Belonging vol 3 no 3

Early Years Journal

Volume 3 Number 3 | 2014 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

Summer safety: fun in the sun and water

Organic recipes

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President’s report

A

s 2014 draws to a close and we prepare for the very busy end-of-year activities in our services, it is relevant to reflect on, and assess the journey of, the sector during this period – and what a journey it has been, once again.

The year commenced with the submission to the Productivity Commission (PC) into Childcare and Early Childhood Learning. We then followed up with the submission into the National Quality Framework Review, closely followed by two Senate Inquiries – one examining The Immediate Future of the Childcare Sector in Australia, and the other the Delivery of Quality and Affordable ECEC Services.

A further submission on the PC draft report was lodged in early September. We now await the final Report from the Productivity Commission.

The PC Final Report, which is anticipated in late October, is eagerly awaited, as it no doubt will propose considerable operational and funding changes to government. Government will determine whether the proposals put forward in the Report are accepted, adjusted or rejected. This is the most intense and thorough review of early childhood education and care (ECEC) that has occurred since government subsidy to families commenced.

The Australian Childcare Alliance (ACA) urges the PC and government to ensure that there will be no unintended consequences or additional hardship to families who rely on the sectors for workforce participation, nor for all children who benefit immensely from an ECEC program encompassing universal access to a preschool program.

ACA will hold supplementary meetings to discuss the outcomes of the PC Final Report, and we welcome your involvement through attending meetings, providing us with your assessment of the suggestions and participating in surveys that we may circulate through your state associations, via our ACA Facebook page or website. It is critical that we work together to ensure that any program implemented will be sustainable.

Our ACA Queensland and National Conference was an outstanding success again this year, with around 700 attendees welcoming the educational speakers, workshop presenters and trade displays.

Federal Assistant Minister for Education Sussan Ley, and Queensland Minister for Education John Paul Langbroek, each spoke to the delegates of their vision for the ECEC long day care sector. Both Ministers then joined with the Guild Group and ACA President Gwynn Bridge to launch the new National Brand for the ACA and all state and territory member associations.

This is an exciting time for ACA, as national branding consolidates the unity of our membership Australia-wide and demonstrates that we remain the largest targeted representative group for long day care services in Australia. Our national website is due to be launched by early November, which will provide easier access through the ACA website to each state and territory.

Early Childhood Educator’s Day went national for the first time this year, and we urge you to diarise the first Wednesday of spring each year – 2 September 2015 – and join with colleagues, families and children to celebrate the valuable contribution each educator makes to young children’s lives and learning in their most formative years.

The Long Day Care Professional Development Programme (LDCPDP) has now been released, and ACA is enthusiastic that the resolution of government to offer professional development to educators throughout Australia will provide a strong focus on strengthening learning, and will support innovative practices into the future of the ECEC sector. We look forward to feedback on how this fund has benefited you and improved your practices and outcomes for children.

The Ministerial Advisory Council for Child Care and Early Learning (ECMAC) has been established to provide a forum for government and sector representatives to engage in informative consultation and to consider strategic policies for the ECEC sectors. I am honoured to be part of this group, and I look forward to deliberations on the release of the final PC Report.

In summing up the year, I believe that we have accomplished much through the Association and also as individual services. We have analysed all proposals and presented suggestions to government and the Productivity Commission from information and statistics gathered from our membership and families attending our services.

Thank you all for your support during 2014.

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

Australian Childcare Alliance

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 1

contents Montessori: What, why and how 36 A teaching method that can differentiate your centre – and employees – from the rest

Eearly Educator’s Day 40 Celebrating the nation’s passionate early childhood educators

Technology + education Using digital technologies in the early years 41

Finance, business + property Attracting childcare development capital 43

General news President’s report 1 State round-up 3 Celebrating excellence 8 The 2014 Australian Child Care Week Awards was full of surprises

We can’t cut our way to a better system 10

The childcare puzzle: part two 48 John Wall continues his analysis of the current appetite for child care

Childcare services brought online by national system 52 Child Care Management System (CCMS) – supporting the many facets of childcare transactions

What do I need to consider when buying a

Incursions + excursions Incursions: five facts for early childhood educations 12 Must-know facts for educators looking to incorporate incursions into their curriculum

childcare centre? 55

Nutrition + menu planning Organic recipes 58

Child health + safety

Special needs Eight tips for creating positive spaces for children with autism spectrum disorder (ASD) 14 A guide to creating a positive, stimulating environment for children with ASD

Education resources, programs + planning Journeys towards culturally inclusive practice 22

Living and learning the SunSmart way 60 Encouraging children to be sun smart

Promoting water safety in early childcare settings 62 Keeping your children happy and safe in the water

Something new and simple in SIDS prevention 64 Leading the world with a new safety initiative

How can educators implement culturally inclusive practice in our childcare settings?

Play-based learning: assuaging parents 24 Belonging spoke with Dr Lennie Barblett of Edith Cowan University regarding play-based learning in childcare centres

Training + recruitment The adoption of leadership styles in early childhood 28 The task of leadership in early childhood education

Tips for hiring new employees 33 Guide to recruiting the right staff for your centre

Editor: Giulia Heppell

Cover image: www.thinkstockphotos.com.au

Designed by: Alma McHugh

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2 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

general news

State round-up

W

elcome to the

and will take up the position from 1 October after a short

October edition

handover period.

from all of us at

CCCAV. It has been a time of significant change.

We have been saddened by the

In other big news, on 22 September, the members of CCCAV voted unanimously to change the association’s name to Australian Childcare Alliance Victoria. All of the state associations that make up the Australian Childcare Alliance (ACA) have agreed to undertake a rebranding, as there will

retirement of longstanding CEO Frank Cusmano, who, at

be great advantage in having one brand across the country.

the end of September, finally succumbed to the lure of golf

The ACA has been in the forefront of the media, particularly

courses and travel. In making the announcement, CCCAV

over the last couple of years. Led by President Gwynn Bridge,

President Paul Mondo acknowledged the outstanding

the ACA has been able to influence decision-making at a

contribution that Frank Cusmano has made in over 15 years

federal level, an example of this being the conversion of the

in the job. ‘Frank was appointed Chief Executive in 1999 when

balance of the Early Years Quality Fund to the Long Day Care

the CCCAV was an association struggling for recognition by

Professional Development Programme fund.

media, governments and its peers. Today, the CCCAV is one of the most respected and professional associations in the early childhood sector.’

The introduction of national law and regulations in the sector means that at there is more lobbying done at a federal level, rather than a state level, which has increased

The Board would like to acknowledge the commitment and passion that Mr Cusmano has brought throughout his tenure as CEO. ‘Frank has always actively and vigorously lobbied governments in the development of sensible and efficient industry legislation,’ Mr Mondo said. ‘From 1999 to the present, Frank was a driving force to persuade state governments and, as national Secretary of the Australian Childcare Alliance (ACA), federal governments to work together to achieve better industry legislation for the

the importance and efficacy of having a national brand.

What does this mean for members? There will be no change to the operation of the Association other than the change in name to Australian Childcare Alliance Victoria Inc (ACA Vic). The office will continue to provide the same level of support and offer the same services as it has always done, and will remain a completely independent organisation.

The change of name will be formally written into the

benefit of the children and families that are serviced by our

rules of the association, from which point the association will

industry. The Board extends our thanks and we wish Frank

manage the transition to our new name. You are likely to see

success for the future.’

small changes initially, with a full website redevelopment for

Mr Cusmano said that his decision had evolved over the last couple of years. ‘I just felt that it was time for me to reconnect with family life. So, after more than 15 years

each state and territory association due before the end of the 2014.

Finally, our 2014 Conference is just around the corner on

as Chief Executive, I believe now is the right time to pass

the 24 and 25 October. For all information, please visit:

on the baton. I am very proud of the achievements of

www.cccav.org.au/early-years-conference-2014.

the CCCAV and our Executives. I am particularly proud

We look forward to seeing you there.

that I could contribute to the development of higher

Frank Cusmano Chief Executive Officer Child Care Centres Association of Victoria, Inc

professional standards in the industry and the increasing professionalism of the sector.’

Mr David Worland, formerly General Manager, Education Services with the Royal Australian College of General Practitioners, has been appointed as the new CEO of CCCAV,

Suite 6, 539 Highett Road, Highett VIC 3190 T: (03) 9532 2017 | F: (03) 9532 3336 E: info@cccav.org.au | www.cccav.org.au

What a busy few months it

We now have three new members on our Executive

has been!

Committee, bringing fresh ideas and perspectives to

The Child Care New South Wales Annual General Meeting was held

complement the hard work of our continuing Executive Committee members.

We have also organised and hosted the Australian Child

on 17 September 2014, with

Care Week Awards, with the celebration dinner held in Darling

our President, Nesha O’Neil,

Harbour, Sydney, on Saturday 13 September 2014 (see the

re-elected unopposed.

feature article on page 8 of in this edition of Belonging for

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 3

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all the details!). It was wonderful to see so many passionate,

at the public hearing held in Sydney, and had strong

inspiring and professional teams in the one room at the same

input to the submission lodged by our national body, the

time, celebrating their successes, and sharing their ideas and

Australian Childcare Alliance, in response to the Productivity

experiences with their peers. With the Prime Minister, the Hon.

Commission’s Draft Report on Childcare and Early Childhood

Tony Abbott MP, providing a congratulatory video message,

Learning. At the time of writing, the Productivity Commission is

it is clear that the spotlight remains fixed on our sector.

busily reviewing the 450-plus submissions lodged in response

Congratulations to all participants, finalists and winners on

to the Draft Report ahead of its final report to government,

your outstanding efforts.

due to be handed down on 31 October 2014.

On the day of the Australian Child Care Week Awards,

We are also continuing to progress our national re-branding

Child Care New South Wales hosted a bus tour of four early

initiative, which will see Child Care New South Wales become

childhood education and care services across Sydney,

Australian Childcare Alliance New South Wales (ACA NSW).

allowing participants from right across Australia to visit

Our thanks to Guild for assisting us with this important

services that have been rated as ‘Exceeding’ the National

initiative. We are hoping that our next state round-up will be

Quality Standard, and to see the many ways in which they

written on an ACA NSW letterhead!

demonstrate excellence in their service. Our thanks to Atchison Preschool, Mowbray Place Early Learning Centre, Top Ryde Early Learning and Only About Children Neutral Bay for so generously opening your services on a Saturday and allowing bus tour participants to walk away with so many fantastic ideas to take back to their own services.

We – like most long day care services it seems! – are

Lastly, I’d like to say how honoured I am to have been selected to sit on the Ministerial Advisory Council for Child Care and Early Learning. The first meeting was held in Brisbane in late July 2014, and it was clear from the outset that the Federal Assistant Minister for Education, the Hon. Sussan Ley MP, is keen to hear the views of the entire sector, from providers to academics, and everyone in between. We

still waiting on an announcement on the Long Day Care

have a unique opportunity to ensure a bright future for our

Professional Development Programme, so that we can assist

sector, and I am proud to be part of it.

members to find the most suitable professional development

Brianna Casey Executive Officer Child Care New South Wales

opportunities for their teams. The ongoing delay has seen Child Care New South Wales postpone a number of workshops to the last quarter of the year, as many members have essentially put their professional development plans on hold while they wait to hear whether their application has been successful.

In the three months since the last edition of Belonging, we have provided evidence to the Productivity Commission

Childcare Queensland

PO Box 660, Parramatta NSW 2124 T: 1300 556 330 F: 1300 557 228 E: info@childcarensw.com.au www.childcarensw.com.au

@ChildCareNSW Child Care New South Wales

The 2014 Conference was the biggest that we have

(CQ) is proud to be

held, and your feedback on the speakers, trade displays

part of the Australian

and workshops has been extremely positive. The Conference

Childcare Alliance, and

marked our 10th – and last – year of operation as CQ;

in the coming months,

however, the lineage of the association goes back 30-plus

we will be transitioning

years, and as we continue to grow, our association is only

our brand and name to

becoming a stronger voice for advocacy, and for providing a

become Australian Childcare Alliance (ACA) Queensland.

The new brand was launched at the 2014 CQ National Conference, held 25–27 July. We would like to thank the Federal Assistant Minister for Education, Sussan Ley MP, and the Queensland Minister for Education, Training and Employment, the Hon. John-Paul Langbroek MP, for their participation in what was an ‘explosive’ launch.

4 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

greater range of member support and benefits.

We were also pleased to announce the launch of our registered training organisation, the College for Australian Early Childhood Educators (CAECE) at the 2014 Conference.

This is the culmination of a four-year dream to ensure that students receive the best early childhood experience through

general news

high-quality workplace training, as well as to ensure that our

children of Australia. You are our unsung heroes, and we

members are supported in the operation of their services, and

hope that on Early Childhood Educator’s Day, families,

that we continue to improve the sustainability of CQ.

children, colleagues and the community all took a moment

In August, CQ held its 2013–14 Annual General Meeting, at which we welcomed our new President, Jae Fraser. Jae has served on our Management Committee for more than

to express their acknowledgement of, and gratitude for, the amazing work that you do every day.

The Queensland Government-funded and CQ-

five years and vacated the role of Treasurer to take up the

operated Kindergarten Advisory Support Service (KASS) has

position of President. Jae has a wealth of experience and will

commenced Workshop Series 4 – Make Learning Visible:

add tremendous value to the association. We also welcome

Communicate the value of kindergarten across Queensland.

Brent Stokes into the position of Vice-President and Rachel

Workshop Series 4 focuses on providing ideas and tools

Procida as Treasurer.

to effectively communicate the value of the learning that

We would like to extend our gratitude to our immediate past President, Peter Price, for his dedication to the

occurs in a play-based environment.

Member meetings are currently occurring across the

association over the past four years, which has been a

state, with another round scheduled for November 2014. We

period of strong growth for the association.

encourage all members to become involved.

We also want to thank our immediate past Vice-President,

On behalf of the Management Committee of CQ, we

John Keast, for the dedication that he has shown in this role

wish you well for the remainder of the year.

over the years. We are delighted that John is now President

James Blake General Manager Childcare Queensland

of the Australian Childcare Centres Association (ACCA) – the employer-registered union that represents members in the Fair Work Commission – and also Chair of the College for Australian Early Childhood Educators (CAECE). John also remains a member of the Management Committee.

