Belonging Vol 4 No 1

Early Years Journal

Volume 4 Number 1 | 2015 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

The Gifted Child understanding giftedness in early childhood

2015:

The year to articulate your profession Print Post 100009307

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contents Finance, business + property The payscale equation

39

Are you paying your employees enough?

Social media risk – child care 45 The risks of social networking that every employee in the sector should know

15 minutes with Darren Trivett, Trivett Property Group 48

Nutrition + menu planning Nutrition in childcare settings 54

General news President’s report 4 Minister’s message 6

Nutrition Australia answers all your questions about what the right food is for your children

Waiting to take you away 7

Design + maintenance

Australian Childcare Alliance NSW goes on the road with the return of the Bus Tour

Wonderland: designing an environment of discovery for children 57

Welcome to our 2015 Conference! 9

Play areas + sustainable practice

Incursions + excursions

Playing it safe 59

Incursions and excursions: which type of fun is for you? 12

Creating a stimulating play space for your children is of the utmost importance

Educational resources, programs + planning

Fire + security

The power of story 14

Preparing for disaster: when the best defence is a good offence 61

Storytelling in early childhood settings is essential for a child’s learning

How do you best respond to an emergency?

Special needs Pretend play and children with autism 19 A guide for educators and carers

Training + recruitment Understanding giftedness in early childhood 24 Two case studies of young gifted children

So, where do you work and what do you do?

2015, the year to articulate our profession 31 Why your role as an early childhood educator is so important

What is reflective practice? 36 The importance of reflection

Editor: Giulia Heppell

Cover image: www.istockphoto.com

Designed by: Alma McHugh

The editor, publisher, printer and their staff and agents are not responsible for the accuracy or correctness of the text of contributions contained in this publication or for the consequences of any use made of the products, and the information referred to in this publication. The editor, publisher, printer and their staff and agents expressly disclaim all liability of whatsoever nature for any consequences arising from any errors or omissions contained in this publication, whether caused to a purchaser of this publication or otherwise. The views expressed in the articles and other material published herein do not necessarily reflect the views of the editor and publisher or their staff or agents. The responsibility for the accuracy of information is that of the individual contributors and neither the publisher nor editors can accept responsibility for the accuracy of information that is supplied by others. It is impossible for the publisher and editors to ensure that the advertisements and other material herein comply with the Competition and Consumer Act 2010 (Cth). Readers should make their own inquiries in making any decisions and, where necessary, seek professional advice.

Published by:

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BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 1

general news

President’s report

A

s usual, we have had a flying start to the new year, and I imagine that our members and educators have long forgotten that just three months ago, we were having at least a few days off on holidays.

the cycle of generational unemployment, and we also recognise that families have various barriers to their workforce participation. When the families package is released, the ACA will circulate an analysis of the initiatives to our members.

Thank you to all of the members who completed our Members Survey. It is imperative that you provide us with your information so that we can accurately represent the sector, particularly in the present time when government is working on changes for families and the sector. We have learnt from the membership that vacancies are higher than in past years, particularly on Mondays and Fridays; there were comments expressing strong concern on this topic resulting from the Productivity Commission’s final report. The data from this survey will be collated and available for you to access on the Australian Childcare Alliance (ACA) website in the near future.

The Minister has stated: ‘We don’t want to erode any of the quality gains that have been made in child care and early learning’ (30 March 2015). He has also advised that changes to the National Quality Framework (NQF) will not be included in this package.

Discussions are still continuing with ACECQA around the Regulatory Impact Statement on the NQF.

We welcome the Hon. Scott Morrison as our Minister, who has expressed confidence that he can provide families with a more affordable subsidy system.

As a member of his Advisory Council, I have been consulted on, and debated ideas for, the new process, and the Department has also visited three states to gain further feedback. At our recent day of advocacy in Parliament House, state presidents also had a meeting with the Minister to put forward the similarities and differences between the states and territories in the national arena.

At this point in time, we are unaware of what will be included or excluded in the families package. There have been suggestions put forward by the Productivity Commission that are extremely concerning, and others that will be welcomed by families and the sectors. The benchmark price will be the determining factor regarding affordability for families. Our major apprehensions lie with the suggestion that the current 24-hour subsidy allocation for families that don’t meet the work test will be reduced to 10 hours per week, or 20 hours per fortnight.

The ACA is advocating for the rights of all children – whether their families meet the activity test or not – to have access to an early education and care program. We believe that early education can break 4 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

The ACA is supportive of the Productivity Commission’s recommendations that: ‘In line with the broad level recommendations of the Productivity Commission’s 2010 study into the contribution of the not-for-profit sector, the Australian Government should remove the eligibility of not-for-profit ECEC providers for Fringe Benefits Tax exemptions and rebates’. The ACA urgently requests your feedback on the effect that competing with the not-for-profit sector has on your service and families when employing educators, and any other competitive challenges that distress your service and highlight the uneven playing field under which we operate.

Our national branding and new websites are now operational, and we are excited to have the group identified nationally through the ACA brand. We thank our foundation partners, the Guild Group, for their support and assistance in bringing this together.

Your state associations will keep you informed as we progress through the next steps to the release of the families’ package and the budget.

Gwynn Bridge President, Australian Childcare Alliance Email: President@australianchildcarealliance.org.au

Australian Childcare Alliance

general news

Minister’s message THE HON. SCOTT MORRISON MP, MINISTER FOR SOCIAL SERVICES

I am very pleased to be the minister responsible for child care and early learning. The inclusion of this sector into my portfolio of Social Services means that the Department of Social Services now truly represents all Australians throughout every stage of their lives.

I

am involved with the sector at a pivotal time, and am pleased to be able to begin my tenure of the childcare portfolio by delivering on a significant government election commitment: tabling of the Productivity Commission’s Inquiry into Childcare and Early Childhood Learning final report.

Now that the Inquiry is complete, we are carefully considering all of the recommendations.

The Productivity Commission makes many recommendations, which, if implemented, will impact most families using child care now and in the future.

We know that Australian families want us to fix this system so that it is affordable and offers flexibility to suit their needs.

community and stakeholders. The package will ensure that we can further help families and parents – particularly those on low and middle incomes – to stay in a job, get in a job, and give their kids the best possible start in life.

The challenge for the government will therefore be to consider the recommendations, weighing up all the costs and benefits to families, the community and to government, and to make considered, systematic policies for the future. The balance that we need to reach is to ensure that the government subsidies provided to families are targeted to those that need it most, and to best address workforce participation needs. It has always been our priority to ensure that we deliver a childcare system that is more responsive to the needs of today’s families, and that all children, regardless of their circumstances, can access quality, affordable and flexible care.

Over the next four years, the Australian Government will spend $31 billion on child care. It is important that we ensure that these taxpayer resources are being used effectively, in a manner that delivers real outcomes for families.

The Coalition Government is continuing to develop our families package, including consulting with the

The Hon. Scott Morrison MP Minister for Social Services

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I am confident that the policies we will be putting in place are absolutely essential to the long-term sustainability and prosperity of not only the childcare sector, but also to the broader Australian economy.

I look forward to continuing my partnership with the sector to deliver the first of our important childcare policies in the coming months.

general news

Waiting to take you away Dom Romeo and Rebecca Pickard outline the return of the Australian Childcare Alliance NSW Bus Tour.

T

he term ‘legendary’ may perhaps be overstating the case, but not by much: the Bus Tour was inaugurated by Vicki Skoulogenis during her Presidency of Child Care New South Wales. It was an opportunity to share knowledge in a social setting, and in the process, broaden and strengthen the greater community. And it worked a treat! Those initial bus tours are remembered fondly, not least for the picnic lunch that enabled staff from various services to meet one another and compare notes.

‘The Bus Tour began out of a genuine need expressed by members,’ Vicki recalls. One of the member surveys – conducted regularly to determine the issues and topics of most concern – revealed that members were missing practical, real-life situations to learn from: ones that other services may well have experienced, and could offer valuable information about.

The initial tour, according to Vicki, was ‘all about “uniqueness”. The services that we visited were

culturally unique, or physically unique’. For example, one boasted quite an amazing outdoor space. ‘It was the dawn of the “natural backyard”,’ Vicki says – not so unusual a phenomenon now, but a novelty at the time. A corporate, inner-city service also opened its doors for the tour, prior to opening for business.

Revival The Bus Tour made its triumphant return last year as part of the Australian Child Care Week & Awards celebrations. Seeing as representatives of services across the state and country were going to be in Sydney for the dinner, we took the opportunity to meet with one another in situ.

The focus was ‘difference’ rather than ‘uniqueness’: member services that had attained ‘Exceeding’ in their ACECQA assessment and rating were chosen.

The four services visited differed markedly in size, shape and location, while still offering excellence in education and care. Understandably, a number of the conversations between tour delegates and centre directors on the day concerned aspects of the assessment and rating visit.

Our first stop, Atchison Preschool, is a former single-storey, heritage-listed bungalow catering for 27 children. Available space is utilised perfectly, as the 57 delegates could testify. The garden, for example, is not expansive, but is very well maintained: veggies at one end, and flowers at the other, guarded by a scarecrow – all of which the children assisted with.

The sandpit is in the part of the outdoor space that is undercover, ensuring that, even on rainy days, children can play outdoors.

Elizabeth Sheridan, Licensee, Oakville Preschool Learning Centre, left; Maude the cow, centre

Mowbray Place Early Learning Centre, our next destination, is purpose-built on ample land, and has undergone renovation by its current owners. Various age groups are catered for, including infants, as evidenced by the nursery. One of the many talking points was the ‘interactive whiteboard’, which was demonstrated for us. Such devices appear to be growing in popularity, judging by their ubiquity at conferences and expos, and, of course, by their growing affordability.

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general news

On to Top Ryde Early Learning: a generously proportioned service built specifically for the early childhood sector back in the 1970s, as is apparent in its design and structural décor; however, should modern needs outgrow its current size and shape, there is no opportunity to renovate or extend; the landlord – who also owns the adjacent building – will most likely ‘develop’ both properties into apartments.

And yet, such parameters are not limitations: Top Ryde Early Learning had received its ‘Exceeding’ rating shortly before our visit.

Our final destination, Only About Children Neutral Bay, proved somewhat elusive until we realised that the block of apartments at the end of our street was, in fact, the service! The large-windowed premises looked suspiciously like it had been some other kind of learning institution initially. This was confirmed by the director: it had previously been a ballet school. The grounds were impressively expansive and gorgeously landscaped. The design just made you wish that you were a kid so you could play here!

The impressive – and gorgeous – garden at Atchison Preschool. Note edibles at one end, ornamentals at the other, overseen by an excellent scarecrow

Return Following the successful September tour, another was organised for 29 November 2014. This time, we included Rebecca Pickard, Educator at Norwest Child Care Centre, who added a valuable dimension by leading reflections, sparking discussions and providing a more detailed overview. The following paragraphs are drawn from her report.

‘The unusual physical layout of Only About Children North Parramatta, our first destination, has resulted in some very creative, beautiful and interesting learning spaces. Documentation boards line the lower portion of walls, perfect for children to revisit and reflect on their own learning and experiences. Most interesting to many tour delegates is the use of tablets and the Only About Children (OAC) Connect App, to record daily events of the classroom and communicate these in real time with parents.

‘Inclusion is a key principle of our second destination, Norwest Child Care Centre, which is part of the STaR Program (see star.org.au), supporting children with a diagnosed disability and their families.

Sustainability is another concept that educators have aimed to embed. It is not just about recycling, reducing and re-using; also consider rethinking, repurposing, re-fuse and repair, and recover! Finding ways to re-use items is a great opportunity for children, families and educators to stretch their idea muscles!

‘As the heat of the day bore down on us, we ventured towards Kindalin Early Learning Centre Glenhaven,

8 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

Promoting the 29 November Bus Tour

where we discovered walls full of colourful and vibrant displays of artwork and activities communicating the industrious adventures that go on in these learning spaces. In addition to lovely babies’ areas and the splitlevel dining area in the older children’s classroom, we got to spend time in the picturesque garden of the top yard, an outdoor environment with real grass, large trees and a huge sandpit.

‘Our final destination, Oakville Preschool Learning Centre, felt like “the country”. The service even boasts farm animals. How many times have we sung songs about animals with our children? Children here are lucky enough to have the real thing in their outdoor environment! One of the service’s highlights is their use of the Childcarers app, enabling daybook-like updates that are emailed automatically to parents each day, as well as photo uploads with observations, educator reflections, and links to Early Years Learning Framework (EYLF) and learning programs.

‘What a wonderful day of inspiration and networking,’ Rebecca concludes. ‘This is what the early childhood education and care sector is built on: connection and collegiality between its professionals.’

The next Australian Childcare Alliance NSW Bus Tour takes place 2 May 2015.

general news

Welcome to our 2015 Conference!

The Australian Childcare Alliance Victoria is thrilled to invite you to register for our 2015 ‘Educate Inspire Excel’ Early Childhood Education and Care Conference. The Conference will be held on 14 and 15 August 2015 at the Crown Conference Centre, a stateof-the-art venue in the very heart of Melbourne’s food, culture, shopping and sporting district. Our conference theme, ‘educate, inspire, excel’, highlights the critically important role that you, early childhood services and educators, play in the lives of children, families and the community.

O

ur conference program features an amazing array of speakers presenting on topics linked to the ‘educate, inspire, excel’ theme. Each presentation topic has also been comprehensively mapped against the National Quality Standards (NQS). Moreover, each session has been tailored to the individual needs of delegates according to the role that they play in their services, with streams for: • owners and directors • educators • educator workshops.

Our opening keynote address by Professor Frank Oberklaid of the Centre for Community Child Health at the Royal Children’s Hospital, entitled ‘Early childhood development: The building blocks of a successful and prosperous society’, will reflect the importance of the role that you and the early childhood education and care (ECEC) sector play in our community, and will leave you feeling inspired and full of purpose.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 9

general news

You will be both inspired and educated as Ryley shares his story; he has never let his physical differences stop him in life While you will be familiar with many of our other speakers, we have put together a program that is fresh and highly relevant in its content. Anthony Semann will present on ‘Curriculum: Conform, reform or transform – the power of education’, in which he will help you to discover the real power of teaching, and the passion and politics that you need in order to transform the world as teachers. Debbie Cole will talk about contemporary approaches to curriculum and pedagogy, while Adrian Pattra of Farran Street Education will tackle how room leaders can lead educators in the fabulously titled ‘Zero to Hero – Courage, self-sacrifice and bravery, the rise and rise of new leaders’.

A highlight will be a facilitated panel presentation on the subject of nature play by Doug Fargher (Westgarth Kinder), Mick Robertson (Royal Botanic Gardens Cranbourne) and Karen Anderson (Balnarring Beach Kindergarten), all members of the Early Childhood Outdoor Learning Network. Each panellist will talk about what they do in their service, and will then answer your questions about how you can introduce nature play into your service, how to meet regulations, and how to document the learning and specific learning experiences.

Bringing fresh insights from outside the sector will be Ryley Batt, a Paralympic athlete who was born with limb deficiency, which left him with no legs and only a few fingers on each hand. You will be both inspired and educated as Ryley shares his story; he has never let his physical differences stop him in life. Patti McCarthy will deal with some of the cultural complexities that arise in the sector, as both families and educators from different cultural backgrounds may bring with them different expectations and behaviours.

10 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

Chris Daicos, teacher and social worker, will present a keynote address on building resilience in children, and another session on dealing with difficult adult behaviours, both of which are vital skills in our sector.

There will be sessions on using technology in your service and in your curriculum, as well as developing safe play spaces and workplace compliance. Helen Stevens of Safe Sleep Space will ‘Tap into Toddlers’ Sleep’ and examine the world of the tired, sleepchallenged toddler while providing a framework to guide thinking.

The Conference also presents a valuable opportunity for you to network with your peers, allowing the exchange of best practice information and insights. You will also have opportunities to interact and engage with an array of conference sponsors and exhibitors during the two-day event.

Our popular Cocktails and Conversation Reception will be a highlight on the Friday evening, and for those wishing to stay overnight, Crown Promenade has rooms at special rates starting at $280 for delegates.

