO Shane Lucas
Printing BLS Printing @ www.blsprinting.biz
President Danny Pearson 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 2013. 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: Annie and Melson, Box Hill North Primary School Kindergarten. Photo: Phil Roubin.
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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news & events
VECTAA Enterprise Agreement Update
Romp & Stomp Fun Day For Children Celebrate Universal Children’s Day and join us at Romp & Stomp fun day for children. ELAA and other early childhood organisations are hosting fun, educational activities especially for children aged 0–5 years at the Melbourne Museum on Wednesday 23 October, 10 am to 3pm. Visit rompandstomp.org.au for more information. Photo courtesy of the Melbourne Museum.
Recruiting staff in 2014 Employers and service providers need to be aware of the qualification requirements that commence on 1 January 2014 when recruiting staff next year and beyond. Offers of employment should include the following conditions; • u nqualified educators or kindergarten assistants should either hold, or be actively working towards, an approved Certificate III in Children’s Services • d iploma qualified educators or activity group leaders should either hold, or be actively working towards, an approved diploma level qualification • t eachers should either hold, or be actively working toward (and completed at least 50%) an approved teaching qualification. (This transition provision for teachers applies until 31 December 2015) • t eachers in funded programs however need to have completed a teaching qualification unless DEECD has given written approval for funding outside the guidelines. Employers should regularly monitor the progress of employees working towards the completion of the qualification and take further action if the condition is not met. For more information members can contact the ELAA advisory team on 9489 3500 or refer to our IR Bulletin which members received in September.
In April this year, ELAA sought and was granted a Single Interest Declaration under the Fair Work Act 2009 by the Federal Minister for Employment and Workplace Relations, and also received authorisation from the Fair Work Commission to negotiate as a single interest employer group. Formal negotiations with the Australian Education Union and United Voice commenced in July for a replacement agreement and ELAA has set up a regular schedule of meetings with the two unions for the purpose of these negotiations. ELAA is working closely with the Municipal Association of Victoria, the employer association representing local government authorities employing early childhood teachers and assistants, in these negotiations. ELAA has also been working closely with its IR Reference Group seeking their advice and input, and has been keeping all services who have nominated ELAA as their bargaining agent informed through regular editions of the Enterprise Bargaining Special e-News.
Preschool Matters Term four 2013
ACNC reporting ELAA members who have registered with the Australian Charities and Not-for-Profit Commission (ACNC) as a charity are reminded that they must submit their first annual information statement for the 2012–2013 reporting period by 31 December 2013. Annual information statements must be sent within six months of the end of a charity’s reporting period.
Considering Kindergarten Cluster Management? ELAA has developed a resource to assist services in researching Kindergarten Cluster Management. The Kindergarten Cluster Management Kit contains comprehensive information and tools which guide services through the research and decision making process. This kit, funded by DEECD, includes checklists, legal considerations and much more to help committees make a decision for the best possible outcome for their service. The kit is free and can be down loaded from the ELAA website, go to www.elaa.org.au/ services_resources/free_resources
Out & About The CEO and staff at Early Learning Association Australia continue to visit members across Victoria and advocate on their behalf. Here’s a snapshot of where we’ve been and what we’ve been doing in term 3, 2013. Barwon South West
Cluster Management training RSE professional development 18 ThingleToodle sessions
Bundoora
Leadership training
Geelong
Cluster management meetings Governance training
Gippsland
23 ThingleToodle sessions
Golden Plains
Cluster management support
Grampians
30 ThingleToodle sessions
Hume Region
37 ThingleToodle sessions
Lakes entrance
Governance training
Metropolitan
CEO meeting with Minister Lovell CEO attending VCOSS Peaks State-wide Forum
Changes to Fair Work Act ELAA members may be aware of the amendments to the Fair Work Act that commenced on 1 July 2013. A number of the “family friendly” amendments relating to concurrent unpaid parental leave, special maternity leave and flexible work arrangements have already come into effect. The balance of the amendments will come into effect on 1 January 2014, including the new bullying complaints jurisdiction and union right of entry provisions, which have given the green light for discussions to take place in lunch areas. In addition, employers will need to consult with employees (and their representatives) covered by a Modern Award or Enterprise Agreement about changes to rosters. For more information members can contact the ELAA advisory team on 9489 3500 or refer to our IR Bulletin which members received in September.
VECTAA negotiations 112 ThingleToodle sessions 8 RSE professional development sessions Leadership training NQF training Moorabool
OH&S training
Mornington
Governance Training
Sydney
CEO presents at ACECQA conference
ELAA 2013 Annual General Meeting 24 October 2013 We are pleased to invite you to attend the Early Learning Association Australia Annual General Meeting. Date: Thursday 24 October 2013 Venue: Treacy Centre, 126 The Avenue, Parkville Time: 6.30pm for 7pm start RSVP: By Friday 18 October to Andrea Foreman on (03) 9489 3500 or aforeman@elaa.org.au
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advice & Training Training in term 4 ELAA provides training, workshops and seminars for a range of audiences in the sector.
For Parents Why won’t they do as their told! What is a voluntary closure policy? David Haesler, early childhood management advisor, ELAA It is a funding requirement of the Department of Education and Early Childhood Development (DEECD) that service providers inform parents and carers about session times for the year at the commencement of the kindergarten year. This includes service closures due to professional development activities and child-free days. This information should be provided as part of a voluntary closure policy. The voluntary closure policy should include; • t he criteria for voluntary closure – what are the circumstances and how will the decision will be made? • t he impact of the closure on the capacity to deliver the required hours of service as per the funding agreement (for example, make-up days)
Presenter: Jo Lange When: Thursday 17 October Time: 7–9pm (registration starts at 6.45pm) Where: Treacy Conference Centre, 126 The Avenue, Parkville Cost: $35
For Educators Quality documentation of learning and development; understanding the requirements of the NQF Presenter: Catharine Hydon When: Monday 28 October Time: 9am–2.30pm (bonus RSE session 2.45pm–3.45pm) Where: Victoria University, Melbourne Cost: Members $60, non-members $125
Being & becoming an effective leader; recharge your batteries and reclaim your spirit Presenter: Jo Lange When: Thursday 31 October Time: 7pm–9pm Where: Treacy Conference Centre, 126 The Avenue, Parkville Cost: members $60, non-members $125
• the financial implications (fees and funding).
The distance travelled: assessment of children’s learning
A service provider’s voluntary closure policy should be based on local research and discussion with the appropriate DEECD regional office. Generally such closures will not impact on kindergarten funding from the DEECD.