We celebrated Early Childhood Educator’s Day on

PO Box 137, Springwood QLD 4127 T: 1300 365 325 (if outside Brisbane) T: (07) 3808 2366 Web: www.childcareqld.org.au

Childcare Queensland

Wednesday 3 September. Thank you to each and every educator for your dedication and commitment to the

This has been a

rollout, promises to be an ongoing issue, as, while it is

momentous year of

the brainchild of the federal government and generally

change in child care,

welcomed by the industry, it has not been government

with the emergence

funded, and parents have been left to cover the resultant

of many major issues,

surge in cost.

controversies and high levels of political attention and media interest in child care. Affordability issues, the arrival of the draft Productivity Commission Report, the announcement of the federal government’s Long Day Care Professional Development Programme (LDCPDP) and controversies over several key pieces of federal budget legislation are among the highlights. This year has also seen a surge in takeovers of childcare centers by the major players, and we watch this development in industry concentration and consolidation with some caution, having endured the ABC collapse.

The affordability issue, which is so much driven by the impact costs of the National Quality Framework (NQF)

The Productivity Commission’s proposed deemed average cost of child care at $75 per day forms the basis of their plan to base means-tested support on a sliding scale of between 90 per cent and 30 per cent of the $75, depending on income. This would replace CCB & CCR funding. The deemed figure of $75 is based on some averaging of fees in the 2012–13 year, and bears no resemblance to today’s childcare fees. It is absurd to propose a single deemed cost for child care across Australia. The proposal fails to address the affordability issue and, if adopted, would mostly worsen the affordability gap for families.

Meanwhile, the Child Care Rebate cap has been extended, and, for the first time, the federal government is planning to freeze the Child Care Benefit wage indexation

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 5

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it available for the LDCPDP. There are exciting opportunities to use this fund wisely to enhance the credentials of our educators and the quality of care in long day care centers.

The plan has missed the original implementation timing and, despite a number of approaches to the Department and the Minister, we so far have not been given a new start date.

We also have to thank Sussan Ley for the just-announced 12-month extension into 2015 of the 15-hour Universal Access Preschool program, and for insisting that state governments share the funding equitably among providers, including long day care centers.

An exciting change in the branding of our childcare associations is nearing finality, and should be fully in place in the coming weeks. The states will all change their names to recognise their ACA national affiliation. Childcare SA will become ACA South Australia. Logos have been redeveloped to present a unified theme, and the ACA and each state will have new interrelated websites, with the new branding thanks to Guild’s financial support. We will at last have a truly national identity befitting our Australia-wide organisation.

Changes to constitutions and stationery will also be a part of implementing the change.

This year, and on a larger scale next year, we have launched nationally the ACA’s Early Childhood Educator’s Day to celebrate the contribution that our educators are for four years. Both government moves will have an impact on affordability for families. How the federal government can persevere with their planned ‘Rolls Royce’ paid parental leave scheme when families are almost unanimously wanting this money diverted to improving child care affordability is beyond understanding.

The Australian Childcare Alliance (ACA), in collaboration with each of the state associations, has put together a major response to the draft Productivity Commission Report. While the ACA supports a good number of the recommendations, we are challenging 14 areas of concern. These concerns include issues such as the deemed rate funding model, affordability issues, the change to 1:5 ratio for 2–3-year-olds in 2016, removal of diploma requirements for 0–3-year-olds, removal of the 24 hours of subsidised care for families failing the work activity test, removal of the 100 per cent subsidy for grandparents, and issues arising from nannies receiving subsidies for care. We will await with great interest the final Productivity Report in November.

We have much to thank the Hon. Sussan Ley MP for in preserving most of the Early Years Quality Fund and making

6 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

making to the lives of children and their families. We owe so much to the dedication of our wonderful educators, and this national day will go some way towards celebrating their contribution. It should include ways of giving parents an opportunity to contribute to the celebrations.

At Childcare SA, we are consciously driven by a philosophy of cooperation and mutual support among our member centres, rather than that of competition. We hold four general meetings of members a year, about 10 executive meetings, including visits to each other’s centres and four director’s hub meetings, plus various subcommittee meetings.

We have organised a number of workshops focused on the environment and sustainability, and we are currently planning some professional development sessions for South Australian staff members that would not otherwise be available to be implemented with the release of the LDCPDP funding.

Kerry Mahony President Childcare SA PO Box 406 Hindmarsh SA 5007 T: 0407 580 645 E: info@childcaresa.com.au www.childcaresa.com.au

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Celebrating excellence The 2014 Australian Child Care Week Awards took place at Darling Harbour on on Saturday 13 September, presented by founding partner Child Care New South Wales and presenting partner Child Care Super.

‘I

t’s good to be part of the 2014 Australian Child Care Week Awards,’ the Prime Minister, the Hon. Tony Abbott MP, announced via a prerecorded congratulatory video message. ‘My wife Margie has long worked in this sector, and she’s taught me that child care is not “child minding”; it’s educating our children. You are the first educators that most Australian children come in contact with, and I pay tribute to your dedication.’

The Prime Minister’s address was just one of several pleasant surprises throughout an evening celebrating the dedication of the early childhood education and care sector. The evening unfolded like a children’s adventure, the excitement beginning with arrival at the venue itself.

A twinkling cityscape overlooks the Dockside Pavilion, afloat on the sparkling Darling Harbour – a breathtaking spectacle as is; however, at a certain point in the evening’s proceedings, guests were invited out onto the deck where they were afforded the perfect view of a spectacular firework display that few expected.

Another surprise was the evening’s host, President of Child Care New South Wales Nesha O’Neil. Who knew that her many skills and talents include MCing?

As Nesha outlined, Australian Child Care Week takes place earlier in the year, bringing attention to services across the country as they engage the greater community in their day-to-day activities; and the Australian Child Care Week Awards recognise those passionate and professional teams that deliver an essential service to more than 776,000 families across Australia, providing early childhood education and care to more than 1.12 million children.

Nesha introduced Theresa Mills, Executive General Manager, Guild Superannuation Services For Child Care Super, who delivered the Presenting Partner Address and presented representatives of the shortlisted services with their certificates. ‘The strength of the winning entries is outstanding,’ Theresa went on to note. ‘It is fantastic to see the commitment of the industry to providing a quality service all year, not just during Child Care Week.’

8 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Fireworks on Darling Harbour. image © 2014 Dan Gray, Graynoise

Guild Insurance sponsored the Community Champion Award and Drew Fisher, Head of Client Partnerships, Guild Insurance, joined Nesha to present it. Rhonda Collier, Business Development Consultant, NSW & ACT, Childcare Super, presented the other awards with Nesha; however, another surprise guest appeared to help present the award for Best Child Care Week Activity: Sam the Bear. Having attended so many Australian Child Care Week events, it was lovely that the Child Care Super mascot could make the awards ceremony.

The Hon. Natasha Maclaren-Jones MLC joined Nesha to acknowledge the 2014 Australian Child Care Awards judging panel: Tonia Godhard AM, Katarzyna Wieczorek-Ghisso, Ande Kelly and Amanda Morphett.

But the biggest surprise of the night was yet to come.

After the final award was presented and dessert had been served, waiters suddenly appeared in front of the podium, upstaging the MC as the DJ cut her off mid-sentence – precisely as rehearsed, one can only assume, since the wait staff, bereft of trays, had somehow morphed into a team of b-boys and b-girls, and were suddenly busting power moves and freezes across the dance floor. It was an impressive display, and one that stirred the dancing urge in all who watched. It wasn’t very long before everyone had left their tables for the dance floor.

‘We take our jobs as educators, leaders and nurturers very seriously,’ Nesha noted, ‘and it’s wonderful to have our achievements recognised and rewarded.’

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The Prime Minister, the Hon. Tony Abbott, MP prerecorded a special message for the evening

• Child-Led Learning Award: Castlereagh Street Early Learning Centre, Sydney CBD, New South Wales Castlereagh Street’s terrific application demonstrated that children are active participants and decision-makers at the service, providing evidence of the team’s natural ability to extend children’s learning activities.

• Support Team Award: Alphabet Long Day Care College, Macksville, New South Wales The energetic volunteers at Alphabet Long Day Care College are clearly loved by the children and the team, with their outdoor initiatives benefiting both the community and the service.

It’s more wonderful, still, to be able to celebrate said achievements with fun, excitement and surprises.

The Awards More than 300 applications were received for the eight categories on offer this year, highlighting the depth of commitment within the early childhood education and care sector to innovation, community involvement, healthy lifestyles and stimulating a lifelong love of learning. We congratulate every single educator, service, family and community that participated in Australian Child Care Week this year, and that took the time to apply for Australian Child Care Week Awards.

• Innovation in Action Award: Bambou Early Learning Centre, Glen Waverley, Victoria Bambou’s innovative use of technology has seen a purpose-built Bambou ELC app, which has taken their communication with families to the next level, improving family involvement and activity preparation within the service.

• Leadership and Mentoring Award: Kids Early Learning Centres, Queensland Kids ELC has taken a strategic approach to leadership and mentoring across its services in Queensland to support quality and enhance leadership, recently introducing the internationally acclaimed FISH! Philosophy.

• Inclusion Award: Midson Road Child Care Centre, Epping, New South Wales Midson Road has a close association with the STaR Childcare Support Program, enabling the service to work closely with children with additional needs, and also to be actively involved with the wider community.

• Best Child Care Week Activity Award: Fit Kidz Learning Centre, Putney, New South Wales Fit Kidz Putney demonstrated a truly collaborative approach to Australian Child Care Week, inviting patients from nearby Royal Rehab to join the children in creating a community garden dedicated to Royal Rehab.

Representatives of the shortlisted services.

Image © 2014 Dan Gray, Graynoise

• Community Champion Award: Fit Kidz Learning Centre, Putney, New South Wales Fit Kidz Putney is a brand-new centre with a strong commitment to a future for all to enjoy, partnering with their local community, in particular, with Royal Rehab at Ryde.

• Healthy Lifestyles Award: Smileys Childcare Centre, White Gum Valley, Western Australia Smileys has created its own Healthy Living Book, accessible to the wider community (not just families at the service), demonstrating positive impacts on health and wellbeing for the families at the service, and right across the community.

Nesha O’Neil, President, Child Care New South Wales, with Sam the Bear.

Image © 2014 Dan Gray, Graynoise

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 9

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We can’t cut our way to a better system

BY THE HON. KATE ELLIS MP, FEDERAL MEMBER FOR ADELAIDE, SHADOW MINISTER FOR EDUCATION AND EARLY CHILDHOOD

Our early childhood education and care services have come a long way, and we should all be proud of the contribution we have made.

I believe that you have had enough uncertainty. The government needs to make a commitment to the sector to show that it values the

S

professional service you provide.

curriculum for our youngest. So, it is no surprise that you have

it understands that each relies on the other. More than that,

ervice providers and educators were the very people who recommended the need for nationally consistent frameworks to make sure that we continue to provide

top-class services, and made suggestions for a professional embraced the National Quality Standards (NQS) and are keenly following the Early Years Learning Framework (EYLF).

I think that the government’s Productivity Commission

The Australian Childcare Alliance (ACA) has been an outspoken advocate for services and families because the ACA has been telling me of their advocacy for vulnerable children. I know that our providers and educators care about each and every one of their children, and I encourage you

Inquiry provides a good opportunity to look at what we are

to keep being the caring voice of reason, for the sake of

doing well, and consider how our early childhood system

individual children and our community as a whole.

can be improved. I am always interested in exploring the next reform to continue to improve early childhood education and care, and, of course, it looks like this could be a time of big reform. It is essential that we get that reform right, and that we stay focused on the outcomes we seek to achieve.

I am worried that the government’s answer to every issue

The government has admitted that half a million Australian families that rely on the Child Care Benefit (CCB) will be worse off as a result of the budget savings measure to freeze income indexation on the CCB. The government says it is doing this to save $230 million, but the ripple effect on families and services, compounding over the next four years

in child care is to wait for the Productivity Commission to tell

that the freeze is in place, will hurt those families on low to

us what’s best. Unfortunately, the only guarantee that the

middle incomes. No government has ever before tried to save

government has made when referring to the current reform

money by attacking the income-tested CCB. Apart from an

process is a promise that there will be no additional money

attack on families, what these budget cuts really show is this

– the government simply cannot meet all expectations.

government’s disregard of their own Productivity Commission

There is no magic pudding to provide more programs, more

process. Not content to wait and read the submissions of

assistance, more hours and services ‘within the same funding

services, parents and experts who know this sector the best,

envelope’ without introducing equally big cuts to existing

they are ploughing ahead with cuts and changes. I have

supports. They need to be up front about that.

been reading your submissions and visiting your centres. I

There is no silver bullet – there is no way that government can spend the same amount of money and make child care more affordable, more accessible, and more flexible, with extended hours and of a higher quality. Our early childhood sector really needs a lot more than just talk, though. We are constantly seeing a government that says one thing but does another.

know you are proud of the quality services you provide and our achievements over many years. I also know that you, like me, want to continue to improve and make sure that changes to the system translate to sensible, workable ideas for centres.

The past year has seen the biggest cuts to the early

This year’s budget contained cuts of $1 billion to early

childhood budget ever, and the government must not

childhood education and care programs, many hidden

continue slashing the budget that our sector, families

behind phrases like ‘Keeping spending contained’. The

and children all rely upon. So, let’s keep talking and urge

budget documents clearly show $1 billion worth of savings

the government to listen to the experts who work with our

coming out of parents’ pockets and being scratched off the

children at the frontline of early education services. Let’s

budget of childcare services. Something’s got to give, and it

share our ideas for a world-class early education sector. Let’s

is services and families that will suffer.

continue to create opportunities for parents to participate in the workforce and children to get the best start in life for the future prosperity of Australia.

10 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

general news

general news

Child Care Super understands the early learning industry Award categories and celebrated winners on the night were:

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ustralian Child Care Week 2014 has been another successful achievement. It concluded with a gala dinner attended by more than 300 people from childcare services nationally, who gathered to acknowledge and celebrate the Australian Child Care Week Award winners. This year’s event was held at the Dockside Pavilion Convention Wharf, which is located at the picturesque Darling Harbour in Sydney. This was also a fabulous location to take in the amazing fireworks that were another highlight of the evening.