Booking information will be provided once you register for the Conference.

The full program and registration information are available on our website. With early-bird rates and special rates for Australian Childcare Alliance (ACA) members, be sure to check it out at: www.vic.childcarealliance.org.au/events/conference.

We look forward to welcoming you to the Conference for what we know will be a fantastic educational, networking and social experience.

incursions + excursions

Incursions and excursions:

which type of fun is for you?

The highlight of one child’s year might be learning the alphabet, but for many other children, it will be the thrill of an event.

W

hether it’s an incursion, where children and their educators can enjoy a spectacle from the comfort of their classrooms or playgrounds, or an excursion, with the excitement of experiencing the unknown, there is sure to be an element of surprise and wonder for every child.

Organisation well in advance is key to the success of these events, so here are some suggestions for the most exciting incursions and excursions for all early childhood settings around the country.

The best incursions Cooking and crafting Most children love to make things with their hands, so getting them into the kitchen or at the craft table is a great way to engage them creatively. It’s important that children know about good health and how to make positive food choices, so why not book a cooking incursion? There is a variety of cooking workshops that can come to your centre and teach 12 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

the children about the basics of food and nutrition, as well as about hygiene in the kitchen, and how to develop good eating habits.

There are also myriad art forms that children will enjoy learning about. A craft incursion is great at any time of the year – they can be especially suitable for special holidays or celebrations, so that the children can make something unique to bring home to the family. For a more cultural experience, Indigenous art workshops are easy to book, and will introduce kids to the ancient artistic techniques of the original people of Australia.

Performing arts and music There’s nothing like the arts to get a child’s creative juices flowing. To really get them moving, try incorporating a dance workshop into your curriculum. Dancing is the perfect blend of exercise and entertainment for children: through learning choreography from a wide range of styles, such as Greek, Flamenco and Bollywood, children will learn how to move and coordinate their bodies by themselves, as well as in a group.

For something more hands-on, but just as energising, an African drumming workshop is sure to

incursions + excursions

get students enthused. If a group dynamic is what you’re seeking, this is the perfect way to learn all about the rhythm of West African music, and how to keep the beat on a djembe in a drum circle.

The best excursions

Indoors

Outdoors Getting out and about is important for the development of young kids. There are numerous farms with wonderful interactive programs, where children can learn all about life on the farm, where animal products come from and how they are made, and all about how to live sustainably. During these sessions, the kids are often able to feed and pat the animals, and milk the cows.

Kids love to get their hands dirty – usually to the detriment of their poor parents and carers!– but hands-on veggie gardening workshops, such as those run by the Edendale Farm & Community Environment Centre in Victoria, can be a huge learning curve for them. They will learn about watering and harvesting plants, and which plants are edible, and they can even plant their very own seed.

ny P n e H

enny Hatchi

Unique! al!

Education e!

Interactiv Fun!

Your local botanical gardens can also be a great place for a low-cost excursion. If you organise a picnic in which each child brings a contribution, and have some party games up your sleeve, you are guaranteed to have some fun in the sun.

Kids are full of energy, but if the weather isn’t looking fine, an indoor play centre is the perfect outing for a rainy day. Alternatively, organise a trip to your local museum for an educational experience that the kids won’t forget. No matter where your learning place is situated, there is bound to be a museum within a reasonable distance, whether you’re in a regional or metropolitan area. The majority of museums have special programs for school groups, but usually at an extra cost. The children can learn all about their regional, national and international history, all while having fun with interactive displays and exhibits.

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Looking for something unique to engage and stimulate enquiring young minds?

Look no further! Henny Penny Hatching brings a little piece of the farm right to your door, offering a captivating experience in an easy-to-use package. We deliver 12 fumigated eggs, which are set to hatch over multiple days, three one-day-old chicks and all the equipment and instructions you will need for a successful hatch. A range of helpful planners, resources and activities allow you to maximise the educational value of this exciting and interactive program. Learning has never been so much fun!

Visit our website to find a Henny Penny Hatching franchise near you.

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4/03/15 11:33 AM

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 13

educational resources, programs + planning

The power of story

BY BRIDIE RABAN

‘E

xperiences in early childhood settings build on the range of experiences with language and literacy that children have within their families and communities. Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood.’ (Early Years Learning Framework (EYLF) page 38.)

We now know how important and significant early experiences are for children’s learning and development, and this is especially true for their successful language and early literacy development.

An important starting point is talking with our children from the moment they are born. The meanings that are shared, the understandings that develop, and the emotional satisfaction experienced through engaging in shared communications, can never be underestimated.

holiday, what happened at the weekend, and even anecdotes about ‘when they were little’. It is valuable to see storytelling as a regular feature of the program, as it offers the opportunity to raise communication skills by increasing children’s vocabulary, sentence structure and confidence. Stories – told or read – provide the basis for many imaginative activities, all of which develop spoken language abilities, and children’s ability to engage with stories and with each other.

•

Drama: help children to turn a story into a play, taking turns to play the parts of the characters (perhaps – if they know the story by heart – the rest of the group could act as narrators). In the early stages, this may need modelling. Plays could be totally informal, or children can devise their own costumes, props and scenery, and turn it into a full-scale performance.

•

Role-playing: this will happen naturally, but children can be encouraged by being provided with the props and dressing-up clothes that will help to transform the role-play area into the three bears’ house, or the giant’s castle, and so on. Of course, role-play doesn’t need to happen in the ‘corner’ – a few carefully arranged chairs or boxes can become the ‘train ride’; any room can be transformed into the landscape of the ‘bear hunt’, and so on.

•

Retelling: story maps, timelines, small-world or fuzzy felt characters, masks, puppets, soft toys, and so on all encourage children to retell stories. Pictures in old copies of a favourite book can be cut out and used as prompts for retelling. A collection of suitable artefacts, along with a copy of the book, can be made into a story sack, to be taken home and shared with families.

•

Hot-seating: older children love dressing up as favourite characters and sitting in the ‘hot-seat’ to answer questions from the rest of the group

Children listen with fascination to stories told and read aloud. This experience stimulates their imaginations and forges links between what they know and what they are coming to know. Discovering that others have similar lives or lives that are very different, fosters interest and curiosity. Talking to each other about their experiences and sharing news time provides opportunities to find different ways of expressing thoughts and ideas.

‘Communication is crucial to belonging, being and becoming. From birth, children communicate with others using gestures, sounds, language and assisted communication.

They are social beings who are intrinsically motivated to exchange ideas, thoughts, questions and feelings, and to express themselves, connect with others and extend their learning.’ (EYLF page 38.)

Storytelling does not have to be fiction. We all have real-life stories to tell, and children can be encouraged to tell stories about themselves – where they went on 14 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

educational resources, programs + planning

about the story. It’s also great fun if educators sometimes dress up and sit in the ‘hot-seat’, which tends to encourage lots of questioning.

1

•

Artwork: well-loved stories can be transformed into pictures, friezes, small-world settings, collages and storybooks. Working on these imaginative reconstructions provides many opportunities to return to key vocabulary and to talk about the who, what, where and why of the story.

•

Music, songs and dance: stories or parts of stories can also be turned into action songs, set to music, or turned into mimes and dances.

DVD addicts, most stories have no spoken narrative thread – just fragmented dialogue, sound effects and background music. Indeed, many children are often even unaware that the story has a beginning, middle and end – they experience it as a conceptual whole. And while many ‘interactive’ screen-based stories have a voiced narrative, young viewers are constantly distracted from the words because they can ‘make things happen’ by touching the screen.

In the past, to experience a story, children had to listen. Whether gathered around a storyteller, drinking in the repetitive language of the oral tradition, or listening to a storybook read aloud, children engaged with the story by ear. Today, almost all children have a television in their home, and a growing number have handheld devices providing ‘interactive’ story-based entertainment.

There’s no doubt that good illustrations (in picture books) can support children in following a spoken narrative, but when images (especially rapidly moving images) become the predominant element of a ‘story’, they turn into a distraction rather than a support. Children’s engagement with screens is intellectually far less demanding than engagement with a story that is told or read to them. So, it’s more important than ever that we immerse children in ‘story language’ by replicating the activities of old: storytelling and reading aloud.

Stories on screen are mostly visual – viewers watch the characters and the setting, following the plot with their eyes. For young television and

Bridie’s books published by Teaching Solutions include Storytelling and Storymaking in the Early Years, and Foundations of Early Literacy.

PROFESSIONAL DEVELOPMENT HANDBOOK | CHILDREN’S SERVICES CENTRAL

Professional Development PD PACK

Building a strong and professional sector

This special package has been created to inspire you, to guide you, and to help you to deliver a quality service to your community.

Here is an opportunity to use your LDCPDP funding.

ommunity Child Care Co-operative (NSW) is a not-for-profit organisation established in 1978 to promote, support and advocate for quality education and care services.

PD Pack • Eight hours mentoring One-on-one mentoring for your service’s director by a professional learning facilitator delivered to your service. 8 hours in total.

• Two hours professional development analysis Your professional learning facilitator works with you to determine your service’s professional development needs.

• Two professional development sessions Sessions delivered at your

service for your entire staff team. Two x 3-hour sessions especially tailored to your service’s needs.

Cost: • Metropolitan Sydney: $2,200 (the area bordered

by Sutherland/Hornsby/ Penrith).

• Outer metropolitan NSW: $3,000 (Central Coast/ Newcastle/Wollongong).

• Rest of NSW: $3,800 (north of Newcastle, west of Blue Mountains, south of Wollongong).

Email info@ccccnsw.org.au or call us on 02 8922 6444 or 1800 157 818

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C

We inform and inspire the education and care sector and influence government policy, practice and programs. We believe children should have access to quality education and care services that meet the needs of their communities.

We build and maintain a strong education and care sector in New South Wales by providing educators, directors and management with resources, support, qualifications and skill development opportunities.

Contact us and be inspired!

Phone: 02 8922 6444 Email: info@ccccnsw.org.au Website: www.ccccnsw.org.au

23/03/15 10:50•AM BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 15

special needs

Exciting new course on inclusion in early childhood education and care

N

oah’s Ark and the Chisholm Institute in Victoria have joined forces to develop an exciting new 12-week online course for educators and carers in early childhood services, to help them develop the skills and knowledge to be able to confidently support the inclusion of children with disabilities and other additional needs in their services.

The informative and practical 12-week short course is fully accredited within the Diploma of Early Childhood Education and Care. It can be undertaken separately or as part of the Diploma. As an online course, it can be accessed from anywhere in the world, and undertaken at times that fit with you. The weekly time commitment needed to undertake the course is only one to two hours.

Presented by industry expert teachers, and developed with the special expertise of Noah’s Ark early childhood intervention and inclusion support services, participants cover a range of subjects aligned to the inclusion of children with disabilities and other additional needs in childcare and kindergarten settings.

Topics include: • Introduction to inclusion • Inclusion readiness • Resources to support inclusion • Programs and practices that support inclusion • Inclusion support.

Alison Webster, one of the developers of the course from Noah’s Ark, says, ‘Participants will undertake quizzes and be asked to post one comment, and

respond to one comment in the discussion forum as part of each unit. Each unit also has specific readings and videos, and time to reflect on what you already know from your own experience’.

Lucy Stabb, Manager Early Childhood Education from Chisholm, adds that, ‘The course is designed with the needs of busy early childhood staff in mind.

It can be accessed at any time, and it’s easy to navigate around. We have deliberately created opportunities for carers and educators to share their real life experiences and to try new things out, and to share what they learn. In this way, we think the course will really build staff confidence and knowledge in an area that has often been in the “too-hard basket”’.

Noah’s Ark is the largest specialist early childhood intervention and inclusion support service in Victoria, and is now branching out into other states with an office in Canberra. Last year, Noah’s Ark’s programs reached 1800 families and 2600 early childhood education and care (ECEC) services.

Chisholm Institute is a large technical and further education institute based in the south-eastern suburbs of Melbourne. Chisholm offers more than 500 different qualifications, including certificates, diplomas, advanced diplomas and short courses.

Together, Noah’s Ark and Chisholm are committed to the inclusion of children with disabilities in early childhood services, and to ensuring that their carers and educators feel confident to be able to support each child’s learning and development.

X ••BELONGING 16 BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME44NUMBER NUMBER11••2015 2015

INCLUSIVE PRACTICE IN EARLY CHILDHOOD EDUCATION AND CARE IMPLEMENT STRATEGIES FOR THE INCLUSION OF ALL CHILDREN (CHCECE021)

12 WEEK ONLINE SHORT COURSE

Developed by Noah’s Ark Victoria in partnership with Chisholm Institute

‘Inclusive Practice in Early Childhood Education and Care’ is matched to the requirements of ‘implement strategies for the inclusion of all children’, a key unit within the Diploma of Early Childhood Education and Care.

Presented by industry expert teachers, participants will cover a range of subjects aligned to the needs of all children with special needs and different learning abilities.

Topics include: • Introduction to inclusion • Inclusion readiness • Resources to support inclusion • Programs/practices that support inclusion • Inclusion support Course is delivered with Victorian and Commonwealth Government funding. TOID:0260

Intake dates: First intake - 16 March, 2015 Second intake - 13 April, 2015 Cost: $595 per person Contact: Tammy Young email: tammy.young@chisholm.edu.au

1300 244 746 chisholm.edu.au

special needs

Skills for the spectrum

W

ith an estimated one in 100 children in Australia on the autism spectrum, educational settings have an increasing requirement to be able to effectively support these children. Autism Spectrum Australia (Aspect) provides early intervention training and support to childcare centres and early childhood professionals for children with autism or other disabilities.

Through its workshops and customised training, Aspect Practice provides childcare professionals with strategies and practical resources to assist children on the autism spectrum to meet the learning outcomes of the Early Years Learning Framework and to be included in early childhood programs. Aspect also trains staff to support and develop social and emotional skills in children with autism when interacting with their peers, demonstrating a practical application of strategies and skills.

The programs are based on current research regarding best practice programs for children with autism and other developmental disorders. Through the early intervention program, Building Blocks, Aspect helps to build knowledge about autism and other developmental disabilities in families and in the

broader community. The aim is to help communities to be more inclusive, and for families to be strong advocates for their child. Aspect also works with the child to develop his/her functional skills, minimise the core features of autism and the associated difficulties, and to develop his/her independence to facilitate participation and inclusion in the wider community.

For more information about Aspect Practice and Building Blocks, including upcoming events in your area, please call 1800 ASPECT (1800 277 328) or visit the website www.autismspectrum.org.au.

Aspect Practice regularly holds workshops for early childhood educators to build confidence and capacity in supporting children with autism.

Upcoming events include: • •

Social and Emotional Skills, Burwood NSW, 11 May 2015 Developing Play Skills, Ballina, NSW, 28 May 2015

l Specia ed t n u disco ACA r rate fo ers!* b mem

Visit our website for more www.autismspectrum.org.au/workshops or call 1800 ASPECT (1800 329 277) * Simply include your State membership number in the comments section and register at the special child care members rate.

X 18••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME44NUMBER NUMBER11••2015 2015

special needs

Pretend play and children with autism

BY KAREN STAGNITTI, DEAKIN UNIVERSITY

The severity of a child’s autism will impact on how they function in play interactions with peers and caring adults. While all children with autism present slightly differently in how they play, there are some play characteristics that are common to this group of children.

C

hildren with autism lack flexibility and adaptability in play with peers. Their ability to engage in long action sequences in pretend play is limited, and they don’t understand that the teddy can be ‘alive’. High-functioning children with autism can use symbols in their play, such as crossing two pieces of wood and using it as a plane; however, their use of symbols is usually not embedded in a sequence of play actions within a pretend play scene with characters.

Pretending in play has three key cognitive skills: the ability to use symbols by using one object to represent another (for example, the box is a bed), attribution of properties (for example, teddy is hungry) and reference to absent objects (for example, the ‘ocean’ is a space on the floor) (Leslie, 1987).

