Early Years Journal
Volume 2 Number 3 2013 australian childcare alliance
r e p r e s e n t i n g t h e f u t u r e o f a u s t r a l i a ’s c h i l d r e n
To the
polls
Heigh-ho, heigh-ho
How will childcare fare in this election?
On an excursion we go
Drama school
How the arts improve literacy abilities
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general news
President’s report As I write this, the Minister for Early Childhood, Childcare and Youth, Kate Ellis is talking again about ‘scaremongers’ who are stating that fees in education and care services are rising and becoming unaffordable for families.
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rom our ‘What Parents Want’ survey of 1400 parents, 906 commented on their present status, and advised that they are reducing workforce participation because of rising costs of education and care due to the implementation of the National Quality Framework and combined with the cost of living. There were 673 parents who said that they would leave the paid workforce entirely. Women’s workforce groups are asking the government to intervene to make childcare more affordable for mothers wishing to remain in the workforce. Member services are reporting that the number of children attending for five days per week has declined sharply. Many services are reporting huge vacancy rates on Mondays and Fridays as families move to more part-time employment. We have witnessed the devaluation of Child Care Benefit (CCB) over the past 10 years with fewer families receiving 100 per cent and even more families not entitled to any CCB at all. We are seeing the devaluation of the 50 per cent Child Care Rebate unfold each year. This figure was $7778 – and due to rise to almost $8000 per annum – when it was cut back to $7500 with a three-year freeze placed on indexation. This freeze has now been extended for another three years. This is impacting families’ hip pocket and consequently, the opportunity for their children to access a quality education and care service. While the minister states that there are more children than ever in early education and care, we understand that the figures quoted now encompass all sectors, such as before school care, after school care, vacation care (where one child is sometimes counted three times) and other sectors that now fall within the National Quality Framework such as stand-alone kindergartens/preschools.
From the Inquiry into Balancing Work and Family 2006 – ‘The value of diffuse benefits is, of course, difficult to measure accurately. The Department of Family and Community Services paper estimates the total economic benefits of child care to be worth $8.11 per dollar spent. On current government child care expenditure of $2.3 billion dollars per annum, this estimate suggests a return of $18.6 billion to the economy.’ in the paid workforce was the original intent of government funding and it did prove that the amount saved by not paying additional parenting payments, increasing income tax, increased superannuation for carers, skill retention costs, and decreased business staff turnover costs, ensured a stronger economy and a considerable return on each $1 spent. The Australian Childcare Alliance calls on the government to instigate another inquiry to determine what the current return to government is on each dollar spent on education and care payments made to families. We fail to understand why families’ voices are not being heard by government when the obvious benefits of early education and care far outweigh the negative cost impact that is continuing to plague working families. Now we are in election mode and we trust that our political parties will address the issue of affordability for parents in good faith and in full realisation of the important role it plays for the economy of Australia and Australia’s children. Gwynn Bridge President, Australian Childcare Alliance Email: President@australianchildcarealliance.org.au
Several years ago, a paper was released disclosing that for every $1 spent on childcare, the return to the government was $8.11. Government expenditure on early education and care should be a priority and not treated as a welfare payment. Female participation BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 1
Contents General news
Occupational health + safety
President’s report 1 State round-up 4
Improving your safety culture 42
On the campaign trail 10 The Minister and Shadow Minister for Childcare make their election promises.
Changes to NSW’s vaccination laws 14 New laws will prompt greater scrutiny of vaccination certificates and validated exemptions.
News bites 16 Being assessed 17 Childcare directors may feel anxious about an approaching assessment. The national authority allays concerns.
Child health + safety Teaching kids how to have fun in the sun 45 How well does your sun protection policy work?
Finance, business + property Best practice in planning 48 A new study will highlight planning regimes with the best practice.
Boost your super 51
Education + training Key workers make a prize centre 22 A unique staff allocation system made this centre a statewide winner.
Recent changes in superannuation will build funds for staff.
‘Will’ you leave a mess behind? 54 It is important to get estate planning right.
Capture the heart of your service 26 Is your statement of philosophy an accurate reflection of your centre?
Human resources management The cone of silence 59 Keeping children’s information private requires staff diligence.
Educational resources, programs + planning Dramatic play in the early years 31 We look at the significance of the arts in early childhood programs.
Excursions in childcare centres 36 What is really entailed in organising an excursion?
The safety of staff and children are equally important.
Nutrition + menu planning South Indian Fish Curry 60 A recipe to add to your centre’s menu.
Play areas + sustainable practice S ustainable designs – childcare centres and kindergartens 62 It is possible to create carbon neutral centres with the right design.
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2 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
general news
State round-up
t has been an action-packed few months for Child Care New South Wales, with policy and legislative reforms at a state and federal level keeping members, our executive committee and staff equally busy.
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training workshops has grown exponentially over the past 12 months, with hundreds of members benefiting from the many and varied workshops we offer. Long may it continue.
Immunisation debate
Annual General Meeting
Immunisation has been a hot topic of debate in New South Wales for much of the last three months, with strong pressure on the state government to introduce measures to lift vaccination coverage rates across the region. From 1 January 2014, changes to the Public Health Act 2010 will require parents to provide early childhood education and care services with proof that their child is immunised, or that they hold a valid exemption for their child.
The Child Care New South Wales Annual General Meeting will be held in Parramatta at 7 pm Wednesday 18 September 2013. We will soon be announcing our exciting line-up of guest speakers, so watch this space!
Early Years Quality Fund With the Early Years Quality Fund Special Account Bill 2013 only passing through the federal parliament three days prior to its 1 July 2013 commencement, it is not surprising that the fund is (at the time of writing), far from up and running. We remain seriously concerned by its eligibility criteria and the potential for it to cause massive divisions across our sector, but it is hoped that the concerted lobbying efforts of these peak bodies will lead to a more equitable outcome for all.
Training Nelson Mandela once said that education is the most powerful weapon which you can use to change the world. We at Child Care New South Wales couldn’t agree with him more! We are committed to providing the necessary training to allow our members to benefit from continual professional development, and the latest information on industry reforms and initiatives. We are delighted to report that participation in our
4 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
Executive Officer appointed Last but not least, we are delighted to announce the appointment of our new Executive Officer, Brianna Casey. Brianna has a strong policy, lobbying and advocacy background, having spent the last eight years as a Policy Director with the New South Wales Farmers Association. She is also the secretary of her eldest son’s out of school hours centre committee, assisting the centre to adjust to the new requirements of the National Quality Framework. With more than 14 years’ experience in agripolitics, Brianna has established networks across all levels of government and a range of industry associations, many of whom are very familiar to our sector.
Vicki Skoulogenis President Child Care New South Wales PO Box 660, Parramatta NSW 2124 T: 1300 556 330 F: 1300 557 228 E: info@childcarensw.com.au www.childcarensw.com.au
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• Assessment – presented by Megan Sharman, Director, Childcare Management Systems • It’s all about YOU! – presented by Julie Cross • Developing Awe and Wonder in Children – presented by Dr Brenda Abbey, Childcare by Design
Child Care Centres Association of Victoria (Child Care Victoria) is pleased to invite you to our annual Early Years Conference being held, for its third successive year, at the Melbourne Showgrounds. This year, the event will be held in purpose-built conference facilities alongside the Early Years Exhibition. When you register for the conference, you will not only hear our speakers, but you will be able to meet with the many industry suppliers who will be taking part in the exhibition. Building on the success of previous years, the conference will be held over two days: Friday 25 and Saturday 26 October. This year, our theme is ‘Mind over matter – what you think... you become’. Our conference program will address some of the issues arising over the recent period of unprecedented change in the industry. We are delighted to present the following: • Opening address by the Honourable Wendy Lovell (MLC), Minister for Children and Early Childhood Development • Change without Pain – presented by Andrew Marty, Director, SACS Consulting • Child Protection and the Law – presented by Michael Pecic, Director, In Safe Hands • The Role of Pedagogical Leaders in the Early Years Learning Framework – presented by Rod Soper, Senior Associate, Semann and Slattery
• Early Language and Literacy Development and The Challenge of Change – presented by Professor Bridie Raban • Promoting Positive Preschool Behaviour – presented by Jo Lange, Senior Specialist Consultant, Oz Ed Net • Believing in Yourself as an Early Childhood Professional – presented by Kathy Walker, Founding Director, Early Life Foundations • Indigenous Perspectives in the Early Years – presented by Annette Sax, Yarn Strong Sista • Beyond the Compost Bin: Thinking, Acting And Relating For Sustainability In Childcare, and Natural Play Spaces: the Importance Of Risky Business In Outdoor Play – presented by Sue Elliott, Senior Lecturer, Australian Catholic University • When The Unthinkable Happens; – Managing A Major Disruption – presented by Christie Boucher, Client Risk & Development Executive, Guild Insurance. For further details and to register, go to: www.eyec.com.au/melbourne/home.aspx. Details also available on our website at www.cccav.org.au/early-years-conference-2013. We look forward to seeing you there!
Frank Cusmano CEO Child Care Centres Association of Victoria, Inc Suite 6, 539 Highett Road, Highett VIC 3190 T: (03) 9532 2017 | F: (03) 9532 3336 E: info@cccav.org.au | www.cccav.org.au
time frame. The government’s establishment of a board that has no representation from our national or state associations has been a blatant disregard for our members’ services, staff, families and children.
The Early Years Quality Fund has disappointing outcomes Like many associations, services, staff and individuals across Australia, we were disappointed that the Early Years Quality Fund was passed with such a limited bucket of funding for wages with a limited time frame attached to it. Our members are still struggling to come to grips with what it means, how to apply, and Enterprise Agreement requirements – all in a very tight
The proposal put forward to Fair Work Australia by United Voice seeking an equal remuneration order for employees does not identify where and how such increases are to be funded, and has the potential to put enormous pressure on families to fund it.
Sustainability in practice Our initiative to provide regular information to services in the area of sustainability has been well received. Some staff workshops have resulted in very creative ideas, song and poem writing, as well as deepening
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 5
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participant understanding of environmental concerns and ways to embed sustainability in practice. It has been great to visit many services and see it in practice. We have had one service looking at what species classification means, such as ‘extinct’ and ‘endangered’. Children have been working on visualising what this means in terms of numbers of particular species left in the wild – not an easy task. An upcoming event at one of our services shows the depth that young children are possible of: the centre is holding a fundraising evening, children’s art auction, and guest speaker event to raise money – all driven by a four-year-old boy’s passion for orangutans after hearing about their plight.
Hub report The association’s first Directors Hub with guest speakers from the Registration and Standards Board was a great success. Staff who attended found the information invaluable in preparing them for the validation visits and a great opportunity to network with other directors as well as being able to view a service in the Adelaide Hills. Another Hub has been set for August at which some of the directors will present their experiences in Area 7 Leadership and Service Management. Childcare South Australia is committed to providing value-added services to its members.
The Executive, Childcare South Australia PO Box 406 Hindmarsh, SA 5007 T: 0407 580 645 E: info@childcaresa.com.au www.childcaresa.com.au
support from Employers Services Pty Ltd. Please contact our office for more information. We are pleased that these issues are now being dealt with in the Fair Work Commission – an appropriate place for industrial matters to be resolved.
It is my pleasure to welcome two new members to the Childcare Queensland Management Committee following our annual general meeting (AGM) on 17 June 2013. Linda Davies from Kate’s Place Early Education and Child Care Centre in Toowoomba and Prue Turnbull from Stretton Early Learning Centre have significant industry experience and will provide great support to the association. I would like to acknowledge the significant contributions of Katy Paton from Eastwood Early Education and Graham Sagar (Treasurer) from Tiggers Place Early Learning Centre and Kangas Kindergarten, who stood down at the AGM. Katy and Graham will always be friends of Childcare Queensland. The latest industrial matters regarding the Early Years Quality Fund have consumed a great deal of time in recent months and we understand that this has placed a great strain on services across Queensland. It is timely to remind members that as a component of membership you can receive industrial relations
6 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
The Kindergarten Advisory Support Service (KASS), operated by Childcare Queensland and funded by the Queensland and Australian governments under the National Partnership on Early Childhood Education, has been extended until 31 December 2014. This is fantastic news for services across Queensland as we can now provide additional support to help embed sustainable and viable kindergarten programs into long day care. We will be providing ‘in-service visit’ programs to support early childhood teachers and nominated supervisors in: addressing the challenges of kindergarten implementation within the context of the National Law, further professional development workshops, and supporting the establishment of teacher networks across Queensland to improve the professional connections for teachers. I want to thank the Queensland University of Technology for assisting us to deliver the first KASS workshop series between March and May 2013. More than 300 dedicated educators and early childhood teachers attended the introductory sessions focusing on the integration issues.
general news
Upcoming events and milestones include:
See you at the conference on the Gold Coast!
• CQ Members Meetings (August–September 2013)
James Blake General Manager Childcare Queensland
• KASS Workshop Series 2 – Programming and Documentation (August–October 2013) • Early Childhood Educators Day on 4 September 2013 • 2013 CQ National Conference from 20-22 September 2013.
PO Box 137, Springwood QLD 4127 T: 1300 365 325 (if outside Brisbane) T: (07) 3808 2366 F: (07) 3808 2466 E: info@childcarequeensland.com.au www.childcareqld.org.au
You can also take part in the Assessment and Rating Survey at www.surveymonkey.com/s/cawa.
So far, 2013 has been a year full of twists and turns for our sector. It has been nearly a year since the introduction of the National Quality Framework (NQF) for Western Australia. This has not been a small task and one that certainly is not over with the implementation of qualifications, including early childhood teachers, still to come. I congratulate all of our early childhood providers and educators who have put their heads down, and worked harder and longer introducing the changes required, while still ensuring their children are nurtured, educated and given the best care available. Well done and keep up the great work. Congratulations to the services that put their hands up to be part of the first round of Assessment and Rating, with so little time to implement and adjust to the new regulations. Thank you to the services that sent through reports and gave feedback to me – your feedback and concerns were raised with the Regulatory Unit and I am happy to report that, in some cases, changes have been made. I still strongly encourage services to send through their reports to me (reports are anonymous; to find out more, please call or email me) so Childcare Associations of Western Australia (CAWA) can determine areas of concern or any discrepancies.