The evening commenced with a surprise congratulatory video message from the Prime Minister, the Hon. Tony Abbott MP, whose appearance was followed by the Master of ceremonies for the evening, Child Care New South Wales President Nesha O’Neil.

Early childhood education and care services across four states have taken out this year’s prestigious Australian Child Care Week Awards, demonstrating the level of effort that services go to in providing highquality education and care for our littlest Australians.

Innovation in Action Award

Bambou Early Learning Centre, Glen Waverley, VIC

Leadership and Mentoring Award

Kids Early Learning Centres, QLD

Community Champion Award

Fit Kidz Early Learning Centre, Putney, NSW

Healthy Lifestyles Award

Smileys Childcare Centre, White Gum Valley, WA

Child-Led Learning Award

Castlereagh St Early Learning Centre, Sydney CBD, NSW

Support Team Award

Alphabet Long Day Care College, Macksville, NSW

Inclusion Award

Midson Road Child Care Centre, Epping, NSW

Best Child Care Week Activity Award

Fit Kidz Early Learning Centre, Putney,NSW

The night also included an appearance by Sam the Child Care Super bear, who had visited many services to take part in Child Care Week activities.

We’re here to help Child Care Super is the only dedicated super fund for people working in the early learning industry. We offer you a free service to assist you to meet your business super commitments.

Simply contact Child Care Super for any further super information on 1300 365 899, or visit our website at childcaresuper.com.au.

Guild Trustee Services Pty Limited ABN 84 068 826 728 AFS Licence No. 233815. RSE Licence No.L0000611 as trustee for Child Care Super (part of the Guild Retirement Fund) Fund Registration No. R1000030. ABN 22 599 554 834. This information is of a general nature only and is not intended to be advice. It is important for you to read the Product Disclosure Statement (PDS) before you make a decision about a superannuation product. You can get a copy of the PDS by calling 1800 060 215.

More than 300 applications were received for the eight categories this year. This highlighted the depth of commitment within the early childhood education and care sector to innovation, community involvement, healthy lifestyles and stimulating a lifelong love of learning.

Presenting partner Child Care Super’s Executive General Manager, Theresa Mills, said, ‘The strength of the winning entries was outstanding. It is fantastic to see the commitment of the industry to providing a quality service all year, and Child Care Week being an opportunity to showcase the services in our community. We congratulate all the winners and all the services that took part in this year’s awards.’

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 11

incursions + excursions

Incursions: five facts for early childhood educators 1. There is an incursion for every occasion There are a multitude of incursion programs that early childhood educators and carers can explore when looking for the right fit for their centre. Whether you are interested in bringing the zoo to the children by inviting various wildlife professionals into your centre with their ‘friends’; or are interested in inviting an honoured guest, such as a special speaker or educator, there is a wide variety to choose from when searching for the perfect incursion. Other examples include music and drama incursions that focus on imaginative play; and health and education incursions, such as yoga classes and physical activity games.

2. Some incursions take the work out of, well, work!

Incursions involve outside educators bringing specialised and tailor-made programs into your learning centre. When incorporating an incursion into your day’s educational program, the ‘guests’ will take the reins. Often, for the duration of the incursion, educators and carers are able to sit back and supervise as the host takes the children on a learning journey. Many incursion programs also include the program’s host setting up and packing up, making the inclusion of such an educational tool an easy addition to any curriculum.

3. Incursion programs aid a child’s development and sense of the world Incursions bring the outside world inside, exposing children to new things and aiding their development. In the often highly structured world of a childcare setting, a child can be somewhat sheltered in their day-to-day education, which can lead to them developing a narrow 12 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

perception of the world. In order to develop their understanding, a child should interact with things that are found beyond the walls of a childcare centre. Incursions are the perfect tool to encourage this development.

4. Incursion costs are much lower than excursion costs While incursions do incur a fee, this cost is nowhere near as high as the cost of running an excursion.

As the incursion comes to you, early childhood educators and carers do not face the cost of transporting children to and from the excursion destination, nor the added cost of paying extra carers to accompany the group on the excursion.

5. Adult to child ratio Increased adult to child ratios apply in situations where children leave the childcare premises. As incursions are brought to setting, the adult to child ratio is not affected. This ratio proves to be a major hurdle for excursions, as it stands as the following: •

0–24 months: one adult for every four children

•

25–35 months: one adult for every five children

•

36 months and over: one adult for every 11 children.

Incursions eliminate this challenge, as well as the planning requirements of excursions (for example, conducting a risk assessment, finding an appropriate adult to accompany the children, ensuring that their Working with Children Check is up to date, and so on).

incursions + excursions

Maximising a young child’s development through music

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esearch continues to prove that one way to maximise a young child’s development is to involve them in a structured music education program. Below are some key benefits that music education can provide at an early age.

Music encourages creativity, self-expression and self-confidence The exploratory nature of music allows children to extend themselves creatively and to develop greater confidence and self-expression.

Music promotes speech development Children develop an awareness of language through simple songs and rhymes. While moving, singing and playing, a child learns through hearing the appropriate language associated with a specific task.

Music can help in developing a child’s ability to learn and understand maths Clapping, tapping and moving to the beat of songs helps children to develop an awareness of the mathematical structure of music and reinforces counting.

Music can encourage the development of fine motor skills Regularly enjoying songs with actions and movements can help a child’s coordination, confidence and fine motor skills development.

Jennifer Smith, Director of Mini Maestros, says, ‘We take pride in the fact that our fun program has a strong educational foundation that educators appreciate, and provides sequential skill development and experiences, which enhance children’s overall development.’

Mini Maestros has been operating in early learning centres for almost 30 years. For more information, visit www.minimaestros.com.au or phone 1300 786 557.

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special needs

Eight tips for creating positive spaces for children with autism spectrum disorder (ASD)

BY DR DEBRA COSTLEY, DIRECTOR, ASPECT PRACTICE, AUTISM SPECTRUM AUSTRALIA (ASPECT)

Imagine a person in a wheelchair confronted by an escalator, and someone standing over him or her saying, ‘Hurry up, stop being silly, get up those stairs!’

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f course, it’s ridiculous. We’ve spent many years adjusting our environments to respect the basic human rights of people with physical disabilities by installing ramps and lifts.

Now, consider a five-year-old boy like Isaac, who has autism spectrum disorder (ASD), a lifelong intellectual disability that affects the way his brain processes the world. Isaac’s parents must work to cover the costs of therapy and support treatments, so Isaac goes to day care three days per week.

Day care can be a challenging environment.

Making eye contact isn’t just uncomfortable for Isaac; it causes him pain. A gentle brush on his arm or head feels like a spiky brush piercing his skin. A distant bell from the school next door explodes, amplified in his ears every 40 minutes.

Isaac is brilliant at drawing, but his language skills are almost non-existent. Unable to cope with his physical environment, he often flaps his arms, screams and hits other children, and flings away toys offered to console him.

As educators and professionals, we need a better pedagogical approach to managing challenging behaviours than insisting a child with ASD ‘behave’ or ‘make better choices’ Now, imagine a teacher standing over him, saying, ‘Stop being silly, Isaac, you must make better choices and behave, or there will be consequences!’

Positive behaviour support (PBS) Too often, the physical set-up and structure of childcare centres and schools actively limit the ability of a child with ASD to thrive, or to even enjoy basic

continued on page 16 14 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Does someboDy you know have autism spectrum DisorDer?

Newly diagnosed? Don’t know where to turn?

Not sure what services are available?

For assistance, support and help navigating your journey call the Autism SA Infoline on 1300 288 476 or visit www.autismsa.org.au

special needs

continued from page 14

Visual schedules in the classroom as to what will happen each day provide a sense of routine, structure and predictability that can reduce stress and anxiety in a child with ASD human rights, such as full participation and inclusion in their community – rights afforded to them in the United Nations’ Convention on the Rights of Persons with a Disability (2008).

As educators and professionals, we need a better pedagogical approach to managing challenging behaviours than insisting that a child with ASD ‘behave’ or ‘make better choices’. Such an approach presumes a large amount of voluntary control, intentionality and responsibility over such actions, which, in most cases, simply does not exist; children with ASD are responding to their physical and relational environments with the intellectual processing ability available to them.

Autism Spectrum Australia (Aspect) is helping early childhood centres and schools across Australia to implement positive behaviour support (PBS) practices, drawing on nearly 50 years of research and experience in running what is now the world’s largest network of autism-specific schools.

PBS is a scientific approach that involves modifying the environment to suit the needs of those with ASD, rather than the other way around.

PBS installs emotional and neural ramps into our physical environments, if you like, and, by doing so, it helps the one in 100 Australians affected by autism to get wherever they dream of going in life – starting in the formative early childhood years.

Here are eight tips that can help you create a positive, stimulating environment for children with ASD.

1. Structuring the physical environment Modifying the physical environment to support children with ASD is just one part of a broader PBS approach that an autism-specialist organisation like Aspect might recommend for a day care centre, preschool or school; however, it’s often easiest for educators and professionals to implement.

Aspect recommends that several physical environment factors be considered to help children with ASD thrive in the early childhood learning environment.

More information can be found at www.aspect.org.

16 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

2. Pictures speak a thousand words Autism is described as a spectrum disorder because people are affected in a variety of ways, but there are some common characteristics. Delayed or limited verbal language skills are common, for example, but can be compensated for by tapping into a child’s strong visual processing ability to aid communication.

Pictures of everyday objects located in the space where they belong can be incredibly helpful for someone with ASD, and for any young child grappling with language skills. For example, it might be a picture of a toothbrush placed in the bathroom, a photo on the child’s locker, or pictures of blocks and toy cars placed on the storage bin where they belong. Well-placed pictures help to provide a sense of where things belong and, importantly, a sense of independence.

Visual schedules in the classroom as to what will happen each day provide a sense of routine, structure and predictability that can reduce stress and anxiety in a child with ASD. Free-play time can be thoroughly overwhelming for someone who needs order and predictability to maintain a sense of internal control. One way to help in this situation is to show the ASD child pictures of different activities that they enjoy, and to let them choose the order in which they will be done. For example, a picture of a sandpit, a swing and toy cars might be lined up. Before they tire of the first activity, hold up the picture of the second chosen activity to remind them of the agreed routine and head to the next activity together.

3. Create visually distinct spaces Creating visually distinct spaces in the classroom with clearly defined areas and boundaries for specific tasks helps ASD children with sensory processing and modulation difficulties.

Classroom furniture and equipment, or even masking tape, can be used to separate areas as a visual cue of what is expected in different parts of the classroom or play space. Put up pictures that visually reinforce

special needs

the primary purpose of each space. They might be images of children sitting and reading placed in the book corner, a photo of washing hands stuck above a bathroom sink, or playdough creations in the craft area.

An organised environment where children can easily distinguish between different spaces, and can find and put away their own materials, builds independent behaviour. This, in turn, reduces anxiety and helps the children to participate meaningfully in other classroom activities.

4. Reduce visual clutter While well-placed pictures and visual schedules help a child with ASD, it’s also important not to go overboard.

A space in which every wall is cluttered with art, posters, visual supports and a disarray of equipment can be very visually distracting and overstimulating for any child, and especially for those with ASD. Create some clear areas, ideally where a child with ASD might spend a lot of time, and interchange artworks and displays to avoid visual overload. Use a sheet or tarp to cover up disorganised areas with lots of books, unfinished projects or props to create cleaner, simpler visual lines.

5. Lighting Some ASD children are hypersensitive to bright lights or fluorescent lights. This may adversely affect their reading ability, concentration and behaviour. The following points should help in this situation.

• Take periodic breaks and have everyone close their eyes for 60 seconds.

• Change fluorescent lighting for softer options.

• Use as much natural light as possible; where that’s not possible, use lower levels of light.

• Place the student with ASD in a comfortable spot within the classroom, taking advantage of natural lighting where possible.

• The reflection of light on a wall or other surface bothers some children. They may not be able to articulate it, so look around for glare or reflections.

• Soften the glare of lighting on white paper or workbooks, for example, by using coloured overlays on the page.

• Sunglasses or tinted glasses may be worn inside the classroom depending on the severity of the sensitivity, or let children wear a cap inside.

6. Sound People with ASD can often be highly sensitive to, and distracted by, sounds that their peers may not even

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 17

special needs

notice, such as a train in the distance, the pitch of a teacher’s voice, or a ringing school bell. They can become distressed at the sound of loud, unexpected noises, such as a lawnmower or bursting balloon, and will usually cup their ears to filter the sound. Educators are able to accommodate this sound sensitivity in a number of ways, including by: • installing carpet or rugs where possible to reduce classroom noise and echo, and to muffle scraping of chairs on the floor • closing windows and doors where appropriate • allowing the child to listen to calming music on his/ her own digital audio player, or to play music for the whole class. The student should also be allowed to wear earplugs or headphones (or ear defenders) at certain times to filter out undesired noise, but still hear what the teacher may be saying • giving the student advanced warning about loud or unusual noises, such as a fire drill siren or the lunchtime bell, where possible • looking out for cues, such as rocking and covering ears, and encouraging the student to let you know which particular noise is distracting or painful.

• As it is not always possible to adjust classroom temperatures, encourage children to bring in a range of items of clothing to help make them comfortable throughout the day.

• If a student is usually hot, provide a bottle of cold water and perhaps even put a portable fan on their desk. Place the student in a cooler section of the room, such as near a window.

• Circulate air in the classroom as much as possible.

• Consider allowing a child with ASD to wear their hat indoors. Sensory networks in the cranial areas of a child with ASD are particularly sensitive, so headgear can give a real sense of physical security.

8. Smells Smells that may not even be detected by other students may cause great discomfort to students hypersensitive in this area, which is not uncommon in people with ASD. Students may be highly sensitive to the smell of the perfumes, aftershaves and heavily scented deodorants of their teachers and peers. Restrict their use as much as possible.

• Store strong-smelling items, such as glues and paints, as far away from the student as possible.

As a society, we’ve learned a lot about adjusting our environments to meet the needs and rights of people with physical disabilities to access life freely and fully 7. Temperature Children with ASD can react differently to temperature.