Children begin to engage in pretend play in their second year of life by imitating others. At first, their actions are very repetitive – for example, they will have many cups of tea from an empty cup. Children

then begin to logically sequence two or three play actions, such as feeding the teddy and putting the teddy to bed. Around this time, they begin to treat the teddy as ‘alive’.

As children increase the number of logical sequential play actions, they will act out short play scenes that reflect their own experiences, such as shopping, eating, drinking and cooking. As their play becomes more complex, they will then add in characters and events from their favourite stories, movies, books or television shows. Children incorporate these fictional characters and events into their own original story. In contrast, children with autism will often just ‘chuck’ events into the play without any change from the movie or book.

At about preschool age, children develop the ability to use any object for anything. This is when children can use a shoe as a phone. Children can now play out a play scene over two to three days, and embed and resolve problems within the play scene.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 19

special needs

Socially, children start to negotiate with peers and pre-plan what they are going to play. By school age, children can play out a play scene over two to three weeks, the teddy can be a character in the play, and they can maintain a role in the play with peers, and use symbols, embed problems, and adjust the play scene to account for the resolution of the problems.

Pretend play scenes with changes to the plot and the character interactions involves an understanding of narrative. Jellie and Stagnitti (2006) summarised the links between pretend play and narrative development by explaining that children begin by telling a story about themselves, and next, they attempt fictional storytelling. By preschool age, children can tell a narrative that involves solving a problem. These developments are reflected in their pretend play. By school age, the majority of children have a basic repertoire of narrative abilities.

Understanding narrative intrinsically relates to a child’s ability to forward think or ‘predict’ what will happen.

That is, children can think out what the character’s plans are and what is going to happen. In contrast, children with autism are literal in their thinking, have difficulty thinking forward, and lack coherent narratives (Stirling, Douglas, Leekham & Carey, 2014).

Developing a child’s ability to initiate their own pretend play using the Learn to Play program (Stagnitti, 1998; 2015) is one way to assist children with autism to play with peers and understand narrative.

The principles of the Learn to Play program are: gaining the child’s focused attention, starting where the child’s play level is, and repeating the play actions

20 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

with slight variations (for example, pushing the truck, stopping the truck, pushing the truck, going fast and slow with the truck).

The program is responsive to the pace of the child, and repetition is important for giving the child time to focus and understand what is happening. The adult should always talk about the play as they are playing. Children with autism are often not interested in pretend play because they don’t understand it, so when working with these children, the adult needs to use lots of emotion and be enthusiastic about what they are playing.

To learn how to play, children need time, space, toys, props and adults who value play for language, social and cognitive skills. For children with highfunctioning autism, changes after seven sessions in the program have consistently shown increases in language, use of symbols in play, spontaneous play, length of time played, and ability to interact with peers in social turn taking.

References: Stagnitti, K. & Jellie, L. (2006). Play to learn. Building literacy in the early years. Melbourne: Curriculum Corporation.

Leslie, A. (1987). ‘Pretense and representation: the origins of “theory of mind”.’ Psychological Review, 94, 412-426.

Stagnitti, K. (1998). Learn to Play. A practical program to develop a child’s imaginative play. Melbourne: Co-ordinates Publications.

Stagnitti, K. (2015-forthcoming). ‘Play therapy with school-age children with high functioning autism’. In A. Drewes and C. Schaefer (Eds.).

School Age Play Therapy. New York: American Psychological Association.

Stirling, L., Douglas, S., Leekham, S. & Carey, L. (2014). ‘The use of narrative in studying communication in Autism Spectrum Disorders. A review of methodologies and findings’. In J. Arciuli & J. Brock (Eds). Communication in Autism (p. 171 – 215). New York: John Benjamins Publishing Company

special needs

special needs

Skills for the spectrum

W

ith an estimated one in 100 children in Australia on the autism spectrum, educational settings have an increasing requirement to be able to effectively support these children. Autism Spectrum Australia (Aspect) provides early intervention training and support to childcare centres and early childhood professionals for children with autism or other disabilities.

Through its workshops and customised training, Aspect Practice provides childcare professionals with strategies and practical resources to assist children on the autism spectrum to meet the learning outcomes of the Early Years Learning Framework and to be included in early childhood programs. Aspect also trains staff to support and develop social and emotional skills in children with autism when interacting with their peers, demonstrating a practical application of strategies and skills.

The programs are based on current research regarding best practice programs for children with autism and other developmental disorders. Through the early intervention program, Building Blocks, Aspect helps to build knowledge about autism and other developmental disabilities in families and in the

broader community. The aim is to help communities to be more inclusive, and for families to be strong advocates for their child. Aspect also works with the child to develop his/her functional skills, minimise the core features of autism and the associated difficulties, and to develop his/her independence to facilitate participation and inclusion in the wider community.

For more information about Aspect Practice and Building Blocks, including upcoming events in your area, please call 1800 ASPECT (1800 277 328) or visit the website www.autismspectrum.org.au.

Aspect Practice regularly holds workshops for early childhood educators to build confidence and capacity in supporting children with autism.

Upcoming events include: • •

Social and Emotional Skills, Burwood NSW, 11 May 2015 Developing Play Skills, Ballina, NSW, 28 May 2015

l Specia ed t n discou ACA r o f e * t ra rs! e b m e m

Visit our website for more www.autismspectrum.org.au/workshops or call 1800 ASPECT (1800 329 277) * Simply include your State membership number in the comments section and register at the special child care members rate.

X • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 21

training + recruitment

Giftedness in early childhood

BY TARA MILLS (TRAINING CONSULTANT)

W

hen we think of an additional need in any context, the immediate response is a disability – physical or intellectual. It is then broken down and can be categorised into dozens of ‘labels’, for example: autism, Asperger’s syndrome, attention deficit hyperactivity disorder (ADHD), Down syndrome, and the list continues. What do all of these additional needs have in common? They are all medically recognised, and the child receives adequate and specially designed inclusive support to address their needs.

When we speak of giftedness, the most stereotypical response is: ‘This child will be very easy to program for! This child is very advanced for their age!’

My response? ‘Giftedness is an additional need.’ Of course, my claim will be argued immediately. Why? Because giftedness is not a medical condition, it does not require medication, physiotherapy, speech therapy or psychologists. This is not a medically recognised condition, and is therefore disregarded as an additional need.

Inclusive support is implemented when addressing the needs of children with recognised medical conditions. But should a child who demonstrates advanced cognitive development at the age of five not also receive adequate inclusive programming to address their gifted and talented capabilities? It has been proven that children who have exhibited advanced mathematical, literacy and problemsolving skills may, in fact, lack in other areas of development, such as fine motor or physical skills – even their behaviour can be implicated. Does this not also need to be addressed and accounted for?

Children with extensive and advanced cognitive development require constant brain stimulation, or it may result in the child withdrawing from their capabilities, just to conform to peer and adult interactions.

Gifted children are underestimated. They can detect peer and adult behavior far earlier than that of mainstream majorities. These children have already worked out those around them, and are simply waiting for their peers to join them – but in hindsight, it does not always work out that way.

As an early childhood educator presented with a gifted child who demonstrates these capabilities, you will find it a rare and rewarding experience. As their X ••BELONGING 22 BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME44NUMBER NUMBER11••2015 2015

educator, you need to nurture them, prepare them for school, foster independence and social relationships.

But your role in stimulating and supporting their young gifted minds is just as important, and with appropriate inclusiveness, these children will thrive.

Gifted children need to be recognised and accredited for their proficiencies. These children are to be supported and encouraged, rather than left to develop at their own rate. Otherwise, they may be disregarded as they are clever and appear to not need the extra support as others do, when in fact they need just as much incentive as any other child who has an additional need.

There are some people who go through their entire lives longing to fit in with society and those around them – but what happens to those who are born to stand out?

Are YOU ready to make a difference?

CHC30113 Certificate III in Early Childhood Education & Care ALL NEW CHC50113 Diploma of Early Childhood Education & Care

Pay and complete your course unit by unit or call us about other flexible payment options ENROL NOW!

Nationally Recognised Qualifications / Multiple Locations Australia Wide

1300 721 503 www.hbalearningcentres.com.au

RTO 31261

training + recruitment

BY VALERIE MARGRAIN

Understanding giftedness in early childhood

Two case studies of young gifted children

J

enny’s favourite thing in all of the world is reading; her parents describe it as a ‘hunger’.

She is currently four-and-a-half years old, and can read at a 10-year-old accuracy level, with comprehension at an eight-year-old level. Jenny’s parents did not teach her to read; in fact, they were surprised when they realised that she could read fluently just before her third birthday. Her parents always shared storybooks together when she was little, and they take her to the library, go for frequent walks on the beach, and they talk with her about her interest in fish, reptiles and herbs; however, Jenny’s family are frequently criticised for having ‘pushed’ her academically. At kindergarten, Jenny’s teachers encourage her to simplify her language so that it is at the level of the other children.

Jamie (age three-and-a-half) has a passionate interest in flight, and has memorised the names and symbols of hundreds of aeroplanes, helicopters, airlines and airports. His kindergarten teachers find him to be unruly, as he is often seen throwing things into the air. The teachers are not aware that, at home, Jamie is keeping a science log, documenting ‘trajectory’ of different objects, and noting their arc

24 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

and distance in flight. None of the other children at kindergarten are interested in flight in the way that Jamie is, but his next-door neighbour is a retired pilot, and he enjoys talking with Jamie.

Jamie (age threeand-a-half) has a passionate interest in flight, and has memorised the names and symbols of hundreds of aeroplanes, helicopters, airlines and airports

training + recruitment

Misunderstandings Jenny and Jamie are just two of the many young children who are gifted in our kindergartens, long day care, family day care, or community playgroups.

Gagné (2014) suggests that 10 per cent of the population are gifted, in any of a broad range of domains, including intellectual, creative, social, perceptual and physical. There are many myths and misunderstandings about giftedness (Wong & Margrain, in press), and these influence the way that people react to gifted children and their families.

Both Jenny and Jamie have areas of high ability and intense interest, and these are supported by their families. Research indicates that families are more skilled at identifying giftedness than teachers (Porter, 2006), yet families are often misunderstood, treated with hostility, and mistakenly assumed to be ‘hothousing’ their children (Margrain, 2007, 2010). The families of gifted children are responsive and supportive, but they also advocate for their children.

Recognising giftedness Cathie Harrison, in her 1999 book Giftedness in Early Childhood, defines giftedness in the early years in terms of a child ‘who performs, or has the ability to perform, at a level significantly beyond his or her chronologically aged peers, and whose unique

abilities and characteristics require special provisions and social and emotional support from the family, community and educational context’.

It is clear that Jenny’s reading ability and Jamie’s aviation knowledge are both examples of competencies significantly beyond those of their chronological peers. If we talked to the parents of Jenny and Jamie, we would likely discover many characteristics that are commonly found in gifted children, though not all are evident in all gifted children. The following is not an exclusive list of characteristics of giftedness, but includes those particularly applicable to Jenny and Jamie in the kindergarten age group. For instance, a child may be gifted if he or she: • began to talk very early • has a large vocabulary; uses unusual or ‘big’ words • talks very fluently; uses language easily and correctly • is persistent • is intensely curious; is always asking ‘Why?’; really wants to know the answer • is very observant of detail • has an excellent memory • is very independent; insists on doing things for him/ herself • loves being read to; follows story closely

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 25

training + recruitment

• was reading independently prior to beginning school • is quickly bored with simple or repetitive games and toys • shows impatience with tasks that seem meaningless • can concentrate for long periods when interested • learns easily – only needs to be told things once or twice • seems to prefer the company of older children or adults (Murphy & Breen, in press).

There are many websites that share more comprehensive descriptions of characteristics of giftedness (which are suggested at the end of this article). Knowing these characteristics can help us to avoid misunderstandings; for example, the reason behind Jamie throwing objects or Jenny’s ‘hunger’ to read, and that she was self-taught.

Rationale for advocacy Young children with high ability, like all children, have the right to supportive, responsive early education, and to be treated with dignity (United Nations, 1990). Ignoring or rejecting the needs of young children with high ability fails to meet UN Convention on the Rights of the Child (UNCRC) article 3 (the best interests of the child) and article 12 (a voice).The specific needs of young children who are gifted must be acknowledged as part of early childhood sector intent to recognise competence, use strength-based practice, include all, and build respectful partnerships (Department of Education, Employment and Workplace Relations (DEEWR), 2010). My own research and experience as a teacher has shown me that without the understanding of giftedness, there is often misunderstanding and rejection of children and families.

Without support, gifted children they fail to thrive in early childhood and school – both academically and socially.

How to find out more Contact your local association for gifted children – the Australian Association for the Education of the Gifted and Talented (AEGT – see www.aaegt.net.au for links to contacts across Australia).

Search online for information about giftedness in early childhood; for example the resource ‘Making a difference for young gifted and talented children’ provided by the Department of Education and Early Childhood Development (DEECD) (see www. education.vic.gov.au/giftedchildren). This website includes information about understanding and identifying giftedness, some case studies highlighting characteristics, and a range of resources.

26 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

Without support, gifted children fail to thrive in early childhood and school – both academically and socially Search online using keywords ‘gifted’, ‘gifted and talented’, or ‘high ability’ and ‘early childhood,’ or ‘early years.’

In the next article in this series, some practical approaches are suggested, which provide support for young children who are gifted.

Valerie is a senior lecturer working at the Australian Catholic University (ACU) in Melbourne, and is currently ACU Director, Early Childhood. She values the diverse range of opportunities that her educational career has provided, including play centre, early childhood centres, primary classrooms, special education, reading recovery, polytechnic and university. Valerie’s research interests include assessment, early literacy, and special and gifted education. Email: valerie.margrain@acu.edu.au.

References Department of Education, Employment and Workplace Relations (DEEWR) (2010). ‘Educators being, belonging and gecoming: Educators’ Guide to the Early Years Learning Framework for Australia’.

Accessed 7 March, 2011 at http://www.deewr.gov.au/Earlychildhood/ Policy_Agenda/Quality/Documents/EYLF_Ed_Guide.pdf.

Gagné, F. (2014). ‘Differentiated model of giftedness and talent (DMGT)’.

Retrieved 20 November 2014, from http//www.gagnefrancoys.wix.com/ dmgt-mddt Harrison, C. (1999). ‘Giftedness in early childhood’. Kensington, Australia: GERRIC. Margrain, V. (2003).‘Already reading in early childhood: Issues of identification, accommodation and collaboration’. Occasional paper no. 15. Wellington: Institute for Early Childhood Studies, Victoria University of Wellington.

Margrain, V. G. (2005). ‘Precocious readers: Case studies of social support, self-regulation and spontaneous learning in the early years’.

Unpublished doctoral thesis, Victoria University of Wellington, New Zealand.

Margrain, V. (2007). ‘Inside the greenhouse: Hothousing, cultivating, tending or nurturing precocious readers?’ New Zealand Research in Early Childhood Education Journal, 10, 33–45.

Margrain, V. (2010). ‘Parent–teacher partnership for gifted early readers in New Zealand’. International Journal about Parents in Education, 4(1), 39–48.

Porter, L. (2006).‘T welve myths of gifted education’. Retrieved from www.louiseporter.com.au/pdfs/twelve_myths_of_gifted_education_web.pdf United Nations. (1990). ‘Convention on the rights of the child’. Retrieved from http://www.ohchr.org/english/law/pdf/crc.pdf Wong, M., & Margrain, V. (in press). ‘The myth busters: Fearless, inclusive teaching for young gifted children’. In Margrain, Murphy & Dean (Eds.), Giftedness in the early years: Informing, learning and teaching.

Wellington, New Zealand: NZCER Press.

training + recruitment

training + recruitment

The rising demand for childhood educators: are you ready?

I

t is an exciting time to be working in the childcare sector. As the industry is growing at an unprecedented rate, the demand for early childhood educators has never been greater.

Stating that ‘all children have the right to an education that lays a foundation for the rest of their lives’, Australia’s Early Years Learning Framework emphasises that your position as a child’s first teacher is of great importance. Central to this is the ‘belonging, being and becoming’ principle, which focuses on shaping the child’s identity, development and pathway into their future as an adult, through providing the child with a learning experience that combines communication, social and emotional development.