The two National Quality Standard (NQS) /NQF workshops that CAWA hosted earlier in the year with Alina Dan were a great success. Due to the popularity, we were happy to arrange webinars for our members. These have been done in particular for our rural and remote members and include the topics of the Quality Improvement Plan and NQS, Service Philosophy, Early Years Learning Framework Documentation, Educational Leadership and NQF Assessment. These webinars are being taped and will be available to members shortly. We are currently working with varied facilitators to offer our members resources to assist with the areas of concern within the NQS/NQF. CAWA has and still is working hard at both state and federal levels on the issues and concerns faced by the sector. We have been involved with the workforce review, regular meetings with the Education and Care Regulatory Unit and the Department of Local Government and Communities, and regular teleconferences and meetings with the Australian Childcare Alliance. We are currently working on the viability and sustainability of the sector with key stakeholders, and we are working across many issues, including the push for an easier implementation of early childhood teachers and the inequity of the Early Years Quality Fund.
Rachelle Tucker Executive Officer, Childcare Association of WA Inc PO Box 196, South Perth WA 6951 T: 1300 062 645 | M: 0433 498 147 E: info@childcarewa.com www.childcarewa.com
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 7
Invested in play. We’ve been busy researching the role of play in children’s development in the largest ever study of its kind. At IKEA, we believe kids are the most important people in the world. That’s why we’ve interviewed 8,000 grown ups and 3,000 little ones about child development and play across the world and compiled the findings in the Playreport: A project initiated by IKEA®. We think it makes for very interesting reading, and it seems our product designers agree!
You also know that movement is important for kids, and the Playreport agrees. There’s a bunch of IKEA products that encourage spinning, swinging and rocking – all helping kids to develop their perception and coordination skills as well as to gather and organise their sensory impressions.
Keeping things kid-friendly. We’ve utilised the findings of the Playreport and collaborated with the world’s leading children’s experts throughout the product development process to continue our commitment to designing products that are functional, safe and supportive of children’s development. This means you have our word that we, just like you, will always put the well being of our little ones first.
The findings. So what were the outtakes from the Playreport? Firstly, it reinforced what we have all noticed: kids love pretending they’re all grown up. That’s why we have a whole range of products that encourage roleplay. Not only do kids love them, but it also means kids can interact with friends, practise real-life social skills and work on developing their ability to share, empathise and work in a team.
SVÄVA swing 92cm $79
Finally, we learnt to never underestimate the power of art. The Playreport confirmed that drawing and painting is a great way for kids to express their emotions in a more thoughtful way and for learning how to shut out surrounding distractions, a vital skill for their later life. Like all great artists, your lot will need great art supplies to create their masterpieces. Look no further than the MÅLA range. It includes watercolours in the brightest of colours, pens that won’t dry out if the cap is left off and paint brushes designed specifically for tiny hands. It’s also reasonably priced and, like all of our products, we have lots in stock so it’s easy for you to order in bulk or restock whenever you need to. MÅLA paper $9.99 A3 & A4 quality paper in three blocks. MÅLA paint $8.99/8pk Mixing tray and colour chart included. MÅLA watercolour box $9.99. 14 tablets in different colours, tray, 2 water cups & 2 brushes. MÅLA stamp pen $6.99/6pk. 6 different symbols. For more info go to IKEA.com.au/children
DUKTIG mini kitchen $199
We’ll We’llbring bring IKEA IKEAto to your your childcare childcare centre. centre. WeWe understand understand that that working working in in childcare childcare means means your your days days cancan be be hectic hectic and and that that sometimes sometimes you you feel feel likelike you you need need anan extra extra pair pair of of hands hands – – that’s that’s where where IKEA IKEA BUSINESS BUSINESS is your is your perfect perfect partner. partner. IKEA IKEA BUSINESS BUSINESS is is a free a free service service designed designed to to help help you you find find solutions solutions to to all all your your childcare childcare requirements. requirements. Your Your membership membership includes includes your your own own dedicated dedicated IKEA IKEA BUSINESS BUSINESS leader leader to to help help you you manage manage your your requirements requirements – everything – everything from from replenishing replenishing your your craft craft supplies supplies to to suggesting suggesting kid-friendly kid-friendly furniture. furniture. You You cancan even even order order over over thethe phone phone and and arrange arrange forfor thethe products products to to be be delivered delivered to to your your door, door, so so you you never never have have to to take take your your eyes eyes offoff thethe little little ones. ones.
Sign Signup uptotoIKEA IKEABUSINESS BUSINESSatatIKEA.com.au/BUSINESS IKEA.com.au/BUSINESS Sign Sign upup before before 11 November November 2013 2013 and and your your childcare childcare centre centre * * . . will will receive receive aa complimentary complimentary MÅLA MÅLA pack pack valued valued atat over over $20 $20
© Inter © Inter IKEA IKEA Systems Systems B.V.B.V. 2013 2013 Source: Source: Playreport: Playreport: A project A project initiated initiated by IKEA by IKEA in 2010. in 2010. *One *One complimentary complimentary packpack valued valued at over at over $20$20 will will be given be given to all toIKEA all IKEA BUSINESS BUSINESS members members thatthat register register within within the the Education Education and and Childcare Childcare industry. industry. PackPack includes: includes: MÅLA MÅLA felt-tip felt-tip pen pen assorted assorted colours, colours, MÅLA MÅLA watercolour watercolour box box assorted assorted colours colours and and MÅLA MÅLA paper paper assorted assorted colours. colours. Offer Offer is subject is subject to change to change due due to stock to stock availability availability and and must must be collected be collected fromfrom an IKEA an IKEA BUSINESS BUSINESS Leader Leader fromfrom any any IKEA IKEA Store Store in Australia in Australia East. East.
general news
On the campaign trail The Hon. Kate Ellis MP, Minister for Early Childhood, Childcare and Youth, and the Hon. Sussan Ley, Shadow Minister for Childcare and Early Childhood Learning, go head-to-head on their party’s early education and care policies. What are your plans to ease the paperwork burden brought on by the introduction of the National Quality Framework (NQF)? Minister Ellis: One of the key aims of the NQF was to reduce regulatory burden, and to free educators to spend more time educating and caring for children. That’s why we are creating a uniform national system that combines licensing and accreditation into the one process. Labor recognises that the sector has made huge strides to improve the quality of childcare. The implementation of any new system requires a period of learning and adjustment while processes are bedded down and the sector gets used to new requirements. All state and territory governments will conduct a review of the NQF in 2014. This will look specifically at whether the system has reduced regulatory burden for services and whether there are any unintended consequences associated with the new regulatory system.
The Hon. Kate Ellis MP
Our government will propose an examination of whether the system has impacted on the cost of service provision, and how the process for
10 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
issuing supervisor certificates can be streamlined, as well as other issues around the implementation of the regulations raised with us by childcare providers. We are also putting in extra support for services through Professional Support Coordinators to assist services to meet the NQF as it is implemented. The Liberals/Nationals continue to use any excuse to oppose the NQF, because they just don’t understand the critical role that early childhood educators play in children’s development and safety. Shadow Minister Ley: The coalition fully supports improved standards and conditions for early childhood educators, to ensure quality care is provided to all Australian children. But we are equally mindful that the core responsibility of staff should be just that –‘education and care’.
The Hon. Sussan Ley MP
We have a range of policies aimed at reducing the red tape burden on small business in general. As it relates to this sector, where the cost of compliance does not contribute to quality care of children, we should look at removing this burden to keep childcare affordable. Providers across the country are constantly telling me how overwhelmed they are becoming as a result of the increasing regulatory burden. Instead of spending time focused on the children, many carers feel they are forced to juggle writing ‘learning journeys’ and completing checklists while keeping an eye on those in their care. I also note more time is also spent after hours (often unpaid) doing programming. Many centre operators have told me of a new and hidden cost to their operations. In this situation, a staff
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member is often being allocated the entire paperwork task, taking them off the floor and putting enormous pressure on the centre’s required educator-to-children ratios.
How do you plan to invest in the industry after the Early Years Quality Fund (EYQF) dries up? Minister Ellis: We know that the cleanest way to get increased wages across the sector is through an increase to the award. We are proud to have put in place a system that would allow a case to be heard to do just this. The EQYF is a first step towards the development of a professional early childhood workforce by starting the transition to better wages. We abolished Work Choices and made possible equal pay claims to the Fair Work Commission, which saw the first successful pay equity decision for the social and community sector workers. We invested $3 billion to fund the outcome of that wage decision. We’ve also established a Pay Equity Unit within the Fair Work Commission to undertake research and provide information on pay equity matters. Shadow Minister Ley: I need to say from the start, the coalition believes the EYQF was a regrettable and panicked construct of this Labor Government, after public pressure from United Voice’s ‘Big Steps’ pay campaign. Unfortunately, it has created terrible division within the childcare sector. Instead of temporary fixes, the coalition is committed to establishing a Productivity Commission inquiry into the whole childcare system and the essential service it provides. We believe we need a total review to be sure childcare meets the future needs of working parents along with the people charged with the vital role of caring for children. The fact that United Voice then, belatedly, made an application to the Fair Work Commission for an acrossthe-board pay rise, is all the evidence we need to show that the EYQF was absolutely the wrong way to address this genuine issue of concern – the routinely low wage available to those in the childcare profession. The coalition now awaits the outcome of the pay application with interest.
What policies would your government install to protect and foster the growth of long day care services?
education and care that we saw under the former Liberal/National Government. Labor is investing over $25 billion over the next four years into early childhood education and care – more than triple the funding of the former Liberal/National Government. Under our Labor Government, there are now 30.7 per cent more children accessing long day care than there were in 2007, and we will continue to work with the sector to ensure that even more children and families can access these vital services over the next three years. Labor is working to deliver more long day care places for communities facing the greatest shortages. We are providing funding to expand centres, cut planning and development red tape, free up vacant land for childcare centres, or incorporate childcare into schools and TAFEs. We have also commissioned a study to give childcare providers the opportunity to have their say in the best practice guidelines for the planning and development of childcare facilities to provide better access to long day care. Shadow Minister Ley: Recent consumer price index data tells us that childcare fees have increased by an average 23 per cent across the nation since the 2010 election. Should they continue at this pace, the industry will become almost unsustainable. In modern Australia, mums and dads face a more diverse and changing work-hours landscape than ever before. Additionally, there is a greater need for two incomes to pay the mortgage and provide sufficiently for their family. I am acutely conscious of the pressure families face with the rising cost of living, jobs that are less secure and, all too often, a long stressful commute to and from work, school and childcare. Childcare policies at both the state and federal level need to support these parents in order to increase the workforce participation rate and boost economic development. Just as the Productivity Commission’s review of disability care delivered a new road map for a National Disability Insurance Scheme, the coalition believes the Commission is best placed to give advice on how we can provide a more flexible childcare system boosting the nation’s productivity in the process.
Minister Ellis: Our Labor Government will never return to the underinvestment in early childhood BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 11
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Time management tips to stay ahead of the EYLF (early years learning framework)
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f you’re a childcare centre owner or manager (which we’re guessing you are, if you’re reading this!), you’re probably already an expert on the Early Years Learning Framework (EYLF), right? You would know better than anybody that the EYLF is an important part of the transformation of early childhood education in Australia, and that under the Framework, all early childhood centre owners are expected to develop their own strategy to implement the Framework in their childcare business. Although the EYLF is great news for the children who are on the receiving end of new quality standards, such as increased staff ratios in childcare centres, where does this leave the owners and managers of the smaller independent childcare centres who are left with the increased staffing costs? How are you adjusting to the increased time pressures that the EYLF places on your business? So, we’ve put together our top four time management tips to help you stay ahead of the demands of the Early Years Learning Framework.
Automate your top three most time consuming tasks Just about every business has a list of draining administrative tasks that are massively time consuming and do nothing to improve profit margins. Consider which of your most time consuming tasks could be automated through the right software. In our dealings with childcare centre owners, we’ve learned that payment administration, keeping up with EYLF reporting and payment discussions with parents are the top offenders for sucking valuable time out of childcare businesses (plus, making those late payment phone calls to parents can be extremely awkward). With the right systems and software, your most time consuming tasks could be crossed off your to-do list much faster. For example, a direct debit payment system could automatically collect payments from parents according to the time and frequency that works best for you – in fact, we estimate that the right direct debit software could reduce the time that childcare centre owners spend chasing late payments from parents by a whopping 95 per cent! The right automated solution could free up countless hours of precious time spent chasing late payments, and help you to find better relationships with parents by removing the awkward late payment conversation.
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Set aside time for reporting each week Our childcare centre clients tell us that since the introduction of the EYLF, they are spending more time dealing with more decision-makers and more government bodies as they strive to meet national quality standards and maintain accreditation. All of these added compliance and reporting structures take time, and time costs money! Try scheduling an appointment with yourself for reporting each week. Keep this appointment as a priority, turn off your phone and don’t let yourself be interrupted during this time. This will help you to stay ahead of the reporting demands and decrease ‘deadline stress’ at the same time.
Automate your repetitive tasks Early childhood education and childcare centres are subject to large amounts of red tape. This places childcare centre owners under greater staffing and financial pressure. Which of your most repetitive administration tasks could be automated to cut down on costs? Could something like your parent payments be automated through a direct debit or BPAY payment system instead of handled manually each week?
Delegate to non-reporting staff We know you are spending more money on staff as a result of the EYLF’s increased staff ratios. So, you don’t want those precious extra staff stuck in the office running reports, making phone calls and other administrative tasks. Consider which of these jobs could be delegated to more junior staff so your handson staff can be used where they’re best qualified – with the children.
Wrap up As they say, tomorrow you will reap the fruit of the seeds you sow today, so once you’ve worked out your potential cost savings using our childcare cost saving calculator, it might be time for you to plan that holiday using the time and money you have saved! Ezidebit payment consultants are experts in the childcare industry. Contact your local representative today to discuss how your centre can save. Check out your potential cost savings using Ezidebit’s childcare cost saving calculator at http://content.ezidebit.com.au/childcarecalculator.
general news
Changes to NSW’s vaccination laws New laws will prompt greater scrutiny of vaccination certificates and validated exemptions.
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nvaccinated children will face exclusion from childcare facilities under new laws to be introduced on 1 January 2014.
New South Wales’s Health Minister Jillian Skinner introduced legislation to deny children enrolment in childcare facilities if parents or guardians cannot show proof of vaccination or provide an approved exemption. ‘Anyone who has seen a baby with whooping cough or a toddler with measles, as I have, or spoken to a parent who has lost a child knows
Forget the scaremongering – there is nothing to fear from vaccination. The New South Wales Government is determined to protect our children. 14 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
the devastating consequences of failure to vaccinate,’ Ms Skinner said. ‘Forget the scaremongering – there is nothing to fear from vaccination. The New South Wales Government is determined to protect our children.’