They may also have tactile sensitivities, making it uncomfortable to wear parts of the school uniform, such as a jumper, or to comply with policies like only wearing hats outdoors, or putting on a raincoat rather than using an umbrella, for example.

18 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

• Store lunches outside the classroom.

• Avoid placing a child with olfactory/smell sensitivities in a classroom close to the canteen, if possible.

Moving ahead with positive behaviour support As a society, we’ve learned a lot about adjusting our environments to meet the needs and rights of people with physical disabilities to access life freely and fully.

Just as we wouldn’t describe a person in a wheelchair as exhibiting ‘challenging’ or ‘naughty’ behaviour when they can’t walk up stairs, we should focus on intentionally creating autism-friendly day care, preschool and learning environments that build on the unique strengths and beautiful contributions of each child.

For more information about supporting children with autism spectrum disorder, or positive behaviour support, contact Autism Spectrum Australia (Aspect), Australia’s largest and longest-serving not-for-profit provider of autism support services and research, by calling 1800 ASPECT (1800 277 328) or visiting www.aspect.org.au.

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Help your child to speak up

L

Some children need help learning to talk...

Speech pathologists

help children learn to talk!

www.speechpathologyaustralia.org.au

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earning to speak is a crucial part of any child’s development, especially in the years before school. Every child varies in their speech and language development; however, there are milestones that every child must reach before more complex skills can be learned.

As preschool children (three to five years old) start to use longer sentences, their speech should be understood by unfamiliar people (outside of the family) about 75 per cent of the time. By age five, anyone should be able to understand the child’s speech in conversation 95–100 per cent of the time.

Learn more about ‘The Sound of Speech’ for preschool-aged children or find a speech pathologist at www.speechpathologyaustralia.org.au.

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 19

educational resources, programs + planning

Journeys towards culturally inclusive practice

BY HOLLY MASON-WHITE, SECRETARIAT OF NATIONAL ABORIGINAL AND ISLANDER CHILD CARE (SNAICC)

Cultural inclusiveness is a core principle for increasing Aboriginal and Torres Strait Islander children’s and families’ participation in early childhood services. It’s also a critical element of the National Quality Framework.

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culturally inclusive service: ‘aims to ensure that what every child experiences feels culturally safe, that they have a sense of belonging and connection: the sense of being at “home”’.1 The Early Years Learning Framework (EYLF) defines a culturally competent educator as one who respects multiple cultural ways of knowing, seeing and living; celebrates the benefits of diversity; and has an ability to understand and honour cultural differences.

But what do we really mean by this, and how do we implement this within our practice?

SNAICC recently engaged in discussions with early childhood services across Australia about what cultural competence looks like, identifying three key principles of culturally inclusive services:

We respect, support and incorporate the cultural identities of Aboriginal and Torres Strait Islander children, including language and traditions, in early childhood service delivery Culture and first languages are critically important for children and families. Children who are strong in their culture and who see that others value their culture are more likely to develop confidence, resilience and a positive self-identity. Supporting cultural identity needs to take place at three levels within a service: • at the individual educator/staff level – staff have the understanding, values, skills, behaviours and professional practice needed to work effectively with people from cultures other than their own • at the service level – services have programs, resources and support structures that respect Aboriginal and Torres Strait Islander identities, traditions and language. They also have policies and protocols that are culturally appropriate. The service provides guidance and support to staff to work in culturally competent ways

1 Priest, K. (2005). ‘Preparing the Ground for Partnership’ - Exploring quality assurance for Aboriginal and Torres Strait Islander child care: a literature review and background paper. Department of Family and Community services. Commonwealth of Australia, 13

22 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

• at the systems level – services interact respectfully and positively with the local Aboriginal and Torres Strait Islander communities and organisations, including respecting local protocols and traditions.

Practical examples of respecting, supporting and incorporating Aboriginal and Torres Strait Islander cultural identities include: • displaying Aboriginal and Torres Strait Islander culture – both traditional and current – through images, posters and resources • using Aboriginal and Torres Strait Islander resources, such as natural materials, dolls, toys, games and books • incorporating the local Aboriginal and Torres Strait Islander languages into signs and storytelling • celebrating and participating in days of significance, such as NAIDOC Week, National Aboriginal and Torres Strait Islander Children’s Day (NATSICD), and local community events • ensuring that policies and protocols are culturally appropriate, and that they provide meaningful guidance on how the service will support Aboriginal and Torres Strait Islander families • developing a Reconciliation Action Plan.

educational resources, programs + planning

We understand that our own culture, background and values inform our practice as educators and are embedded in all that we do and don’t do As educators, we know how important it is to understand the background and culture of the children in our centre; however, it’s just as important that we take time to reflect on these questions about ourselves.

We need to understand and acknowledge how our own backgrounds, values and cultures shape our own lives, and the role these play in how we approach our work, and the families and children at our centre. We also need to appreciate the role that we play in influencing the ‘culture’ of the service.

Understanding ourselves is an important step in becoming a culturally competent educator. Reflective discussions and activities can be held during staff meetings, but it’s also important to make them a part of our everyday practice with our colleagues.

Examples of this principle in practice include the following: • including discussions in staff meetings and planning sessions on our own backgrounds, cultures and values, and how these impact on our work • including reflection within staff meetings and planning sessions on the service’s representation of Aboriginal and Torres Strait Islander culture, children, families and communities, and on what assumptions may be underpinning these representations – for example, are we only displaying traditional culture and not the contemporary culture of our community?

• supporting staff to attend cultural competence training • actively learning about the cultures of the different children at the service – including how different cultures view children, play, learning, child rearing and the role of the family.

We engage in positive, mutually supportive and equal relationships with Aboriginal and Torres Strait Islander families, communities and organisations Positive partnerships with Aboriginal and Torres Strait Islander families and communities lead to better programs and higher attendance of Aboriginal and Torres Strait Islander children at early childhood services.

Building relationships and trust with Aboriginal and Torres Strait Islander families is therefore key, but takes time and patience. Educators need to recognise that gaining the trust of Aboriginal and Torres Strait Islander

families may take longer, as many families have had past negative experiences with institutions and government services, which can leave them mistrustful of services. It’s therefore critical for educators to get to know families at their own pace, and be sincere and genuine in their engagement with them.

Recognising the strengths that exist within Aboriginal and Torres Strait Islander families and child-rearing practices is vital, and involves honouring and celebrating families’ knowledge, culture and experiences, and helping to empower parents to make positive choices about their child’s upbringing.

Examples of this principle in practice include: • reflecting on how you engage with and welcome Aboriginal and Torres Strait Islander families – what would the centre look and feel like to new families?

• seeking advice from Aboriginal and Torres Strait Islander families on how the centre feels to them, and what they want their children to get out of attending the service • researching the local Aboriginal and Torres Strait Islander cultures and languages, including their child-rearing practices and values • mapping out which Aboriginal and Torres Strait Islander organisations are in your area • contacting and building relationships with Aboriginal and Torres Strait Islander organisations, families, community members, artists, musicians and Elders, and facilitating their participation at the centre to share culture with the children, and their cultural guidance on programs and activities, seeking advice and assistance from Aboriginal and Torres Strait Islander educators, learning institutes and language and cultural centres.

Reflect on how your service meets these principles.

How do you practise cultural inclusiveness at your service? Many educators fear that they will ‘do the wrong thing’ – that they’ll be culturally inappropriate, misrepresent cultures, and offend families and the local community; however, while this fear is understandable, it can’t be an excuse to do nothing.

Cultural inclusiveness cannot merely be about flying an Aboriginal flag or reading Dreamtime stories to children – it must be embedded deeply within a service, its programs, policies, staff approaches and attitudes. A culturally inclusive service is one that seeks to build long-term, meaningful and mutually respectful relationships with Aboriginal and Torres Strait Islander children, families and communities. It is an ongoing journey, which is ultimately about how we understand, respect and honour diverse identities and cultures.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 23

educational resources, programs + planning

Play-based learning: assuaging parents

Belonging spoke with Dr Lennie Barblett, Senior Lecturer, School of Education, Edith Cowan University, about play-based learning and how to deal with parents who don’t subscribe to the notion of play as a valid method of learning.

Belonging (B): What is play-based learning?

Dr Lennie Barblett (LB): Play-based learning is learning through playing with others, materials and ideas. It is a context for learning in which children actively organise their ideas, make sense of what is going on around them, and make connections between previous experiences and new learning.

Effective early childhood educators have been using play-based learning as the basis of their programs for a very long time. In the past, educators who knew about children’s development and watched children learn knew intuitively that learning through play was one of the best ways for children to learn, and now we have the research and evidence to prove it.

B: How does it benefit the child, and what other benefits does it boast?

LB: Learning through play benefits the child holistically.

That means that cognitive, social and emotional, language, creative, physical, and spiritual aspects of learning are interconnected and interrelated, and are enhanced when playing. There is considerable evidence of the benefits of play for children’s learning.

24 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Social play helps children build a positive sense of self, as there is no wrong or right way to play. This freedom from rules helps children to feel confident and competent as learners, and when children direct their own play, it is empowering. Playing assists children in building social skills to support relationships, teaches emotional skills to regulate behaviours, and assists in understanding the feelings of others.

Play is also associated with increased feelings of wellbeing and pleasure that are important for good mental health. Positive health benefits are developed when children engage in physically active play and develop their physical skills. Play is also connected to the development of intellectual and cognitive skills as children learn, think, problemsolve and use their imaginations.

Language and literacy skills are developed in play when children talk together, create meaningful symbols and play with print, sounds and words.

B: What is the relationship between play, and creative and cognitive development?

LB: There is strong evidence from research to suggest a relationship between play, and creative and cognitive development. The brain is the least

educational resources, programs + planning

developed organ at birth, and while there are many factors that influence brain development, evidence suggests that play shapes the architecture of the brain in a unique way.

Play experiences integrate children’s thinking, emotions and motivation, and such experiences assist in establishing neural pathways that are critical for brain development. When children imitate what they have seen, or they pretend or imagine, they require creativity of thought – lateral or divergent thinking skills that are complex cognitive processes.

In imaginative play, children can think beyond the ways things are as they transform understandings into new ideas or new ways of being. Research shows that children who engage in make-believe or imaginative play are likely to be happier and more flexible when they find themselves in new situations.

Problem-solving is another part of creativity and cognitive processing; and when children problemsolve in play, they are developing intellectual skills, including dispositions for learning, such as resilience (having another go) and curiosity (trying to figure things out). Children who engage in quality play experiences are more likely to have well-developed memory skills and language skills.

B: What are some ways in which educators can ensure that they are promoting learning that will achieve the Early Years Learning Framework (EYLF) outcomes?

LB: Educators are thoughtful in their planning, and marry their knowledge of the outcomes with knowledge of the children in their care, and the principles and practices of the EYLF, to create effective learning programs. They understand their role in play, and that intentionally supporting quality play experiences takes thought, effort and documentation.

understand the impact of their actions. They create supportive learning environments with a variety of play spaces that encourage children to create, construct, ask questions, solve problems and engage in critical thinking. Central to learning are positive relationships, so educators can ensure that children become skilled in making and maintaining relationships with others.

B: What advice can you give educators who are struggling to assure parents that playbased learning benefits and nurtures their child? How do educators assuage the worries of parents?

LB: Firstly, educators themselves need to be knowledgeable and articulate about play. It is a true concept that the more an educator knows about play, the more they will be able to point out and explain to others. Educators should talk knowledgeably about the different types of play (for example, social and constructive), the stages of play (how play changes with child growth and development), how children learn through play, and the way the educators themselves plan and support quality play experiences.

A small brochure for parents to take home on orientation about the centre’s philosophy, highlighting play-based learning, the benefits that play brings to children’s learning and how it will look in the centre, would assist parents’ understanding.

Secondly, educators should make the learning visible, not only to the parent, but also to the child.

Educators can document learning through play in a way that makes the learning visible. Such strategies include learning stories, photos with written notes, documentation panels and written explanations

To promote learning that will achieve the desired outcomes, educators take on different roles in play and use strategies such as ‘teachable’ moments and ‘shared sustained’ conversations to differentiate and extend children’s learning. Educators document and analyse children’s learning in play so that they know what and how children are learning, and use this knowledge to evaluate outcomes and guide future teaching and learning decisions.

They provide a balance between child-initiated and adult-supported learning, and allow large blocks of time in the day when children can develop play themes and ideas. Educators know that play is not always fair, nor is it always inclusive, so they actively challenge unfair play and make sure that children

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 25

educational resources, programs + planning

of how models or constructions were made. These are displayed for all to see, and educators draw parents’ attention to the learning in conversations and explanations. The EYLF asks educators to show ‘the distance travelled’ by the child, which means being able to demonstrate in documentation the shifts in children’s learning and development in all outcomes over time.

B: Parents who are wary of the framework question what their children actually learn through play. What is your response to this scepticism?

LB: Parents should not be wary of the framework, as it draws on international and national evidence about the best ways to educate and care for children from birth to five. It was developed to extend and enrich children’s learning, maximise their potential and build a firm foundation for future learning.

Educators should assist parents to understand the aims and the outcomes of the EYLF, and this can be done by sending home fortnightly newsletters or emails with a small description of some part of the EYLF. The Early Childhood Australia NQS PLP e-newsletters are a great source of information. Apart from this, educators’ documentation of learning through play is crucial for parents to understand that learning occurs through playing, and can be demonstrated in the path to the achievement of outcomes.

B: What are some of the ways that early childcare employees can educate parents on the merits of learning through play?

LB: Educators should share their knowledge about play and the way in which children learn through play, and what that brings. They need to do this continuously, both in formal and informal ways. Examples include: • all staff being knowledgeable when talking to parents and children when describing play – being able to point out different types of play, the stages of play, and how they use play as a context or process for learning in this centre • all staff using words to describe learning through play, such as ‘problem-solving, developing intellectual skills, promoting creativity’ or using the words ‘knowledge, skills, dispositions’ and ‘teaching’ • showing and highlighting weekly plans that have developed children’s play themes and documentation, and a reflection of the learning that occurred • examples of the links between children’s play and learning in newsletters, documentation panels, brochures and booklets about the benefits of play

26 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

• clear centre or service philosophy that outlines the benefits of learning through play and the strategies that will be used to support this • parent information evenings about the stages of play, the benefits of learning through play, and the evidence of play and brain development • making a poster for each learning centre that describes the learning outcomes that children may achieve when playing in that centre • alerting parents to useful websites that describe the benefits of learning through play.