With the increased demands on your role as an educator, you may be considering ways to boost your career potential, especially given that this is a highly popular and competitive vocation.

More than a qualification The Malka Group (TMG) is one of Australia’s leading private training providers, offering Diploma and Certificate III courses in early childhood education and care (ECEC).

The CHC30113 Certificate III in Early Childhood Education & Care provides learners with an in-depth understanding of the childcare industry and the opportunity to apply for job roles, including early childhood educator, family day care worker and nanny, upon completion.

students last year, and recently wrote to request more, after being impressed with TMG students who undertook work experience at her centre.

TMG can also assist you in developing your own childcare business with the more than 60 additional qualifications that it has on offer, including courses in business, small business management, bookkeeping and management.

Malka Lawrence, Chief Executive Officer

TMG delivery modes In addition to the work placements and the calibre of the qualifications and teaching, the delivery modes can be credited for the fact that 90 per cent of TMG’s students secure employment upon completion of their qualification.

With a choice of classroom, workplace, blended mode (online and workshops) and online classrooms, the varied structure of the programs gives learners the flexibility to tailor learning to their personal needs and circumstances.

TMG professional development programs As a result of working closely with, and listening to the industry to understand its needs, TMG offers a number of programs highly relevant to the childcare industry.

These include:

The CHC50113 Diploma of Early Childhood Education & Care is the qualification required at Director or Service Manager level at centre-based care in most states. It will prepare you for planning, implementing and managing programs in early childhood services in accordance with licensing, accreditation and duty of care requirements; as well as preparing you to take responsibility for the supervision of other staff members and volunteers.

TMG also offers a Diploma of ECEC qualification for international students.

• 10313NAT Anaphylaxis Awareness

Both qualifications include between 120 and 240 mandatory workplace hours (if you are not already working in the industry) in order to apply skills and knowledge to real-life situations encountered by early childhood educators. These work placements are highly valued by employers. Ankita Solanki, who organises childcare placements in the Altona North area of Melbourne, offered placements to TMG

• Observation, Documentation and Assessment.

X • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

• 10392NAT Emergency Asthma Management • HLTAID004 Emergency First Aid Response in an Education and Care Setting • Early Learning Framework • Health, Safety and Nutrition • Building Partnerships with Families/Parents • Child Abuse Prevention, Identification and Reporting • Pedagogy and Practice

These programs and the many others on offer can be customised to your organisation’s needs.

For more information on TMG’s childcare courses, visit www.tmg.edu.au or call 1300 532 766 to chat with our career advisers.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 27

training + recruitment

You want to be the best at your game, but are you attracting the best?

I

f you talk to any leader in any service industry, they will tell you that their people are their greatest asset, and similarly, when you talk about what is keeping them up at night, it is usually their people!

We openly acknowledge the importance of building a successful team to achieve our business goals; however, when it comes to recruiting a new staff member, most leaders are really rolling the dice and hoping for the best.

When the coach of the Wallabies needs new players for the team, do they post a job ad online and select the best person that responds? Absolutely not. They have scouts out in the market identifying top talent. They are constantly scouring the junior leagues, schools and universities. They have a recruitment plan in place for the current year, but also for the years to come. So why should your centre be any different?

Early education is changing. The pool of qualified educators is ever decreasing. United Voice announced at the end of last year that 180 educators are leaving the sector every week. Staff turnover is one of the main reasons families become unsatisfied with their childcare centre. To survive and grow, the way you do recruitment needs to move from being an isolated and reactive event, to being an ongoing, fluid and proactive program. You need to build talent pipelines for the future.

Your plan for attracting top talent Start asking yourself some questions: • How strong is your employment brand?

• Why should people work for you?

• What makes you different from your competitors?

If you can’t answer these questions, you need to find out fast. Talk to your existing employees and learn X ••BELONGING 28 BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME44NUMBER NUMBER11••2015 2015

why they love working for you. Understand who you want to be and where you are on that journey. Your employment brand must be aspirational reality – if it isn’t real, the people you hire won’t stay.

It’s time to get your message out there: • Get your people working for you – great people attract great people, so ask your top talent who they know, and get them talking about you.

Your staff, better than anyone, can testify to your employment brand.

• Utilise social media – what you post speaks volumes about who you are, and is a great way to identify and engage with talent.

• Look at your website – it has to say a lot about you and the centre, but does it have a page targeting talent? Are you inviting potential employees to contact you?

• Leverage your consumer brand – you market your services to parents; leverage this to get your employment proposition in front of future talent.

• Engage, engage, engage – every event you attend and educator you speak to is a potential future employee. Never be afraid of shameless self-promotion.

• Speak to EVERYONE – call all applicants and be generous with your time and expertise, just as you would to potential families. Today’s unsuitable applicant could be tomorrow’s shining star – you might not remember them, but they will remember you.

Of course, this isn’t an easy process, and it takes time and energy. At Buzz, we’re changing the conversation in early childhood recruitment, and would like to help take our candidates and clients on a journey to be the best. Let us help you build for the future.

Raising the bar for early childhood educators Raising the bar for early childhood educators

Every child Every child deserves a deserves a champion champion

Not all childcare recruitment agencies are the same.

Buzz isrecruitment a boutique,agencies specialistare Not all childcare agency.

Childcare is all we do. the same.

Buzz is arecruitment boutique, specialist We wantChildcare to changerecruitment your experience of the agency. is all we do. industry. we your wantexperience to improve of thethe We want In to fact, change industry itself.

Our qualitythe industry.

In fact, wefocus wantistoon improve candidates thatOur arefocus right for thequality job. We industry itself. is on concentrate on your specific needs candidates that are right for the job.and We present the educator your children concentrate on your specific needsdeserve. and And if you that sounds different to present thethink educator your children deserve. your ifpast with recruiters, And youexperience think that sounds different that’s to because are. We can it. your pastwe experience withprove recruiters, that’s because we are. We can prove it.

Decide for yourself. Give the Buzz team a call.

Decide for yourself. Give the Buzz team a call.

02 8437 5200 02 8437 5200 info@buzzrecruitment.com.au info@buzzrecruitment.com.au buzzrecruitment.com.au buzzrecruitment.com.au

training + recruitment

An uncompromised focus on quality service

M

cArthur is one of the largest employers of temporary educators within the Australian early childhood education sector. We work with many of the country’s largest not for profit childhood education providers, and partner with a broad range of privately owned centres.

McArthur is also widely recognised as an innovator of flexible workplace solutions, continually setting new benchmarks for service excellence on a national basis.

Focusing on what really matters Over the last 20 years, we have supported and grown with the early childcare education (ECE) sector through two decades of unprecedented change and upheaval. Though change and development are inevitable, one constant always remains – McArthur’s uncompromised commitment to the delivery of the highest-quality care for all children.

Quality requires continuous improvement McArthur has a unique insight and understanding of the importance played by a culture of quality within childcare centres. At the heart of our service quality ethic is an uncompromised sense of responsibility, and

an acknowledgement that early years are a critical time in any child’s development.

This sense of responsibility is reflected in our commitment to the continuing professional development of educators through our extensive in-service training program. Our broad range of workshops and presentations keeps them up to date with all relevant industry legislation, and with contemporary ECE care practices as and when they arise.

“Our focus is to place the best early childhood people in the best environments for children.”

McArthur has been delivering recruitment and career solutions to the early childhood education sector for over 20 years.

• For clients we provide easy access to qualified and experienced staff, screened and recruited by our specialist early childhood consultants; • For candidates, we provide permanent, temporary and contract solutions with the best employers, without joining fees or pre-registration.

Contact us today to find out how we can help you. t: (03) 9828 6565 : (02) 9277 7000 e: ece@mcarthur.com.au w: www.mcarthur.com.au

X ••BELONGING 30 BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME44NUMBER NUMBER11••2015 2015

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So, where do you work and what do you do?

2015, the year to articulate our profession

BY DR ALICE BROWN, SENIOR LECTURER AND EARLY CHILDHOOD HEALTH, WELLBEING AND SOCIAL ECOLOGY SPECIALIST, UNIVERSITY OF SOUTHERN QUEENSLAND

I

f someone were to ask you what you do for a living, how would you respond? Would your answer truly capture the essence or enormity of your role?

Would your answer stop them in their tracks and prompt them to say, ‘Wow… really? Tell me more!’?

As we move into 2015 reinvigorated and reenergised to work and learn with another group of amazing young people, perhaps it is time to rethink what we do as early childhood educators, and why this role is so very important.

So, what do you do? For many of us, our instant response is, ‘I am an early childhood educator’. Okay, great; that’s true, but how are those words perceived in the community? In the media? Do people understand what these words mean? Do they truly capture what we do? Will they gain the respect of others in the community for our work and our profession? Or would others hear these words and respond with something like, ‘So you’re a carer: a babysitter?’ So often, this is the dilemma that we face when we meet someone and they ask us about our profession.

How do we overcome this perception? How do we celebrate what we do, but also effectively articulate our occupation to others? How do we get a different message across to people in our society, and our community; to our partners, the media, our peers, and our friends? How do we present our profession in such a way that we leave people with goosebumps; asking, ‘Wow… Really? Tell me more?’.

As early childhood educators, we recognise that what we do is not only worthwhile and important, but it is also downright imperative. I’m sure that we can all also agree that an extremely important asset for any community is our children, and that we play an integral role in supporting them. But, in the words of a very special motivational speaker, Robyn Moore, sometimes, ‘We need to remind our face’. Sometimes, we forget to access our passion in our response, or in our actions. Yet, if we really think about it, what we do is just as important as what any brain surgeon or Nobel Prize winner does. We are an essential component in the process of building a capable and competent group of future leaders and members of civilised society.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 31

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If we want others to respect and value what we do, we need to be proactive in communicating this to others. This doesn’t necessarily mean that we need to organise a giant ad campaign. Quite often, the first person that we need to sell our profession to is ourselves, and we can then effectively communicate this to others.

We need to show our passion with our actions and our curriculum, and then in other ways, like through our advocacy, our documentation, and in the way that we convey our work to others through our words.

So, let’s start again. Where do you work? What do you do?

Perhaps one response could be, ‘I cultivate our most precious resource’. When a parent entrusts us with their young child or infant, they are expecting that we will not only care for them, but that their child will also be enriched by being in our service.

Part of this relationship, and our role as educators, is therefore to demonstrate or explain how their child has ‘grown’, has learnt and has been developed as an individual by being with us during the day. As early childhood educators, in our daily practice we need to reinforce the principles laid out in the United Nations Convention on the Rights of the Child, where it states that ‘…all children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages’ (Office of the High Commissioner for Human Rights, 1990).

Another response could be, ‘I build assets and empower individuals. I play a critical role in investing in our country’s future, and in human capital’. This response is quite similar to the last one, but it is underpinned by the current research regarding the economic rationalism of investing in the early years as a proactive step in developing a strong and more sustainable society (Doyle et al., 2009; Heckman and Masterov, 2007). This is consistent with the goal set out by the Council of Australian Governments (2009) that by 2020, ‘All children will have the best start in life to create a better future for themselves and for the nation’.

As early childhood educators, we do build assets.

The assets are the families that join us at our service each day, and the learning journey that we take with our children. The curriculum, our actions, and the environments that we develop with children enrich each child’s life, and help to lay a foundation for lifelong learning, and their future trajectory.

When others ask us what we do, perhaps we should comment, ‘I help little people to find their wings!’ For, surely as educators, we help to scaffold children on their learning journeys; help them to 32 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

As early childhood educators, we do build assets.

The assets are the families that join us at our service each day, and the learning journey that we take with our children navigate; encourage them to explore, to discover and to take risks; support their thinking; and encourage them to question.

Or, maybe we should respond with, ‘I have power lunches with future leaders’. For, on a daily basis, we negotiate and problem-solve in the sandpit with future lawyers, stockbrokers and politicians. We discuss the need to ‘share’, ‘to use our words’, and ‘to take turns’, with future diplomats, cricket captains and psychologists. We provide tips on designing towering block buildings and amazing water courses with future architects, engineers and town planners. On a daily basis, we have the most amazing opportunity to interact with children, and, in turn, shape future world leaders – not just the next prime minister, the next Mother Teresa, or the next Nelson Mandela, but the best friend, the best parent, and the best person that these kids can be.

I’m in the business of motivation. We are motivators and builders of self-esteem. We shape lives by supporting children – helping them develop from where they are, to where they can be. We reach into children’s emotions, we excite them, we play with them, and we impassion them. We harness and rechannel their energy, and we redirect it into learning. We are the ultimate resource. We help to shape a child’s destiny, their lives, their emotional fitness and their psychological strength.

You might say: ‘I am a researcher specialising in understanding and developing children’s brains’.

Children fill us with joy and melt our hearts. We love to cuddle, rock and care for them; however, although we can still love these aspects of working and being with children, we need to ask ourselves

training + recruitment

the tough questions, and reflect on how our actions, our environments, our relationships, and our programming are supporting their developing brains.

Contemporary studies and information on brain research, neuroscience and molecular biology tell us that we must not only support, but maximise each child’s cerebral potential, and understand how it can be derailed.

Scientific advances reinforce the fact that although genetic make-up is definitely an influencing factor, environment (human, temporal and physical) plays a key role in contributing to development.

This is why educators place so much importance on the quality of the environment that we create, and the relationships that we support (Shonkoff, 2010). Research continues to show that the brain

works at its optimum when the environment is supportive and stimulating, and when relationships with key caregivers are strong and responsive, and attachments are secure.

Findings demonstrate that healthy development and experiences in the early years provide the building blocks for achievement, responsible citizenship, future health, strong communities and positive parenting of the next generation. This means that not only should we see the potential of children, but also the opportunities for children. Part of this responsibility is conveying this message regularly to parents and the greater community, and working together in partnership with them to help nurture and support our young people to be the best that they can be.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 33

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If we truly value the impact that we have on young children and their brain development, then in 2015, maybe we need to develop a stronger backbone for advocating and communicating this to others

Another interesting response could be, ‘I’m in the business of cognitive enhancement’. I heard an interesting radio segment a few years ago about a situation in New York universities where students were getting hold of a drug that helped them stay up late to study, and then retain information for their exams. They called these sorts of drugs ’cognitive enhancers’. I thought to myself at the time, ‘Surely our children don’t need to be taking these sorts of drugs to enhance their brain power; isn’t that what early childhood educators help to do?’. We are in the business of cognitive enhancement. Don’t we support and provide an environment in which learning is maximised? The impact of what occurs in early childhood lasts a lifetime. The early years are when a young person develops the foundations for their ability to learn, to recall, and to process information (National Scientific Council on the Developing Child, 2007). Along with parents, educators have an exceptional opportunity to support positive early experiences and the developing architecture of the brain.

If we truly value the impact that we have on young children and their brain development, maybe we need to develop a stronger backbone for advocating and communicating this to others. If we are the builder of brains, should we not be treated with the same respect and courtesy as someone performing brain surgery? Perhaps it is time to pop a sign on the front door of our room, saying something like, ‘Caution: brain building in progress’. If we want to provide a strong and articulate definition to others regarding what we do, then our curriculum and our actions need to be consistent with this message. In order for others to take us seriously, we need to take ourselves seriously.

We could respond by saying, ‘I enrich people’s lives by making things possible’. Our role encompasses 34 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

building confidence in young people, supporting their lifelong learning so they know it’s possible for them to be anything they want. We ignite their passion. We have the ability to change the course of children’s lives by the way that we inspire, teach and support them and their families.

‘I’m in the business of resource management.’

We, as early childhood educators, are the best stage designers, and the creators of amazing environments.

As we move into 2015, we should not tread lightly, but rather leap, shout about our jobs and make some noise! I am suggesting a type of advocacy: a potent type of advocacy that involves raising people’s awareness and, in turn, repositioning the profession – sending a strong message and let everyone know that what we do is important! To be able to articulate this and be confident in understanding the reasoning and research behind our response is equally as important.

Parents and the wider community need to be very clear about what we are doing, and the only way we can do this is by talking, demonstrating, and sharing a wealth of information in multiple modes.