Presenter: Catharine Hydon When: Friday 1 November Time: 9am–2.30pm (bonus RSE session 2.45pm–3.45pm) Where: Treacy Conference Centre, 126 The Avenue, Parkville Cost: Members $70, non-members $130
The 2013 kindergarten guide can be downloaded from; http://www.education.vic.gov.au/ Documents/childhood/providers/funding/ kinderpolicycriteria.pdf
For more information and to register for a training event visit the training section at www.elaa.org.au.
Preschool Matters Term four 2013
Our work in action ELAA provides intensive support to help services resolve governance and management issues.
SERVICE A
SERVICE B
SERVICE C
An ELAA member has been experiencing a difficult year including dealing with major staffing issues which led to terminating an employee’s contract and an unfair dismissal claim. ELAA supported and advised the service throughout this process.
A member contacted ELAA last term with concerns about their financial situation. The service was being under-utilised and overstaffed and there was no budget in place. Despite some careful planning for the move to a 15 hour program and the introduction of a ‘bush’ session there were some last minute withdrawals of enrolments which had impacted on their income.
A large cluster manager had been seeking regular advice from ELAA following a major change in senior staff.
This service contacted ELAA again for advice on a conflict between a parent and committee members, an out-dated constitution and confusion about how to maintain privacy and confidentiality while complying with the requirements of their constitution. After reading their constitution and considering other applicable legislation, ELAA assisted the committee in drafting a letter of response to the parent involved in the conflict. During the discussion it also became apparent that the constitution the committee have been working under is not the one approved by Consumer Affairs. Changes to the constitution were made at the Annual General Meeting last year but never sent to Consumer Affairs for approval. ELAA discussed strategies for addressing this issue and also provided advice about updating their constitution.
The treasurer was concerned that they may have only had enough money in the bank to cover the following two pay periods. A budget template was sent to the service to enable ELAA to assist them with developing a budget and cash flow projections. ELAA also advised the service about claiming the salary supplement for the teacher delivering the program for 4 year-old children, of which they were previously unaware. During the course of ELAA’s discussions with the committee of management, it became clear that the service does understand financial management principles. ELAA is working with the member to help them develop a budget and a program which is financially viable.
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
ELAA met with the new management on a number of occasions particularly in relation to helping them understand the staffing issues which had arisen, including portability of leave, historical perspectives of staff agreements and expectations, what ELAA does and the early childhood sector, generally. The cluster had also sought ELAA’s help to deal with the Fair Work Commission on an industrial relations matter. ELAA assisted the cluster manager with some very complicated calculations for Long Service Leave, provisions for services that are leaving the cluster and making sure that all their services had the same agreements. With ELAA’s support the cluster manager has been working toward improving their human resources procedures to avoid future staffing issues.
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Building on solid foundations and focusing on the future I was delighted to be appointed as CEO of ELAA in July this year. I want to thank the Board for giving me the opportunity to lead our organisation as we look to grow as a truly national peak body – and I want to thank the ELAA staff, members and partners across the sector for the welcome and support I have received. I want to build on the solid foundations laid down by my predecessor, Emma King, and by the Board – while focusing on the future and the challenges ahead. I am committed to representing and supporting our more than 1200 members (independent kindergartens, cluster managers, integrated services, long day care centres, local government, government and independent schools, and before and after-school care providers) in all our work. As ELAA evolves, we will continue to provide high-quality support, training and advisory services for members, and advocate for excellence in early learning for every child.
This work is ELAA’s core business, our ‘bread-and-butter’. It is why we get up in the morning. It is also the work that we do with, and for our members, that provides the foundation on which we will build and grow. Our advisory work, our training programs, our national conference, our resources – such as PolicyWorks – NQF and the Early Childhood Management Manual v2 – enable us to assist and connect with service providers, families, and educators and we will look to expand the relevance and reach of these services over the next three years. So how will we grow? What are ELAA’s strategic priorities over the next three years? ELAA’s 2014–2016 Strategic Plan will outline our future directions, grouped around three key areas of activity: Services – Partnerships – Influence.
Services Our work is our best advertisement. As we seek to become a more significant advocacy voice on the national stage, it is
the credibility and integrity demonstrated through our existing services that enables us to better influence policy makers and governments. These services and resources will also enable us to reach into parts of the sector across Australia where we have not been before. The ongoing implementation of the National Quality Framework and Universal Access provides us with the opportunity to adapt our services and resources to support service providers and parents outside of Victoria. We will do this and build on the foundation our services provide to grow our profile in the sector and identify new partners that share our commitment to excellence in early learning.
Partnerships ELAA has a long tradition of working in partnership with members, other organisations in the sector, in government, and in the commercial world. We successfully deliver projects such as the Starting Out Safely road safety education
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“I have consistently found that the ultimate goal shared by parents, educators and service providers is to support and provide excellent early learning experiences for children to prepare them for life.” Shane Lucas
project (with VicRoads), the annual Together We Grow conference (with Gowrie Victoria) and a suite of programs to support services to implement the NQF (with the Victorian Government).
this advocacy role has grown substantially, perhaps reflecting ELAA’s unique position – due to our membership base and our grounding in communities – as a bridge between families and services.
As we grow, we will look to identify and connect with new potential partners across Australia to support the provision of high quality early learning – and to strengthen relationships between families, educators and service providers.
With this role has come an increased capacity to influence early learning policy at the national level. By way of example, I was pleased to be invited to present at the inaugural Australian Children’s Education and Care Quality Authority (ACECQA) conference in Sydney in September and talk about our work engaging families and communities in the quality agenda ‘outside the fence’ of early learning facilities.
It is through our engagement in partnerships that we best demonstrate the link between ‘what’ we do (i.e. our services, training, resources and projects) and ‘why’ we do it (i.e. to support the delivery of quality outcomes for children and build the store of social capital linking parents, educators and service providers).