Jillian Skinner, New South Wales Minister for Health and Minister for Medical Research
Childcare New South Wales VicePresident Nesha O’Neill said that despite initial concerns, they were happy with the changes. ‘There was a lot of media interest at the time that the legislation was passed, and we were concerned about the direction the legislation was heading in. We are pleased with the final outcome as it is a commonsense practical approach to immunisation that doesn’t place much additional burden on services.’ Ms Skinner said the ‘changes send a very clear message to parents that their children will need to be vaccinated to attend a childcare facility or they’ll need to get an approved exemption.’
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Moreover Aboriginal Immunisation Liaison Officers will be recruited in each of the state’s local health districts to increase awareness of vaccination services. The legislation will push parents, who are reluctant to vaccinate, to at least visit their general practitioner (GP) for advice on the health risks. Ms O’Neil said the changes may impede some families’ access to quality care. ‘We are aware that families from disadvantaged backgrounds, as well as immigrants, may have trouble complying with the documentation requirements, which may restrict their access to services – which is not in the best interests of these children, who need early childhood education the most. However, as services, families and GPs work with the new legislation, we are confident that we will be able to support families to provide what they need to be enrolled and to access services.’ The legislation has amended the Public Health Act 2010 to: a) Require parents or guardians to provide evidence that their child is fully vaccinated for age, or is on a recognised catch-up schedule, or has an exemption approved by a GP. Those seeking exemptions will be required to fill in forms used by the Commonwealth, which must be completed by a GP (or other approved providers) after counselling. Valid exemptions may include a
medical contraindication to vaccination or religious grounds. b) Require directors of childcare facilities to obtain vaccination evidence or exemption prior to enrolment. New South Wales Health will work with the Department of Education and Communities to ensure childcare facilities are aware of the new requirements. Failure to comply will be an offence subject to a fine. ‘Currently, the state-wide vaccination coverage is 92 per cent but some communities are lagging behind – notably, parts of the state’s north coast and far west, as well as eastern and northern Sydney,’ Ms Skinner said. ‘This may be because doctors are underreporting to the Australian Childhood Immunisation Register (ACIR), or busy parents or guardians are failing to commence or complete their child’s vaccination regime, or parents or guardians object to vaccination and refuse to allow their child to be vaccinated. Whatever the reason, the New South Wales Government will act to protect our children.’ Ms Skinner said the government has a multifaceted approach to lifting the vaccination rate. As well as the proposed amendment to the Public Health Act 2010, it will create a Childcare Enrolment Toolkit to assist education and care services in obtaining vaccination information and help parents access local vaccination services. Moreover Aboriginal Immunisation Liaison Officers will be recruited in each of the state’s local health districts to increase awareness of vaccination services. Ms O’Neil said the toolkit will be useful for services. ‘It will have clear and easy-to-understand information for services, as well as information sheets for families, available in a range of languages. The department will apparently be releasing the toolkits later in the year, in time for services to understand what they need to do to comply for the new enrolments in the new year.’ www.health.nsw.gov.au
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 15
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News bites Lobby group United Voice has launched an application to the Fair Work Commission for an Equal Renumeration Order to cover all early childhood professionals (68,000 educators) employed in long day care centres across Australia. Educators working with a Certificate III qualification are paid approximately $10 an hour less than workers with comparable qualifications in other industries. United Voice is calling for the gap in salaries to be paid by the government to discourage qualified and experienced educators from leaving the industry.
Kidsoft EYLF Tools (App purchased at: eylf.kidsoft.com.au, formatted for both iPads and Android tablets)
Are you ready? Many qualification requirements for centrebased care services will be changing, as part of the National Quality Framework, on 1 January 2014. From January 2014: 1. Centre-based services catering for children preschool age or under must meet the requirements for an early childhood teacher (ECT). The time the early childhood teacher must be accessible or in attendance at the service varies depending on the number of children being educated and cared for. You can find out more about the ECT requirements at: www.acecqa.gov.au/ early-childhood-teachingqualifications. 2. Centre-based services catering for children preschool age or under must also ensure half of all educators who are required to meet the relevant educator-to child ratios have, or are actively working towards, an approved diploma level education and care qualification or above.
An app a day…
Details of the qualification are here: www.acecqa. gov.au/Diploma-leveleducation-and-carequalifications. 3. The remaining centrebased educators required to meet ratios also need to have, or be actively working towards, an approved Certificate III level education and care qualification or equivalent. More details on Certificate III requirements are online: www.acecqa. gov.au/Certificate-IIIlevel-education-and-carequalifications. The Australian Children Education and Care Quality Authority can provide you with more information about these changes on 1300 4 ACECQA (1300 422 327) or www.acecqa.gov.au.
The seven board members of the new Early Years Quality Fund (EYQF) have been announced. The board is charged with determining which education and care services will be eligible for payments from the $300 million fund throughout its two-year duration. The board members are: Rachel Hunter – Chair, Australian Children’s Education and Care Quality Authority Samantha Page – CEO, Early Childhood Australia Michael Crosby AM – National President, United Voice
16 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
This web-based app allows educators to document their children’s observations and write learning stories during class through the use of an iPad or Android tablet. The app allows for parents to view the learning stories online. The app has been developed to support educators working within the national Early Years Learning Framework (EYLF). Teaching Made Easy – Child Observations (Free app for iPad available from iTunes) This app can be used for documenting child observations as required by the National Quality Framework. After photographing each child, educators can support children in the room and easily document their progress by clicking on the photo of their chid in focus. The app pairs up with the EYLF by allowing educators the ability to quickly click on the appropriate learning outcomes for each story. All observations can be emailed to the educator’s account for filing in portfolios and distributing to parents. This app, while free, has large in-app costs. To use the device for 10 children, it will cost $10.49, 30 children will cost $29.99, 50 children’s profiles will cost $49.99 and 100 children’s profiles will cost $99.99. Children’s privacy is protected through a double-password system. What apps do you use in your centre? Share your advice with the Belonging team: belonging@executivemedia.com.au
Julia Davison – CEO, Goodstart Early Learning Tom Hardwick – CEO, Guardian Early Learning Group Prue Warrilow – National Convenor, Australian Community Children’s Services Jennifer Taylor – Department of Education, Employment and Workplace Relations. The EQYF program guidelines have now been released with a sample application form included. The file can be accessed from the EYQF website, http://deewr.gov.au/ early-years-quality-fund.
general news
Being assessed The national authority allays concerns that childcare directors may have about an approaching assessment.
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any educators are curious about the assessment and rating process and what will happen when it is their service’s turn to be assessed against the National Quality Standard (NQS). The Australian Children’s Education and Care Quality Authority (ACECQA) has put together this article to help service providers and educators understand the process. Drawn from the Guide to Assessment and Rating for Services and the Guide to Assessment and Rating for Regulatory Authorities, this article examines what happens before, during and after assessment and rating. Directors, coordinators and authorised officers also share their experiences of the process.
Before the visit The approved provider will receive a notification letter from the regulatory authority to say that the assessment and rating process has started for your service. This letter will include: • advice about the procedure for the assessment and rating process, including timelines • a request to submit the service’s Quality Improvement Plan (QIP) within six weeks. The letter will also say if any extra information needs to be provided with the QIP.
Family Day Care Coordinator, Victoria ‘Once the initial shock wore off, I was able to review the documentation provided to us. This included information about the rating process from ACECQA, what will happen on the days of the visits, the role of the authorised officers, a breakdown of the rating levels and details of the assessment and rating report. ‘Once we provided our QIP and centre philosophy, we received a letter to confirm receipt and were notified of the assessment and rating visit dates. ‘This letter outlined the breakdown of the days, for example, when the authorised officers would meet with the coordination unit, the number of educators they would visit (five), the days they would be visited, and a list of resources to support the service through the rating and assessment process.’ In preparation for the visit, the regulatory authority will review all available information about the service, including the compliance history and the accreditation history, where relevant. An authorised officer from the authority, or possibly two officers, will be allocated to the assessment and may call ahead of the visit to introduce themselves.
During the visit The next step in the assessment and rating process is BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 17
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the authorised officer visit. Upon arrival, the authorised officer or officers will introduce themselves to the key contact person – usually the director – and provide an overview of the visit. You can ask to see identification if you wish.
...I must say the whole process was very unobtrusive. The visit was authentic and the experience was a positive one for the centre’s team. Director, Queensland ‘As it was a new process we didn’t really have any idea how the visit would happen. We found that it was based on what our educators were doing and the work they were doing with the children. That was really positive. They obviously spent a lot of time going through the QIP. They really went off the documents, which was quite empowering in a way as they were recognising our strengths and were able to look at the areas we had improved on.’ It is important that your service should carry on with its usual day-to-day activities during the visit. Authorised officers will conduct the visit in a way that ensures their actions minimise disruption as much as possible. During the visit, the authorised officer will follow a process to gather the evidence required to assess and rate the service. The authorised officer will: • observe – watch what children, families, educators, coordinators and staff members are doing • discuss – talk with the key contact person, educators, coordinators, family day care educator assistants or staff members about the practices within the service • sight – look at documentation required by the National Law and National Regulations (see web address at the end of the article) and other documentation as evidence to support particular practices at the service. 18 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
Director, Tasmania ‘The assessment day began with a tour of the service where the educators and children were introduced to the authorised officers. This provided the opportunity to talk about our processes, our people and our curriculum. The educators began to relax into the process as they were advised to ‘do what they normally do’ and to be confident in their practice. ‘As the officers walked through the service, they spoke to the educators, observed practice in the indoor and outdoor environments, and viewed displays in the centre. ‘As the director of the service, the officers spent a lot of time talking to me about Quality Area 6 and 7, and also asked questions about things that may not have been visible in the rooms at the time. They took lots of notes, which we unanimously decided was a good thing to ensure a transparent and robust process. ‘The officers chatted amicably to the educators and to the children and I must say the whole process was very unobtrusive. The visit was authentic and the experience was a positive one for the centre’s team.’
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The only thing that the team found difficult was the wait for the draft report and the final rating Authorised Officer, Victoria
Director, Tasmania
‘As an authorised officer, the most enjoyable aspect of conducting an assessment and rating visit is taking the time to sit, observe and discuss. It is refreshing to visit a service for an extended time and soak up the experience for each child in attendance.
‘The only thing that the team found difficult was the wait for the draft report and the final rating but we understand why it has to be this way to ensure a credible system has been implemented.’
‘I have found that conducting myself in a friendly, fair and understanding manner, often results with the educators and approved providers feeling more comfortable with the assessment and rating process and there is an increased willingness to share information.’ During the visit, the authorised officer uses the National Quality Standard Assessment and Rating Instrument (see web address at the end of the article), which is a written assessment tool that supports the training they have completed. It helps them make consistent judgments in each service. Services are assessed and rated using the seven quality areas, 18 standards and 58 elements that make up the NQS. Elements are rated as being met or not met. At the end of the visit, the authorised officer will provide some general verbal feedback about the visit to the key contact person and advise on the next stages of the assessment and rating process but will not give any indication of the rating.
After the visit In the next step, the authorised officer analyses the information gathered before and during the visit. Using the National Quality Standard Assessment and Rating Instrument, the authorised officer determines a proposed rating for each quality, standard, area, and an overall rating.
Authorised Officer, Western Australia ‘At the conclusion of the two-day visit, we came back to the office where we wrote the draft report for the service. This was completed over two days with many long discussions about what information, from all that was collected, was needed to justify the rating.’ After the visit, the approved provider will receive a draft assessment report, including the proposed ratings for each of the seven quality areas and the overall rating. This is an opportunity for the provider and service to comment and seek further clarification if needed.
Family Day Care Coordinator, Victoria ‘We received a draft copy of our assessment and rating… about three weeks after our visit. A meeting was coordinated with one of the authorised officers to discuss the report about three days later. At this meeting I was able to query any of the comments and ratings presented. We then had about three weeks to submit a response to any ratings. ‘We completed a response and these items were taken into account, which we felt was a positive outcome. It showed how the Department of Education and Early Childhood Development respected our feedback.’ The next step is for the regulatory authority to send through the final Assessment and Rating Report.
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 19
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The report will provide rich detail that will help services on the path to continuous quality improvement. The content in the report should also help educators explain the assessment and its outcomes to the families at their service.
education and care program and this process helped us identify where our strengths are and areas where we can build on. We don’t look at these areas as “weaknesses”, but opportunities to grow and improve.’
The assessment and rating process creates many opportunities for one-on-one and community discussions about where the service is doing well and whether there are focus areas for improvement in the future.
Authorised Officer, Victoria
ACECQA has prepared several resources to help educators present the ratings process and outcomes to families in simpler terms and is continuing to develop new tools and advice.
Director, ACT ‘We felt very supported through the process, valued for the skills and expertise we all bring and really enjoyed a new set of eyes to help us reflect on what we are doing and how we do it. What could have been a daunting and difficult experience was in fact a very supportive and worthwhile experience. This was largely attributed to the interpersonal skills and the way the assessors have been guided and supported to perform their role.’
‘Keep in mind that as early childhood professionals, we are all in this industry for the same reason, regardless of our role – to achieve great things for children. Ongoing improvement and evolution of education and care services is embedded in the nature of working with children, families and the community.’ This article was provided by the Australian Children’s Education and Care Quality Authority (ACECQA). For more information please email enquiries@acecqa.gov.au or call 1300 4 ACECQA (1300 422 327). The ACECQA websites referenced in the article are as follows: www.acecqa.gov.au www.acecqa.gov.au/national-quality-framework/ legislation/ www.acecqa.gov.au/national-quality-framework/ national-regulations/ www.acecqa.gov.au/resources-and-templates/ assessment-and-rating-guides-and-instrument/ www.acecqa.gov.au/families/fact-sheets/.