I leave you with a few words from Valora Washington, long-time advocate for early childhood education. ‘Transformation of social order begins with an act of imagination that elevates a startling dream of change above the intimidating presence of things as they are. Further, if such dreams are passionate and clear, and if they can call a great many people into their service, they may ultimately give shape to the future. In this way, the future vibrancy of our profession depends on the ignition of bold ideas, passionately conveyed’ (1996).

May 2015 be a year to not only celebrate how far we have come, and our efforts thus far, but also a year for us to truly find our voice. May it speak loudly and clearly. May the force be with you!

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Deakin’s Bachelor of Early Childhood Education

D

eakin’s Bachelor of Early Childhood Education prepares students to work in early childhood and primary school educational settings. The Australia-wide standard for registered teachers is now four years of undergraduate study. The course teaches students to apply an understanding of child development, curriculum theories and pedagogies in designing and implementing child-centred, playbased and developmentally appropriate programs in childcare, preschool and primary school contexts.

Students also learn to identify and respond positively to contemporary issues and the changing work context within early childhood and primary education.

Deakin’s Bachelor of Early Childhood Education course meets current national and international standards in early childhood education, and includes a primary teaching component, allowing students to teach children up to eight years of age. The course meets the requirements of the relevant accrediting authorities for working in early childhood and primary school settings.

Deakin’s focus on experiential learning in workplace settings and communities is very different

from many early childhood teacher education courses. Teaching and learning activities in the Bachelor of Early Childhood Education course are based on authentic experience, giving students the opportunity to meld theory and practice and, upon graduation, to become a fully prepared professional teacher in the early childhood and primary educational context.

The Bachelor of Early Childhood Education course is a four-year undergraduate program, and it provides academic and professional pathways for VCE students and international students, as well as extending studies undertaken in the Diploma of Children’s Services (or equivalent).

The Bachelor of Early Childhood Education course content covers all areas of professional content and the experience and skills required of teachers. As a course requirement, students will complete supervised professional experience in a range of early childhood and primary school settings.

For more information about Deakin’s Bachelor of Early Childhood Education, visit deakin.edu.au/teaching.

MEET DEAKIN’S BACHELOR OF EARLY CHILDHOOD EDUCATION (BECE) It’s been adapted to meet new national and international standards in early childhood education.

BECE includes a primary teaching component, allowing students to teach children in primary schools at all levels.

The course meets the requirements of the relevant accrediting authorities (VIT and ACECQA) for early childhood and primary education.

You will learn how to design and implement child-centred, play-based and developmentally appropriate programs in a child care, preschool and school setting, as well as developing an understanding of contemporary issues and the changing work context within early childhood and primary education.

For more information visit deakin.edu.au/teaching.

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training + recruitment

What is reflective practice?

BY KATARZYNA WIECZOREK-GHISSO

‘Reflective practice’ in early childhood education has become a widely referred to term since the implementation of the Early Years Learning Framework (EYLF).

36 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

I

dentified as one of the five principles underpinning the framework, reflective practice is a complex process and one that is a relatively new phenomenon for early childhood educators. According to the framework, reflective practice is a process of inquiry where educators reflect on their setting and think about what they may change. It is about considering how everyday ‘happenings’ shape thinking

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and influence decision-making. Said to enhance teaching and learning, reflective practice is not a oneoff process, but is rather a cycle of ongoing learning that occurs when educators take the time to stop and think, even momentarily.

Many models of reflective practice have been explored over the years, most of which support the process as a valuable component of educator practice. According to Schon, who began exploring this concept in the early 1980s, being able to reflect and engage in genuine introspection is fundamental to achieving self-awareness. When undertaken consciously, reflective practitioners are able to think creatively and self-critically about what they are doing, have a better awareness of their strengths and weaknesses, and adjust their behaviour in their everyday interactions.

When undertaken consciously, reflective practitioners are able to think creatively and self-critically about what they are doing, have a better awareness of their strengths and weaknesses, and adjust their behaviour in their everyday interactions

Despite the benefits, engaging in reflective practice for some educators can be quite daunting, especially given the demands of their everyday duties. The act of reflection, however, needn’t be viewed as difficult, nor considered as an added pressure, as everyday events provide many opportunities to engage in self-review.

Whether undertaken on the spot or after the event, reflection is useful at any stage. Schon termed such experiences according to three types:

Being open to these processes involves:

• reflection-on-action is a process where we think back on what we have done today, or replay events of the day in our mind

• understanding that there are rarely straightforward answers to challenges, difficult situations and dilemmas

• reflection-in-action refers to thinking in the moment while we are working on things, or watching ourselves act and make decisions

• questioning practices and assumptions that are often taken for granted

• reflection-for-action involves predicting what will happen as we make changes to our practice based on our experiences.

The three processes above articulate that reflection can happen at any point of the day. The key is to make a conscious decision to document our thoughts and/or decisions in a transparent way. Transparency is important given that reflective practice is now being measured as part of the Quality Assurance process. Identified under Quality Area 1: Educational Programs, ‘Critical reflection and evaluation of children’s learning and development, both as individuals and in groups, is used as a primary source of information for planning, and to improve the effectiveness of the program and teaching strategies’ (Element 1.2.4). Therefore, as professionals, we must get into the habit of examining what happens in our daily practice and reflect on what we might change.

• identifying the values and being willing to rethink these • using a logical approach to problem-solving as well as imagination, intuition and inspiration • justifying reasons for actions on moral and ethical grounds • searching for new ways of knowing and doing, based on research and theory.

Essentially, reflective practice is about selfevaluation, using strategies or tools to understand ourselves, and ‘managing’ our responses to daily events. Effective educators know themselves; they know their strengths, weaknesses, what they stand for (their values), when to say ‘yes’ and when to say ‘no’, and what they want to achieve. Part and parcel of being a reflective educator is acknowledging that you bring your own unique past experiences, current understandings, expectations, learning styles, and personality to your centre’s community, which

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 37

training + recruitment

The best way to start is by being more strategic about our use of time. Rather than adding another layer on top of the regular tasks that we engage in on a daily basis, educator reflections could be incorporated into daily documentation, such as those that appear in ‘Day Books’ and ‘Portfolios’ may differ from those of other educators. When you think in a reflective way, you are trying to develop your understanding on a deeper level. You identify the aspects of your professional practice that have worked well. You also think about what didn’t work and what could be done differently in the future.

Educators can commence the process of selfreflection by asking themselves a series of questions, such as: • What did I do today?

• Why did I do what I did?

• Did it achieve the results I expected?

• How might I do things differently?

Learning is strengthened when educators draw on their past experience to guide their decisionmaking. This prior knowledge has been referred to in literature as ‘funds of knowledge’, based on the simple premise that people are competent and have knowledge, and that their life experiences have contributed to the gaining of that knowledge.

The biggest challenge for educators is being able to draw on this knowledge and find ways to build reflective practice into their daily routine. Creating a habit or structure is a good way to start, and that needn’t be in isolation. As recommended by the EYLF, ‘The process of joint inquiry facilitates the review of practices resulting in the exchange of ideas and shared decision-making. It also means educators are more likely to learn, develop and strengthen their capacity as a team’. When everyone in the team contributes to reflective discussion, it is more likely to result in an exchange of ideas, shared decisionmaking and positive partnerships.

The best way to start is by being more strategic about our use of time. Rather than adding another layer on top of the regular tasks that we engage in on a daily basis, educator reflections could be incorporated into daily documentation, such as those that appear in ‘Day Books’ and ‘Portfolios’. Rather

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than merely describing what went on in the day, the reflective practitioner may draw from a particular experience, such as the following: ‘This morning, for our group time discussion, I had prepared to share an information book about bugs, as I had observed children talking about lady beetles in our garden yesterday; however, after a short while, I realised that the children were more interested in debating about whether all beetles fly, something that Jacob initiated. I realised that they really wanted to explore this further, so I decided that rather than continuing the book, we would google their questions on our iPad. I was amazed at how knowledgeable the children were about how to find information on the internet…’

The above illustrates a practitioner reflectingin-action, and being responsive to children’s ideas and interests. By merely stating, ‘I thought, I started, I…’ ,the narrative becomes a reflective account.

Another opportune time to engage in reflective discussions is at staff meetings. Rather than focusing on ‘housekeeping matters’, staff meetings should be used as professional learning forums where educators are encouraged to share their thoughts and daily experiences. Reflective practice needn’t be something else to do on top of our daily commitments but, rather, embedded as part of our everyday tasks.

To conclude, reflective practice is a fundamental component of any educator’s role, especially in developing curriculum that is conducive to children’s learning. Such a grand task is made more worthwhile when based on the expertise of a collective whose ideas have been embedded in everyday events with children, families and colleagues. Reflective practice is not only a worthwhile process in the workplace, but provides support at various levels, all of which positively contribute to enriching social and professional relationships.

Katarzyna Wieczorek-Ghisso, B. Teach, B.Ed., M.Ed. (Early Childhood), is an early childhood specialist and university lecturer.

finance, business + property

The payscale equation Background information A national campaign was conducted by the Fair Work Ombudsman in the childcare sector in 2013–14 to improve compliance with workplace laws, particularly around wages and record-keeping.

Around 350 childcare centres were audited, following the high number of complaints to the Fair Work Ombudsman from childcare workers over recent years.

The results of the campaign will be released later this year.

Belonging spoke with Fair Work Ombudsman Natalie James about all you need to know about paying your employees.

Belonging (B): What is the minimum wage, and why is strict adherence to it important for both employers and their employees?

Nicole James (NJ): The Fair Work Act provides a safety net of minimum terms and conditions.

The minimum wages and entitlements applicable to employees varies according to various factors, such as the nature of an employee’s duties and the industry in which they are working. Many employees are covered by the minimum pay rates listed in an award or agreement that applies to their workplace.

Rates in a workplace agreement can’t be lower than the equivalent award rate.

Getting wages right is important for a range of reasons. There are legal obligations and consequences for employers who don’t do the right thing. Employees have a legal entitlement to be paid correctly.

The Fair Work Ombudsman has tools on its website to help find minimum rates, including pay guides, at: www.fairwork.gov.au/pay/minimum-wages/pay-guides.

B: How does the minimum wage affect

those working in the childcare industry? Are employees entitled to any extra allowances?

NJ: The Fair Work Commission is responsible for setting minimum wages for employees in the national workplace relations system.

Each financial year, the Commission conducts an annual wage review, and issues a decision and national minimum wage order.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 39

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As the regulator, the Fair Work Ombudsman is responsible for assisting employers and employees to understand their obligations and entitlements.

The minimum wages and entitlements applicable to childcare employees will generally be determined by the award or agreement that applies to their workplace. The award with the widest coverage of the childcare industry is the Children’s Services Award 2010.

In addition to minimum wage rates, there are a number of entitlements that people employed within the childcare industry may be eligible for. These include meal allowances for working overtime, laundry allowances if the employee has to launder special clothing, and fare allowances, for when an employee is sent to work at a different location.

The applicable award or agreement will set out all the allowances and when they have to be paid. For more on allowances see: www.fairwork.gov.au/pay/penalty-rates-and-allowances.

As the regulator, the Fair Work Ombudsman is responsible for assisting employers and employees to understand their obligations and entitlements.

B: What are the awards that cover those in

the early years education and care sector, and what must employers be aware of regarding this award? How should employers and centre owners apply this award to their childcare centre?

NJ: The awards with the widest coverage of the industry are the Children’s Services Award 2010 and the Educational Services (Teachers) Award 2010.

The Children’s Services Award 2010 broadly covers day care, occasional care, nurseries, childcare centres, family-based childcare, out-of-school hours care, vacation care, adjunct care, in-home care, kindergartens and preschools, mobile centres, and early childhood intervention programs.

The employees covered under this award include support workers and childcare workers, including coordinators and directors of childcare centres.

The Educational Services (Teachers) Award covers teachers in the children’s services and early childhood education industry.

The Fair Work Ombudsman has resources on its website, www.fairwork.gov.au, including a fact sheet on ‘minimum workplace entitlements’, which provides information on how modern awards operate.

B: If a worker is not being paid accordingly,

what would the best course of action be for both employee and employer?

NJ: The Fair Work Ombudsman website has a step-bystep guide to help resolve workplace issues, including

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wage-related matters. It is available at: www.fairwork.gov.au/how-we-will-help/how-we-helpyou/help-resolving-workplace-issues.

Alternatively, workers who believe they are being underpaid or treated unfairly can contact the Fair Work Ombudsman via the website at www.fairwork.gov.au or the Fair Work Infoline on 13 13 94 – or on 13 14 50 if they need an interpreter.

B: In a worst-case scenario, an employee

might be threatened with dismissal if they contested their pay rate. What rights would a childcare worker have if this were to happen to them?

NJ: An employer would be breaking the law by doing this, and would be risking heavy penalties. We encourage any worker in this situation to get in touch with us for free advice and assistance.

If an employee loses their job, they can make an application to the Fair Work Commission if they think they were sacked because of a reason that is harsh, unjust or unreasonable.

An employee has 21 days from the day that they were sacked to lodge an unfair dismissal application with the Commission.

For information about the different roles of the Fair Work Ombudsman and the Fair Work Commission, please see: www.fairwork.gov.au/about-us/the-fair-workcommission-and-us-whats-the-difference.

finance, business + property

finance, business + property

Breaking up is hard – splitting your super doesn’t need to be

T

he end of a relationship can be an emotional and traumatic time. You may feel anxious or overwhelmed about such a big change in your life, but it’s important to know that there are lots of places you can go for help.

Start by sorting out a few simple things, like your household budget, then work your way up to tackling the bigger money issues. Your super fund can help you understand how your super balance fits in.

Where your super stands When a marriage or de facto relationship breaks down, your super is treated like any other asset. It can be divided (by agreement or court order) and your spouse may receive some or, in some circumstances, all of your super. Your spouse can request information about your super, and your fund’s trustee is legally obliged to respond to the request and give effect to any agreement or court order.

Splitting laws cover the entire super accountsplitting process, which requires trustees to: • provide initial information to an eligible person who enquires about the value of a super benefit • flag an account so no payment can be made until the flag is lifted • split a super benefit between the parties of the relationship, either by agreement or by court order.

Remember, splitting doesn’t convert super into a cash asset – it’s still subject to superannuation laws and is usually retained until retirement ages are reached.

Support for HESTA members You might be surprised about how much support you can get as a HESTA member. HESTA members have access to personal super advice at no extra cost. So, if you’d like to discuss your circumstances and options with an expert, call 1800 813 327. Our advice team will be happy to help.

The HESTA education team runs Money Makeover workshops to help members make – and stick to – a household budget and pass on money saving tips. Our education and advice team can also discuss simple strategies to help you rebuild and keep your super on track. Even an extra $10 per week can have a big impact on your balance over time.

Getting back on your feet • Visit hesta.com.au or call us on 1800 813 327 for more about super splitting, boosting your balance and the advice available to members.

X • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

• Check out the comprehensive suite of education modules – available at hesta.com.au/money101 – developed by Money101, an independent provider of financial education. The simple interactive modules have been designed to help HESTA members make more informed financial decisions.

• moneysmart.gov.au is a government website offering independent tips and tools to help you make the most of your money – inside and outside super.

• Read more about the super splitting process at familylawcourts.gov.au • The Attorney General’s Department has frequently asked questions on super splitting at ag.gov.au With more than 25 years of experience and $29 billion in assets, more people in health and community services choose HESTA for their super.

For more information, call 1800 813 327 or visit hesta.com.au for a copy of a Product Disclosure Statement that should be considered when making a decision about HESTA products.

Issued by H.E.S.T. Australia Ltd ABN 66 006 818 695 AFSL No. 235249, the Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321. 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. Third-party services are provided by parties other than H.E.S.T. Australia Ltd and terms and conditions apply. H.E.S.T. Australia Ltd does not recommend, endorse or accept any responsibility for the products and services offered by third parties or any liability for any loss or damage incurred as a result of services provided by third parties. You should exercise your own judgment about the products and services being offered.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 41

finance, business + property finance, business + property

Attracting child care development capital

W

ith demand for child care places continually increasing, you may see the opportunity to expand your existing childcare business.