B: Is there any other advice that you can give educators in the early childcare sector in regards to play-based education, and juggling a worried parent?

LB: Professional conversations are key. Educators should see themselves as knowledge brokers, as they help others understand the importance of learning through play and the benefits that it brings. To do this, they need to be knowledgeable, and that may mean going and finding more themselves. Using professional early childhood education and care networks to find evidence-based information and new ways of disseminating it to busy parents is important.

Parents want to do the best for their children, and there are many pressures on parents to get started early in formal learning. It is vital that educators listen to parent concerns and address them. Educators should emphasise the evidence of learning through play for positive child development and learning in all that they do and say.

training + recruitment

training + recruitment

Childcare qualifications with a difference

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ith so many training businesses out there today, it’s difficult to know which one will give you and your staff the real skills that you need. As more and more parents put their children into day care and kindergarten, they need to know that their children are in the best hands possible. Day care centre operators need to know that their staff is fully equipped with the education and skills to deliver this specialised care.

Recent research in early childhood development has shown that children who receive care from suitably qualified and highly skilled early childhood professionals directly benefit, both now and in later life.

With government regulations stating that child carers require qualifications, you can be assured that carers who hold a Kangan Institute qualification will ensure that your child receives the best early education and care available.

Call Kangan Institute on 13TAFE to discuss your training needs now.

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With over 75 years’ experience in the vocational training sector, Kangan Institute offers high-quality training in the areas of children’s services and early

childhood education. Our graduates experience work placement, fully preparing them with the skills and experience needed to provide a nurturing environment to help children achieve crucial developmental milestones.

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training + recruitment

The adoption of leadership styles in early childhood

BY KATARZYNA WIECZOREK-GHISSO

I often come across disgruntled early education directors who verbalise their frustration about staff that lack motivation and/or initiative in their workplace. Confronting as it sounds, underperforming staff are a reflection of how well they have been directed and/ or managed.

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eading others is not something that everyone can do naturally; therefore, being open to new approaches is highly recommended, especially in the case of newly appointed directors.

This article explores the notion of leadership through the lens of competency, using a unique framework that offers practical solutions to manage everyday leadership frustrations.

Effective leaders are experienced professionals with integrity and vision. They are driven, have a clear direction of the organisation’s goals and objectives, are able to positively influence and nurture the development of others, embrace responsibility and accountability, have exceptional communication skills, drive standards without compromise, and, most importantly, have the ability to generate leaders. Such leaders are also able to: • be strategic and identify what needs to be done in their workplace • facilitate leadership autonomy, not dependency • be solutions driven • be proactive, not reactive • develop workable systems and processes • organise their time effectively and efficiently

28 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

• prioritise and focus on prevention, not cure • focus on the achievements of others • drive systematic follow up and feedback • reflect, revisit and reframe their practices.

Being able to undertake the above leads to the development of a ‘well-oiled machine’, or a team that works effectively within the service hierarchy, achieving high-quality outcomes for children, families, colleagues and the broader community. In an ideal world, this would be commonplace in early education contexts; however, in reality, there are many struggling directors overwhelmed by the task of ‘leadership’, with little hope for the future.

The task of leadership, however, needn’t be an arduous or overwhelming process; rather, it should be one is rewarding. The key is recognising the strengths, experience and skills of staff and implementing a strategy that builds their capacity, rather than doing everything in isolation. Building capacity is about approaching daily situations through the lens of ability, or what Blanchard (2004) refers to as ‘Different strokes for different folks’, as this ultimately leads to shared accountability and service success. With this in mind, the leadership approach should be a reflection of staff ability level, as in the context of early education, staff vary significantly in their experience, knowledge and understanding.

While there are many leadership theories available in readings, they do not necessarily refer to the early childhood setting, as leadership in the context of early education is a relatively new phenomenon. As a way forward, then, we must be willing to research methods that have worked in other industries and adopt their valuable lessons.

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In this article, I reflect on the work of Blanchard, a business specialist who proposed a ‘leadership styles quadrant’, which I believe offers early childhood leaders great insight into better approaches to leading staff, especially for directors out of their depth. In his work analysing effective workplace environments, Blanchard developed four leadership styles based on competency levels.

Using an approach that reflects the ability levels of staff is said to provide an environment for ongoing professional development, something that the new National Quality Standards stipulates as mandatory in Quality Area 7: Leadership and Service Management.

Given its usefulness, and in order to better understand the methodology behind the approach, let’s unpack Blanchard’s framework further.

Blanchard proposed four competence levels and four matching leadership styles to better respond to ability levels of staff and consequently lead to increased achievement in the workplace. The first competence level explored in Blanchard’s quadrant is that of staff members who display ‘low competence and high commitment’. Staff members that fall into this category are generally fairly new to the context and often lack specific skills to undertake their daily tasks.

They are typically ‘in training’ or have only recently completed their qualifications, with little in-field practical experience. While they may display a very positive attitude and willingness to learn, they lack knowledge of what is required on a practical level. Staff members functioning at ‘low competence, high commitment’ require a ‘directing’ approach to guide their daily practices. Providing such specific instruction means that the new training staff member is able to achieve what is required, having very specific instructions and follow-up. Once the staff member demonstrates that they do not require explicit direction, they can move on to the next level of the quadrant.

The second competence level explored in Blanchard’s quadrant is ‘some competence and low commitment’. Staff that fall into this category are those who may display some relevant skills in their role, but are not in a position to successfully achieve a task without support from their leader. They may also be an existing staff member who is required to undertake a task that is outside of their skills set. Staff members functioning at ‘some competence, low commitment’ require a ‘coaching’ approach to guide their daily practices. In this case, the leader must introduce new tasks with clear direction and support. Coaching a staff member at this level requires the leader to explain the need for the task to be completed, monitoring the

member’s progress with support and encouragement.

Once the staff member demonstrates that they do not require coaching, they can move on to the next level of the quadrant.

The third competence level explored in Blanchard’s quadrant is ‘high competence and variable commitment’. Staff that fall into this category are those who may be highly experienced and capable, but may lack the confidence, initiative or motivation to implement the task independently.

Staff functioning at ‘high competence, variable commitment’ level require a ‘supporting’ approach to guide their daily practices. In this case, the facilitative leader supports efforts and drives task accomplishment through manageable deadlines.

Often sharing responsibility, the leader will keep the momentum going by providing regular feedback and support. Once the staff member demonstrates that they do not require this amount of support, they can move on to the next level of the quadrant.

The fourth competence level explored in Blanchard’s quadrant is ‘high competence and high commitment’. Staff members that fall into this category are those who are highly experienced in their role, comfortable with their own ability, selfmotivated, experienced and knowledgeable. Staff functioning at ‘high competence, high commitment’ level require a ‘delegating’ approach to guide their daily practices. In the case of a highly competent and committed member, the leader can turn over task responsibility fully without the need for specific direction and/or monitoring.

The intention of the four leadership styles is to increase staff competence progressively from needing explicit direction to responding confidently to task delegation. This long-term strategy significantly supports directors in professionally supporting staff regardless of ability; therefore, its adoption is highly recommended.

The aim is to monitor staff at every level and appreciate that each employee will progress at their own pace, something that can be part and parcel of a long-term monitored professional journey – realistically, an ever-changing and evolving journey.

Katarzyna Wieczorek-Ghisso, B. Teach, B.Ed., M.Ed. (Early Childhood) is an early childhood specialist, university lecturer, and Director of Early Childhood Consultancy Network. For more information, visit www.earlychildhoodconsultancynetwork.vpweb. com.au

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 29

training + recruitment

Why quality training is important

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ith an ever-increasing number of ways to become qualified in early childhood education, there has been a recent flood of graduates into the sector. In this current educational climate, are we giving our students, our teachers of the future, the comprehensive skills sets that our children deserve?

The minimum placement requirements for early childhood education training include students undertaking between 120 hours and 120 days of practicum as a part of their studies. Can the influx of online and distance providers fully support students in these tasks? At Holmesglen, we believe that having access to quality support networks and expert teachers is invaluable. The Victorian Institute of Teaching requires Bachelor of Early Childhood Education students to participate in teaching practice for a minimum of 120 days. Students studying the degree with Holmesglen have 145 days of supervised teaching practice. That’s an additional five weeks of full-time, authentic teaching experience. Students are also fully supported throughout each placement.

Our teachers secure the placements, conduct regular assessment and supervision visits, and make sure that they are in regular contact to help students through every step of the way.

The formative years in a child’s development are from birth to eight years old. Making sure that the teachers and educators who children interact with are of the highest quality is one of the most important

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decisions parents can make when searching for care and schooling options. Exceptionally trained educators are also the most important assets that educational and care providers can offer.

High-quality teachers have an informed understanding of how children learn. A skilled, responsive teacher can engage a baby or child’s curiosity and imagination. Through an awareness of the interests of children, responsiveness to their cues, and the skills to develop meaningful learning outcomes, teachers can transform an everyday experience into a positive learning experience. This kind of learning is fine-tuned in extensive practical experience; it requires skilled, knowledgeable and enthusiastic teachers: the most experienced, sensitive and educated – not the least.

At Holmesglen, we stand with our students to raise our standards higher – to give students more from their early childhood education studies.

Education should be about providing access to everything that the student needs, without compromising quality. Supported students, dedicated staff and plenty of practicum are important!

How many early childhood educators are ready on their first day? Holmesglen graduates are.

For more information on early childhood education courses, from certificate to degree: Phone: 03 9564 6267 Email: earlychildhood@holmesglen.edu.au Web: www.holmesglen.edu.au

WWW.HOLMESGLEN.EDU.AU

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training + recruitment

A caring career

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orking in the childcare industry means that you care about children and the quality of care that they receive. As the industry becomes professionalised, the need to be qualified and keep abreast of change becomes paramount.

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That’s why at Box Hill Institute, we offer a range of early childhood education and care courses that will launch or extend your career as an early childhood educator or teacher.

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We offer certificate, diploma and bachelor courses in early childhood education that build on the skills and knowledge gained at each level of study. Completing a Certificate III in Early Childhood Education and Care is an entry point to work in an early childhood service.

Box Hill Institute graduates are work-ready, building on skills and knowledge gained through simulated workplace and supported practicum experience in early childhood settings. Our teachers are experienced early childhood educators and understand the needs of employers.

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You can study full-time or part-time, or even while you work. Fast-track study is also available for some courses where the duration of the course is shortened.

We also offer recognition of prior learning (RPL) that could shorten the time and cost to complete your qualification. RPL is recommended if you are an experienced early childhood educator.

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As a Box Hill Institute graduate, you’ll be equipped with the skills, knowledge and attitude to confidently work within, and lead, early childhood programs.

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Applications are now open for 2015 early childhood education courses. Call us today on 1300 269 445 or visit www.boxhill.edu.au/children.

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32 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

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training + recruitment

Tips for hiring new employees

BY GREG JENNINGS

Hiring a new employee is an important decision for a small business, and should be seen as a long-term investment.

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t’s not a single event, but rather a process that has a number of steps. Understanding each step in the process will assist employers to find the right person and get the best outcome for the business.

Business owners should focus on finding someone who is the right fit, has the skills that are needed, and can grow with the business.

The Fair Work Ombudsman has created some simple and practical steps that employers can take to recruit the right employees for their workplaces.

Think about hiring The first step is to assess the business’s current and future needs, and to define the role that needs to be filled. The employer should consider whether hiring is the only option, or if there is someone else who could be trained to do the job.

If you decide to recruit, the next step is to think about what’s needed from the person in the role, and to develop a job description to match. Employers should think about what type of employee they need (casual, part-time or full-time), and the skills and qualifications that are required to do the job.

Attract the right people Once an employer has a clear idea of the role that they want to fill, the next step is to advertise the job and attract the right people. To do this, employers need to make sure that suitable applicants hear about the opportunity, find it appealing, and can Greg Jennings match it with their skills, qualifications and expectations.

The best way to advertise will depend on the job itself and the industry. Employers might think about advertising via online job sites or social media, in newspapers or industry publications, or on a poster in the window of the business.

Choose the right person Employers that receive a number of applicantions may want to create a shortlist to identify the applicants whose skills and experiences are best suited to the role. Once a shortlist has been created, the next step is to prepare for the interviews.

The interview process can be as formal or as informal as the employer likes – the focus should be on asking the right questions so that the candidate’s skills and experience can be matched with the job that needs to be done.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 33

training + recruitment

Employers should avoid asking questions that are personal, intrusive or irrelevant to the role, as they may be seen as discriminatory.

The Fair Work Ombudsman’s Online Leaning Centre – www.fairwork.gov.au/learning – has a course called ‘Hiring new employees’, where employers can get practical tips about conducting interviews.

Offer of employment After the interviews have been conducted and the best candidate selected, the next step is to offer the person the job. This can be done over the phone, but it’s a good idea to follow up in writing with a letter of offer. There are template letters available at www.fairwork.gov.au/templates.

Employers should also include a copy of the Fair Work Information Statement, which is available at www.fairwork.gov.au/fwis. This must be given to every new employee when they start work.

Employers may also include copies of any relevant company policies and any forms that need to be completed, such as a tax file declaration or superannuation choice form.

Start on the right foot Investing time in a thorough induction will ensure that employers get the most from their new employee. A well thought-out induction helps employees feel well informed and equipped to do their job.

The induction might include things like a tour of the workplace, an overview of the business, an explanation about the employee’s role and responsibilities, a discussion about relevant policies and procedures, and a run-down of health and safety protocols.

Be a productive workplace During the first few weeks of employment, it’s a good idea for an employer to meet with their new employee to set goals and expectations, and to identify any training that might be required.

Regular meetings are a good way to give new staff members feedback about their performance and to monitor their suitability for the role.

The Fair Work Ombudsman’s Online Leaning Centre has a course for managers and business owners, titled ’Manading Performance’, which offers practical tips for setting up a performance agreement and providing constructive feedback to staff. It can be accessed at www.fairwork.gov.au/learning.