Family Day Care Coordinator, Victoria ‘Overall, we found the new rating and assessment process to be a positive one. We are committed to supporting our educators in providing a high-quality
How National Quality Standard ratings work Services are assessed and rated using the seven quality areas, 18 standards and 58 elements that make up the National Quality Standard. If all elements in a standard are met, the standard will be rated ‘Meeting National Quality Standard’ or ‘Exceeding National Quality Standard’. If one or more elements are not met, the standard will be rated ‘Working Towards National Quality Standard’. The rating for a quality area is determined by looking at the rating for each standard within that quality area. If all standards are met, the quality area will be rated as ‘Meeting National Quality Standard’. If at least two of the standards are rated ‘Exceeding’ and any other standards are met, the quality area will be rated ‘Exceeding National Quality Standard’. If one or more standards are rated ‘Working Towards’, the quality area will be rated as ‘Working Towards National Quality Standard’. The overall rating will be ‘Working Towards the National Quality Standard’ if one or more quality areas is rated ‘Working Towards’. An overall rating of ‘Meeting the National Quality Standard’ will be given if all quality areas are rated ‘Meeting’ or higher. Services will achieve an overall rating of ‘Exceeding the National Quality Standard’ if four or more quality areas are rated ‘Exceeding’, including two of the key quality areas: QA1, QA5, QA6, and QA7.
20 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
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education + training
Key workers make a prize centre By Megan McGay A Western Australian centre uses a special system to build bonds with families and keep staff turnover down.
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he management and teacher team behind Subicare Child Care Centre were rewarded for their efforts at the Childcare Association of Western Australia 2013 Child Care Awards. Subicare took home the prestigious prize of ‘Guild Insurance Service of the Year’. Director Jennifer Kenyon said the centre ran an effective system to monitor the progress of its children. The ‘key worker’ system operates by allocating a child to a key educator upon enrolment. Ms Kenyon said it was important to allocate the key workers before the orientation process began, so the child could explore the new environment with their familiar educator. Ms Kenyon said the ‘key worker’ system was critical during times of family crisis, such as the death of a relative. ‘Families can speak in confidence to their key educator as it is important that we know about issues so we can support the child and family through whatever is happening,’ she said.
The key worker system uses scheduled parent/ teacher meetings to increase staff liaison with families. Ms Kenyon said the meetings were crucial to newcomers at the service Subicare is home to many families and staff members that use English as a second language, and Ms Kenyon said this creates many positive outcomes. ‘Whenever possible I will, for example, try and match the educator that speaks French with the family who has just arrived from France. This offers great benefits for all as it facilitates the child/family induction into the service.’ Ms Kenyon was first introduced to the key worker system when she was working at a childcare centre in England. Following its success, she implemented the program at Subicare after being appointed its director in 2004. Ms Kenyon is proud of the way the program operates. ‘It is very successful. Families value the fact that there is one educator – as a point of contact – who has more in-depth knowledge of their child. We have a number of families new to Perth and they find the key educator an important resource, not only with regard to their child, but also to settling into a new life in Perth.’ The amount of children allocated to a key educator varies from room to room. ‘In the babies room each educator is responsible for six children. In the older room, they can be responsible for up to 15 children but this includes those that attend part
22 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
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time.’ Key educators are required to coordinate their allocated children’s portfolios. Ms Kenyon said she employs three extra floating staff members to afford key educators the time to focus on their responsibilities. While the key educator system assigns children to different staff, all educators are required to write learning stories and contribute to the program. This helps bring broader perspectives to each child’s development.
most staff were longserving members of the centre and their staff turnover was as low as one educator a year. The key worker system uses scheduled parent/ teacher meetings to increase staff liaison with families. Ms Kenyon said the meetings were crucial to newcomers at the service. The families ‘appreciate the personal approach (their child is not just a
number) and the reassurance that their child is not only coping but thriving in a group care environment. These meetings are an opportunity for families and the centre to exchange information on how the child is developing; we can discuss successes and/or areas of concern and possible actions required,’ she said. While the meetings are available for all parents, only half of the centre’s families make appointments. ‘The feedback from families that don’t take the opportunity is that they are happy with the exchange of information they experience on a daily basis and therefore do not feel the need,’ said Ms Kenyon. One of the benefits noted from the key worker system is staff satisfaction. Ms Kenyon reported that most staff were long-serving members of the centre and their staff turnover was as low as one educator a year. ‘When new educators are employed we generally have them working alongside the educator they are replacing for a week so there is the opportunity for them to become familiar with their key children and families whilst the existing key educator is still there. ‘All educators exchange information as appropriate and develop relationships with the children and families in their care environments so there is always consistency of care.’
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 23
education ++training training education
Brighter future with Better Beginnings
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he family literacy program Better Beginnings has been rolled out to more than 150,000 families in both rural and regional Western Australia since it began in 2005, dramatically improving the literacy skills of the children who have taken part. As Australia’s most extensive family literacy program, developed by the State Library of Western Australia, Better Beginnings provides books to children as young as six weeks old, encouraging parents/carers to share stories, songs and nursery rhymes with their children at an early age. Edith Cowan University (ECU)’s Centre for Research in Early Childhood, led by Dr Caroline Barratt-Pugh, has been evaluating the program for the past seven years. Their research has formed the building blocks for understanding why Better Beginnings has been such a successful tool in early literacy development. Dr Barratt-Pugh and her team evaluated the pilot program in 2005 and then conducted research into the program over two stages – from 2007 to 2009, and then again in 2010. Speaking to parents one-on-one as their children took part in the program, she found that Better Beginnings played an integral role not only in early literacy development, but also in strengthening the bond between parents and their children. ‘The importance of early childhood as the foundation of future development in all domains is now well established across the world. During the first three years, the brain is developing rapidly and a child’s relationships and experiences during the early years significantly influence how their brain grows,’ Dr Barratt-Pugh says. Dr Barratt-Pugh’s research has revealed that the program has already had a significant positive impact on the children involved. Her findings include: • In 2009, 62 per cent of mothers reported that after being involved in the Better Beginnings program, their confidence in sharing books with their child had increased. This figure increased to 88 per cent in 2010. • In 2009, 23 per cent of parents took out a library membership for their child. This figure increased to 65 per cent in 2010, and most parents who had taken out library memberships indicated their decision had been influenced by Better Beginnings.
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• In 2009, 79 per cent of those surveyed reported that Better Beginnings had influenced their beliefs about the importance of sharing books with their child. • In 2009, 85 per cent of mothers surveyed reported that they read to their child after receiving the Better Beginnings reading packs. Dr Barratt Pugh believes Better Beginnings gives parents the tools and support to help their children develop good literacy habits early, which is one of the main reasons for its success. ‘Research has shown that sharing books and stories from birth has a positive impact on language and literacy development,’ Dr Barratt-Pugh says. ‘By supporting parents and carers in reading to children from birth, Better Beginnings helps young children to build the early literacy skills and love of books they need to become good readers and succeed at school.’
SEE YOUR EARLY CHILDHOOD CAREER GROW At ECU, we offer many courses specialising in Early Childhood studies. So whether you’re starting your teaching career, or extending your qualifications, we’ll help you develop the skills you need to become an outstanding teacher. If you already have a degree in any area and want to pursue an exciting career change, our Graduate Diploma of Education (Early Childhood Studies) can be completed in just 12 months. These courses are taught by experienced professionals and offer extensive prac placements, giving you valuable experience in a range of childcare, kindergarten, pre‑primary and primary school settings. If you currently work in the education field, we offer Early Childhood specialisations at a Graduate Certificate and Masters level. These will help you develop specialist skills through projects that directly relate to classroom needs. We also offer a four year, specialised undergraduate course for those beginning their teaching journey. To find out more about our wide range of Early Childhood courses, call 134 ECU (134 328), email futurestudy@ecu.edu.au or visit reachyourpotential.com.au
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Capture the heart of your service By Christine Straubinger
Is your statement of philosophy an accurate reflection of your centre?
The NQS sets it out under:
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• Standard 7.2: There is a commitment to continuous improvement
hrough the National Quality Framework (NQF) implementation, each education and care service in Australia was required to have developed a Quality Improvement Plan (QIP) by 30 April 2012. As part of maintaining quality, centres should review their QIP and in particular, the statement of philosophy.
Reviewing your statement of philosophy • Your statement of philosophy is the heart and soul of your service. • It symbolises what children, families, educators and management value and are passionate about. • It provides insight into your service; it sings and dances around, under, over and through every aspect of your everyday practice. • It tells the story of the children, families, educators and management of your service and clearly echoes their voices. It is yours to be proud of and to celebrate. Regulation 55 of the Education and Care Services National Regulations, requires, in part, that the approved provider ensure that a QIP contains a statement of philosophy. Regulation 56 requires the approved provider review and revise the QIP against the National Quality Standard (NQS) at least annually and at any time when directed by the Regulatory Authority. 26 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
• Quality Area 7: Leadership and service management
• Element 7.2.1: A statement of philosophy is developed and guides all aspects of the service’s operations. So how do you write your statement and what do you include in it?
Remember: • Keep it true to the values and beliefs of your service’s community by inviting and actively encouraging children, families, educators and management to contribute. • Use the NQF tools such as the Australian Children’s Education and Care Quality Authority (ACECQA) Assessment and Rating Instrument and QIP template to guide your self-assessment of your statement of philosophy. • Delegate tasks. • Be curious about the perspectives of others (yes this includes children of all ages). • Be curious about your own perspective and question why you hold particular beliefs. • Allocate time and resources. • Stay focused. • Be brave; remember we learn by taking risks and making mistakes!
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• Remember to celebrate along the way – as well as at the end!
NQF guiding principles
EYLF and MTOP principles and practices
VEYLDF practice principles
The role of parents and families is respected and supported.
Ongoing learning and reflective practice
Respectful relationships and responsive engagement
Best practice is expected in the provision of education and care services.
Holistic approaches
Integrated teaching and learning approaches
Responsiveness to children
Assessment for learning and development
• I am interested in what you think about…
Learning through play
Reflective practice
• Tell me how you feel about…
Intentional teaching
• Conduct a word search ‘statement of philosophy’ across Guide 3 of the National Quality Standard and the Early Years Learning Framework (EYLF), or other approved learning framework. • Test your statement of philosophy against the everyday practices of educators, coordinators, educational leaders, nominated supervisors and management through honest critical reflection. • Be attentive and mindful to capture the voices of children, families, and educators in a respectful, authentic, and genuine way.
Use statements such as: • I am curious about the things you like/do not like.
• What is important to you?
Learning environments
Invite children to draw what they like/do not like about your service and then tell you their story about what their experience is in your service. Think about what you include or omit. The table below sets out the NQF’s six guiding principles; the principles and practices of the EYLF and My Time Our Place (MTOP) and the practice principles articulated in the Victorian Early Years Learning and Development Framework (VEYLDF). This can be used as a base point for discussions at your service.
NQF guiding principles
EYLF and MTOP principles and practices
VEYLDF practice principles
The rights and best interests of the child are paramount.
Secure, respectful and reciprocal relationships
Family-centred practice
Children are successful, competent and capable learners.
Partnerships
Partnerships with professionals
Equity, inclusion and diversity underpin the framework.
High expectations and equity
High expectations for every child
Australia’s Aboriginal and Torres Strait Islander cultures are valued.
Respect for diversity
Equity and diversity
Cultural competency Continuity of learning and transitions Assessment for learning
The guide to the NQS is a helpful tool to think about practical examples of how your statement of philosophy is reviewed and revised.
NQS 1.1.1
OBSERVE
DISCUSS
3.1.3
4
SIGHT
How does the service’s statement of philosophy guide the pedagogy and teaching decisions (pg 29)?
The service’s approach to access and participation as documented in the statement of philosophy (pg 95). A sound philosophy guides decisionmaking, including decisions about the appropriate number and deployment of suitably-qualified and experienced educators, coordinators and staff members at the service (page 111).
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 27
education + training
NQS
OBSERVE
DISCUSS Questions to guide reflection on practice for standard 4.2 (page 115).
4.2
What beliefs about relationships between management, educators, coordinators and staff members are included in our statement of philosophy? Is this a true reflection of what happens in daily practice?
5.1.1
A handbook for new and existing educators, coordinators and staff members that includes: the statement of philosophy (page 118).
The service’s approach to equity and inclusion, documented in the statement of philosophy (page 133).
6.1.2
How families contribute to the development and review of the service’s philosophy, policies and procedures (page 153).
7.1.2
Examples of how the statement of philosophy is used to set directions, build commitment and align actions with the service’s goals and outcomes (page 181).
A written statement of philosophy outlines the principles under which the service operates. This philosophy reflects the principles of the National Law, the Early Years Learning Framework and/ or the Framework for School Age Care (or other approved learning frameworks).
It reflects a shared understanding of the role of the service with children, families and the community. Taken from the Guide to the National Quality Standard (acecqa.gov.au).
The ‘statement of philosophy’ is reported in a number of Quality Areas of the National Quality Standard, demonstrating the significance of the philosophy and how it guides all aspects of your service.
Walk the talk
The educators’ and coordinators’ understanding of the service’s statement of philosophy. The extent to which practices undertaken, and decisions made by educators, coordinators and staff members are informed by the service’s statement of philosophy (page 181).
What we aim to achieve with element 7.2.1
It underpins the decisions, policies and daily practices of the approved provider, nominated supervisor, educators, coordinators and staff members and assists in planning, implementing and evaluating quality experiences for children.
The service’s statement of philosophy guides interactions with children. (page 129).
5.1.3
7.2.1
SIGHT
Evidence that the service’s statement of philosophy is readily available and included in the induction process for all staff members, and in the enrolment and orientation process for families (page 181).
28 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
Does your everyday practice consistently live up to your values and beliefs? How can you strengthen the connection between your statement of philosophy and your everyday practice? The table on the next page is designed to assess if your statement of philosophy can ‘walk the talk’. I have included some examples to get you started. You can break down your current statement of philosophy into bite-size pieces. Insert these smaller ‘value statements’ into the first column, next list practical examples of your everyday practice in the secong column and in the third column, identify an achievable action that will strengthen the link between your statement of philosophy and the everyday practice of educators and management.
education + training
Your statement of philosophy states and you believe
Your daily practices will consistently demonstrate it by:
Your action to strengthen the connection between your statement of philosophy and everyday practice is to:
• that Aboriginal and Torres Strait Islander cultures are valued.
• your commitment to learn more about Aboriginal and Torres Strait Islander cultures by building on your (educators’, families’ and children’s) existing knowledge through an action research project, identified in the Victorian Early Years Learning and Development Framework.
• ask children, families, educators and management about what they already know and what else they would like to know about Aboriginal and Torres Strait Islander cultures. • find out about the Early Childhood Australia’s and/or your local council’s Reconciliation Action Plan. • find out what other services are doing, by watching the e-learning video, Reflecting on Practice: a philosophy of respect - reconciliation and relationships (www.earlychildhood australia.org. au/nqsplp/elearning-videos/ talking-aboutpractice/ reflecting-onpractice/).
• that rights and best interests of the child are paramount.