These opportunities need to be considered while remaining relevant to your customer base and its increasing expectations, as well as the emergence of new competition. ‘Build it and they will come’ should be confined to Hollywood but, unfortunately, the emergence of increased, sometimes poorly planned supply, driven by short-term incentives, eventually impacts on sector viability and operational profitability.

Making sound and informed decisions remains the key to expansion.

With increasing multiples being paid for childcare businesses, the development of new centres is now a cost-effective means of building scale; however, it’s reliant upon proper planning and analysis, and access to development capital that is aligned with your business model.

Development capital is now available from a number of sources. Unlike the lack of supply that followed the global financial crisis (GFC) and ABC Learning’s collapse, the sector now has attractive attributes for equity investors and financiers. Availability needs to be considered, together with the cost, tenure and terms of the capital. Partnering with a long-term provider that understands the sensitivities of the industry and makes long-term commitments in the form of real estate lowers both the long-term cost and the volatility of the funding base, allowing operators to make higher returns on your capital by investing only in the operating business.

Your business is doing well and you can see opportunity to expand, and you have a need for capital. But what do you do to put yourself at the front of the pack? Financiers will look toward those with a track record and a detailed understanding of their marketplace. Their business models need to exhibit some, if not most of the following attributes: • a track record of profits and free cash flow • quality and depth of management with experience in the sector • growth potential and a point of difference, supported by a robust business plan • a business structure that is capable of expansion • an understanding of the key drivers of profitability and, in particular, your specific marketplace • a need for capital to realise full growth potential.

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The best operators have almost all of the aforementioned attributes. The age-old business adage of ‘Businesses don’t plan to fail, they fail to plan’ applies, particularly where there is urgency to expand. The attraction of expansion sometimes leads to overlooking the basic analysis of catchment, supply and demand, and scale. What the industry has learnt since the GFC is that quality child care and profitability are intertwined – both encourage each other, and you can’t have one without the other. So what are the ‘right’ metrics? An exhibited discipline in maintaining metrics that provide profit, together with the strong management and quality standards, all go toward highlighting a business that’s resilient to shock.

Preparation, research, the right systems and a refined business plan are key.

Third-party capital remains the most cost-effective way of expanding your business. Removing the need for significant equity contributions, sometimes up to 60 per cent of the development costs, reduces the impact on free cashflow and exposure to debt, and maintains business returns. Maintaining a sustainable occupancy cost remains one of the controllable aspects of the sector, and something that long-term and aligned capital providers acutely understand.

Nick Anagnostou is the Chief Executive Officer of the ASX-listed Folkestone Education Trust (ASX:FET), which owns approximately 400 childcare centres and partners with some of Australia’s best operators in building their businesses. FET has constructed more than 40 new centres, with an existing development pipeline across Australia.

FOLKESTONE EDUCATION TRUST (FET) IS AUSTRALIA’S LARGEST LISTED REAL ESTATE INVESTMENT TRUST DEDICATED TO PROVIDING QUALITY CHILDCARE ACCOMMODATION. FET has been doing so since 2004 and is aligned with the industry and childcare operators Australia wide.

FET currently provides accommodation to approximately 30 operators over 400 properties, with a number of new developments underway across Australia.

Folkestone EDUCATION TRUST

www.educationtrust.folkestone.com.au

www.folkestone.com.au

For further information please contacts us: Nick Anagnostou Chief Executive Officer Social Infrastructure Funds Craig Blake Investment Manager Social Infrastructure Funds e: cblake@folkestone.com.au t: +61 3 8601 2018

finance, business business++property property finance,

Super solutions made simple

P

erforming a super health check is a good opportunity for reviewing your business super arrangements, assessing your company’s needs and making sure that you’re compliant. Whatever the size of your business, we can help you with simple administration and payment solutions. At Child Care Super, we’ll help make super simpler, so you have more time to manage your business.

Save time administering super At Child Care Super, we appreciate that you’d prefer to focus your efforts on running your business. That’s why we focus our efforts on providing a service that simplifies the administration process and reduces the time you spend on super.

Our employers have the opportunity to increase their efficiency by eliminating paperwork and using one of our online payment options. Employer options include: • employer online to pay using BPAY, suitable for smaller employers • a clearing house solution, MercerSpectrum, for larger employers.

If neither of these suit your needs, we can help you identify the payment method that works best for you, and then assist you to set it up as quickly and easily as possible.

Comply with SuperStream legislation As well as saving you time, making your super payments electronically will soon be a legal requirement for all employers. SuperStream is the administration section of the government’s Stronger Super reform package, requiring employers to register members and make their super contributions electronically.

All employers will soon need to meet this new standard. The final deadline for businesses with 20 or

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more employees is 30 June 2015. The final deadline for smaller employers with 19 or less employees is 30 June 2016. Whilst you may have time to implement the payment options, there’s no reason why you should wait – act now to avoid any ATO penalties.

Sign up a default super fund that provides a benefit to my industry As the specialist super fund for the child care industry, Child Care Super understands the needs of both employers and employees.

We offer a range of simple and helpful services to help you reduce your administrative burden, save time and still take care of your super obligations.

We’re here to help you If you need support regarding which electronic option suits you, or if you need assistance with your staff’s super rollover needs, or aid with a super query, our skilled consultants are only a phone call away. Call us on 1300 365 899, 8 am – 7 pm AEST, Monday – Friday.

Disclaimer Guild Trustee Services Pty Ltd. ABN 84 068 826 728. AFSL 233815 Trustee for Child Care Super (part of the Guild Retirement Fund) ABN 22 599 554 834.

This document contains general advice only and doesn’t take into account what you currently have, want and need for your personal circumstances. It is important for you to consider these matters and read the Product Disclosure Statement (PDS) before you make a decision about a superannuation product, obtainable at childcaresuper.com. au.

Child Care Super’s Clearing House solution is provided by MercerSpectrum. MercerSpectrum and the online service are products issued by Mercer Outsourcing (Australia) Pty Ltd ABN 83 068 908 912 ASFL 411980.

finance, business + property

Social media risk – child care

Social media is changing the landscape of personal and professional risk.

U

sing blogs, social networking and personal websites to communicate is now commonplace. Much of the appeal with social media is the relative anonymity and the speed with which information can be shared. Users can impart their views on any subject to a worldwide audience with the click of a button; however, therein lies the risk with social media. Content posted on platforms such as Twitter, Facebook, MySpace and blogs can damage the reputation of a business, and can attract claims of defamation or unprofessional conduct.

There is a common misconception that social media only poses a risk to its users. Some people believe that if they are not using web-based technologies themselves, then they don’t need to worry about the risk; however, this is not always the case. There is a growing list of examples where

businesses have been significantly impacted by comments posted online by employees, clients or others. Common ways in which childcare centres may be negatively impacted by social media include: • allegations that you or your centre has damaged a person’s reputation by making disparaging or defamatory comments • breaching a client’s privacy by posting images or comments about them or their child, without their consent • individuals working in your centre posting material on sites such as Facebook that portrays them in an unprofessional or controversial way – e.g. offensive jokes or photographs, excessive alcohol use or the like • theft of an individual’s personal details or confidential business information BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 45

finance, business + property

• clients or others posting negative comments about you or your centre.

A proactive approach to managing social media risk can help prevent claims of defamation or unprofessional conduct against you. It can also help you to maximise the many benefits of marketing your business through social media. Key messages to share with your employees, including casual staff, are outlined below.

• Take care when making comments about anyone, including employees, colleagues, clients or other service providers. Although you may not believe your comments to be inappropriate, take the time to reflect on how they may be perceived by others. Remember, the relative anonymity afforded by some social media sites is no excuse for unprofessional behaviour.

• The rules governing client privacy equally apply to web-based technologies. Educators and supervisors must always gain the client’s express consent to what information will be used, and how it will be shared. A client’s personal information should not be shared online, except in accordance with the centre’s Privacy Policy. Ensure that your Privacy Policy addresses social media.

• Avoid falling victim to identity theft by limiting the amount of personal information you disclose on social media sites. Passwords should be changed regularly and created in a way that is difficult for someone else to predict.

• Maintain secure access to all smart phones and computers. Regularly update passwords and develop clear procedures for people to follow when using these devices.

• Activate password-protected screensavers on all computers and ensure that employees always log off before leaving.

• When sharing information via social media, ensure that you set high privacy or security settings, and think carefully before divulging your home address or other personal information.

• Maintain security of any social media accounts set up in your centre’s name. Strict control of what information is added to your Facebook page or who is moderating blogs is essential for protecting your good reputation.

• No longer can it be said that an employee’s actions outside of working hours are not relevant to his or her employment. There is an increasing trend of employers monitoring the online behaviour of their staff and potential recruits. Again, take the time to reflect on how your actions may be 46 • BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015

perceived by others. Remember, once you have posted your entry online, it is very difficult to completely remove.

• Consider including specific conditions in employee contracts and policies relating to social media use. For instance, consider specifically prohibiting comments about employment and client matters, and acting in a manner that may negatively impact on the centre’s reputation, whether through personal or business use of social media or otherwise. This will greatly assist you to deal with any breaches and to implement disciplinary action against staff involved. There was a recent case in another industry where an employee disclosed details of a client’s condition, as well as making derogatory comments about the individual. The fact that the employer had a strong written policy and contractual clauses prohibiting the employee acting in such a manner assisted in defending the termination of the employee.

• Periodically scan online content related to your centre. Take the time to consider how you will respond to any negative posts before the situation arises. While people may post negative comments about you or your centre, the best way to prevent this from occurring is to commit to good, open communication. Carefully explaining to clients the model of care, the fee structure and the rationale behind the rules you’ve got in place to achieve quality care are all essential for effective communication.

Additional information about common risks in child care is available at Guild’s Riskequip website: www.riskequip.com.au/childcare.

Guild Insurance Limited ABN 55 004 538 863, AFS Licence No. 233 791. This article contains information of a general nature only, and is not intended to constitute the provision of legal advice. Guild Insurance supports your Association through the payment of referral fees for certain products or services you take out with them.

Guild Insurance provide ongoing risk management tools and resources to clients. By supporting clients with risk management resources and advice we are helping to protect their livelihood and reputation, not to mention the prevention of claims. It’s with this in mind Guild has developed risk resources catering specifically for your risk management needs.

Contact Guild Insurance today on: Freecall 1800 810 213 guildinsurance.com.au

finance, business + property

finance, business + property

Do you know how much tax you will be paying this year?

R

SM Bird Cameron was able to reduce one client’s tax bill by over $30,000 in 2014.

Effective information management and tax planning was the key to freeing up this future cash flow, removing the client’s uncertainty and enabling them to make important business decisions with confidence.

As we enter the last quarter of the financial year, it is crucial that you are well organised so you can make important tax and resource planning decisions.

We have been working with this particular key childcare client for the last seven years, and during this time, we have watched their business grow into a mature, profitable business. As a by-product of this growth, it was obvious that in the 2014 financial year, the business was going to have its first significant tax bill for some time.

Our client understood that business success and income tax go hand in hand, but the big questions were, ‘How much will it be?’ and ‘When will I have to pay it?’.

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The client runs a good accounting system, which enabled us to extract accurate information quickly. So, in May last year, we were able to provide them with an accurate estimate that answered these questions. This removed a significant amount of anxiety.

We then took this opportunity to reflect on the projected results and to consider what actions could be taken before 30 June to reduce this estimate further. Through a review of their structure and income flows, and through smart planning of superannuation payments, we were able to reduce their 2014 tax bill by more than $30,000.

By freeing up $30,000 in their future cash flow, and by removing their uncertainty, we were able to help the client make important business decisions for the coming year relating to pricing, staff remuneration and capital expenditure with confidence.

If you would like to find out how you can be more proactive in the future of your business please contact Patrick Flanagan or Brad Loftus at RSM Bird Cameron at childcare@rsmi.com.au.

BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 47

finance, business + property

15 minutes with Darren Trivett, Trivett Property Group

Lincoln Bridge, Benchmark Childcare Sales, recently caught up with Darren Trivett, Trivett Property Group, to discuss his work in the industry, as well as his forecasts for the industry’s future.

How long have you been a specialist childcare valuer for?

I

did my first child care valuation in 1996, knowing that one of my girls went to one but never really understanding that banks had any interest in them. I was valuing motels and caravan parks at the time, and the risk department of one of the big banks called to ask whether I was interested in valuing a childcare centre. It was a pretty interesting conversation, with neither the bank fellow nor myself really knowing how to value them or even really where to start. Back then, sales weren’t recorded anywhere, and we were still using the old dot matrix printer.

We have been a childcare panel valuer for the Commonwealth Bank of Australia (CBA) since 1996.

Other panels we are on include ANZ, who have us as a national valuer, Bank of Queensland, Bankwest and Bendigo Bank.

I have sat on the Queensland Divisional Council for the Australian Property Institute since 2010, and over the last three years, I have held the position of vice-president.

After having a long professional affiliation with the sector, can you tell us about some of the value cycles that you have seen over the years?

I think the most obvious is the demise of ABC Learning and how their centres were offered to the market, and the influence of the government in that decision.

Can you tell us which bank panels you are on, and a bit about your company?

In 2000, we had the introduction of the Child Care Benefit (CCB) and, in 2005, the Child Care Tax Rebate (CCTR). In 2007, the prep year was introduced by the Queensland Government. In 2008 and 2009, the industry faced challenges, including ABC as noted above, the influences more broadly of the global financial crisis (GFC), and then obscure issues such as swine flu, which meant that owners had to develop strategies and business plans that had never before been considered by the industry.

We are probably a little different to other firms in that we are still a privately owned family business, and as such, we have trouble being able to service too many lenders to the standard that we expect. Our focus is very much on service and communication, and the more panels we are on, the less time we have to discuss the market with clients and lenders.

On 1 January 2012, the National Quality Framework (NQF) was introduced, and while I question some of the outcomes of this legislation – particularly the pressure on centres away from the major population bases to be able to source or afford suitably qualified teachers – other factors have seen many centres revert to the ‘old’ ways, such as including mud pits and sensory gardens.

Now, I average around 100 childcare valuations per year in most states of Australia, with instructions received for 19 in the last two weeks, so it is still pretty busy.

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finance, business + property

More recently, we had the ill-fated wages policy of the previous government, which created a lot of concerns for our clients; while in recent months, the Productivity Commission released their wide-ranging report into the broader childcare sector.

Finally, we have the introduction of corporates, such as Affinity Education and G8, together with well-funded private operators, which has seen substantial demand for centres across the country.

What’s your opinion on current market conditions nationally?

I think it is hard to say that market conditions aren’t buoyant, with strong demand for all forms of centres, both as operational facilities and passive investments.

This being said, I think we need to be very cautious about some of the activity, and as a valuer, I tend to work on actual performance rather than trying to work out a forecast position.

I think the introduction of the corporates initially generated these improved market conditions; however, I also think the influences of the NQF legislation have been underestimated. Previously, every state had their own individual legislation; however, with the introduction of the NQF, we had a largely uniform piece of legislation on a national basis, excluding, say, staffing levels. This has allowed owners to now not only consider centres within their state, but nationally, significantly increasing the market to which a centre will be exposed. There is no real disparity in demand nationally, but values and rents still tend to vary.

Do you see any trends with regards to prices and activity?

Trends over the last two years have been upwards across all markets in all states. The trend was initially driven by G8, but also impacted on by Affinity Education and, over the last 12 months, private investors and operators. Activity is strong; however, we have seen purchasers become a little more cautious more recently.

For a business, lease tenure is critical. Like values, we have seen rents start to trend upwards but at a slower pace than purchase prices. Land purchases have also increased significantly over the course of the last 12 months. Say, three years ago, it was almost impossible to generate any substantial interest in a vacant allotment suitable for a childcare centre; however, in the last 12 months, I have valued over 40 properties to be developed or refurbished into childcare facilities (either vacant land or buildings to be converted to childcare centres).