Influence As the voice of parents and service providers, ELAA participates in a range of government and sector forums and policy development processes at state and national levels. Over the past few years,
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ELAA is well-placed to influence the policy debate because of its capacity to bring different players and different perspectives together. We do not speak solely on behalf of a geography or a particular segment of the sector. We do not speak solely on behalf of parents or service providers. We engage and consult with a diverse range of stakeholders – and we will continue to consider the evolution of early learning policy through a wide
angle lens and to use our influence to help shape the agenda. During my short time in the role, I have met many of our members and partners and I am always impressed by the professionalism, dedication and passion of all those involved in this sector – and by people’s willingness to consider and embrace change. I have consistently found that the ultimate goal shared by parents, educators and service providers is to support and provide excellent early learning experiences for children to prepare them for life. Over the coming months, I will continue to consult with members and partners on how best we can represent you and advocate for excellence in early learning for every child. I am proud of what ELAA/KPV has achieved in our 22 years. We have learned a lot. But there is so much more to learn. Shane Lucas, CEO ELAA
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‘Playgroup’ in immigration detention Mid-morning each Wednesday in a secure facility in suburban Melbourne we, three qualified early childhood educators, try to create something for asylum-seeking children in immigration detention that many Australian children and families take for granted: access to a play-based early childhood program. Throughout 2013 there has consistently been more than 1000 children in some kind of secure, locked immigration facility in Australia and offshore processing camps. The most recent available information puts the number at 1731 (DIAC, May 31st 2013). In March, as a result of the increase in boat arrivals, capacity was created to house asylum-seeking families with children who had arrived by boat in a closed facility in Melbourne. Approximately 100 children are held there
at any given time, many of whom are young children below the age of 8 years. Families undergo health and preliminary checks on Christmas Island prior to their transfer to Melbourne, a process that can take up to three months. They are then expected to reside at the facility in Melbourne for only a short period of time before being placed in the community on Bridging Visa E or community detention conditions. Because of the supposed transitory nature of a families stay, there are no opportunities for children to access school or early childhood services in the community whilst they are being detained. The service provider who runs the facility provides daily English classes for children and adults. Other programs and activities are provided, but staffing and resources tend to make the scope of these limited.
Whilst there is a rapid turnover for many families, as we write this there are still a small number of families at the facility who arrived in Melbourne among the first transfers in March. In those initial weeks of seeing young children in that space, we decided to volunteer our time and expertise to provide a play-based program that would try to mirror what families might access when they become part of the Australian community. Our original proposal was to run a supported playgroup that would particularly support parents and children under 5 years. On beginning the playgroup in May we quickly decided to be flexible to the needs of the people accessing the program, rather than being rigid about plans and definitions. The practice of our ‘playgroup’ has therefore become something quite different to what the name invokes. The space that we use is the area that accommodates visits in the afternoon and evening. Although there is no child-sized furniture, there is plenty of room for ride-on toys. As best we can, we set up the environment like a kindergarten room with regular activities like painting,
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In those initial weeks of seeing young children in that space, we decided to volunteer our time and expertise to provide a play-based program that would try to mirror what families might access when they become part of the Australian community.
require specialist intervention and we are trying to create pathways to accessing support once they are in the community. Some cultural stigma surrounding disability and the ability of people to parent most effectively in a stressful environment impact what is possible to do in a short period of time. Additionally, the environment in the facility is not ideal for addressing these needs and in some cases seems to exacerbate difficult behaviours.
playdough, blocks, train sets, dolls, and puzzles. When we appealed to our networks for donations we were humbled by the incredible generosity of the early childhood community in Melbourne, including ELAA. We now have a wonderful variety of resources that suit the shifting program we provide. Having plenty of everything is important because, due to having few possessions of their own, it is tempting for children and their parents to appropriate toys. We have had some success in communicating the need for the resources to be maintained for the following week, but this is an ongoing conversation as we welcome new families every session. Where possible we try to respond to requests for toys and other support as best we can. The space has a tendency to become increasingly busy and dynamic as the session goes on, and it is mostly characterised by the engaged exploration, creation and play that as educators we hope to see. We often cater for children from infancy to teenage hood. This can be a tricky balance, but is mostly a beautiful testament to the value of multi-age settings. Older children often have to be
cajoled to attend English classes and come back afterwards, and many arrive pushing prams or carrying their younger siblings with them. Some parents chose to stay and play, or to talk with one another. Others use the brief respite to attend a class, to use the gym or to just have a break. It is important that parents have these options, since the time they have for themselves is very limited. In combination with the shifting group of children of different ages, there is also an array of language groups and abilities. The children and parents who attend may speak Tamil, Farsi, Arabic, Dari, Rohingya and/or other languages. Many have limited English and there is often no common language between ourselves and child or a group of children we are trying to negotiate with. Further, there are some children who have no language at all, having additional needs or hearing difficulties that have never been addressed in young lives characterised by persecution, lack of access to services, fear and flight. We feel especially strongly about the role we can play communicating with and trying to support these children and their parents. Some children clearly
Whilst the program is somewhat unlike any playgroup you would encounter in the community, we see real benefits of providing a play-based program and professional support to children and families and we hope that these benefits will contribute to their transition to mainstream services. Simply, we are trying to assist children to engage in behaviours and relationships that will prepare them for early educational environments. These include the skills to share resources, wait for a turn, or use and respect equipment appropriately. We see the enormous potential of these incredible, resilient children who are surviving and in some ways – for example language acquisition – even thriving in an environment that can burden and break many adults. They find ways to be self-reliant and agentic in a constraining and restrictive place. Their openness and trust, despite everything, makes it possible to quickly build warm (continued on page 10)
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The space has a tendency to become increasingly busy and dynamic as the session goes on, and it is mostly characterised by the engaged exploration, creation and play that as educators we hope to see. We often cater for children from infancy to teenage hood. This can be a tricky balance, but is mostly a beautiful testament to the value of multi-age settings.
and joyful relationships that overcome any barriers of language or ability. More complicatedly, however, we also see the effects of immigration detention compounding the trauma, stress and insecurity that these children and their families have faced and know there is only so much we can provide in two hours per week. So we simultaneously celebrate and experience a strange sense of loss when families move out into the community and we know we will not see most make the transition. We hope that the educators who encounter refugee and asylum-seeking children in their settings are able to take up where we left off.
We are sure that with the right support they will get to see each of these children realise all of their amazing potential. Cassandra Kotsanas, Caterina Mezzatesta and Kylie Smith Corresponding author: Cassandra Kotsanas caskotsanas@gmail.com
Reference Department of Immigration and Citizenship (2013) Immigration detention statistics summary: 31 May 2013. Retrieved from http://www.immi.gov.au/ managing-australias-borders/detention/ facilities/statistics/
Find out more about children in detention and asylum seekers in Australia
ChilOut: Children out of immigration detention http://www.chilout.org/ Out of sight, in our minds http://outofsight.org.au/ Asylum Seeker Resource Centre http://www.asrc.org.au/
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The ultimate early childhood manual with information to help you manage your early childhood service.