34 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Know the law There are workplace laws that apply to all casual, part-time and full-time employees, as well as some contractors. The laws cover things like wages, recordkeeping, pay slips and discrimination. Before an employer hires someone, it’s important that the employee understands their responsibilities.

Employers should be familiar with the National Employment Standards (NES). There are 10 in total, and they apply to all employees. They cover things like maximum weekly hours, parental leave and public holidays. For more information about the NES, employers can visit www.fairwork.gov.au/nes.

It is also important that employers know which modern award(s) apply to their workplace. A modern award is a document that sets out the minimum wages and conditions for an industry or occupation.

It applies on top of the NES and covers things like pay, hours of work, rosters, breaks, allowances, penalty rates and overtime. To search for the award that applies to their business, employers can visit www.fairwork.gov.au/awards.

The Fair Work Ombudsman has also launched a guide to hiring new employees for small business that outlines these steps and provides straightforward advice about hiring new staff. The guide is available at www.fairwork.gov.au/hiring.

The guide was created to give small business operators advice in plain English about the best way to employ new workers and to outline their workplace obligations in simple terms.

A dedicated webpage for small business, including free tools and resources, is available at www.fairwork.gov.au/smallbusiness.

Employers and employees seeking further information and advice can visit the website or call the Fair Work Infoline on 13 13 94. A free interpreter service is also available on 13 14 50.

Small business employers calling the Fair Work Infoline can opt to be put through to the Small Business Helpline to receive priority service.

Greg Jennings is the Fair Work Ombudsman’s Director of Education.

training + recruitment

Promoting sustainability in early childhood education

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n recent years, environmental sustainability has become a large focal point among education and care services. Educators are becoming increasingly aware of the importance of teaching children to be environmentally responsible – some centres more successfully than others. How many of you have honestly planted tomato shrubs, only to find a lovely box of dirt a few weeks later? The demanding schedule of being an educator can often leave us with little time for gardening. Although our intentions are good, it is not always easy to find the time and energy to maintain our enthusiasm to follow through with our ideas.

As role models for the next generation, it is essential to support their understanding and respect for the environment; however, we often lose focus of the present. How can you promote sustainability in your workplace, in your community and in your busy daily schedule?

Start with policy reviews. It is essential to have a sustainability policy; however, it is even more important to have sustainability embedded across all of your centre’s policies, procedures and practices.

A sustainability management plan is one way of recording your service’s progress and will encourage you to reflect and evaluate regularly. Once again, time can be an issue. So, why not create an environmental committee? Remember, a volunteer committee leader is more likely to bring passion and innovative ideas to the group, so avoid delegating this role to uninterested staff. Invite families and local businesses to join the committee. Ideas, responsibilities and time can be shared among the group.

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Author: Sylvia Wong – Early Childhood Education Training Consultant.

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 35

training + recruitment

Montessori: What, why and how

BY JESSICA LANGFORD

The Montessori method is a holistic pedagogy devised by Dr Maria Montessori in Rome in 1907, and is implemented in over 22,000 schools in 110 countries. It was devised by an objective scientist without preconceived notions of what education should look like. The teaching style responds to the child’s style of learning, the materials capitalise on the child’s natural impulses, and the environment reflects the child’s innate needs.

• The philosophy can unite a diverse team through a shared vision Diversity of staff can be wonderful, Jessica Langford but sometimes the different perspectives conflict. Montessori provides a common ground upon which all of the unique individuals can stand.

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• Professional development opportunities are widely available Opportunities spanning from introductory research right through to formal training are available in print, online and in person*.

ontessori can differentiate an early childhood setting and attract discerning parents. Montessori can be incorporated into a broad range of services; from simple inspiration, through to comprehensive implementation.

Why the Montessori approach works so well for early childhood services: • The Montessori method sends a clear message to families and communicates quality and a clear vision for the service.

It tells a prospective parent that the service is not just making things up as they go along, but that it is using a time-tested method.

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• The existing curriculum is comprehensive It provides opportunities for personalisation, but it doesn’t require every educator to reinvent the wheel.

• The principles and practices are suited to the needs of the child This obviously benefits the children, but it also supports the staff. Creating an environment that reflects the needs of the child reduces the stress for the adult.

• The parent–education element is ready and waiting Books, websites, videos, articles and other parentfriendly resources are just waiting to support the parent community.

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These benefits may convince a service that the Montessori method will support their children, families and staff. The next step is making the relevant changes. This is where many services hesitate, but you can start small.

The philosophy • Focus on intrinsic motivation rather than external rewards and punishments Montessori removes external judgements (including ‘rewards’, ‘praise’ and ‘punishments’) in favour of respecting the child’s right to self-evaluate and self-correct, and to enjoy the process rather than the product.

• The adults are the ‘guides on the side’ or the ‘sage on the stage’ The Montessori adult offers guidance and inspiration rather than direct instruction. The Montessori environment and the materials speak louder than the teacher ever does.

• Offer freedom within limits The Montessori adult expresses consistent boundaries relating to courtesy and safety – and within these boundaries, the child has an

enormous amount of freedom to make choices and express individuality.

• Promote independence The most famous catchcry of the Montessori child is ‘Help me to do it myself.’ This is the goal of the Montessori educator – not to do it for the child, but to help the child learn the skills required to do it for himself/herself.

These philosophical points prepare you to start making some changes to your environment.

The prepared environment • Cast a critical eye on your classroom environments and replace the ‘cute’ and ‘eyecatching’ with simplicity, beauty and order Montessori environments are not filled with technicolour or ‘cutesy’ décor. They are based on the aesthetic beauty of subtlety and harmony.

Promote peace and order, not a ‘sensory overload’, by taking down the posters and props.

• Remove expressions of competition and judgement A Montessori environment does not feature star charts or display work samples on the wall.

Making the most of LDCPDP funding

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CTARC is working hard with nominated supervisors in early childhood services around Australia to develop professional development programs that will maximise the return on the funding received from the Australian Government’s Long Day Care Professional Development Programme (LDCPDP). Identifying and prioritising critical training needs is essential, and the consultation process between ECTARC, service management and staff to identify professional development gaps has proved to be a highly productive exercise. Most services are choosing a mix of face-to-face workshops, webinars and/or single units studied via correspondence.

ECTARC invites all services to call for a free consultation to determine a professional development plan of action on 02 4223 1111, or to email cynthia@ectarc.com.au.

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These imply an adult evaluation of the child. These features also promote competition – one child has more stars than another – whereas Montessori protects cooperation and cohesion.

• Allow the child to express choice and selfdirection A Montessori room is prepared with low, open shelving where the child can choose from a wide range of activities. The child decides what to work with, where to place it and how long to use it for.

• Provide a mixed age range in each room An ideal Montessori environment features children from a three-year age range. This mimics the dynamic of a family or community.

• Offer an uninterrupted work cycle Montessori settings strive for a three-hour period with no imposed ‘transitions’. The children will transition from one activity to the next, but there is no adult stopping the flow.

Now your environment is ready for Montessoriinspired resources. The formal Montessori materials are readily available, but you can start closer to home.

The Montessori resources • Start with the resources already in your inventory.

Many of your existing items will still be useful. Try to only keep: • natural materials like wood, ceramic, fabric and glass • resources that are truly beautiful – not just ‘cutesy’ • materials that invite meaningful activity with opportunities for repetition • tools that will help a child engage in real experiences like cooking, cleaning and gardening.

• Choose new materials carefully Follow the strategies mentioned above when choosing

38 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

new resources. Consider the formal Montessori materials as the next investment you make.

• Limit the materials Offering a limited quantity of materials scaffolds the child for success; he or she can care for the materials, maintain order and pack up independently.

• Define the child’s workspace and protect his/her rights Offer small rugs or mats to define a child’s activity area on the floor. Once an activity is placed in this space, the Montessori child is entitled to the sanctuary of independent concentration. The Montessori child may choose to share, but an adult never forcibly imposes it.

• Promote real, purposeful experiences Montessori places a strong emphasis on connecting the child with reality and promoting meaningful life skills. Feature real food that children can cook and consume, rather than just ‘pretend’ food.

• Provide child-sized cleaning tools Child-sized, functional tools allow the child to develop independence, personal responsibility and a sense of agency.

Starting with these small changes allows you to take the first steps in your own Montessori journey!

For information about professional development opportunities (including workshops, conferences and formal training) visit the Montessori Australia Foundation website at www.montessori.org.au* Jessica Langford is a qualified Montessori educator who has been working in the sector for the past 10 years. She was raised by a ‘Montessori mum’, Barbara Langford, who is also a Montessori professional. Jessica is the Director at Jescott Montessori Preschool in Magill, South Australia.

Jessica can be contacted on sales@montessorichild.com.au

training + recruitment

training + recruitment

Endless options for children’s services

H

unter TAFE Children’s Services provides a large range of educational programs for the early childhood education and care sector across the Hunter and Central Coast regions. From a Statement of Attainment, Certificates II, III and IV, a Diploma or a Bachelor in Early Childhood Education and Care, your options are endless! Delivery options are comprehensive, ranging from face-to-face classes (either full- or part-time) and work-based delivery, to online or blended flexible study. Whether you’re looking to gain employment or upskill, Hunter TAFE Children’s Services covers early childhood education and care, as well as school age education and care (OOSH), which aim to provide learning programs to meet sector and individual student needs, including: • high school students opting to study children’s services qualifications as part of the HSC • existing workers wishing to upgrade their skills and knowledge • those seeking to gain employment in the sector • those wanting a teaching qualification via our Bachelor of Early Childhood Education and Care (birth to five years old).

You can study Children’s Services at Hunter TAFE Cessnock, Muswellbrook, Ourimbah and Glendale campuses. Students have access to purposebuilt facilities with state-of-the-art classrooms, comprehensive library collections both on site and electronically, and learner support services. Hunter TAFE Cessnock, Glendale and Ourimbah campuses accommodate a Children’s Services ‘Play Session’, which runs on weekdays. Teaching staff look beyond the traditional classroom to deliver quality training.

Our highly qualified, industry-experienced teachers are focused on their professional development in order to meet the needs of students and expand the knowledge and skills base of the section. Hunter TAFE Children’s Services has extensive experience and expertise in customising programs for a business’s particular service needs. Those taking advantage of the Long Day Care Professional Development Programme can use the funding to study with Hunter TAFE. Hunter TAFE is committed to the highest-quality education and learning programs. All courses offered are aligned with the National Quality Framework, and the most current industry sector recommendations, requirements and emerging research.

Long Day Care Professional Development Program Funding available for staff training X Y

Z

Children’s Services

Over $200 million of funding is available to Long Day Care Centres for training and support for educators over a three year period.

LDC Centres will receive funding based on their full time equivalent staffing profile and their location. LDC Centres need to complete a simple online application to receive this funding.

Once funding has been approved services are responsible for ensuring that funds are spent on activities outlined in the guidelines.

This funding can be used for: • Formal Training - Nationally recognised training packages - Higher Education – Bachelor of Early Childhood Education and Care - Recognition of Prior Learning • Conferences, Events, Workshops and Forums & Informal Training Hunter TAFE can customise training needs to suit your Long Day Care Centre

(02) 4979 1401 or

Google Hunter TAFE X • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Call 131 225

MA14069

jan.ferry@tafensw.edu.au

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 39

training + recruitment

Early Childhood Educator’s Day Celebrating Australia’s unsung heroes.

O

n 3 September 2014, Early Childhood Educator’s Day, which began in Queensland, was expanded to include early childhood educators across Australia. These inspiring people were celebrated nationally for the first time, for their admirable work, passion and dedication to the education and care of children.

Early Childhood Educator’s Day is celebrated on the first Wednesday in September each year, when educators and centre operators are encouraged to promote the day so that it is celebrated within the community.

According to Gwynn Bridge, Australian Childcare Alliance (ACA) President, ‘It is a day to reflect on the many lives you influence, the foundations you nurture, the knowledge you impart, and the care and support you provide to children and their families. You are unsung heroes and should never underestimate the significant contribution that you make to the families who entrust you with their children each and every day.

‘As educators, we reflect on our practice regularly, but we rarely take a moment to reflect on our passion and why we chose to be an early childhood educator.

‘Early Childhood Educator’s Day is [therefore] a day for you to look back on your own achievements as educators and take time to celebrate with each other, employers, children, families and your community on a job well done.’

Agreeing with Bridge’s sentiment is Education, Training and Employment Minister, the Hon. John-Paul Langbroek, who says, ‘Early Childhood Educator’s day is the perfect opportunity for families to acknowledge the wonderful work done by early years educators.’

As part of this year’s celebrations, ACA Queensland partnered with Modern Teaching Aids to offer three $1000 vouchers to support early childhood educators, and help them to provide even richer learning experiences for the children in their care on a daily basis. For a chance to win the prize, early childhood educators were asked to share the highlights of their day with ACA Queensland by sending in stories and photos of their festivities.

This year, early childhood educators and carers were asked to explore and reflect upon the relationships that they share with colleagues, children and families. The most inspiring were awarded the prize money.

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Children are the future. Early childhood education is one of the most important roles within the community, helping to nurture, encourage and shape future generations. ACA’s intent is to raise community awareness of the education and social value in the work of early childhood educators, and their tireless committment each and every day to Australia’s children.

From everyone who was involved with the establishment of Early Childhood Educator’s Day, and from everyone here at Belonging Early Years Journal, we would like to thank you for being a part of an extraordinary team of wonderful Australians who continue to make valuable contributions to early childhood education.

Gwynn Bridge says it best: ‘I’m proud to be an early childhood educator, and I know you are, too.’

technology + education

Digital technologies provide children with opportunities to explore, create, communicate and connect with their world, and to support them to become confident and engaged learners.

T Using digital technologies in the early years

he Victorian Department of Education and Early Childhood Development (DEECD) has developed the Victorian Early Years Learning and Development Framework and Strategic Plan to support all early childhood professionals to work together and with families to achieve common outcomes for all children from birth to eight years old. Information on the framework can be found at: www.education.vic.gov.au/about/department/ Pages/eystratplan.aspx The framework recognises that digital technologies include much more than computers and tools used for information, communication and entertainment. Technologies include a diverse range of products, processes, systems, services and environments. For example, robotics, videos, cameras and some games allow children to explore and create, not just consume, technology.