In your opinion, is it currently a seller’s or a buyer’s market?

It is definitely a seller’s market at the moment, with some of the reported multipliers based on the actual trading performance difficult to justify and well above historical trends. Queensland always tended to have multipliers above the other states; however, we have now seen these multipliers increase for centres in New South Wales and Victoria. How long will the cycle run?

Personally, I hope not much longer, as I am concerned about where multipliers are heading.

I think that the media talk of a ‘crisis’ in child care is well and truly over-hyped. Certainly, there is a severe shortage of places in the main CBD areas and those suburbs within the fringes of these major employment hubs, but I know owners where occupancy struggles to break 70 per cent.

The crisis exists where there is a barrier to entry, which is generally the cost of land that allows for the development of a childcare centre or a property that is able to be refurbished into a childcare centre.There is an abundance of vacant childcare places in Australia, it is just that people want to live close to major towns and as such, the availability of places are far more limited in these areas. We have all seen or read stories about families who can’t find a space for their child, yet we almost never hear of a story about a centre owner struggling to make ends meet, say, 50 kilometres out of Brisbane.

I find the issue of fees fascinating. Again, I think it has been blown out of proportion by the media. The cost to develop a centre in, say, Paddington in Brisbane or Rose Bay in Sydney, is far greater than in Caboolture or Wagga Wagga. The development risk, council rates and rents are also significantly higher in the fringe CBD areas than in the areas further away from these locations, so it does not stand to reason that the fee structure is going to be higher in the fringe CBD areas.

I don’t think anyone would expect to pay the same for a house in Paddington as they would in Caboolture, so I struggle to understand what the difference is for child care fees.

Are there industry benchmarks for multipliers and yields?

I have never really been a fan of benchmarking in child care. There are so many variables, such as location, fees and demographic, that benchmarking is maybe my fifth or sixth question.

What we have seen is that multipliers in Queensland have increased less than in the southern states; however, these states were starting from a much lower multiplier base.

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finance, business + property

I think that on a state basis, there is some continuity, but on the east coast, the multipliers are definitely closer than what they have been historically. It is critical to note that a valuer will work on actual or, at best, the projection of the current financial year, rather than on forecasted figures, and will adopt a suitable market yield or multiplier on those numbers.

What’s the first thing you look for when you walk into a centre?

For me, location is the first thing I would consider. This sets in your mind fee structure, demand, competition, demographics, et cetera.

I drive into the suburb and I look for schools, surrounding development, ease or difficulty of getting to the centre, exposure and, when driving into the car park, street appeal. Once inside, I give some regard to the building, but to be honest, it is not the most critical consideration. If the rooms are well laid out, with good lines of sight for the educators (in the rooms and out in the play areas), then that sort of settles most concerns.

Once on site, staff is my critical consideration, and I have a couple of things that I particularly like to look for when asessing how the centre functions, and the education and care that the children are receiving.

Staff have previously been critical, remain critical and will continue to be critical for the success of a centre.

I have upset many an owner by telling them I don’t care much for their very pretty centre when it is running at 60 per cent. It can be the prettiest centre in the country, but if it doesn’t have the right staff, then it will struggle until it does. Staff is one of my critical considerations and it often tells a very precise story of a centre. Take the best staff from the best centre and put them in a tent in a paddock, and you will still have the best centre, it just won’t be as pretty.

What advice would you give an owner when preparing their centre for sale/valuation?

The problem with a childcare centre is that we tend to look at financial and occupancy trends over, say, the last two years, and then for the current trading period.There have been instances where we have refused to value a centre or recommend it to a bank for security due to how the business is being operated.

We have tended to concentrate on occupancy in more recent times, as it can tell a good story of a centre.

Have a good set of financials to provide a valuer. We will value on the figures provided and it is not our job to work out what private expenses an owner is running through the business. Generally, what you give to the Australian Taxation Office (ATO) is what the value will be based on.

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What are your conclusions and final thoughts?

The market is again at a level that is generally concerning external stakeholders, such as valuers and lenders. It appears to be heavily influenced by operators who have an ‘acquisition’ model rather than one looking for ‘organic’ growth.

Are we at a crisis in the sector? No. I think if you want to live close to the CBDs of Brisbane, Sydney or Melbourne, then as is the case with residential properties in these locations, some scarcity will apply to child care.

Is the current position or growth maintainable?

Personally, I hope not, as I don’t think the sector needs it. If I owned the freehold going concern interest in a centre, and was considering a sale in the next 12 to 36 months, then I would strongly be considering the sale of at least the business interest under the current market conditions.

If you have an offer to sell, it may be that a valuation may struggle to achieve the same value. Valuers tend to look at historical trends and maintainable positions in the preparation of a valuation, and don’t try to determine an unproven position a number of years into the future.

Will the Productivity Commission’s report impact on the market? Maybe if the market conditions were softer; however, none of our owners have raised any concerns in relation to the contents of this report.

Fundamentally, I think that the industry remains strong, with the government unlikely to make wholesale negative changes to the sector. It remains a critical industry to families, and while there has been some reporting – which I think has been more sensational than factual – the sector is priced accordingly, with premium residential areas generating a corresponding premium daily child care fee.

For more information, contact Lincoln Bridge: lincoln@childcare4sale.com.au.

finance, business business++property property finance,

KindyNow case study Company name: Eclipse Early Education Group Location: Australia Industry: child care Number of employees: 180+

H

ugh and Catherine Ellis are the founders of Eclipse Early Education, and oversee a company of six childcare centres, with a further 20 in development. Having been in the sector for over 15 years, and having successfully sold earlier childcare groups such as Pelican, Penguin and Armadillo Centres, they understand what it takes to make a great group.

One of the challenges of having a company of this size is always going to be occupancy. The question Hugh asks himself is, ‘Are we doing enough to ensure that our centres maximise their attendance?’

Hugh realised that in centres averaging 90 to 100 per cent occupancy, increasing the revenue by three per cent could improve his bottom line by eight to 10 per cent, given that overheads won’t really change.

Assuming that there was not enough demand for new enrolments, this had to come from existing parents.

Hugh had seen KindyNow on the national news and in the papers, and had heard about its early success in driving revenue. He chose to trial it in all his six centres in July 2014.

KindyNow already had integration with his software provider, Kidsoft, so introducing the app to the parents was just a matter of an email and an SMS. It wasn’t long before parents had downloaded the app, and bookings started coming in.

Hugh says, ‘Within a few months, our bookings had climbed to around 150 per month without any new enrolments. This was over $13,000 in additional revenue for a month, across the six centres’.

Hugh plans to rollout the app across his 20 new developing centres, and expects to generate $57,000 in additional revenue per month.

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Catherine and Hugh Ellis

The percentage of additional income had greatly improved his occupancy, but what is also pleasing for him is the overwhelming support from parents and staff.

‘KindyNow is a natural extension of our existing service. It allows parents to feel the freedom of booking a place when needed, and for us it ensures that a vacancy never goes unnoticed.’

Stats: • Number of centres trialled: 6 • Period: 6 months • Bookings sold: 762 • Parent downloads: 82 per cent • Additional revenue: $64,800 • Average revenue per centre: $10,800

We’re changing the way everyone makes child care bookings

www.kindynow.com

nutrition + menu planning

Nutrition in childcare settings Nutrition Australia covers some frequently asked questions that many early childcare centre owners, operators and educators may have when it comes to providing the right food for their children.

How important is it for educators to introduce healthy eating habits at an early stage in childhood?

E

arly childhood is a critical time for children to develop healthy eating habits that can be carried into later life. Educators are well placed to help young children develop healthy eating habits because they play an important role in children’s eating experiences. Educators are also well placed to model healthy eating behaviours to children. This is especially important in early childhood settings such as long day care, where children consume a high proportion of their daily food and drink intake in the setting.

Healthy eating promotes optimal physical growth and development for children, including healthy weight, good oral health and well-functioning immune and digestive systems. Children who have a healthy diet are also less likely to become sick and to develop

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chronic illnesses, such as high blood pressure, diabetes and heart disease in the future.

Healthy eating is important for children’s social and emotional wellbeing. Children who eat a healthy, balanced diet are more likely to be alert and engaged in classroom activities, and to exhibit good behaviour.

What are the types of foods that encourage a child’s development and growth, and a healthy lifestyle?

A healthy, balanced diet that is in line with the Australian Dietary Guidelines1 provides children with the important nutrients that they need for healthy development and growth, and a healthy lifestyle.

1 National Health and Medical Research Council, 2013. Australian Dietary Guidelines. Commonwealth of Australia, Canberra, www.eatforhealth.gov.au

nutrition + menu planning

For optimal health, children require appropriate amounts of foods and drinks from each of the following five food groups each day: 1. Grain (cereal) foods, mostly wholegrain and/ or high-fibre cereal varieties – this includes grain foods such as wheat, oats, rye, barley, millet, quinoa and corn, as well as bread, pasta, noodles and breakfast cereals.

2. Vegetables and legumes/beans – children need a variety of colourful vegetables of different tastes and textures, as well as legumes and beans. These are high in dietary fibre and other essential vitamins and minerals that are important for good health.

3. Fruit – children also a need a variety of colourful fruits of different textures for essential vitamins, minerals and fibre.

4. Milk, yoghurt, cheese and/or alternatives – these foods are a good source of calcium, which is important for children’s growth and development. Regular-fat milk, cheese and yoghurt is recommended for children under the age of two, while reduced-fat varieties are appropriate for children over the age of two. Milk alternatives such as soy, rice or other cereal drinks should be fortified with calcium.

5. Lean meat and poultry, fish, eggs, tofu, nuts and seeds, and legumes/beans – these foods are rich in protein and provide a wide variety of other important nutrients, such as iodine, iron, zinc, vitamin B12 and essential fatty acids.

Water is the healthiest drink for children, and it is important that children drink enough water each day to stay hydrated.

What foods should early childhood educators and carers be wary of?

There are a number of foods and drinks that are not appropriate for young children that early childhood educators should be wary of. These are based on the ‘discretionary choices’ in the Australian Dietary Guidelines. These items are high in energy (kilojoules), saturated fat, added fats, added sugar and/or added salt, and lack important nutrients, such as fibre.

Some examples of these foods and drinks are: • chocolate, confectionery, jelly • sweet biscuits, high-fat/high-salt savoury biscuits, chips

• most fast food and takeaway foods • some processed meats – for example, sausages, frankfurts/hot dogs, salami, strasburg, devon, some commercial chicken nuggets, and fish fingers • sugary drinks, such as soft drinks, fruit drinks, cordial, sports drinks, sports waters, flavoured waters, flavoured mineral waters, iced teas and energy drinks.

Sugary drinks are a major source of sugar in the diet of Australian children. These drinks reduce the quality of children’s diets, are linked with weight gain and poor oral health, and also expose children to the habit of drinking sweet drinks.

Artificially sweetened drinks are also not appropriate for children. Even though they do not contribute directly to weight gain, these drinks still maintain the habit of drinking sweet drinks. Artificially sweetened soft drinks are also acidic and contribute to tooth decay.

Are there any dietary guidelines for children aged five and under that early childhood educators must/should adhere to?

Quality Area 2 of the National Quality Standard (NQS)2 requires that: ‘Healthy eating is promoted, and food and drinks provided by the service are nutritious and appropriate for each child’. This is a requirement for all early childhood services operating under the NQS. To provide foods and drinks that are nutritious and appropriate for each child, centres should provide a menu that is in line with the following Australian Government guidelines: 1. Australian Dietary Guidelines and Australian Guide to Healthy Eating (available from www.eatforhealth.gov.au) 2. Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood resources (available from www.health.gov.au/internet/main/publishing.nsf/ Content/phd-early-childhood-nutrition-resources).

The Healthy Together Healthy Eating Advisory Service has developed guidelines for providing foods and drinks in long day care, family day care and outside school hours care in line with the NQS, Australian Dietary Guidelines and Get Up & Grow resources. These are available from http://heas.healthytogether.vic.gov.au/earlychildhood-services/menu-planning.

• high-sugar/high-fat cakes and slices • cream, ice-cream • deep-fried foods (for example, hot chips) and pastrybased foods (such as pies, sausage rolls and pasties)

2 Australian Children’s Education and Care Quality Authority, National Quality Standard, www.acecqa.gov.au BELONGING EARLY YEARS JOURNAL • VOLUME 4 NUMBER 1 • 2015 • 55

nutrition + menu planning

What are some healthy snack ideas that educators and staff can incorporate into their daily childcare centre’s routine?

Healthy snacks include: • fresh and colourful fruit and vegetable platters • savoury platters with wholegrain crackers/breads, veggies, cheese and/or a healthy dip, such as a yoghurt cucumber dip, hummus or tuna dip • fruity crumble made with wholemeal flour; canned, fresh or frozen fruits; and low in added sugars • fruit with reduced-fat yoghurt • corn on the cob • veggie scones or muffins, such as pumpkin or spinach and cheese.

Visit www.heas.healthytogether.vic.gov.au for recipes, and food and drink ideas.

How can early childcare centre staff encourage children to eat healthily?

Staff can undertake a range of activities to encourage children to eat healthy foods and drinks.

These may include: • healthy food activities in classroom programs; for example: -

read stories about food/healthy eating

-

home corner with kitchen and healthy foods and drinks

-

healthy cooking activities

- gardening.

• modelling positive eating behaviours by sitting with children at meal times and eating healthy foods • having positive discussions about the healthy foods and drinks provided where healthy choices are referred to as the ‘norm’

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• providing a comfortable and calm space in which to eat, with appropriate seating • implementing a nutrition policy, which encourages a whole-service approach to healthy eating.

What tips can you give to educators who have children in their centre that are fussy eaters and refuse to eat their vegetables?

• Model eating and enjoying vegetables.

• Allow children to encourage each other and seat those who enjoy vegetables with those who need a little more encouragement.

• Familiarise children with vegetables through healthy cooking activities and taste testing (be aware of your centre’s allergy policy before taste testing with children).

• Don’t give up! Keep offering new veggies – it can take 10 times or more for children to decide to try a new food.

• Be patient and calm, and avoid making a fuss about children not eating vegetables.

• Encourage any attempt that a child makes to try a new food. Having a small taste of a vegetable or allowing the vegetable to be on the plate is a success for a fussy eater.

The Healthy Eating Advisory Service is an initiative of Healthy Together Victoria, and is delivered

by Nutrition Australia Victorian Division. It is jointly funded by the Victorian Government and the Australian Government through the National Partnership Agreement on Preventive Health. The Healthy Eating Advisory Service offers early learning services free telephone and email advice, menu assessments, menu planning resources, recipes, and training for staff and health professionals who work with these services. For further information about HEAS or our services, please visit http://heas.healthytogether.vic.gov.au/earlychildhood-services

design + maintenance

Wonderland:

Designing an environment of discovery for children

BY RHONDA LIVINGSTONE, NATIONAL EDUCATION LEADER, ACECQA

Children have a strong sense of curiosity and determination, and show delight in engaging with people and their surroundings. This is closely linked with their capacity to learn, the way they learn, and the rate of development occurring at this critical time in their lives.

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esearch has shown that children approach learning by using their senses to discover how things work. Much like scientists, children learn by establishing a method and experimenting. They gain understanding about the world that they live in by seeing, touching, tasting, smelling, moving and hearing the things that they are learning about.

The physical environment has enormous potential to influence children’s sensory learning. This is why education and care services are encouraged to create well-designed indoor and outdoor physical environments that create opportunities for children to expand their understanding of the world around them.

The National Quality Framework recognises the significance of the physical environment for children’s learning and wellbeing. Quality Area 3 of the National Quality Standard (NQS) identifies that a service’s physical environment should be safe, suitable, appropriately resourced and well-maintained. It also needs to be designed and organised to support the participation of all children and the effective implementation of the learning program.

An important consideration is to provide opportunities for children to learn how to assess and take appropriate risks. Risk-taking is an essential part of play and healthy childhood development. Children also need to be able to work and play in spaces that are interesting, engaging, and that offer opportunities to extend their thinking, problem-solving skills and learning.