The voice for parents and service providers
ELAA’s Early Childhood Management Manual v2 is designed for committees of Incorporated Associations who manage early childhood services and employ staff. Content has been updated to include the latest information on new state and federal legal and policy requirements. This manual comes complete with a USB stick containing all attachments in Microsoft Word format.
ELAA members $242.00 (inc GST) plus $15.00 p&h Non-members $715.00 (inc GST) plus $15.00 p&h
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To order go to www.elaa.org.au and click on to Services and Resources/Shop Resources.
Version 2, 2013 – Early Learning Association Australia
Preschool Matters Term four 2013
Children’s Books for Christmas 2013
from only
$5.50 each
Early Learning Association Australia and Carnival Club have put together a wonderful selection of children’s books from much-loved authors. This popular Christmas book sale is great value for money and an easy way to organise Christmas gifts for your service. Below are the six most popular books so far... I’m Big Enough + CD-Rom
Elephant White
Sally Odgers Joey Hopalong thinks he is big enough to hop alone. His mum agrees – but some of her friends think he’s too little and needs their help. How can Joey show them that he’s big enough? Read along with the CD provided, or let your child listen on its own. RRP $19.95 / ELAA price $5.50
Will Brenton Lucy and Elephant White loved playing their own special games. They loved ringing bluebells, they loved catching splashes... And they really loved playing ‘Hide and Hide’ (so nobody ever found them). “Oh Elephant White!” cried Lucy, “You are my best friend in the whole wide world!” and she gave him her very cosiest cuddle. Then the doorbell rang... RRP $14.99 / ELAA price $5.50
Duck & Goose: How Are You Feeling? Tad Hills All the lovable characters from Duck & Goose and Duck, Duck, Goose return, this time to teach little ones about feelings. The simple text and colourful illustrations will help children to identify familiar feelings such as happy, sad, scared and proud. A simple and reassuring introduction. For 2 to 4 year olds. RRP $12.99 / ELAA price $5.50
Dance Of Sugar Plum Fairy + CD Sue Whiting Can Marcus and Mary make enough sugarplums for the greedy king? Dancing to the music from the Nutcracker Ballet, will the Sugar Plum Fairy be able to help them? RRP $27.95 / ELAA price $6.50
Where are you Baby Roo? D K Jacobs Mother Roo has lost her Joey. She asks all the other animals in the Australian bush where her baby might be. Children will delight in lifting the flap to reveal where the other Australian animals keep their young. The wise Kookaburra helps Mother Roo discover where her Joey has been sleeping peacefully. RRP $14.95 / ELAA price $5.50
Alphabet Town Bryan Evans Poor Zero. Nobody took any notice of her because she didn’t amount to anything. Then she met Spot the Dot. Together they discovered alphabet Town and learned that curiosity and imagination could change everything for the better. A clever tale that will delight children as they discover the creation of words, letters, numbers and books. RRP $14.95 / ELAA price $5.50
To see the entire range of books on sale or to download an order form go to the ELAA website www.elaa.org.au.
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ELAA established the Early Childhood Education Foundation to address concerns that many Victorian families were not accessing preschool. Due to financial hardships and other factors many children are not experiencing this vital year of development.
Why was the Early Childhood Education Foundation established? To make a donation or to apply for funding, call 9489 3500 or download an application form from www.elaa.org.au and send to PO Box 1246, Collingwood Vic 3066.
The ELAA Early Childhood Education Foundation believes that all young children and their families should have access to high quality educational programs. Please help us to help those families in need. Donations will assist us in providing a child with the opportunity of accessing this vital year of development. All donations are tax deductable.
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Preparing the kitchen garden at Yarralea Children’s Centre.
Eat your veggies: healthy eating starts early By Caroline Milburn Getting four-year-olds to switch from eating white rice to brown seems impossible. But most children at an early learning centre in Victoria’s La Trobe Valley have done it. They’ve become more adventurous eaters, willing to consume vegetables they previously shunned. Ms Stacey Davidson, the director of Mid Valley Kinder and Child Care in Morwell said the changes occurred after the centre decided to replace its former menu. The new menu includes extra loadings of vegetables and wholegrains, disguised in dishes such as frittata, chicken paella, zucchini slices and stir-fry. “At the beginning we had problems, especially with our 3–5 year olds who were very hesitant to try something new,” Ms Davidson said. “But we just continued to offer the new lunches and we spoke to the children about why we were changing the menu so they could understand. We had conversations with them at the table about why brown rice is better than white.
“We encouraged them to at least try the new food and if they didn’t like it, we’d offer them a sandwich. The majority of kids who were reluctant at the beginning, now eat the food on the new menu.”
The study of 4000 children revealed disadvantaged children at four years old are more likely to be overweight and obese than children from more affluent backgrounds and the gap increases with age. The most disadvantaged children are nearly four times more likely to be obese throughout childhood than the most affluent. At age four, 15 per cent of children from disadvantaged backgrounds are overweight and five per cent are obese. At age 10, 20 per cent are overweight and 6 per cent are obese. (continued on page 14)
The children’s new attitudes to food surprised their parents, according to Ms Davidson. “Parents are telling us that children are going home and saying how much they enjoyed their lunch, what the dish was and how it had carrots and corn in it. Their children still won’t eat those vegetables at home but they will at kinder!” The battle to get children to eat a healthy diet has been waged by every new generation of parents since scientists discovered the link between health and diet last century. New research released in July about Australia’s levels of childhood obesity revealed how important that battle has become. The results from the first study to track rates of obesity in Australian children over time found obesity had become an alarming problem among children, especially those from poorer backgrounds.
Afternoon tea time at Mid Valley Kinder and Childcare.
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“Cooks in a service are professionally isolated, they don’t have contact with other cooks to network and share recipes with each other. Sometimes the cooks contact us to talk about recipes and bounce ideas around. Sometimes the centre directors do. For this process to work, both these key people need to be involved and supportive of the program.” Dietician Jemma Watkins
The research was carried out by the Murdoch Children’s Research Institute as part of the federal government’s longitudinal study of children. Governments worried about the personal and medical costs of the nation’s ballooning waistline have sharpened their focus on early intervention programs to encourage healthy eating. Under the recently introduced National Quality Framework, early childhood education and care services are required to embed healthy eating and physical activity into their daily program for children. Mid Valley overhauled its menu when it became involved in a new Victorian government initiative, the Healthy Together Achievement Program, known as the Achievement Program, which replaced the Kids – Go For Your Life program last year. Mid Valley is among more than 1000 early childhood services that have so far signed up for the free Achievement Program. Healthy eating and oral health is one of the program’s eight health priority areas that early childhood services can choose to focus on. Each priority area has benchmark criteria that a centre must meet to gain a certificate from the government and an outdoor sign for achieving the health priority.