• encouraging children to be consistently involved in making decisions and having real choices about what happens in all aspects of their day.
• challenge routine practices, such as only adults can turn the tap on in the outdoor area, set times for snacks and mealtimes, all children must join in group times and apply the ‘walk the talk’ test.
• each child’s health, safety and well being is promoted and protected.
• actively planing for and promoting physical activity and healthy eating through planned and spontaneous experiences for each child, including babies.
• find out about Get Up and Grow resources – add these to your parent/ family library and the educators professional resource library (www.health. gov.au/internet/ main/publishing. nsf/Content/ phd-early-childhoodnutrition-resources).
• providing parents and families with current information about the benefits of physical activity and healthy eating.
• in respect for the natural environment.
• that the role of parents and families is respected and supported.
• environmentally sustainable practices embedded in the management and operation of the service. Intentional teaching/acting on teachable moments to support children to become environmentally responsible and show respect for a sustainable environment.
• become a member of your local Environmental Education network/ association (such as Environmental Education in Early Childhood www. eeec.org.au).
• regular opportunities for both informal and formal conversations between educators and families to collaboratively make decisions about each child’s learning and wellbeing.
• speak with/visit other education and care services in your local area.
• contact your local council to ask what resources they have to support environmental sustainable practice.
• participate/start a discussion forum on the NQS PLP. • agenda this topic for discussion at your local network meeting.
Remember a statement of philosophy needs to be dynamic. It will build over time, take many shapes, and involve children, families, staff and management. Importantly it needs to be visible and accessible so that it continues to frame a service’s ongoing conversations and underpins the everyday practice of educators and management. Christine Straubinger, Early Childhood Consultant Ripple Logic Consultancy Mob: 0450 880 499 PO Box 373 Rosanna Vic 3084 E info@ripplelogic.com.au | www.ripplelogic.com.au Helpful Resources National Quality Standard Professional Learning Program’s e-Video “Reflecting on practice - Part 1: A philosophy of respect - Reconciliation and relationships” www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talkingabout-practice/reflecting-on-practice/ Early Childhood Australia’s ‘Code of Ethics’ www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_ australias_code_of_ethics.html National Quality Standard Professional Learning Program’s e-Newsletters: No. 15 Our ‘philosophy’ No. 28 Revising the service philosophy’ No. 28 What have theories got to do with it? www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/ Early Childhood Care & Education Leadership – Module 3:Philosophy www.ecceleadership.org.au/node/14
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 29
education ++training training education
Creating confident and involved learners BY LUKE TOUHILL
C
hildren’s learning happens most effectively when they are engaged and interested in what they are doing. Sounds simple? Not always.
Ensuring ongoing interest and engagement is one of the most important skills that an early childhood educator can have. Mostly, it is about being attuned to the group of children that we are working with. Skilled educators use their knowledge of the children, combined with their knowledge of different teaching strategies, to build and maintain interest. Through astute questioning and conversation, they guide children’s thinking and learning – helping them to investigate, explore and create meaning. Such supportive relationships and interactions are critical to effective learning. As the Early Years Learning Framework (EYLF) highlights, ‘secure, respectful and reciprocal relationships’ are central to what we do as educators. Without them, there is little chance that children’s experiences will be positive, or that meaningful learning will occur. And yet, vital as they are, relationships do not occur in a vacuum. How we relate to children, how we get on with each other, and our ability to support and foster learning are all determined, at least in part, by the environment we find ourselves in. Of course, a well-organised physical environment alone is not enough to guarantee effective learning. But, it is an important enabling factor, one that makes it either easier or harder for effective learning and supportive relationships to occur. If, as the EYLF suggests, we aim to help children become confident and involved learners, then we need to not only think about how we do this through our interactions, but also about the materials and resources that we provide.
Importantly, interest shouldn’t be confused with novelty. The most effective learning happens over time – as children engage with materials repeatedly and develop their skills in using them. Confidence in particular develops as we get better at doing things. Without opportunities to master materials and techniques, confidence is likely to develop slowly. The true test of a good resource is therefore not whether it grabs a child’s interest initially, but whether it holds it. Almost anything is interesting the first time you see it, but not everything is worth going back to again and again. The best resources, like blocks, sand, water, or painting and drawing, reward continued use. They allow children to get better at using them, they encourage creativity and imagination, and they can be used over and over again without becoming boring.
It is hard to have an interesting conversation when there is nothing interesting to talk about. Equally, it is hard to be enthusiastic when there is nothing interesting to do.
Of course, an element of novelty is important. There is nothing like something new and exciting to pull from the cupboard on a long, rainy afternoon. But if we base everything we do on the appeal of the new and exciting, then we risk favouring superficial and shallow learning over deeper and more meaningful experiences.
Resources that stimulate children’s curiosity and imagination that allow for creativity and multiple uses, and that grow with children’s developing abilities are an important factor in children’s learning. The best resources and play materials should be interesting enough to support ongoing involvement, challenging enough to encourage new learning and persistence, and should promote independence, team work and social play.
Finding the right materials to stimulate and challenge the children with whom we work is a critical part of our role as educators. If we truly want to encourage children’s learning, we will pay as much attention to the decisions we make about resources as we do to the other elements of our program. Well-chosen resources coupled with great relationships and interactions are the key to confident and involved learners.
30••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME volume22NUMBER number33••2013 2013 X
educational resources, programs + planning
Dramatic play in the early years By Professor Robyn Ewing
‘Quick, nannie, you’re the fireman. Get the fire truck, there’s a fire to put out over here! (Timothy, nearly three).’ ‘I’m not Evie, I’m the doctor and I’ve come to see how you are today.’
B
eing with young children, as they spontaneously explore their world is magical. It takes us back to our time as children and similar episodes of imaginative play. The world of young children should be filled with time for them to be curious, creative and imaginative. We should provide endless opportunities for them to listen to, share and tell stories. Imaginative play helps young children demonstrate and practise what they already know, while they are also in the process of learning more about the world. Observing children engrossed in such activities also shows us how they are thinking about and learning language. Writing out of her work on young children’s stories, Carol Fox (1993) suggests that we should talk about imaginative play as ‘serious play’ or ‘play for real’ (p.190). She exhorts us to value imaginative play rather than be dismissive of it wherever and whenever it happens: in the home, playgroup, childcare centre and early childhood curriculum.
Dramatic play usually develops naturally as one form of play, where children build from their own lives, opportunities and experiences to imagine and create new worlds and possibilities. Dramatic play is not about acting: it’s about being someone else, processing new ideas and relationships as well as exploring our own identities. As John O’Toole and Julie Dunn (2002) phrased it, it is ‘pretending’ in order to learn. Through dramatic play, children can suspend their own world, step into the shoes of others and behave ‘as if’ or ‘let’s pretend’. Providing opportunities for children to engage in imaginative play is part of the vision in Belonging, Being and Becoming: The Early Years Learning Framework for Australia (2009). At the same time, children are developing their language skills and vocabulary while exploring their creative potential. Both undirected children’s makebelieve experiences and adultfacilitated drama activities link very directly to the sharing of oral and written stories, picture books and films. Children’s understanding of narrative is being developed and extended. Award-winning author and illustrator, and former British Children’s
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 31
educational resources, programs + planning
Laureate, Anthony Browne calls his own creative play ‘playing the shape game’ (2011, p. 9), or constantly transforming or re-imagining one thing into another. Dramatic play is universal: it crosses all cultures. It has been described as a merging of the child’s real world with their imaginative capacities. In her book Playground, Nadia Wheatley (2010, p.60) relates how ‘play camps’ were an integral part of every Aboriginal home and that some of these play sites dated back hundreds of years, being rebuilt by children every time their parents returned to a particular campsite. Forked sticks or gumnuts were used to represent ‘babies’ that were carried in toy coolamons. Play fighting with waddies for the girls and blunt sticks representing spears for the boys might also be part of the fun. Balancing opportunities for children to initiate and manage their own dramatic play alongside gently scaffolding further drama experiences requires sensitivity to each child’s developmental needs and cultural background.
Getting dressed up seems to help them almost magically transform themselves into characters from their own and other worlds. 3. verbal make-believe where descriptions or declarations are dominant rather than the physical actions themselves 4. persistence in the make-believe episode because it indicates that they are authentically engaged
Elements of dramatic play
5. interaction involving at least two players (although one may be imaginary)
In studies of Israeli and American children more than four decades ago, Smilansky (1968) described six elements of dramatic play:
6. verbal interaction between two or more children related to the play episode.
1. imitative role-play in which the child takes on a make-believe role using physical action and/or talk 2. make-believe using everyday objects, resources or toys as substitutes for those needed whilst ‘in role’
32 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
Initially parents, caregivers and early childhood teachers should have a pivotal role in establishing safe physical spaces for play, ensuring that there is time for such activities and providing the resources to encourage children to engage in dramatic play.
educational resources, programs + planning
Creating the spaces and places for childinitiated dramatic play Time is a key factor in enabling dramatic play. Providing time to build, make or create, time to dress up or play with puppets is essential yet sometimes hard to do given the frenetic world we live in. Time to talk, cooperate and establish trusting relationships and contexts should be a priority.
with the language in nursery rhymes and nonsense verse from an early age. A list of appropriate authors and illustrators for young children, can be found in The Creative Arts in the lives of young children: play, imagination and learning, Ewing (2012). Robyn Ewing is a professor of Teacher Education and the Arts at the University of Sydney. In 2012, she was the recipient of the Lady Cutler Award for Distinguished Service to Children’s Literature in New South Wales.
Adults can encourage dramatic play by collecting materials and items relating to particular areas or themes around which dramatic play might develop. Generic items, including large cardboard boxes and cylinders, can just as easily become a garage, fire station, school, market or shopping centre, hospital, zoo, farm, post office, ferry, garden shed, train, restaurant or beach.
References
Dressing up
Fox, C. (1993). At the very edge of the forest: The influence of literature on storytelling by children. London: Cassell.
Homes, early childhood centres, playgroups, preschools and kindergarten classrooms should, where possible, include a dress-up box, drawer or cupboard filled with old and cast-off clothes, shoes, hats, coats, coloured lengths of different textured material and scarves of adults and older siblings. Of course the more interesting or unusual these items are, the better.
O’Toole, J. & Dunn, J. (2002). Pretending to learn: Helping children to learn through drama. Sydney: Pearson.
Other accessories like bags, jewellery and walking sticks can be added as they become available. If space permits, other props can be included in the collection. Children will enjoy using the dress ups and accessories both inside the house and in outside settings. Getting dressed up seems to help them almost magically transform themselves into characters from their own and other worlds. They will create a new story, retell a familiar one, or devise a performance to present to their peers and adults.
Browne, A. (2011). Playing the shape game (J. Browne, Illus.). London: Doubleday. Ewing, R. (Ed.) (2012). The Creative Arts in the lives of young children: play, imagination and learning. Melbourne: ACER. Commonwealth of Australia, DEEWR, (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government. Downloaded from: http://foi.deewr.gov.au/ system/files/doc/other/belonging_being_and_becoming_the_early_ years_learning_framework_for_australia.pdf.
Smilansky, S. (1968). The effects of socio-dramatic play on disadvantaged preschool children. New York: Wiley. Wheatley, N. (2010). Playground. Sydney: Walker Books.
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Puppets and masks For some children, giving human characteristics to any inanimate object can be a useful way into imagining because they feel more confident when it is the puppet telling the story or expressing an emotion. Making simple hand or finger puppets with the children, perhaps from junk materials, is a fun way of retelling a shared experience or fairytale, and should be an important part of early childhood centres and classrooms.
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JOURNAL • volume 2 number 3 30/07/13 • 2013 • 12:48 33 PM
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educational resources, programs + planning
Excursions in childcare centres By Giulia Heppell
Getting young children out and about boasts a multitude of benefits for their development. But what is really entailed in organising an excursion?
E
xcursions can be used as a development tool during early childhood. They get children out into the community to experience new wonders, they develop a child’s sense of their own role in the wider community, and they allow youngsters to slowly build up self-confidence and independence from the feeling of freedom excursions give them. According to Catherine Lee, the Director of the Point Preschool in Oyster Bay, New South Wales, excursions are an ‘amazing learning experience for everyone – children, families [and] educators’. Ms Lee said these outings allow children to ‘build a strong sense of themselves and their place in the community. It is vitally important for children to be able to take a step outside the centre door to experience and connect with the world outside gates and fences. Being visible in the community and having a voice is of benefit to the children and everyone who belongs to the community.’ Ms Lee further noted that excursions also provide children with ‘opportunities to explore, discover, learn, connect, experience, participate and interact’. Under her guidance, The Point Preschool has been a leader in excursions in the early education and care
36 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
industry. ‘We go on walkabout every year to explore our local neighbourhood, connect with the Dharawal people and spend time outdoors and experience nature. We went to Taronga Zoo to visit the animals we sponsor – the Sumatran tiger and the lace monitor – the Dharawal totem of Oyster Bay. We also had a meal at the local Thai restaurant, and we bushwalked and picnicked through our local native gardens. ‘We took a bus to the Royal National Park to see the rock etchings of the Dharawal people, [and] we’ve been to the Opera house to see the Baby Proms. We’ve been to the local Hazlehurst Regional Gallery and Arts Centre, too!’ So, what are some obstacles that workers in the early education and care industry must cross in order to put together a successful excursion?
educational resources, programs + planning
According to Kathy Walker, Founding Director of Early Life Foundations, a national organisation that works in education consulting, parenting and research both in Australia and internationally, there are many hurdles to overcome when putting together an excursion. These include: ‘Money and budgets; the over- regulated world and society which means you basically have to tie the children up and get parents to sign their lives away before you can go anywhere or do anything – for example, health, safety, accident, permission signage; availability of place; bus hire; adult-to-child ratios; choosing the right and appropriate excursion’. The first hurdle childcare employees must overcome is the one posed by the adult-to-child ratio. The Education and Care Services National Regulations (2011) has introduced national legislation that outlines the minimum adult-to-child ratios that are to be implemented over the next few years. They are as follows: • birth to 24 months – one adult to every four children • 25 to 35 months – one adult per every five children • 36 months and over – one adult for every 11 children. Child carers must be aware of these ratios; however, in certain states, these laws do not come into effect until a later date, making these ratios differ from state to state. For example, in Western Australia, the adult-to-child ratio for children 36 months and over is one adult for every 10 children, a slight variation of the national regulation. In comparison, under Queensland state law, the ratios are one adult for every four children under the age of 24 months, one adult to every five children between the age of 15 and 24 months, one adult to every six children between 24 and 35 months, one adult to every eight children aged 30 to 35 months, and one adult per 12 children three years to seven years of age. When the excursion destination has an increased risk, this adult-to-child ratio must also be adapted to incorporate more supervision. For instance, in New South Wales, if the outing is to a location where a water hazard lies, this ratio needs to close the gap, so that there is one adult for every two children. The cost of excursions is another hindrance. Excursions incur a higher cost than regular childcare, as transport, extra manpower, supplies and even a venue fee all add up, posing the question: how do we afford this?