A range of devices are being used in early childhood settings, including desktop computers, tablets, apps, cameras, robotics and other online resources. During the early years, it is important to educate children about how devices and computers work, and help them to use technology as a tool to promote discovery of the world around them.

As children grow more confident in using digital tools, they experiment with different technologies to problem-solve, and they can use digital tools to design, draw, edit and build their ideas.

One Melbourne kindergarten is currently trialling the use of Windows tablets with a stylus. This portable device is enabling students to take their learning outside and around the classroom, embedding its use across the curriculum. The trialling of devices collects evidence on how a digital technology is providing children with rich learning experiences of both consuming and creating content.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 41

technology + education

A key challenge for early childhood professionals, teachers and the Department is to ensure that decisions about how, when and why to use technology are determined by what best meets the needs of learners. To assist early childhood educators in their digital learning choices, the

RESOURCES: DEECD website The DEECD early childhood webpages have information for service providers, educators and parents on a wide range of topics, including support resources, child health, regulation and quality assessment, and family engagement.

Go to: www.education.vic.gov.au/childhood/ Pages/default.aspx.

Educators can also find many resources in the Supporting Digital Learning webpages, including professional learning and supporting resources for teaching with digital technologies. www.education.vic.gov.au/school/teachers/ support/Pages/digital.aspx

FUSE FUSE, the Department’s digital resource repository, has an area specifically designed for young children – https://fuse.education.vic.gov.au/ child/pages/Default.aspx – as well as resources for educators and parents. By clicking on the images on the webpage, children can access websites to help them read, learn, play and create online. From the Teacher page, you can search the resources using the Victorian Early Years Learning and Development Framework (VEYLDF).

Cybersafety advice on how to use FUSE safely can be found at: https://fuse.education.vic.gov. au/child/pages/aboutesafety.aspx FUSE is in the beginning stages of a redevelopment, which will include a redesign of the Early Childhood section, and broadening the Teacher page to be more inclusive of professionals in the early childhood sector.

The Contemporary Literacy Practices of Preps resources DEECD worked with 20 prep classes from Victorian government schools to investigate the amazing

42 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

Department provides a variety of resources for parents and educators.

For further information on how digital technologies can be used effectively in Early Childhood settings, please contact digital.learning@edumail.vic.gov.au.

capabilities of young learners to acquire the digital literacy skills that they need for life in a connected world.The Contemporary (Digital) Literacy Practices of Preps Project Report provides findings from the research project. A copy of this report can be accessed at: https://fuse.education.vic.gov.au/?B5YLSZ From these experiences, DEECD developed The Contemporary Literacy Practices of Preps e-book to provide prep teachers with 63 learning activities to help their students to acquire necessary digital literacy skills and to capitalise on the power of ICT to share, collaborate and communicate in and beyond the classroom.

The e-book is set up as a series of learning activities clustered around eight skill sets that are necessary for contemporary literacy. These include: safe, ethical and responsible use of technology; collaboration; creativity; critical thinking and evaluation; cultural and social understanding; effective communication; finding and selecting information; and functional skills.

For a copy of the e-book, go to: https://fuse.education.vic.gov.au/?KY8WDK

Royal Children’s Hospital (RCH) Education Institute use of iPads The Department’s iPads for Learning website provides case studies, resources and more than 200 reviewed apps that can be used in education (www.ipadsforeducation.vic.edu.au). One of the case studies is an interview with an early childhood educator at the RCH’s Education Institute who works with children aged three to five who need to stay at the hospital.The video demonstrates how the use of iPads and the RCH’s educational app Create, Explore, Learn enables these children to continue their learning by providing interesting and engaging learning experiences.To access the video on the iPads for Learning website, go to: www.ipadsforeducation.vic.edu.au/ipadeducation-case-studies/early-years.

finance, finance,business business ++ property property

Attracting childcare development capital With demand for childcare 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.

‘B

uild 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.

• 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.

With increasing multiples being paid for childcare businesses, 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 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 that makes long-term commitments in the form of real estate lowers both the long-term cost as well as 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; 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

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finance, business business++property property finance,

The best operators have almost all of the aforementioned attributes. The age-old business adage ‘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/demand and scale. What the industry has learnt since the GFC is that quality childcare and profitability are intertwined – they both encourage each other, and you can’t have one without the other.

So, what are the ‘right’ metrics? Simply, staff costs at less than 55 per cent of gross revenue at 85 per cent occupancy, and total occupancy costs at less than 17 per cent should provide an earnings before interest, tax, depreciation and amortisation (EBITDA) margin of around 15–20 per cent. This range will vary depending on your specific needs and daily rate, and centres achieving more than $100 per day in average fees can move outside these ratios. An exhibited discipline in maintaining metrics that provide profit, together with the strong management and quality standards, 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 accounting for up to 60 per cent of the development costs) reduces the impact on free cash flow and exposure to debt, and maintains business returns.

Maintaining a sustainable occupancy cost remains one of the controllable aspects of the sector, and is something that long-term and aligned capital providers acutely understand.

Speed to market and managing your cash flow take on even greater importance when assessing greenfield sites, as you build toward a break-even occupancy and your ability to fund the start-up period, as with any new business.

Competing with residential developers will always be a cost factor, as Australia’s population continues to grow at world-beating rates, making land purchases and development even more expensive for small business.

New development expansion can potentially provide other benefits to your business. Operators able to cluster their operations are yielding benefits in terms of staff cost, where staff members may be transferable between centres, as well as maintaining market share through the all-important aspect of continuing community involvement and profile.

Working with a capital partner that understands the industry, local conditions and your business model is a competitive advantage that will assist you to meet your expansion plans. With advancement comes increasing levels of competition, pressures on labour supply and costs, as well as increasing government regulation; just like all other industries, margins will continually be under pressure. That makes optimal capital structuring even more critical to maintaining ongoing levels of profitability in an ever-changing and occasionally surprising childcare landscape.

High land values and a shortage of suitable sites are expected to always remain some of childcare’s great barriers to entry. From a business perspective, they can also be an ally to the industry in limiting the potential for oversupply, which drives down viability and, ultimately, quality.

Nick Anagnostou is the Chief Executive Officer of the ASX-listed Folkestone Education Trust (ASX:FET), which owns over 350 childcare centre freeholds, and partners with some of Australia’s best operators in building their businesses. Folkestone Education Trust has constructed over 40 new centres, with an existing development pipeline across Australia.

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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 357 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,

A strong leader for the childcare sector

T

otal Childcare Solutions has established itself at the forefront of the childcare industry in Australia through forward-thinking business planning.

Led by Founding Director John Wall, the company’s growing management team has more than 40 years of experience, is passionate about quality learning outcomes, and strives to ensure that all children in their care have access to the best start in life.

The family-owned business has assisted over 300 owners and investors to date in managing their childcare centres effectively.

‘Our core belief is that managing relationships effectively is the key to a successful childcare business – happy staff make for happier children, and happy children means happier parents, so this makes child care easy and rewarding for everyone,’ says John.

‘We operate under seven quality standard solutions to ensure the quality of child care. We specialise in childcare management, new centre start-up, consultancy and centre acquisitions.’

John remembers the impact that different aspects of his own childhood has had on his life: ‘I’m 55 and I remember having fun with my siblings in the great outdoors; but sadly, today, many of our children don’t get to experience the natural environment like we used to,’ he says.

‘It’s invaluable to offer a child that kind of positive experience, and we strive to create fun environments that also challenge children’s mindsets.’

John has worked for many of Australia’s highly respected and well-recognised childcare organisations, including taking an active role in shaping the industry as the sole Australian childcare expert in the internationally renowned consultancy network, the Gerson Lehrman Group.

He began his career in Hervey Bay with Russell Hutchison at Hutchison Child Care Services, where he gained expertise in childcare management while learning the best way to maximise a centre’s financial returns.

Now, for more than 15 years, John has specialised in strategic analysis and development of sustainable childcare centres, focusing on encouraging happy children and healthy bottom lines.

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‘The childcare industry has evolved, and we’ve come a long way in my 17 years, including setting new standards in 2012. So, I think our industry is now the strongest it has ever been, and offers exciting and fulfilling careers,’ he says.

John believes that Total Childcare Solutions Australia can uniquely engage with a broad spectrum of clients, from leading franchises to the smallest childcare centres.

‘For buyers or sellers in the industry, I believe that we have the answers. We genuinely want to support businesses, and take pride in bringing buyers and sellers together to work collaboratively, cut the red tape, and make the sales process easy for both parties,’ he says.

Business partner Fiona O’Donnell explains the close relationship that all of the staff have with each centre: ‘Like us, our clients are educators, centre managers and owners, and our vision is to make good things happen for other people,’ she says.

John has been nicknamed the ‘Grandfather’ of the Australian childcare industry, and both his own and the company’s reputations for leadership are renowned.

‘I think that the key to our success is that we genuinely care for other families; we know how to help centres reach their goals, and see our reward in getting those results.

‘It’s not simply a business – it’s a calling.’

For more information, visit: www.totalchildcaresolutions.com.au.

Secure the best sale price for your centre now!

Here are the top 5 reasons why we say that NOW is a great time for selling your centre.

NOW ise the timL to SEL e h while t is market H at a HIG

1. Market High - Gain the best sale price for your centre 2. Buyers Waiting - We have genuine buyers ready to purchase immediately 3. No Commissions - We are not agents, therefore there are no hefty commissions that you would otherwise have to pay 4. Family Values - We are a company founded of family values with the interests of families and children of the centre our highest priority 5. Leading Educators - We are leading educators with a strong focus in staff training and development to provide the best possible care

If you are thinking about selling your centre, we urge you to speak with us now.

With the market at the highest it has been in many years, you can maximise your sale price with a quick and seamless process.

While sale price is extremely important, here at Total Childcare Solutions, we strongly believe in protecting the legacy you have created for your centre so that the children, families, and staff of your centre continue to feel at home and an important part of a community hub.

Contact John Wall and his team now for a no obligation, completely confidential discussion to discuss your options.

Phone 1300 851 331 or email John Wall on john.w@totalchildcaresolutions.com.au

www.totalchildcaresolutions.com.au info@totalchildcaresolutions.com.au | Phone 1300 851 331 QLD | ACT | NSW | VIC | SA

Australia

finance, business + property

The childcare puzzle: part two In part two of his analysis of the appetite for childcare centres, John Wall of Total Childcare Solutions explores the current market, and what it means for mum and dad buyers who are interested in buying and selling these businesses.

I

t is clear that there is some confusion among the mums and dads that hold 80 per cent of long day care centres. There is also a lack of understanding around the real economics of our industry because it’s a space that a lot of investors are looking into at the moment, especially since the end of the mining boom.

Childcare Solutions) manage one of these funds. Now, investment funds come from private equity companies that manage funds on behalf of high-wealth families that invest their super into private equity companies.

These companies have a strong appetite for our sector, as well.

Our sector is well on top at the moment, with real, stable returns on investment, and buyers able to achieve anywhere between 18 per cent and 25 per cent return on their business investment.

So, as highlighted here, there are many different buyers out there for the sector; there are very genuine buyers, as well. But who’s the right buyer for you? One thing that I have come to understand after 17 years in the businesses of childcare centres is the relationships that sellers want to protect: the relationships between children, staff and parents. I also understand that one buyer might not be the right buyer for a particular centre, but is a perfect fit for another; and it’s really to do with the culture of that business.

The appetite for freeholds is also going strong. We’re seeing that most buyers today are mum and dad buyers, who manage their own superannuation funds, which are known as self-managed superannuation funds (SMSFs).

I manage a lot of unit trusts, which are put together under the ruling of the Australian Taxation Office (ATO) so that mums and dads can invest in buying units in a unit trust; we put childcare centres into these unit trusts. Now, mums and dads want to buy freeholds, and we’re seeing yields as low as six per cent. The lower the yield, the higher the acquisition price. We’ve never seen that before; yields have traditionally been around 8.5 per cent. We even saw one sale in Sydney at 4.31 per cent yield, which must be a record! The funds for these sales and acquisitions are SMSFs. So, we have a different buyer out there today. We have mums and dads who want to buy childcare centres; we have mums and dads who manage their own superannuation funds and want to buy childcare centres; and we have mums and dads who are able to buy the whole freehold in their own name with their superannuation funds.

We are also seeing investment funds, which have recently become very popular. Today, we (Total 48 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

There’s a lot of ‘value add’ to the culture of a childcare centre today. What happens in Cairns doesn’t happen in Essendon, and what happens in Essendon doesn’t happen in Toorak. Every childcare centre I see across the country has its own soul and culture. It can take me three months to understand the culture of each centre to be able to write the story of that childcare centre and ascertain real value. So, protecting that culture and soul, and the relationships between children, staff and parents is very important.

Who’s the right buyer for you? Connecting the right buyer with the right seller is important; do it wrong, and it can hurt the business. What I do know about the mums and dads out there is that they will actually consider a cheaper acquisition price to ensure that their culture and their family, their staff and their children, as well as what they’ve built over many years, are all protected.

finance, business + property

finance, business + property

Why women need to boost their super

W

omen haven’t always enjoyed the same super rights as men. In fact, until the 1970s, some women were even excluded from super when they got married.

While super rights for women have thankfully improved, many continue to miss out on valuable super benefits.

On average, women are still paid less than their male counterparts. Plus, the amount of super that women generate during their working lives is often impacted by career breaks to care for family and a greater tendency to work part time.

Coupled with the late introduction of compulsory super in 1992, these factors have left many working women at a disadvantage when it comes to their super savings.

That’s why it is so important for women to take a proactive approach to managing their super.

By keeping track of your account balance, choosing investment options that meet your needs, and contributing a little extra, you can keep your super on track for the retirement you want.

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HESTA’s team is here to help its members every step of the way. In fact, most of HESTA’s 785,000 members are women, so its Superannuation Advisers, Member Education Managers and Financial Planners understand the challenges that women face in building their super.

Take your first steps to a better tomorrow today – to start changing your future.

Visit hesta.com.au/boostmysuper for ideas on how you can boost your super, or call 1800 813 327 to speak to a HESTA adviser.