The healthy eating priority requires services that provide food to children to successfully complete a menu review and assessment with the state-wide non-profit agency, the Healthy Eating Advisory Service. When staff and parents at Mid Valley sat down to review their menu and submit it the nutritionist from the advisory service, they realised they needed to change the children’s usual afternoon snack of savoury biscuits, crackers and spreads. They sought advice from the nutritionist. “The snack wasn’t filling the children up,” Ms Davidson said. “By 5pm we were finding we had to provide them with something else because they were telling us they were still hungry. The earlier snack didn’t have enough sustenance to give them the energy they needed.” The nutritionist helped Mid Valley devise a new menu, with suggestions on how to add more vegetables and lean meat to existing dishes. So far about 160 early childhood services have consulted the free advisory service to assess their menus. Dietician Jemma Watkins, the advisory service’s senior project officer for early childhood services, said most centres had good menus. The most common nutritional problems revealed by the reviews involved menus using too much butter, cream, sour cream and too many baked items such as muffins and cakes and not enough vegetables, lean meat, rice and wholemeal bread. She said the recipe suggestions have become popular, according to feedback from the centres involved. “Cooks in a service are professionally isolated, they don’t have contact with other cooks to network and share recipes with each other,” Ms Watkins said.
Children enjoying their healthy lunch at Mid Valley Kinder and Childcare.
“Sometimes the cooks contact us to talk about recipes and bounce ideas around. Sometimes the service directors do. For this process to work, both these key people need to be involved and supportive of the program.”
Appreciating the new menu at Mid Valley Kinder and Childcare.
Ms Watkins said preliminary research on the cost of introducing a healthier menu showed no difference in cost for most services, but some small services with smaller budgets reported higher costs from introducing new menus. The advisory service also provides help and resources to kindergartens and family day care programs where children bring their own food from home. It is developing a lunchbox resources kit with ideas for parents to pack healthy snacks and lunches. Kindergarten lunch boxes emerged as a problem area in a 2009 state government evaluation of the Kids – Go For Your Life program. The study examined the differences in the nutrition and physical activity environments of kindergartens that were members of the program and those that had achieved the ’Go for your life’ award. It found that overall parents were trying to put healthy foods into children’s lunchboxes, but ways to include vegetables remained a challenge. All of the kindergartens surveyed reported that problems with parental attitudes were the most common barriers they faced when trying to promote healthy eating.
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“We’ve tried to embed a culture of sustainability and healthy eating into everything we do so that it’s not just about one person’s interests, it becomes part of the culture of the centre,” Stephanie Willey, Yarralea Children’s Centre
non-profit environment organisation, CERES, in nearby Brunswick, has incursion programs for children to learn about sustainability.
Tips to promote healthy eating
Put regular reminders and updates in newsletters about nutrition and healthy eating
Staff can be role models by eating healthy food, drinking water and engaging in physical activity
Give children plenty of time to eat and enjoy active play as part of daily program
Replace chocolate fundraisers with walkathons or scootathons in local park
Source: Kids – Go For Your Life
The second most common barrier was children’s behaviours or food preferences. However, the study found a consistently lower proportion of awarded kindergartens reported facing these barriers. At Yarralea Children’s Centre in the inner Melbourne suburb of Alphington, the staff overcame the problem of unhealthy lunchbox food by combining policies that link healthy eating and caring for the environment. Most children now bring waste-free lunches and snacks to their kindergarten sessions, according to the Centre’s co-ordinator Stephanie Willey. “We’re really committed to waste reduction and often food that’s pre-packaged and wrapped is unhealthy and high in salt and sugar. We talk about encouraging healthy eating and sustainability by reducing waste and that’s really made sense to parents.” Mrs Willey said linking healthy eating with a healthy environment has also made sense to the children and stimulated their interest in growing vegetables and herbs in the kitchen garden, feeding the worm farm and recycling food scraps, paper and other waste using colour coded recycling bins.
The centre recently received a junior Landcare grant to build raised garden beds to expand their kitchen garden. Growing and collecting vegetables has become part of the children’s play based learning. The children and staff harvest the produce and put it on a table in the foyer for families to take home. The newsletter has regular reminders and updates about no-waste lunches and the centre’s recycling activities. “We’ve tried to embed a culture of sustainability and healthy eating into everything we do so that it’s not just about one person’s interests, it becomes part of the culture of the centre,” Mrs Willey said. “Having a kitchen garden is not just about children planting things. Even when we’ve picked the beans and broccoli and the remnants are left in the garden the children use the garden for their imaginative play, picking leaves, making stew for the worms, salad for the rabbits.” Mrs Willey is a member of Environmental Education in Early Childhood, a non-profit group that provides support and resources to early childhood professionals. Another
Previously CERES’s incursion programs were more suited to primary and secondary school age children, so Mrs Willey collaborated with the organisation to create a CERES incursion program designed for children under five. The incursion program, which is delivered at early childhood services, uses puppets, music and drama to help children learn about seed cycles, worms and compost, water conservation and recycling. “Young children are able to grasp complicated subjects,” Mrs Willey said. “It’s important to empower them and to recognise that they can contribute to decision-making and problem solving – the sorts of things required to make positive changes to the environment.” Putting early learning services in touch with other early childhood and community health services working to encourage healthy eating is one of the key aims of the state government’s Achievement program initiative, according to Ms Creina Porter, settings co-ordinator for the Healthy Together Achievement Program. “We’re getting kinders and early learning services to work with local schools and others in their area to remove the sense of isolation they sometimes feel,” Ms Porter said. “It’s about developing local networks to share ideas, experiences and resources.” Links www.eeec.org.au www.achievementprogram. healthytogether.vic.gov.au www.ceres.org.au
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Preschool Matters Term four 2013
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Is your service ‘healthy’? Glenda Glover, ELAA’s advisory team leader, offers sage advice on assessing and maintaining the good (governance) health and safety of your organisation; minimise risk and keep it sustainable into the future.
planning, project management, early childhood development)? Investigate opportunities to recruit people with these skills from within your community. (Check your constitution for requirements of membership and procedures for members of the community to apply for membership). 3. D evelop operational folders for committee members. Operational folders should contain information about the association, roles and responsibilities, history of the organisation, useful resources and plans for the future. National Quality Standard Area 7: Leadership and service management focuses on the importance of effective leadership and management of the service in the provision of quality outcomes for children’s learning and development. This includes ensuring you have well-documented policies and procedures, well-maintained records, shared values, clear and reflective practices, engagement with families and an ongoing cycle of planning and review (Quality Improvement Planning).