At the Point Preschool, Ms Lee said the parents pay for the cost of the excursion. ‘As a small, not-forprofit, community-based preschool, we are unable to accommodate the cost of excursions in our budget. Our families are consulted on costs, and we will personalise the excursion to support the families’ financial situations. For example, sometimes we all travel together in a bus; other times some parents may carpool or catch a train. Walking excursions are also great as there is often no cost at all.’ But excursions don’t have to be expensive. Ms Walker agreed: ‘The real world for a young child is around them all of the time. If they spend 30, 40, 50 hours in the same room and playground it may well be appropriate to be able to walk to the local shops once a week, to visit a park, to have visitors come to the centre, such as grandparents, or [have] people visit with pets. This can provide additional perspectives and life experience. It is unnecessary to have the traditional excursions to the zoo and museum for very young children under three… More regular ordinary visits to get out of the centre would be wonderful.’ So, how do we go about organising an excursion? The necessary first step in organising an excursion is undertaking a risk assessment. Under section 167 of the National Regulations, this risk assessment must be conducted during the planning process before permission is sought. At this stage, a number of factors must be assessed – the level of supervision needed and the number of chaperones required, the mode of transport, the length and activities of the excursion, the items that should be taken to the outing, and, most importantly, the risks posed and associated with the excursion and its accompanying activities. Strategies BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 37
educational resources, programs + planning
to minimise and manage these risks should also be identified within this report. ‘Completing the risk assessment is vitally important, but can be seen as a hurdle for some educators. Balance this risk assessment with a benefit assessment and hopefully the benefits will outweigh the risks,’ Ms Lee advised. Employees must also remember to organise an excursion that is appropriate for the young children. Ms Walker noted that, ‘In recent years, there has been an interesting and strange phenomena in many (not all) early childhood programs that I now call “The Emperors new Clothes”. ‘In the sizable shift away from recognising the biological and empirical evidence of neurological and physiological maturation of children – which can and should sit comfortably alongside the other fact that children’s learning and life is influenced by experiences and exposure, culture and environment – many in early childhood, including academics who should know better, have moved so far away from understanding what is and is not actually appropriate for children, that the notion of excursions and incursions, documentation, skills, elements of clinical notes that may be necessary for early intervention et cetera, are becoming dangerously sloppy, vague and flowery.’ Ms Walker emphasised the importance of ageappropriate excursions. ‘I remember a powerful experience I had once when visiting a preschool program of four-year-olds who, the day before, had been on an excursion via a bus to an art gallery to see some Australian paintings. The next morning as I visited, the teacher had the children in a circle for what is often described as a morning meeting. There were 25 children who had to sit as it turned out for about 35 minutes. As you might imagine, about half of them found it impossible and difficult to sit for this
38 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
length of time. The teacher asked the children a series of questions, such as, “what did we all do and where did we go yesterday?” The children initially responded with answers, such as, “we went on a big bus, my mummy bought me an ice cream, my mummy didn’t come, it was raining”. The teacher looked somewhat frustrated. She attempted to draw the children into the appreciation of the art and what it was about. They were actually not very interested. They were, however, very interested in the rain, the bus, the food and ice cream, whose parents came along, how long it took, the colour of the bus, and whose hand they held. ‘These children firstly, couldn’t and shouldn’t have been made to sit for so long together, and brain studies give us that information. Secondly, a trip to the art gallery to appreciate Australian art was completely irrelevant to these children at this point in their lives.’ Keeping it simple and relevant is key to excursions in the early edcucation and care sector, both for a child’s development as well as combating the costs associated with excursions. ‘Some [children] simply benefit from the local park, a shopping centre walk, a stroll around the block, beach – it doesn’t always have to be a formal excursion, and the general rule I usually use is that the younger the child, the less formal it should be,’ said Ms Walker.
Catherine Lee’s four tips to ensuring a successful excursion: • Involve the children in all aspects of the planning of the excursion – where to go, how to get there, what to do there. • Find something they are interested in so they will be making an authentic connection to their world. • Ask for support from the children’s families. • Take small steps – visit the local park, shops or visit your neighbours.
educational educationalresources, resources,programs programs++planning planning
Raising readers It’s the Scholastic way
S
cholastic has been fostering the learning and literacy of children globally for over 90 years. Our core focus is the importance of reading, from the earliest years of a child’s development. Whether it’s our Book Clubs, Book Fairs or our School Essentials range of books and educational resources – everything we do is designed to help parents and educators raise readers and enable learning. Scholastic Book Clubs, such as our Busy Bee club for the littlest learners, give both parents and children regular access to affordable, age-appropriate books that have been hand-picked by our team of experts. Our Book Fairs give children the chance to see, touch and fall in love with the very best children’s books. They’re also a fantastic way to raise funds for your centre, with a percentage of Scholastic Book Fair proceeds going towards your centre’s resources – in books, Scholastic Rewards or cash.
and build their educational resources, for increased literacy today, and a better life for all Australian children tomorrow.
It’s the Scholastic Rewards system that exists through all these channels that provides educators with an opportunity to supplement their budget
For more information or to discuss how we can help you enable better learning in your centre, give our friendly staff a free call on 1800 021 233 or email customer_service@scholastic.com.au.
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5/08/13 3:57 PM BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••volume VOLUME22number NUMBER 2013••39 X BELONGING 33••2013
occupationalhealth health++safety safety occupational
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Childcare centre cleaning observations After observing numerous on-site childcare centre cleaning storerooms and cleaning regimes, it became evident that there are many industry issues that are encountered daily. Some of these issues are: • inconsistent product use and application • lack of product training/knowledge • time constraints • glug-glug dispensing methodology • using non-approved and non-compliant products • incorrect application • general storage and housekeeping • no foolproof cleaning chemical system • automatic dosage systems are unreliable.
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X 40••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME volume22NUMBER number33••2013 2013
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occupational health + safety
Improving your safety culture By Kerrie O’Neill
The safety of staff and children are equally important.
S
afety in early education and care services was once entirely focused on the wellbeing of children, rather than both the children and the staff employed there. The introduction of occupational health and safety (OHS) legislation in Australia has changed expectations and requirements of workplaces. Although widely publicised, many managers of childcare centres, early learning centres and schools do not realise their obligations. The safety of children falls under the Education and Care Services Regulations 2011, but centre managers also have obligations for their staff under their state’s OHS legislation. It is promising to see that this concerning safety culture in education and care institutions is beginning to change; however, there are many organisations that risk exposing themselves to potential litigation if a serious workplace accident occurs. Managers of these education and care services must ensure that they are familiar with their current OHS legislation. Ignorance of this important legislation
will not be recognised as a defence in a court of law. An occupational health and safety management system (OHSMS) benefits any organisation – regardless of its size – and research shows that there are clear links between good OHS management and longterm business efficiency. Services should establish an OHS policy in consultation with their employees. If service managers are unsure about this process, they could enlist the services of qualified OHS professionals, but this is not mandatory. The OHS policy is a plan of intent and should be endorsed by owners and centre management. It should set objectives and targets. Government authorities recommend a cycle-approach, which is reminiscent of the planning cycle in the Educators Belonging, Being & Becoming: Educator’s Guide to the Early Years Learning Framework for Australia.
Discussions of OHS issues should occur regularly and some managers foster this safety culture by putting them on the top of every agenda. Many managers and directors believe that their staff induction programs are effective, but are they including an OHS induction in this program? 42 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
occupational health + safety
The cycle approach should incorporate: • a policy • a plan • implementation • evaluation • review and improvements. The OHS policy should be reviewed if there is an incident, if there is any change in legislation, and also as part of an annual review of policies and procedures. Element 7.3.4, of the Leadership and Governance area of the National Quality Standard, states that a regulatory authority must be notified of any serious incident. Many managers are not aware that if the incident involves staff, two regulatory authorities need to be notified. For example, in Victoria, you may have to report an incident to the Department of Education and Early Childhood Development, and WorkSafe. Incidents that must be reported are: death of an employee, employees/persons who require medical treatment by a doctor (fractures, administration of medication, any laceration that requires stitches), or immediate treatment as an inpatient. This is required under the law. It is also important for services to record ‘near misses’. A ‘near miss’ is an incident that could have resulted in an injury or illness, and is valuable data to document and to evaluate. Discussions of OHS issues should occur regularly and some managers foster this safety culture by putting them on the top of every agenda. Many managers and directors believe that their staff induction programs are effective, but are they including an OHS induction in this program? This could mean the difference between meeting the National Quality Standard and exceeding the National Quality Standard.
Employers should provide training for employees in the above work areas. OHS training for staff should be scheduled regularly and is suitable for the needs of the organisation. Health and Safety Representatives (HSRs) play a vital role in making workplaces safer. HSRs are employees elected by members of their designated work groups to talk about potential problems in the workplace and use a consultation process to find solutions. HSRs are entitled to training to undertake their role.
Some questions for managers contemplating OHS policies include: • Who is responsible for contractors to the service? • Is there a safety induction program? • Do employees have responsibilities under the appropriate state-based occupational health and safety legislation? • Do you have a designated HSR and how do you elect one? If you or your employees do not know the answers to these questions, you must have training. The safety culture in children’s services has shifted from a narrow focus of children to a broader emphasis on the value of both the children and the employees. Kerrie O’Neill is the director of Early Childhood Hub and the Early Childhood Educational and Training Consultant at Work Safety Hub. www.earlychildhoodhub.com.au www.worksafetyhub.com.au
The biggest risks to people working in the early education and care services are: • manual handling (for example: lifting or moving objects/furniture/equipment or children, and repetitive movements, such as typing) • stress (from work pressures, harassment and bullying) • slips, trips and falls (over cords, off ladders, et cetera) • machinery and equipment • dealing with people who could be aggressive or could exhibit unpredictable behaviour • use and storage of chemicals or other hazardous substances and dangerous goods • noise.
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 43
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child health + safety
Teaching kids how to have fun in the sun By Megan McGay
How well does your sun protection policy work? A Queensland setting is applying best practice at its centre.
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Queensland childcare centre exceeding the National Quality Standard, is demonstrating best practice for sun safety; a feat, given its location in the state with the world’s highest rate of skin cancer. Brassall Child Care Centre established a sun protection program in 2004, with the aim of implementing sun safety practices at the centre and in the children’s homes. Using the Healthy Bodies Healthy Minds resource from Queensland Health, the Director of Brassall Child Care Centre Nicole Homburg instituted a sun protection policy. The Health Bodies Healthy Minds framework helped the team to review current practices and analyse where further work was required.
The framework steps • Step one: preparation. The team focused on sun protection and completed the resource from Healthy Bodies Healthy Minds on sun and shade evaluation. • Step two: create a shared vision. The staff team shared their thoughts on the best sunshade for the centre. • Step three: review current practices and identify needs. This included reviewing the current policy.
• Step four: select and prioritise issues. A sun protection program that ran for six weeks was implemented. It included activities for the children, information for the parents and displays in the centre. • Step five: develop an action plan. The staff team established goals for the centre, which included: practising sun protection habits daily, increasing children’s independence in relation to sun protection, and for the children to use all their senses as well as different media to explore sun safety ideas. • Step six: put the plan into action. The plan included decorating the foyer in sun safe and unsafe clothing and hats, delivering weekly information sheets to parents and activities in each of the children’s rooms. It’s been nine years since the sun safety program was established at the centre and it is still entrenched in the daily routines of staff and children. Acting Director of the centre Rebecca Morgan said the program was vital, given the centre’s location, north of Ipswich. ‘During the summer months, we stay inside from 10 am – 3 pm. During winter, we can stay out a little longer, until 11.15 am. When it’s scorching hot, we don’t let the kids back outside until at least 4.30 pm.’ Ms Morgan said the centre’s vast outdoor play space, which included a 15-metre sandpit, had over 50 per cent shade coverage through shade sails and trees. However, there was a play area in the middle of the yard that only received small pockets of shade
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 45
child health + safety
throughout the day. As part of their daily routine, educators remind children to play in the shady areas.
children arrive in a singlet, they need to bring a proper t-shirt in their bags, or we put a spare shirt on them.’
Children at Brassall Child Care Centre wear standard bucket hats that are colour-coordinated according to their room. Ms Morgan said the hats are washed weekly, and families pay $15 per year for the purchase and cleaning of the hat, and the Cancer Council sunscreen. Staff and students working at the centre are also provided with hats and sunscreen. Children are required to wear t-shirts with sleeves. ‘If
Children at the centre continue to focus on sun safe behaviour through activities each year. Ms Morgan said, ‘The younger children might paint hats and talk about the sun while the pre-preps hold more in-depth discussions about sun safety.’ Educators at the centre help children with their sunscreen application, and encourage them to independently apply it from a young age. ‘In the twoto-threes room, the staff will still do the sunscreen for them, but they will be given a pump of sunscreen in their hands to encourage the children to try and apply it. Upstairs, the older children will apply sunscreen themselves, but the staff will watch them apply it and double-check that it’s applied correctly. They encourage the children to look in the mirror to see what has been covered. Usually by pre-prep, the children can do it themselves but with guidance.’ For more information, review the Cancer Council Queensland’s brochure, ‘Early childhood settings SunSmart Policy Guidelines’. www.cancerqld.org.au/ icms_docs/54255_Early_Childhood_Settings_SunSmart_ Policy_Guidelines_.pdf More details on Brassall’s sun safety policy can be found online. www.sunsafety.qld.gov.au/documents/ brassall-casestudy.pdf Photos courtesy of Brassall Child Care Centre.