At a recent presentation by playground consultant Tim Gill, the audience was asked to identify the most fun and interesting memories from their childhoods. Overwhelmingly, the audience nominated experiences in outdoor environments in which they were given opportunities to explore and be challenged. Tim has written much about

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undertaking risk-benefit analysis when designing and setting up children’s play environments.

So, how do you make decisions about environments and appropriate risks for children? It is important to be familiar with the NQS and related regulatory standards. It is also important to source information about relevant safety standards from reputable organisations, such as Kidsafe. For example, early last year, Standards Australia announced the New Playground Standard: AS 4685:2014. Although not mandatory, the use of the standards can improve both safety and the quality of play-based experiences for children in the outdoor environment. Information about these standards and other environmental safety issues can be found on the Kidsafe Australia website.

While the design of the environment is a good starting point, remember to consider how children are supported to engage in their environment, and how the environment is equipped and organised, as this will determine the way that space and resources are used by children.

Once you understand the requirements, it is important to consider how the environment will contribute to the effective implementation of the learning program, and how it can promote: • participation by every child • the flow between indoor and outdoor spaces • smooth transitions between activities and spaces • competence, independent exploration and learning through play • engagement with the natural environment • positive relationships between children • children’s understanding, respect, care and appreciation for the natural environment • environmental sustainability and how to assist children to become environmentally responsible • flexibility – allowing re-organisation to maintain interest and challenge • a welcoming and comfortable ambience.

Involving all stakeholders, including management, educators, families and children, in decisions about the design, organisation and use of the environment is likely to build shared commitment and provide opportunities for a variety of ideas to be considered and included.

Make sure that you engage with families and involve them in the decision-making and negotiating outcomes when assessing risk, undertaking risk-benefit analyses, and making decisions about experiences, activities and equipment that may have elements of risk. It is also important to identify where the learning opportunities outweigh the potential risks, and share this with families.

We know, from looking at the data obtained through assessment and rating reports, that Standard 3.3 (relating to taking care of the environment and creating a sustainable future) has proven challenging for some services, so it is important to consider these issues.

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Useful resources There are many useful resources to assist in designing, revitalising and maintaining effective learning environments.

Additional information about the standards and elements in Quality Area 3 of the NQS is available in the Guide to the National Quality Standard.

Chapter 4, Part 4.3 of the Education and Care Service National Regulations sets out the underpinning regulatory standards for the physical environment.

The Early Years Learning Framework (page 9) and the Framework for School Age Care (page 6) recognise the learning environment as a key component, (and identify environments that are designed to foster children’s learning and development,) and as a key contributor to the curriculum or program.

The websites for the following also include useful reference materials and resources: ACECQA, ECA, Rethinking Childhood and the IPSP resource library.

play areas + sustainable practice

Playing it safe

BY TRACY BLASZKOW, KIDSAFE WA

The provision of an exciting, high-quality and stimulating play space is one of the most important considerations for a centre owner, and providing an outdoor space that encourages children to play, create and learn can seem quite overwhelming.

T

here are so many questions to consider, such as: What type of equipment should we use? Should it be manufactured equipment, or nature play? Or a bit of both?

Parents expect centre owners to provide a safe facility that their children enjoy attending. Most playground injuries can be prevented, or their severity reduced, through good planning, design and maintenance to avoid playground hazards.

Playground standards As providers of playgrounds, what do you need to know about playground equipment, and where do you go to find information?

All playground equipment needs to be compliant with current Australian Standards for Equipment, Installation and Maintenance. You can purchase copies of the Australian Standards from Standards Australia, or seek expert advice from a variety of organisations. It is important that a regime of regular

maintenance checks and annual comprehensive audit inspections is maintained. Similarly, it is important to keep accurate records of these checks and inspections, and any repairs or modifications undertaken. Source a qualified playground safety inspector to perform annual comprehensive inspections in addition to your own. There are also many other elements to think about when deciding what type of equipment you should install.

It is important to note that the Australian Standards for playgrounds recognise that children need opportunities to experience risk and challenge in playgrounds, and these Standards focus on the elimination of hazards likely to cause serious lifethreatening injuries. The Standards do no advocate risk-free playgrounds.

It is also wise to do your research before purchasing equipment from overseas, as a significant amount of it does not comply with our Australian Standards. Some equipment that is not manufactured

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play areas + sustainable practice

in Australia does not come with a warranty and it can be difficult to obtain spare parts. Ask the manufacturer or supplier for certification that it complies with Australian Standards before you purchase these types of equipment. Also ensure that you have provided the correct safety surfaces beneath the playground equipment, as falls are the most common injuries among children. Any piece of climbing equipment over 600 millimetres in height requires safety surfacing.

Do you want to use unitary wet-pour rubber or loose fill (such as sand) underneath your equipment? The Australian Standards recommend a maximum free height of fall of 1.8 metres for supervised early childhood.

Site considerations Each playground site and location is unique, with different strengths and limitations. One of the biggest issues is access and entry to playgrounds. Can children and families get to the playground safely via safe pathways and entry points that avoid busy roads and other hazards?

Consider shade if you have an outdoor playground.

This can either be by way of existing mature trees or alternative shade structures. Does your site allow for good drainage? Ensure that your playground is placed in an area that is easily supervised. Provide some seating within the play space so that carers can be within arm’s reach, particularly for younger children. Supervision can be improved by making the playground adult-friendly with shade and seating, and by maintaining lines of sight. Ensuring that there is good access to the playground for users with differing abilities and ages is also a great idea.

Design Engage someone to advise you on the different designs that are out there. Provide something that has elements of challenge to keep it interesting for the children using it. Think about the colours you use: do you really want bright primary-coloured equipment, or would you like something that blends into your surroundings more? Do you want to add playable landscaping to your overall design? Consider how children might move through the space and between different play features or activities, and design to avoid clashes of use.

A new playground can be costly; it is an asset and should be regarded as one. The world of playgrounds can be quite overwhelming for those who have never been involved in creating one before. You not only have to decide on the type of equipment that is best for the setting, but also on undersurfacing, budget, landscaping, construction and installation, site works, shade, fencing, and seating. Ensuring that you have worked out a reasonable set budget for each element of installing your playground will make life a lot easier. It is important to put a lot of thought into your playground: it’s an investment that you want to last a long time.

Tracy Blaszkow is the Manager of Kidsafe WA’s Playground Advisory Service and Accredited Level 3 Playground Inspector. Kidsafe WA is a not-for-profit, non-government organisation dedicated to the prevention of unintentional injuries.

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fire + security

Preparing for disaster: when the best defence is a good offence

BY MANDY CANT, COMMUNICATIONS OFFICER, AUSTRALASIAN FIRE AND EMERGENCY SERVICE AUTHORITIES COUNCIL

When you are charged with caring for vulnerable members of the community, such as young children, how do you best respond to an emergency? What role do you play, and what is the role of fire and emergency services? In the event of fire or other natural hazards, the answer depends on you being well prepared.

A

ccording to Amanda Leck, Australasian Fire and Emergency Service Authorities Council’s (AFAC) Director of Information and Community Safety, being prepared is linked to understanding your risk, being able to take appropriate actions to reduce the likelihood of emergencies occurring, and responding effectively should they occur.

‘There is a wide range of resources to assist hazard preparation available through fire and emergency service agencies. For childcare workers, this means access to local experts who can help ensure that your facilities are ready for an emergency, evacuation plans are best practice and appropriate education programs are in place,’ says Amanda.

Fire and emergency service agencies deem childcare facility owners to be both the stakeholder and customer when it comes to emergency management, and the protection of life and property. As stakeholder, ensuring that your facility

meets the building standards specified by the Building Code of Australia is often the first step towards preparedness.

Minimum requirements in relation to fire resistance, access and egress, services and equipment are specified under the Building Code; however, jurisdictional legislation may impose additional standards for childcare facilities. Added requirements are likely to include having an automatic fire detection system, smoke alarm system, sprinkler system, tailored exit points and portable fire extinguishers.

This legislation is in place to better protect vulnerable members of the community and, as such, it applies to schools, early childhood centres and childcare facilities alike. Regular building and equipment maintenance is required for facilities to remain compliant.

‘It is important to abide by the building standards applicable in your state or territory, as doing so may assist early detection and response during an emergency. These elements often prove critical to the safety of all those involved,’ says Amanda.

Many fire and emergency service agencies also have toolkits and checklists available, as well as designated community safety officers who can assist in guiding care facility workers and owners to be adequately prepared for emergency events, such as fires, floods or other natural disasters.

Effective emergency planning will further contribute to overall safety. According to the Education and Care Services National Regulations 2011, childcare facilities

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are required to have policies and procedures in place that set out instructions for what must be done in an emergency, including having appropriate evacuation plans. To be clearly understood, and thus effective, these plans need to be displayed in a prominent position and practiced regularly.

Ideally, evacuation plans should be practiced quarterly, and should involve all staff and children on the premises at the time of rehearsal. This will help to ensure that everyone involved is ready in the event of fire or other emergency.

Childcare facilities may also consider seeking advice regarding evacuation and fire safety from their local fire and emergency service agencies.

This approach assists in clarifying the role of childcare workers and that of the responding agency during an emergency; however, the notion of a community-based approach to hazard management does not stop with educating childcare facility owners and staff.

AFAC has developed a set of principles for educating children about fire and other emergencies, and fire and emergency service agencies use these principles to design and deliver hazard education programs for children. The lessons accommodate age‐related changes in children’s perspectives, and capitalise on prevailing elements within their social context.

‘Research has identified that educating children about disasters helps increase opportunities for children to understand their risk and, by extension, increases the likelihood that mitigation strategies will be adopted,’ says Amanda.

‘Research conducted in Australian schools identified children as active participants in bushfire management who have the potential to make substantial contributions to household and community resilience; however, capitalising on this potential will require education programs that accommodate their perspectives and provide ample opportunities for genuine and purposeful engagement with both the natural and social world,’ says Dr Briony Towers (Principles for Educating Children in Natural Hazards and other Emergencies).

Programs may be introduced at an early age, with safety concepts progressively developed at key stages of learning from the early years through to adolescence. While children may find disasters worrying, research evidence suggests that participation in planning, which provides them a level of control, can assist to reduce fear or concerns.

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For children in the early years, safety messaging will include topics such as understanding a firefighter’s role in the community, ‘Get down low and go, go, go’, and ‘Stop, drop, cover, roll’ safety procedures, and dialing 000 for help.

‘Ensuring that children in your care and their families are aware of what may happen in an emergency situation will contribute to greater preparedness. This, together with facilities that meet specified legislative requirements, will help ensure that you are equipped to best respond in the event of any emergency,’ concludes Amanda.

The Australasian Fire and Emergency Service Authorities Council (AFAC) is the national council and peak body for fire and emergency services, offering policy, strategy and operational outcomes for members, governments and the broader community. Through its 32 member agencies, AFAC works to reduce risk, raise awareness, and keep individuals and communities safe.

fire + security

Fire and security solutions to safeguard childcare facilities

BY CHRISTIAN DORAU, DIRECTOR, TYCO INTEGRATED FIRE & SECURITY PACIFIC

C

hildcare centres have unique requirements when it comes to fire and security. With more than 870,000 children attending childcare facilities across Australia, these service providers have a legal and ethical responsibility to ensure the safety of children in their care at all times, including preventing the risk of a fire or security breach.

Childcare operators are also bound by laws and regulations, which must also be considered as part of their duty of care. One of the most effective ways to protect childcare centres is to conduct a comprehensive fire and security audit annually to review the premises and upgrade solutions if required.

Engaging a fire and security professional with experience in the childcare industry can help provide valuable advice to ensure that the facility is not only safe and secure, but is adhering to strict regulations and standards.

A monitored fire and security system can be one of the most effective ways to protect childcare facilities. It not only keeps watch over children and staff during operating hours, but it will also monitor the premises after-hours, when the centre is unattended. A monitored fire and security system can include a monitored security alarm, CCTV cameras, interconnected smoke alarms, and an access-control system that are all monitored around the clock by a team of fire and security personnel. Before appointing a monitoring company, ensure that it is a certified company with the capability to respond to after-hours activations 24/7.

To help childcare operators, Tyco Integrated Fire & Security, operating under the leading brands of ADT Security and Wormald, has the following advice: • Consider installing an access-control system to prevent unauthorised visitors from entering the premises, and limit access by personnel or parents to certain areas within the centre. An access-control system can also provide the centre with detailed records – for example, a record of when parents drop off or collect their children. Access control can also be used to monitor vehicle and garage entry points, and deliveries.

• CCTV cameras can provide enhanced security for staff members and children, and added reassurance for parents that their children are in a safe place.

Cameras should be positioned at the entry and exit points, as well as the external perimeter to enable after-hours monitoring. The cameras can be monitored from multiple locations, from a single point, or through a purpose-built security response centre overseen by trained operators.

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• Conduct regular fire and security audits in and around the facility. Check the boundaries to ensure that fences and gates are secure, trees and shrubs are kept trimmed, and any moveable play equipment is put away at the end of each day. Also consider installing sensor lights where appropriate, and encourage neighbouring residents to report any suspicious behaviour.

• Do not leave money on site, and place signage to this effect on entry doors. Keys should also not be kept on the premises.

• Ensure that smoke alarms are present in all areas where children sleep and play, as well as in other key areas within the facility. Smoke alarms must be tested, serviced and maintained by a certified fire technician. Battery-operated smoke alarms must be tested every six months and batteries replaced annually.

• Appropriate fire equipment must be installed throughout the property, including sprinklers, hose reels, fire extinguishers and fire blankets. They must also be regularly maintained in accordance with building codes and industry standards.

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A professional fire technician can provide valuable advice and maintenance – for example, assess fire extinguisher requirements such as dry powder, CO² and foam. They can also undertake testing to ensure that the yellow plastic service tags around the neck of the extinguishers are kept up to date as per AS 1841.

• Check that exit routes are well marked and clear at all times. This includes checking that the exit lights are working properly. It is also important to ensure that firefighting equipment is not blocked and is easily accessible. Appropriate signage should be clearly visible to indicate fire exits and fire equipment.

Most importantly, when assessing the fire and security needs of any childcare centre, it is vital that all full-time and casual staff members are competently trained to respond in an emergency, that they understand the centre’s fire and security evacuation procedures, and that they know how to use the correct firefighting equipment.

For more information about fire and security solutions for the childcare industry please call 131 005 or visit www.adtsecurity.com.au and www.wormald.com.au.

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A safer world begins with yours

Fire & Security Childcare Solutions At Tyco our promise is to advance safety and security by finding smarter ways to save lives, improve businesses and protect where people live and work.

We understand that childcare facilities have unique needs and our market leading fire and security brands help ensure your people, property and most importantly children are in safe hands. ADT Security and Wormald offer tailored product and service solutions for your unique requirements.

For security advice please call 131 238 or visit www.adtsecurity.com.au. For fire safety advice please call 133 166 or visit www.wormald.com.au

ADT Master Licences: VIC No. 65201491P | WA No. SA42314 | SA No. ISL152299 | NSW No. 405187443 | ACT No. 17501009 | QLD No. 3258669

NATIONAL CONFERENCE 17-19 JULY 2015

Brisbane Convention & Exhibition Centre REGISTRAT

www.childcareconference.com.au

EA

Two day registration from $575 Single day registration from $250

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EARLY B IR

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N IO

RRY HU BIRD N LY O EAR TRATI S I S REGCLOSE RIL P hA 4 t 0 3 201 R

AT I ON

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Learn from exceptional speakers

Marc Armitage

An array of renowned speakers will be presenting at this year’s conference including our patron Laurie Lawrence.

You will be treated to a choice of 12 workshops and 3 key note presentations.

Caroline Fewster

See the latest products and services

Approximately 70 exhibitors will be showcasing the latest innovations in childcare.

Network with your peers Come to the welcome drinks to kick off a great weekend of learning, networking and making new friends. Our conference wouldn’t be complete without the gala dinner. Let your hair down and wear the most amazing ‘Black & White’ costume possible! You can be a penguin, dalmatians, salt and pepper shakers - the choices are endless.