It is worth asking your committee to reflect on the following questions to ascertain if your organisation is at risk;
Committee members are elected to the committee of management of an incorporated association to manage the affairs of the association on behalf of its members. The committee as the guardian of the association has an obligation to provide good governance (systems, practices and policies) to ensure that the association meets the needs of its members and community and will continue to operate into the future.
• D o committee members receive regular updates on your services’ finances?
• I s your organisation managed by a committee of busy volunteers? • D o you experience difficulty recruiting new committee members? • D oes your committee know their legislative responsibilities? • I s there a clear understanding of the roles and responsibilities amongst committee members and staff?
• A re decisions made by only one or two members? • D o meetings lack a quorum or go for too long?
Top ten tips to minimise the risk to your organisation
Regularly assessing the ‘health’ of your management practices is a key aspect of good governance and essential for minimising the risk of harm to the organisation.
1. Conduct a committee health check (sample available in the ELAA’s Early Childhood Management Manual v2). This provides a useful opportunity to reflect on your practices and to identify strengths and weaknesses.
Those responsible for the management of early childhood services need to be aware of the impact of increased legislative responsibilities, a rapidly changing early childhood sector and the associated risks.
2. C onsider committee recruitment and succession planning well before the Annual General Meeting. Analyse the skills of the committee – what skills does the committee need (e.g. financial
4. A ttend relevant training and purchase useful resources to ensure all committee members are well informed and supported in their role. 5. P lan a comprehensive handover to the new committee (within one week of the AGM) and also be available to support and advise new members. 6. E nsure all your documentation (constitution, philosophy, policies) are regularly reviewed and up-to-date. 7. P lan ahead and ensure that time is allocated to do some strategic planning. 8. Set-up subcommittees to share the workload. 9. S urvey your community and be prepared to be flexible and adaptable to meet changing needs. 10. If the committee has had issues with meeting legislative and employer obligations investigate alternative models of management which may reduce the committee’s workload and increase the sustainability of the association. For more good governance tips ELAA has a variety of free resources available on our website and essential manuals for purchase, including the newly updated Early Childhood Management Manual v2. Go to the ELAA website for more information www.elaa.org.au.
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Bicycle Helmet safety education in the early years Most young children love getting out and about on wheels; tricycles, bicycles and scooters. It is a great activity for physical fitness, developing gross motor skills, spatial awareness and learning road safety skills. Research shows that wearing a bicycle helmet significantly reduces the risk of moderate, serious and severe head injury by up to 74 per cent1. Children under 12 can ride bikes and scooters on footpaths, bike paths and parks but must wear an Australian Standards approved bicycle helmet when riding on roads, bike paths, bike lanes, shared and separated footpaths, recreational parks and car parks. Unfortunately research also reveals up to 47 per cent of children between the ages of 0 to 12 years are not wearing helmets when riding bicycles at times of collision2. These statistics highlight a need to raise awareness in the community about the safety benefits of wearing bicycle helmets from a young age.
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Preschool Matters Term four 2013
Research shows that wearing a bicycle helmet significantly reduces the risk of moderate, serious and severe head injury by up to 74 per cent 1. Children under 12 can ride bikes and scooters on footpaths, bike paths and parks but must wear an Australian Standards approved bicycle helmet when riding in a public space.
October is Safe Cycle Month; a road safety initiative which aims to reduce the incidence and severity of bicycle collisions by raising awareness of cycling safety issues in the community.
Practice example
The children at Dawson Street Childcare Co-op have access to four bicycles each day and are involved in getting them out of the storage shed, ready for play. Each bicycle is numbered and children ‘drive’ them to their prescribed parking bay ready to be taken by children and ‘driven’ around the concrete path. Their educators have constructed the building blocks of many teaching and learning opportunities for road safety education. The educators have, over the year, added seatbelts and helmets and assisted children to make traffic lights at various points on the path.
VicRoads, with support from Victoria Police, ELAA and Bicycle Network has introduced Bicycle Helmet Education Packs which have been launched this October as part of Safe Cycle Month. The bicycle helmet education pack has been designed to help support the education of children and families about the importance of wearing correctly fitted bicycle helmets. Each pack contains three demonstration helmets, helmet prints with discussion points on the back to introduce helmet safety to children, families and staff and information flyers for parents and carers. Educators will be able to borrow the packs from 22 police stations around Victoria from October. Go to www.vicroads.vic. gov.au/helmets for information on participating police stations or to download the information tip sheets.
Common questions about using bicycle helmets When should children wear a helmet? Children should always wear a helmet when using wheeled items like tricycles, bicycles, scooters, when travelling on the back of an adult’s bike or in a bike trailer. It is important to wear a helmet whether in the street, in the driveway, a paved area or on a footpath. Is there a connection between sharing hats/helmets and head lice? Studies have shown that head lice need certain environments to stay alive and helmets do not provide that environment. There is little risk of cross infection via hats.3 How do I correctly fit a helmet? Place your hands on top of the helmet and try to move it.
It should not be possible to tilt the helmet: • forwards to cover the eyes • Backwards to uncover the forehead • S ideways to uncover the side of the head. When the helmet is fastened it should be squarely positioned on the head. The rim of the helmet should sit on the forehead just above the eyebrows. The straps should be adjusted so that there is no slack when the buckle is securely fastened under the chin. Ensure straps are not twisted and that the side straps form a V shape with the point just under the ear lobe. 1 Bambach, M. R., Mitchell, R. J., Grzebieta, R. H., Olivier, J. The effectiveness of helmets in bicycle collisions with motor vehicles: A case-control study. Accident Analysis and Prevention, Issue 53, 2013 2 Ibid 3 Speare, R et al, Hard data needed on head lice transmission. International Journal of Dermatology 2000 39 877–878
This type of ongoing and open ended curriculum decision making allows for educators to make intentional decisions to teach children about specific elements of road safety (e.g. seatbelts) and to take children’s lead when ideas arise. For example, children may notice that people do not look out for them on the path and therefore may want to make a set of traffic lights.