46 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
child health + safety
child health + safety
Sun safety
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njoying the Australian sun is a part of our daily lives, and is an essential part of maintaining a healthy lifestyle. It is, however, best to minimise the time young children spend in the sun, and babies under one year old should always be kept in the shade, especially between 10 am and 3 pm. It is important to remember that sunscreen should not be used to extend the amount of time you would usually spend outdoors. For toddlers, as well as older children and adults, think of these points: • stay in the shade between 10 am and 3 pm • make sure you never burn • always try and cover up as much of your baby’s skin with clothes, a wide-brimmed or legionnaire’stype hat and sunglasses • use Island Tribe SPF factor of 30+ for the areas that aren’t covered. When selecting a sunscreen, remember that not all sunscreens are the same. You should look for a product labelled ‘broad-spectrum’ – this means that it protects against both UVA and UVB rays. We recommend that you choose either Island Tribe SPF 30+ Clear Gel for children in and out of the water, or Island Tribe SPF 30+ Lotion for everyday protection. There’s not a great deal of extra protection to be gained by going for an SPF any higher than 30, although you can if you want to. Sunscreens with SPF 30 will provide 96 per cent protection and SPF 50 will provide 98 per cent protection – the higher SPF you go, the smaller the difference becomes. Double the SPF does not mean double the protection.
Here are some points to bear in mind whilst using sunscreen • Choose a sunscreen that is water- and sweatresistant. • Avoid sunscreens that contain heavy metals, PABA, Parabens and nano particles. • Always apply the product 15–30 minutes before you go into the sun. For more valuable sun tips and information on the Island Tribe sunscreen range you can visit the Island Tribe website – www.islandtribe.com.au. X • BELONGING EARLY YEARS JOURNAL • VOLUME 2 NUMBER 3 • 2013
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 47
finance, business + property
Best practice in planning A new government-subsidised study will highlight best practice childcare centre planning.
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arly Childhood and Childcare Minister Kate Ellis said a new study would focus attention on where it is needed most to increase childcare availability – local and state planning regimes. The announcement follows revelations many Sydney council areas have just one childcare place for every five preschool-aged children. Many of these councils place onerous controls on childcare centre projects in planning regulations. Ms Ellis said the Australian Government has engaged the University of Technology, Sydney: Centre for Local Government, to undertake the study on the impact of planning on childcare availability and to develop Best Practice Guidelines for the planning and development of childcare facilities. ‘Childcare is no longer used by a small minority of families like it was 20 years ago – there’s now a record number of families using childcare. The number of children receiving childcare has hit one million in a single quarter for the first time. However, the development of new childcare services that can meet the changing needs of modern families is being slowed in some areas because state and local government planning policies have not kept up with demand.
‘Development approvals for childcare centres are often slow, and some councils have specific restrictions to limit the number of places in new centres, while others have policies to support more places by identifying and releasing land for new centres.’ Ms Ellis said the $220,000 project would help increase supply of childcare and reduce planning red tape by identifying what is effective local government planning and what is not. ‘Some state and local governments are leaders in streamlining childcare planning processes and building community support for childcare and we can learn a lot from these jurisdictions,’ she said.
48 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
University of Technology Sydney Associate Professor Roberta Ryan who will lead the project said: ‘This will be really important because it will allow families to have access to the kind of childcare that they want and in the locations that they need as well as supporting workforce participation and economic growth.’ Families, councils, developers and childcare providers will have the opportunity to shape the development of the best practice guide by sharing their experiences through a public submission process. A second stage will involve stakeholders given the opportunity to review and comment on the draft Best Practice Guidelines. The study will address: • prioritisation of childcare within land use planning; • allocation and use of land and infrastructure; • development approvals processes, including streamlining of processes for childcare developments; • size, location and type of services and places offered; • role of state and territory legislation in supporting development of childcare services; • the inclusion and prioritisation of children’s rights and interests in the planning process; and • data required by state and local governments to support effective planning processes for childcare. More information about the study can be found on the Department of Education, Employment, and Workplace Relations website: www.deewr.gov.au.
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finance, business business++property property finance,
Easy-to-understand super
At HESTA, we’re committed to helping members reach their retirement goals. After all, we’ve had 26 years of experience in the health and community services sector.
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e deliver our financial education and advice services in easy-to-understand language, using real-life examples.
Led by CEO Anne-Marie Corboy, our role is to inform you about your options – so you can build a better retirement savings balance, whether you’re 25 or 65. HESTA now has more than 750,000 members, 119,000 employers and more than $23 billion in assets. HESTA’s size means we can offer many benefits to members and employers. These include low fees, a fully portable account, easy administration, access to low-cost income protection and death insurance, limited financial advice (at no extra cost), super education sessions, and transition to retirement options. HESTA members also have access to a range of great value products and services, including health insurance, banking and financial planning.
X 50••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME volume22NUMBER number33••2013 2013
We are at the forefront of super innovation. HESTA was the first major super fund in Australia to introduce a sustainable investment option – Eco Pool – and assess fund managers on their after-tax investment returns. For more information, visit hesta.com.au or free call 1800 813 327. Issued by H.E.S.T. Australia Limited ABN 66 006 818 695 AFSL No. 235249, Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321. For more information, free call 1800 813 327 or visit hesta.com.au for a copy of a Product Disclosure Statement which should be considered when making a decision about HESTA products.
finance, business + property
Boost your
Recent changes in superannuation are great news for early childhood educators who have a range of options to build their super.
W
hether you are starting out in your career or looking to improve your savings before retiring, putting away a little extra each week into your super can really add up fast.
Extra super for you You may not have noticed, but since the start of the financial year, your employer has been putting a little bit more into your super. The Super Guarantee (SG) – the compulsory amount your employer puts into your super on your behalf – has now increased from 9 per cent to 9.25 per cent. It might not seem like a lot, but over time this can make a difference. It is also just the start of the SG increases, which could see your employer putting 12 per cent into your super by 2020. The government estimates that for someone who is now 30, and earning average full-time wages, this could mean an additional $108,000 in retirement savings*.
Get your super growing While you are getting more from your employer, there is still a lot you can do to build your retirement savings. You might be eligible for money from the government. It’s true. Super must be one of the only areas of life where the government will give you money to help you save! If you earn less than $48,516 (before tax) you are eligible for the government’s super co-contribution. The co-contribution is a payment the government makes to eligible people who make after-tax contributions to their super.
You could be eligible for up to 50 cents from the government for every dollar you contribute to your super, up to a maximum of $500. Effectively, you are making a 50 per cent profit on these contributions before this money has even been invested and started earning a return. All you need to do is make an after-tax contribution during the year. The government’s contribution is paid annually into your super. To receive the money, you need to complete a tax return and the government will calculate your co-contribution and pay this money into your super account.
Super – a tax efficient way to save Super is a low tax or concessional tax environment. Before-tax contributions up to a $25,000 cap are taxed at just 15 per cent. Since 1 July 2013, older Australians can now benefit from an increase in this concessional cap that can help them boost their super. If you are over 60, you can now put up to $35,000 of concessional contributions into your super. From 2014, the cap also increases to $35,000 for people aged over 50.
Bonus for low-income earners If you earn $37,000 or less, the government will make a further contribution to your super. The government could pay up to $500 into your super account. This low-income super contribution is calculated at 15 per cent of the before-tax contributions your employer makes to your super. You do not need to apply to get the money. The Australian Tax Office will work out your eligibility and pay the money directly into your account.
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 51
finance, business + property
The government changes to super mean that from 1 January 2014 if you haven’t made an active choice of fund then your employer must make SG contributions into a MySuperaccredited default option.
You must ensure that your super fund has your tax file number so you do not miss out on the payment. You will receive the payment regardless of whether you lodge a tax return – but it will take longer to receive the money if you have not completed a tax return.
Making super simpler If you have not actively chosen a super fund it means your money is in a default investment option. If you are a HESTA member, for example, this means your super is invested in our high-performing balanced investment option, Core Pool. The government changes to super mean that from 1 January 2014 if you haven’t made an active choice of fund then your employer must make SG contributions into a MySuper-accredited default option. A MySuper investment option must have a range of standardised features, which ensures people don’t pay fees for things they don’t need, and makes it easier to compare super funds.
Does your super need a check-up? If you are not sure what fund your employer is making super contributions to, it is worth checking. You may be paying higher fees than you need to, which can make a big difference to the amount you have when you retire. But fees are not the only thing to consider. The performance of your super (how well your investments in super are doing) is also important. The government’s MoneySmart website recommends focusing on long-term performance (five years or more). It is also important to check that the fund is meeting its stated investment target or aim.
52 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
While past performance is no guarantee of future returns, a strong sign of consistent performance is if your super fund is achieving its long-term investment goals. For instance, HESTA’s Core Pool has achieved an investment return of 8.73 per cent** per annum since inception (1/8/87), comfortably outperforming its return target of consumer price index + 4 per cent (7.15 per cent^). *www.futuretax.gov.au/content/Content. aspx?doc=FactSheets/super_guarantee_rate_to_12_ percent.html **Annualised return as at 31/5/2013. ^Historical CPI + 4 per cent return target as at 31/3/2013. This article was provided by H.E.S.T. Australia Ltd ABN 66 006 818 695 AFSL 235249, the Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321. Investments may go up or down. Past performance is not a reliable indicator of future performance. The returns shown are net of fees and taxes. This information is of a general nature. It does not take into account your objectives, financial situation or specific needs so you should look at your own financial position and requirements before making a decision. You may wish to consult an adviser when doing this. A Product Disclosure Statement should be considered when making a decision about HESTA products. Visit hesta.com.au or call 1800 813 327 for a copy.
finance, finance,business business ++ property property
So you’re thinking of selling. What now?
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ith any business, there comes a time when you will want to sell, and your childcare centre is no exception. It may be time for new challenges for you personally, or perhaps retirement is approaching. Whatever the reason, it is important to plan ahead in order to maximise the return on your investment.
The calibre of the professional representatives and advisers who form your business sales team can make or break a deal, so it pays to choose carefully.
The sale of your business is likely to be the biggest sale of your life. To optimise the value of your childcare business, you need to engage with a team of advisers. Your team should include your accountant to focus on financials, a solicitor to attend to leases and employment contracts, and a specialist childcare business broker to prepare and market the business for sale.
To find out more about Linda Harley and Queensland Childcare Sales, visit www.queenslandchildcaresales.com.au. You can also download a free copy of Linda’s ‘Top Ten Tips to Maximise Your Sale Value’.
When you choose Linda Harley and Queensland Childcare Sales to sell your business, you can relax knowing that you have an experienced, awardwinning professional working with you at every step.
Make Linda Harley your first call in putting your sales team together. Phone 0488 103 310 or email linda@queenslandchildcaresales.com.au in confidence.
Sometimes the right man for the job isn't a man... Welcome to a fresh approach to selling your business... Linda Harley and Queensland Childcare Sales.
Linda Harley The sale of a childcare business can be a daunting process filled with emotion and uncertainty; for most business owners it is a once in a lifetime transaction – so it’s vital to start the process with confidence. A true professional with a proven track record, Linda will take care of all aspects of your sale, working with you at every step. Call Linda Harley today on 0488 103 310 or email linda@queenslandchildcaresales.com.au Visit the website to download a free copy of Linda’s Tips on Selling Your Business for Maximum Profit
queenslandchildcaresales.com.au
BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••volume VOLUME22number NUMBER33••2013 2013••53 X BELONGING
finance, business + property
‘Will’ you leave a mess behind?
By Matthew Ross
In the first draft of this article, I started with, ‘If you die…’ but then I realised that was wrong. There is no ‘if’ when it comes to death; only a ‘when’. Isn’t estate planning fun?
I
f I keep heading down this path, you’ll probably turn the page to the next article, so here are three stories for you to digest, which will communicate the key messages:
‘She had a will but we can’t find it….’ True story. An Aussie celebrity’s wife died. He earned a lot of income so the $800,000 they had saved up was put in a bank account in her name. When she died, she had a will, but they couldn’t find it, not even a photocopy of it. Under the rules of intestacy (dying without a will), the first $100,000 plus a third of the estate balance will go to her husband (the celebrity), and the remaining balance goes to her children. This means that $466,666 of the $800,000 could be lost to the two children. Two years later, the case still hasn’t settled. To make matters worse, the legal fees are already over $20,000.
No superannuation death nomination This story is similar to the last one with the same outcome. A man died with $1,000,000 in superannuation. He died without having made a death nomination for his superannuation. Many people do not know this, but your superannuation doesn’t actually form part of your estate because it is not held in your name. It is held in 54 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
the name of a (superannuation) trustee on your behalf – that’s why it gets taxed at concessional rates. When you die without a nomination made, the trustee gets to decide how the money should be allocated. They don’t have discretion to pay it to anyone; there are laws that tell them what to do – and those laws are the same as the previous story. Two thirds goes to the children and one third to a dependant spouse (after the first $100,000). If there are 10 kids, the two-thirds are split 10 ways ($60,000 each). If there is one child, then he/she gets $600,000. Having a will wouldn’t have made any difference because, as mentioned above, superannuation doesn’t form part of your will. The only time it does is when your superannuation death nomination is made payable to your ‘Legal Personal Representative’ which effectively means your ‘will’. Estate planning isn’t just about having a will. It encompasses a will and other documents, such as the death nomination for your superannuation and buy/sell agreements to cover assets that do not form part of your ‘estate’.
continued on page 56
Matthew Ross
finance, business + property
continued from page 54
Estate planning isn’t just about having a will. It encompasses a will and other documents, such as the death nomination for your superannuation and buy/sell agreements to cover assets that do not form part of your ‘estate’. It’s all very complicated, isn’t it? This is why those will kits from the newsagency are a waste of time and money.
Buy/sell agreements If you are a business owner (maybe you own a childcare centre), you have a responsibility to your spouse and kids to avoid leaving a stinking mess behind if you pass away. If you’re going to complicate your life and the life of your family by starting a business, then you have to take steps to ensure that if you die or are severely injured, your spouse will not have to mop up the mess. If you have business partners, a buy/sell agreement will need to be in place to ensure that the business can continue to operate and all spouses are taken care of (life insurance policies are the typical source of funding to enable people to be compensated for exiting the business). If you are a sole trader, you need to consider other strategies, such as having sufficient life insurance to allow your spouse to engage a professional consultant who can come in and organise for the business to be sold to another person. If you pass away, your spouse should be in a position where he or she can concentrate on taking care of the kids, and can also attend to their own
56 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
personal needs. They should not be in a position, where he or she has to organise for staff to be paid, bills to be paid or a business to continue.
What’s the next step? Contact a solicitor who can guide you through the maze of options. We trust Dennis Danaher of Danaher Legal with our clients’ affairs, because he communicates in plain English, and returns phone calls. Disclaimer: the advice in this article is general in nature. For specific advice, please contact a financial advisor.