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The swipe-savvy preschooler By Caroline Milburn
As more preschoolers expertly navigate their parent’s smartphone or iPad to play a favourite app, parental anxiety about children using touch screen devices is rising. The concerns are familiar to anyone who has anything to do with a swipe-savvy child under five. How do you protect them from accidently viewing inappropriate material on phones and tablets. How much time should they spend playing their favourite apps? Is it good or bad for Mia to spend several hours a day glued to a small screen playing Toca Hair Salon? Parents and preschool educators are grappling with these questions because of the extraordinary advances in touch screen technology over the past few years. The introduction of the first iPad in 2010 and better touchscreen technology has made it much easier for preschoolers to get access to, and use, mobile devices. Recent studies show just how enthusiastically preschoolers have embraced touch screen technology. MediaSmarts, Canada’s Centre for Digital Media and Literacy, a non-profit media organisation, says pre-schoolers aged between 2 and 5, are one of the fastest-growing groups of computer users, especially because of the arrival of touch screen devices such as the iPad and smartphone. Half of American five-year-olds go online every day, along with a quarter of three-year-olds, according to recent research from the Joan Ganz Cooney Centre in New York, which studies children’s media habits. In Australia, a nation with one of the highest digital technology uptakes in the world, the figures are unlikely to be that much different. Developers of interactive apps have responded accordingly. Apps designed to entertain or educate young children have flooded the market in recent years.
More than 40,000 children’s games are available on iTunes, plus thousands more on Google Play. In the iTunes “Education” category, most of the top-selling apps target preschool or primary school aged children, according to the Children’s Technology Review, which tracks and reviews interactive media products aimed at children. To help parents make decisions about their children’s viewing habits the federal government publishes guidelines for children’s recreational screen time, as
government guidelines lump together touch screen time with tv viewing,” said Dr Kaufman, director of the Swinburne BabyLab. “And it doesn’t make sense lumping in video chats and reading books in the same category as watching mindless YouTube videos or games. Some will have benefits socially or educationally and others will be the visual equivalent of junk food. “The point is there is an infinite number of activities you can do on touch screen devices and these activities need to be
“It doesn’t make sense lumping in video chats and reading books in the same category as watching mindless YouTube videos or games. Some will have benefits socially or educationally and others will be the visual equivalent of junk food”. Dr Jordy Kaufman, director of the Swinburne BabyLab well as practical advice on cyber safety on websites such as Stay Smart Online and the Raising Children Network. Government guidelines from the Department of Health and Ageing recommend that two to five-year-olds watch TV or use other electronic media for less than one hour a day. For children under two it recommends no TV or electronic media. The screen time guidelines for young children, especially for the under 2 year old age group, are based on brain development research showing the crucial need for direct interaction with parents and other care givers. The guidelines were published about three years ago and are mostly based on research into passive television viewing. Since then the rise of interactive viewing on phones and tablets has been so fast that the guidelines seem outdated and unrealistic, according to Dr Jordy Kaufman, senior research fellow at Swinburne University of Technology’s Brain and Psychological Sciences Research Centre. “A lot of parents feel overly anxious about children’s screen time partly because the
judged individually by parents rather than having a blanket approach to them.” Dr Kaufman’s research is investigating how using interactive apps on iPads affects concentration levels in three to six-year-old children. So far, preliminary results show no negative affects on the concentration levels of the children using the apps, compared with children playing real life games, such as playing with blocks. Early results from the research also show children doing a problem solving activity on an iPad are able to apply the same problem solving strategies to real life activities. Dr Kaufman said the existing screen time guidelines shouldn’t be generally applied to apps because scientific research on the impact of interactive digital technology on child development is in its infancy. Instead of setting unrealistic limits on screen time, parents could take a more positive approach to the issue by ensuring children get enough exercise and have time to do other important activities. “If your child has spent lots of time playing outdoors or doing things that you value, like learning to sew or learning to swim,
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Useful websites about children and digital media for parents and educators
www.staysmartonline.gov.au www.mediasmarts.ca www.joanganzcooneycenter.org
then maybe you don’t need to worry so much if they’re kicking back playing on an app,” he said. “The least we can do as parents when our kids are on these devices is take the time to look at what they’re doing on them and make a decision about the actual activity and what’s a reasonable amount of time for that activity.” He said parents can safeguard preschoolers from coming across inappropriate material by temporarily disabling the web browser on an iPad and doing the same with a smartphone. Parents should keep their passwords to themselves to prevent children downloading apps without their
permission. Other safety measures include not allowing children to use devices out of sight from a parent and sitting with a child to help them choose an app. “When young children choose an app it’s usually based on what the icon looks like, it’s the epitome of judging a book by its cover,” Dr Kaufman said. “It’s a good idea to look at these apps with your child to see if your child might learn from them. Even fun games can have their value.” Educators at Home Road Kindergarten in Newport faced similar issues in 2011 when their kindergarten became the first in Victoria to take part in a state government iPad trial.
Tips for keeping children safe online
When making a purchase on a child’s behalf, use a prepaid credit card or turn the device on and off afterwards, to make sure no credit card information remains in the device’s memory.
When a child is playing on a mobile device, set it to “Airplane mode” to turn off its wireless connection.
Talk to children about in-game purchases and make sure they understand that these cost real money.
Source: MediaSmarts
The list of recommended apps for the trial provided by the state education department was more suited to primary school-aged children so the kindergarten’s educators spent more than a month researching suitable educational apps for pre-schoolers to use. They approved 13 apps and each child was limited to 15 minutes a day on the iPad. The apps included interactive stories and creative activities, which the educators often used to encourage non-screen learning activities. “We extended the learning from what they created on the iPads to their real world,” said Ms Carrie Chetcuti, who was the kindergarten’s director at the time. “Children who loved the cupcake design app then built their own cupcake shop. The iPad was just another multi-disciplinary tool in our program.” Ms Chetcuti, now an early childhood management advisor at Early Learning Association Australia, said initial concerns from some parents about the merits of using iPads were overcome once they observed children using the devices at the kindergarten. An evaluation of the trial revealed children benefited socially and academically from using the iPads. The kindergarten has continued to use iPads since the trial finished and other early childhood services in the area are also starting to use them. Link: www.babylab.org
RECRUITMENT PARTNER: McARTHUR
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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
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‘Best Fit’ recruitment
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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
Do you have job vacancies? Advertise your jobs! Promote your vacancies to the right people at www.elaa.org.au/jobboard
What is the easiest way to find jobs in the Victorian early childhood sector? Jobs in Early Childhood Sponsored by McArthur Find your next job at www.elaa.org.au/jobboard or register for our job alerts to get weekly updates! This service is brought to you by McArthur and ELAA.
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insurance PARTNER: Insurance House
Preschool Matters Term four 2013
KINDERGARTEN CONTENTS INSURANCE SOLUTION Contents insurance is a must have for any kindergarten. A simple, easy to understand yet comprehensive policy which provides protection of your assets is available to you thanks to the support of Early Learning Association Australia.
This cover will protect your contents against fire, theft, vandalism, water leakage, explosion, impact, earthquake and storm and will also protect your kindergarten against accidental damage losses (such as knocking over a TV and breaking it) which are not automatically included in all insurance coverage options available in the marketplace. There are many seemingly impressive (but complex) offerings in the marketplace which purport to provide the broadest coverage available that, on closer inspection, do not provide anything more than the basic coverage you require. We seek to make the details of the coverage available to you simple and apparent at first glance! Our aim is to provide coverage which is appropriate to you and competitively priced, without confusing you with pages of information which require you to be an insurance professional to fully understand.
There is now even more reason to look at your Contents insurance closely to ensure you are adequately covered as the reduction of Fire Service Levy from the calculation of your total premium will mean the cost of insurance will be reducing significantly (the levy disappears completely after 1 July, 2013). We have a dedicated senior broker appointed to assist ELAA members by providing personalized service in a manner which today is almost considered a thing of the past. WE DO NOT HAVE A CALL CENTRE MENTALITY – you will always speak directly with personnel dedicated to serving ELAA members. In the event that you need to make a claim against your policy, our dedicated Claims Case Manager will assist you through all stages of the claims process to settlement. We are committed to offering ELAA members the highest level of service so encourage you to contact Jo Broderick, Account Manager on 1300 305 834 for a quotation or to discuss any other insurance requirements you may have.
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WORKCOVER PARTNER: ALLIANZ
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ELAA Partnering with Allianz Workers’ Compensation Insurance Allianz knows the importance of having peace of mind when growing your business.
Having 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 needs to work as a ‘silent partner’ with your business, to be there with you, to protect your business and your employees when you need it most. When you contact us to arrange cover, make a change to an existing policy, to lodge or enquire about a claim, we aim to make it easy for you and exceed your expectations. As the preferred WorkCover agent of the ELAA, Allianz provides members with:
WorkSafe commenced notifying employers of their decision to cease cheque reimbursements from mid July 2013, by including a message on remittance statements. This change reflects advances in payment technology, which allows for faster, safer and more convenient reimbursements. All new claims lodged from 1 July 2013 will require you to choose the electronic payment method. You will be required to complete the ‘Electronic Funds Transfer Application Form – Employer’ and post it to Allianz for processing. The form can be found at www.worksafe.vic.gov.au/publications.
• A n Account Manager to oversee your Workers’ Compensation program;
For existing claims, you will need to complete the ‘Electronic Funds Transfer Application Form – Employer’ before 31 December 2013 and post it to Allianz for processing.
• C laims management expertise that will return your injured workers to employment sooner;
Completed forms can be mailed to the Allianz Accounts Team, PO Box 80, Melbourne, Victoria, 3001
• Occupational Health & Safety support and guidance; • Access to Allianz training courses and events.
WorkSafe changes to payment reimbursements – Electronic Funds Transfer (EFT) From 31 December 2013, reimbursements for weekly payments, medical and like services will be made by Electronic Funds Transfer (EFT). Cheque reimbursements will no longer be available from this date.
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 four 2013
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A fresh new look, easy to navigate
Early Learning Association Australia is pleased to launch our new website. FEATURES INCLUDE:
• a new events calendar with online booking for training and workshops • the new online Resources Shop featuring an order history for members • the new look Job Board is simple to use for employers looking to employ new staff and early childhood professionals seeking employment. The Job Board is free to ELAA members thanks to McArthur.
Visit our new website at elaa.org.au
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Preschool Matters Term four 2013
Member profile In this edition of Preschool Matters we catch up with
Gillian Barclay Director, Moreland Community Childcare Centres
I have been in this role since… I joined Moreland Community Child Care Cooperative in 2009. It was a significant step to move from local government – where I had been for the previous 20 years – to the community sector. While local government is a fantastic learning environment, the community sector allows you the freedom to implement so much. My working day entails… No two days are the same. It can often begin with a morning staff meeting at one of the three sites in Brunswick. I have a fabulous support team – Veanne, the Assistant Director; Michelle, the Program Coordinator; Allison, the Administrative Manager; and the three fantastic 2IC’s located at each centre – Sarah, Luisa and Amanda. We communicate continually throughout the day, and meet often. Central to my day is my white board – I can deal with any issue so long as I can nut it out on my white board – ask anyone!
Being a community-based incorporated association means I am accountable to a parent committee. I am blessed with a dynamic committee who amaze me, considering they all have demanding work commitments of their own. We often have projects on the go that require collaboration and consultation. Over the last 18 months we have managed the move from a co-operative to an incorporated association, and reviewed our EBA. Those 2 projects sound so simple when mentioned in a sentence like that, but nothing could be further from the truth. There are often staff meetings in the evening – particularly around the critical reflection process and quality improvement. I’m most inspired by… the people around me – I work with an energetic, creative team who are dedicated to ensuring our children have a meaningful childhood. It’s a lovely and often exciting environment to work in. I’ve also been so fortunate to have had some terrific mentors over the years – Kathryn Laing and Sue Buckland-Excel in
particular. The parents who use our service are also an inspiration – organising children and that tricky life/work balance is much more demanding now than when I had young children. Just to arrive at the centre in one piece and be reasonably coherent is an amazing achievement sometimes. What I love about my job is… There is so much I love about my job. I love the location – the Brunswick community is just fantastic – so creative and supportive – it’s energy and diversity allows us to be involved in so many interesting projects – for example, our links with aged care services, local artists, the community garden, Sydney Road festival... Our community kindergarten programs ensure the children venture out into the big wide world on a weekly basis. I love the people I work with – without exception, my team of over 50 women (just one token male I’m afraid) is committed and open to trying all kinds of new and interesting challenges. Last year, 2 services moved to multi-aging, for example – they’ve shaped and moulded their own models to reflect their individual environments and it’s been a terrific success. They really do have a “nothing is impossible” mindset. Watching staff develop and grow is also a fabulous aspect of the job. And of course I love working in this sector – it’s such an exciting time to be involved in the early childhood area. There are times though when you feel like you are banging your head against a wall when discussing the importance of the early years with the uninitiated – but that’s okay, we just chip away…
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