Matthew Ross is an independent financial adviser and an Authorised Representative of Australian Independent Financial Advisers Pty Ltd. He is a Director of Roskow Independent Advisory. www.roskow.com.au
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finance, business business++property property finance,
MySuper accounts compulsory for employer contributions from 1 January 2014 – help for Early Learning employers
T
here are changes coming affecting all employer default fund arrangements (a super fund for employer super contributions where an employee hasn’t chosen a fund). New MySuper accounts will be replacing all existing employer nominated default funds from 1 January 2014. These accounts are a lower cost, simple superannuation product that meets the requirements set out in legislation and enforced by the Australian Prudential Regulation Authority (APRA). Child Care Super can help with this new compulsory requirement. Guild Trustee Services, the Trustee for Child Care Super has successfully been granted a MySuper authorisation and will launch their MySuper solution later this year, well ahead of the January 2014 deadline for employer contributions.
Employers to use electronic data for super contributions There are changes coming to the way employers pay employee super contributions. The change relates to the compulsory use of electronic data for super contributions. This means that as of the dates shown below, super funds will no longer be able to accept contributions, and member data via cheque and paper. This is because these methods will no longer comply with the government’s data and e-commerce standards. SuperStream e-commerce standards
To be implemented by
Employers with more than 20 employees
1 July 2014
Employers with less than 20 employees
1 July 2015
Employers are encouraged to start moving to electronic contributions ahead of these dates to avoid a rush to comply.
Simple ways to meet the new standards and spend less time paying super contributions! Child Care Super already offers two electronic options free of charge that will help you comply with the new data and e-commerce standards.
X 58••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME volume22NUMBER number33••2013 2013
The free Super PaySmart Solutions service* includes both an online contribution and a clearing house facility. These provide a number of benefits that have already freed up a considerable amount of time for many childcare centre owners and payroll managers. Visit childcaresuper.com.au to find out how we can help.
Free activity book from Child Care Super Child Care Super has fostered close ties with early learning services and Child Care Associations throughout Australia for more than a decade. We’re enthusiastic supporters of Australian Child Care Week and other initiatives that help to raise the profile of early learning in the community, and promote the important contribution that you and your staff make every day. As part of this, Child Care Super worked with the early learning industry to develop a series of themed activities supporting the great work of early educators. Service staff, children and parents enjoyed these activities so much that Child Care Super has created an activity book to help you run these in your service. Call Child Care Super on 1300 365 899 or visit childcaresuper.com.au/freebook to receive your copy. *Super PaySmart Solutions is issued by Mercer Outsourcing (Australia) Pty Ltd ABN 83 068 908 912 ASFL 411980. Before deciding about any financial product you should consider the relevant PDS obtainable by calling Child Care Super on 1800 060 215. Guild Trustee Services Pty Limited ABN 84 068 826 728, AFS Licence No. 233815 as Trustee for Child Care Super (Guild Retirement Fund), ABN 22 599 554 834.
human resources management
The cone of silence Keeping children’s development confidential requires vigilance and care from educators.
B
uilding relationships with families and community members around a childcare service could unwittingly create confidentiality issues.
Under the National Quality Standard (NQS), staff members at early education and care services need to maintain a child’s observations and other associated documents confidential. Similarly, educators require access to a private space to host conversations about a child with their family. In practice, some educators may not be maintaining such vigilance in their service. Annette Cunado is the Managing Director of KAL Child Care Management and she has noticed increasing issues with staff members not keeping children’s information private. ‘Staff build a relationship with parents, and because of their familiarity, either party believes that they can discuss children with each other,’ she said. The flow-on effect of this familiarity can extend outside the childcare service. ‘Parents discuss children at birthday parties and other socials,’ Ms Cunado said. While educators may be building collaborative relationships with the families in the service, care must be taken not to involve private information of other children. Any discussions with parents should be in a private space. Ms Cunado said it was common practice for staff to talk to families in their child’s room. ‘Instead of using the private interview room, staff tend to discuss children in the room when parents pick their child up. This is an issue as there usually are other adults in the vicinity listening.’ Managers can shift staff attitudes about confidential information through training, and ensuring all staff can access the centre’s policies on it in their employee handbook.
Ms Cunado said confidentiality issues also exist in staffrooms. ‘Staff discussing children and their parents’ issues with [other educators] in another room’ can snowball the disclosure of private information. ‘These staff [members] share this information with other parents.’ Social media tools such as Facebook and Twitter have the potential to increase communication bonds between people: friends, colleagues, clients et cetera and simultaneously increase problems regarding confidentiality. A staff member ‘friending’ a family from the service on Facebook could be viewed harmlessly, but it is unlikely to foster appropriate communication. ‘Social media is another issue as most staff members are friends on Facebook and at least one [educator] will be friends with parents. Information about children is therefore shared using this medium. ‘If privacy settings are not set up correctly, anyone can view what has been written. Staff members feel that they can express themselves on how their day at work was and this has [in the past] caused a breach of confidentiality. Management is usually not aware of this until there is a complaint from a parent or staff,’ said Ms Cunado. To prevent accidental disclosure of private information, childcare centre directors should institute measures to improve staff knowledge on confidentiality management. Ms Cunado had some sage advice about educating staff on privacy matters: • Be very clear and concise when inducting staff before they commence employment about confidentiality and the ramifications if policies are not followed. • Provide and read to staff all policies that relate to confidentiality. This may include sections from the code of ethics and staff handbook. • Review what confidentiality means at regular staff meetings. Be consistent and address this issue with staff when noted. BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 59
nutrition + menu planning
South Indian Fish Curry This recipe was influenced by Indian flavours. Its exciting blend of spices will be widely enjoyed.
60 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
nutrition + menu planning
Let’s get cooking! Ingredients Amount
Serves
(10 serves)
10
25
50
Canola oil (ml)
2 tbsp
10
25
50
Onion, grated (g)
1 ½ cup
175
440
875
Garlic, fresh, chopped (g)
1 clove
2
5
10
Ginger, fresh, grated (g)
2 tbsp
6
15
30
Capsicum, red, chopped (g)
2
Peas, frozen (g)
2
3
cup
80
200
400
3
cup
110
275
550
Green beans, frozen (g)
1 ½ cup
120
300
600
Cauliflower, fresh, broken into florets (g)
¾ cup
80
200
400
Celery, diced (g)
1 medium stick
40
100
200
Coriander, ground (g)
½ tbsp
1
2.5
5
Cumin, ground (g)
¼ tbsp
0.5
1.25
2.5
Tumeric, ground (g)
¼ tbsp
0.5
1.25
2.5
Tomato, diced, tinned (ml)
1 can
410
1025
2050
Fish, firm, diced (g)
8 fillets
600
1500
3000
Water (ml)
1 cup
250
625
1250
Rice, white, dry (g)
½ cup
100
250
500
Preparation time: 20 minutes Cooking time: 20–25 minutes Allergen information: contains fish, cow’s milk protein.
Childcare recommended daily intake calulator Fruit: 20 per cent Vegetables: 140 per cent Meat: 100 per cent Cereal: 30 per cent
Method 1. Heat the oil in a large pan over medium heat. 2. Add the onion, garlic, ginger, and vegetables to the pot. Stir the coriander, cumin and tumeric into the mixture and cook, stirring for one minute or until aromatic. 3. Add tinned tomatoes and additional water if required. Cover and bring to the boil over medium-high heat. Reduce heat to low, cover and cook, stirring occasionally, for six minutes or until the vegetables are soft.
4. Stir in the fish and bring to the boil over mediumhigh heat. Reduce heat to low and cook, partially covered, stirring gently occasionally, for five minutes or until the fish just flakes when tested with a fork. 5. Season to taste. 6. Cook rice to serve as an accompaniment.
Variations Replace fish with chicken. Omit fish for vegetarian alternative. Recipe adapted from Tiny Beez Education and Care Centre, Karrinyup, Western Australia. This recipe appeared in Nourish: the complete guide for food coordinators in education and care services, published by Child Australia, $30. This recipe and image was reproduced with permission from Child Australia. www.childaustralia.org.au/ Useful-Links/Nourish-(Cookbook).aspx
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 61
play areas + sustainable practice
Sustainable designs – childcare centres and kindergartens
By incorporating environmentally friendly design into new buildings it is possible to create carbon neutral childcare facilities and kindergartens. Seek advice from an architect, builder or consultant who can advise you on sustainable building practices. Key strategies to discuss with them are listed below.
Some schools in Victoria have started using designs that incorporate fresh air reticulation within the slab and ‘heat chimneys’ to aid air circulation. Not only does natural ventilation reduce your energy costs, under some circumstances it can provide a better environment for children and staff.
O
Consider alternatives to hard paving. Hard-paved play areas and car parks increase water run-off. Softer surfaces reduce water run-off and provide safer, friendlier surfaces for children. For play areas, consider drought-resistant grass varieties, and soft-fall, artificial turf in high-use areas. For car parking, ask your architect or builder to advise on alternatives, such as
rient your building and include features to maximise ‘thermal performance’. Your building’s ‘thermal performance’ describes how well it copes with variations in temperature. Ideally, it should stay cool in summer and warm in winter, with a minimum of artificial cooling and heating. Where you place your building on your block, what building materials you use, and features such as insulation, wide eaves and external blinds can make a big difference. Even your landscaping can contribute by reducing reflection and providing shading to exposed areas. Consider use of deciduous trees, shrubs and vines to regulate sun exposure to suit seasonal requirements. Maximise the use of the northern side of buildings for activity rooms. The western and eastern walls of buildings can feature smaller, shaded windows and be used for storage and less frequently required purposes. Use natural ventilation. A good architect can also design natural ventilation systems to reduce your reliance on air-conditioning and artificial heating. 62 • BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013
Use natural light wherever possible. Well-positioned windows and skylights can reduce the need for artificial lighting. One childcare centre in Sydney included glass blocks in some walls to allow more light in.
play areas + sustainable practice
Rooftop gardens can help to maintain a constant temperature in the building below, provide sun and wind protection, reduce noise indoors, and provide an extra playing area for children ‘paving grids’, where recycled plastic grids are filled with gravel to provide a stable surface. Cater for pedestrians and cyclists. If you are constructing a new centre, or undertaking substantial renovations, try to incorporate features that encourage families to travel by methods other than cars. Safe footpaths, bicycle parking, and locating car parks away from the main entrance can make a big difference. Incorporate rainwater harvesting into your design. It is easier to collect rainwater from your roof and store it in tanks if your roof is designed with this in mind, and tanks are correctly positioned and sized. This free water can then be used for toilet flushing and garden watering. Reduce harmful chemicals in your building materials and fit-out. Volatile organic compounds (VOCs) are found in many common items, including certain types of wood, shelving, laminated furniture, carpets and paints. High concentrations of VOCs can affect indoor air quality and contribute to allergies and illness. VOCs also release emissions that contribute to the greenhouse effect. If you use better alternatives, you can reduce greenhouse emissions and provide a safer, healthier indoor environment. Ask your builder to suggest alternative materials. Establish a ‘green’ roof. Rooftop gardens can help to maintain a constant temperature in the building below, provide sun and wind protection, reduce noise indoors, and provide an extra playing area for children. While not every building can support a green
roof, it’s an option to consider. Choose play equipment and plants carefully. When purchasing play equipment, consider any chemicals used to treat the equipment, and how it is manufactured (for example are any recycled components included?). Is the equipment environmentally sustainable in the long term? Consider whether water-play areas function properly when water is scarce? Can the equipment help children learn about environmental issues in some way? If plants are to be included, choose hardy, waterefficient varieties. © The State of Queensland (Department of Environment and Heritage Protection). www.ehp.qld.gov.au/sustainability/sector-guides/ child-care/sustainable-design.html
BELONGING EARLY YEARS JOURNAL • volume 2 number 3 • 2013 • 63
play areas + sustainable practice
Finding the balance
P
resident Theodore Roosevelt was quoted as saying, ‘Since play is a fundamental need, playgrounds should be provided for every child as much as schools.’ Austek Play is serious about fun, and it has one of the most comprehensive ranges of junior play equipment available. Austek Play understands the importance of play in childhood development, and its playground consultants will ensure that they provide you with a playground that is challenging, fun and interactive. As children within the 0–5 years age group are at their most formative time in development, Austek Play has gone to great lengths to ensure that its equipment gives children every opportunity to develop their skills within the playground through fun and motivational activities that are both mentally and physically challenging. Being a partner to some of the most progressive playground designers and manufactures in the world, Austek Play’s range includes components from Sweden, the United Kingdom, the United States and Australia. Playground equipment designs and layouts have been custom-designed and manufactured by gaining knowledge through many years of experience, and by gaining ideas and insight from a wide-variety of organisations and specialists. ‘Ideally, playgrounds should encourage development of motor skills, and should present users with manageable challenges to develop physical X 64••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME volume22NUMBER number33••2013 2013
skills, and to find and test their limits. In order to provide these challenges, a balance must be found between risk and safety. Professional advice should be sought, and children should be involved in planning to ensure that the playground satisfies children’s ideas of play.’ (AS4685.1 Forward). Austek Play is serious about fun, and serious about safety. Its entire range complies with European Standards and, in addition, has been independently certified to comply with Australian Standards protecting both the users and the owners. Austek Play can customdesign a playground to suit your specific needs while ensuring it complies with all Australian Standards. Austek Play is also a licensed building company, and will work with you through every step of the process to ensure that your new playground meets or exceeds your requirements and expectations. Your new playground will be supplied and installed to the highest possible standards, and when completed, you can rest assured that you have a playground with one of the most comprehensive warranties in the industry. When considering your new playground, please talk with one of the friendly consultants at Austek Play. The company’s professional consultants would love to talk to you about your ideas and how they can assist in making your new playground a reality. Please call 1300 433 364 or email info@austekplay.com.au.
Making childcare child’s play Here at IKEA, we love little ones as much as you do. That’s why IKEA’s children’s range has been designed around the findings of our extensive research on play. That means you can rest assured our products are safe, beneficial to children’s development and most importantly, a whole lot of fun! Sign up to IKEA BUSINESS and you can order and pay for your IKEA products from wherever you are and we’ll deliver them to your centre. Plus you’ll get access to a whole range of benefits to help you and your childcare business.
Sign up for free at IKEA.com.au/BUSINESS Join before 1 November 2013 and we’ll welcome you with a complimentary MÅLA pack valued at over $20*.
*Conditions apply. Refer to pages 8 and 9 for more information.
© Inter IKEA Systems B.V. 2013