With more than 25 years of experience and $28 billion in assets, more people in health and community services choose HESTA for their super.

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

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 49

finance, business business++property property finance,

Why have so many owners sold to G8 Education?

G

8 Education’s rise has been well documented of late; and with its half-yearly results slotting in above market expectation, things don’t look like slowing down. Who better to understand how the company has achieved such great success than its acquisitions manager, Sean Collins of Collins Acquisitions.

What has been the key to G8 Education’s acquisitions?

Its success in acquiring so many centres has been driven by a few factors: people, process and price.

These three important factors in a sale ensure that owners get a great price, timely settlement and a meaningful relationship well after the sale.

How have G8 Education’s people helped?

From the CEO down, the G8 Education team is personable, approachable and accommodating.

These factors have helped vendors feel confident that the sale of their childcare centre is in safe hands and with people they can trust. G8 Education understands that the key to good growth is relationships, and has built a great reputation around repeat business because of this.

What is involved in the process?

In the last two to three years, G8 Education has acquired over 300 centres so, as you can imagine, that can come with challenges. This has helped create a process that gives vendors one contact, from exchange of contract to settlement, managing several processes that happen concurrently to achieve a timely deal.

It gives many vendors comfort that, even with their own lack of experience at selling a business, the buyer is looking out for them, as well. There are so many areas of importance in a sale, such as ensuring that staff have a job that they manage particularly well by providing a welcome night to give staff comfort for their future. Lease assignments can also be a challenge if the landlord is difficult, as well as licence transfers and, of course, contracts. Having a good process is paramount to a happy sale.

What can owners expect in price?

With G8’s desire to grow, we look to quickly agree on a price that both parties are happy with. G8 does not require banking finance, which gives it a huge

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edge over its much smaller competitors. Vendors know that when G8 gives an offer, it is firm, achievable and without risk. This is often the first thing agreed to in a transaction, but, by the time a deal is complete, owners quickly realise that it was not the only thing that mattered in the sale. Many buyers out there today claim to pay a good price, but often can’t deliver.

Any advice you can give owners when selling?

Whether G8 Education is your first phone call or last, it just makes sense, as history shows it is most likely going to be the buyer that will put you in the position to assure your future.

{ For more information please visit www.collinsacquisitions.com }

MELBOURNE SYDNEY PERTH ADELAIDE BRISBANE 03 9681 8731 02 8078 6945 08 6311 2808 08 8311 3760 07 3054 7150

finance, business + property

Childcare services brought online by national system

W

ith more than one million children currently in approved child care, and over 16,000 approved childcare services providing care for these children across the country, the Australian Government Department of Education relies on its Child Care Management System (CCMS) to support many facets of childcare transactions.

recently developed a fact sheet for service providers.

The fact sheet includes questions for service providers to ask a software provider when selecting a product to interact with the CCMS. This fact sheet is designed to help new services searching for their first registered software product, and existing services seeking to change their software product.

The CCMS is a national online system that processes more than one million transactions every week. It is used to calculate fee reductions and make payments to services for children in approved child care on behalf of families that are eligible to claim the Child Care Benefit.

The fact sheet – titled ‘Questions to ask your Child Care Management System (CCMS) Software Provider’ – was released to services on 12 June 2014, and is available online at the Department of Education’s website.

The CCMS is used by approved childcare services to report child enrolment and attendance information to the Department of Education. Information entered into the CCMS is then used by the Department of Education, Department of Social Services and Department of Human Services to calculate and pay families’ childcare entitlements. Family Assistance Law requires all approved childcare services to report on enrolments and attendances via the CCMS.

• support available from a software provider

To interact with the CCMS, approved childcare services need a registered third-party software product. In order to be registered, software products are tested to ensure that they meet minimum requirements for connecting with the CCMS and can provide the information in a format that is required by the Australian Government. Software products can sometimes include other functions in addition to meeting CCMS requirements; however, these functions are not tested during the registration process.

There are currently 25 registered software products available on the market, and it is important that childcare services select a product that meets their business needs. While the Australian Government has provided services with a list of available software, it does not endorse particular products. Services can access this list through the Department of Education’s website, www.education.gov.au.

To support management and administration staff in approved childcare services and their diverse range of technical abilities, the Department of Education

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The fact sheet covers questions on a range of topics, such as: • costs of a registered software product • key computer system requirements • software functionality • questions to ask if seeking to change software product.

Selecting a software product depends on the business needs of an approved childcare service, and services should carefully consider what they want and need in their software, including, but not limited to, capacity to meet Family Assistance Law requirements.

The government supports services by providing them with easily accessible information and guidance for services seeking help when using the CCMS. Information, including the Child Care Service Handbook, fact sheets and answers to frequently asked question are also available on the Department of Education’s website.

A CCMS Helpdesk operates to further support services when they experience technical difficulties and their software provider cannot assist. The CCMS Helpdesk is reached via a hotline and email. The CCMS Helpdesk can also answer some policy questions that relate to use of the CCMS. Phone: 1300 667 276 (9.00 am until 6.00 pm AEST/ AEDST weekdays) Email: ccmshelpdesk@education.gov.au Further information about the CCMS is available on the Department of Education’s website: www.education.gov.au.

finance, business + property

finance, business + property

Buy, hold or sell? The million-dollar question

V

ictorian-based real estate agency Melbourne Acquisitions is a property consultancy that provides childcare acquisitions and divestments solutions. Prior to the company being established, its Founder and Managing Director, Dominic Gibson, was involved in major national portfolio disposal strategies on behalf of Austock and Octaviar. These assets included vacant childcare centres, development sites with permits, leaseholds, businesses and freeholds.

Gibson says that, today, the market is in much better shape, there are fewer distressed sellers, and profits are higher due to a number of factors. This positive sentiment is also being driven by demand from listed companies and funds that sometimes prefer to acquire leasehold assets and businesses rather than freeholds, allowing fewer liabilities on balance sheets and more funds available to invest into new childcare opportunities. Conversely, there are some bigger players who prefer to buy freeholds that are also looking around at the moment.

Subsequently, we are now also seeing increased competition from cashed-up private groups aggressively moving into the childcare sector; many of these participants have already secured funding, and are

usually backed by private equity locally or from overseas.

Gibson says that his company is receiving strong enquiry from both listed companies and overseas groups, mainly from South-East Asia. It’s not just the private equity firms and fund managers, either; it’s also offshore childcare operators looking to enter the Australian market, which is becoming increasingly popular to those who don’t have any presence here.

Given the unprecedented demand, Gibson believes that it is an opportune time for local childcare operators to review their exit strategies and to capitalise on the attractive multiples being offered for businesses at the moment. In addition to offshore interest, there are also many experienced local childcare operators currently expanding their businesses to increase earnings before interest and tax (EBIT), which appeals to the larger publicly listed companies, unlisted funds and private equity groups.

We are also experiencing strong demand nationally from passive investors who are bidding aggressively to secure childcare freeholds, with transactions taking place below six per cent yields. We also have many buyers on our books looking to buy childcare development sites, and tenants looking for new centres.

we are a full servIce real estate aGency specIalIsInG In chIlDcare.

Our team’s recent experIence IncluDe:

sOlD

sOlD

sOlD

Childcare Portfolio $13.37m

Development Portfolio $2.2m

Childcare Centres $32.5m

OFF-MARKET OPPORTUNITIES wANTEd If you are looking to buy, sell or lease, or for a confidential discussion and market assessment call Dominic Gibson on 0409 366 941 today.

Office web

Suite 1, 222 St Kilda Rd, St Kilda, VIC 3182 www.melbourneacquisitions.com.au

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finance, business business++property property finance,

Ensure a maximum return for your childcare centre

A

s simple as ABC, the childcare industry has once again become the ‘next big thing’ for corporate Australia. As legal advisers to some of Australia’s most active childcare centre acquirers, we have witnessed firsthand the bargaining power that sellers can exert.

So, as an owner and vendor of a hot commodity, how do you leverage your position to ensure the maximum possible return for your business? Set out in this article are four points that sellers can negotiate during the contract discussions.

1. Price Take advantage of the current industry climate – it is a seller’s market! Don’t be afraid to shop your business around and negotiate an increased purchase price.

Buyers are willing to pay above-market rates for good centres – don’t be afraid to demand a higher price.

2. Liabilities If a buyer won’t agree to an increased purchase price, negotiate what liabilities the buyer takes at settlement. Buyers may be willing to assume a larger portion of your employee liabilities, or equipment leases and hire purchase agreements, on the basis of those items not being ‘up-front’ costs.

3. Warranties Leverage your selling power and reduce the warranties you are contracting for. Generous due diligence time frames should give buyers satisfaction about the business value. Limit the mechanisms to claw back a portion of the sale proceeds following settlement.

4. Confidentiality Make sure that the buyer signs a non-disclosure agreement before they get access to your business information or start the negotiation process.

Jon Meadmore, Partner, CBP Lawyers www.cbp.com.au

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finance, business + property

What do I need to consider when buying a childcare centre?

BY PATRICK FLANAGAN AND BRAD LOFTUS

W

hether it is your first acquisition or you are expanding your business, the prospect of buying a childcare centre is an exciting opportunity, but it is also a long-term decision that presents many challenges that you need to be prepared for. In this issue, we will cover the key considerations required to help you make a wellgrounded buying decision, and best position yourself to achieve your business goals.

The five key considerations for buying success are: 1. Does the price represent market value?

2. Have you conducted financial, market and operational due diligence?

3. Does this opportunity fit with your current business plan – do you even have a business plan?

4. Can you afford the investment?

5. Are the contract terms and conditions appropriate?

Does the asking price represent market value?

Similar to buying a home, it is important to detach your emotions from an objective process of assessing a financial or investment decision. The foundation to this is to understand whether the price that the vendor is asking for is realistic, and is based on its market value.

Business vendors often have a desired figure in mind, which may not be linked to the financial performance

and potential of the business. Therefore, an important first step is for you to obtain an independent assessment of the value of any business that you are looking to acquire before proceeding further.

Have you conducted financial, market and operational due diligence?

When you buy a second-hand car, you don’t think twice about taking the vehicle for a ‘100 point check’. This approach should also be applied to any business purchase. It is critical to understand what you are buying.

You will be provided with information about the performance history of the business, and these results will need to be reviewed with healthy scepticism. This investigation will also help you to understand the market in which the centre is operating. Through this process, you will need to gain a clear understanding of the following: • why the business is for sale • location and accessibility • current and potential competitors • local demographics, demand and pricing elasticity • future capital expenditure requirements • scope for growth.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 55

finance, business + property

Due diligence will also be influenced by what you are buying. For example, if you are buying shares in a company, you will also be buying the history and obligations of that company, including any undisclosed debts.

How does this opportunity fit with your business plan?

When planning a major capital investment, you must have a well-considered business plan. Whether this investment is going to be your first acquisition or fifth, you need to ensure that the centre is the right fit for your goals, complements your current business and is a feasible business into the future. The investigation completed during your due diligence will form the base for your business plan.

This document will consider the centre’s pricing, marketing plan, competitor analysis, staffing requirements, growth projections, organisational fit and funding requirements. Once you understand these factors, you can project the expected occupancy and your staff roster to ensure that you are not unnecessarily operating above the minimum legal requirements, and that your business achieves its break-even point sooner.

This planning document consolidates these considerations into a single concise document that will ensure that you consider whether this investment is going to complement your business, or whether it will unnecessarily complicate and place strain on the operations and finances of your existing business.

Can you afford the investment?

Banks are in the business of lending money and getting a reliable return on their investments. By building an intelligent business plan, you will not only be providing yourself with peace of mind, but you will also be showing the bank that their investment in you will provide them with a reliable return on their investment.

Your due diligence and planning will ensure that you are looking past the successful loan approval and are ensuring that you are able to comfortably service the debt into the future, even if the unexpected occurs and strain is placed on your working capital.

Having the bank on your side will be crucial, given that your plans will never come to fruition if you do not have the funds to implement the plan.

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Are the contract terms and conditions appropriate?

The purchase contract will need to be tailored to reflect the specifics of each transaction, and the choice of acquisition mechanism. The type of documentation required will be dictated by the mechanism of the acquisition (for example, purchase of shares in a company, formation of a partnership, direct purchase of business assets).

It is important that you execute the contract with care to ensure that you address your legal obligations and tax exposures. For example, where you are seeking to acquire the business as a ‘going concern’ (GST-free transaction), there are certain requirements for both the vendor and the purchaser beyond the mere agreement on this condition in writing.

There will also be negotiation with the vendor around key terms and conditions. Contract terms and conditions that you should receive guidance on include: • the mechanism for payment and timing • restrictive covenants on personal and competitive territory • warranties and indemnities regarding underlying title and assets • transfer of property lease • provisions regarding balance day adjustments • provisions dealing with employee transfer and leave entitlements • mechanism for dispute resolution.

It is recommended that a solicitor with commercial experience be engaged to assist you through this process.

There is always a lot to consider when making an investment decision and this is especially the case when buying a business. It is critical that you understand what you are buying, the complexities of the buying process, and what your plan is once the business is yours. By approaching the purchase with healthy scepticism, and conducting thorough due diligence and planning, you can be confident that the childcare centre you acquire will have every chance for success, and the investment will help you meet your personal and business goals.

Patrick Flanagan is a Director, and Brad Loftus is Manager of Business Solution, at RSM Bird Cameron, Sydney. Website: www.rsmi.com.au

finance, business + property

finance, business + property

Great from afar, but far from great

H

ere at RSM Bird Cameron, we recently had a client approach us to discuss a potential investment in an established franchised childcare centre. On the surface, the investment ticked all of the boxes: high-occupancy rates, growing profits, great location and a modern facility.

The investment seemed too good to be true, but once we investigated further, the real picture began to emerge, and it was not as good a prospect as it seemed.

When the client came to us, their focus was only on the positives, and they were unable to identify other issues or risks that they were exposing themselves to, such as: • Would the investment stretch their financing too thin?

• How profitable would the business be under the proposed franchise agreement?

• Did this fit in with their overall plan for income and wealth creation?

The question we asked was: What is the true value of the business after the transaction takes place?

This investigative process involved comparing our RSM Best of Class benchmarks against the centre, and running a fine toothcomb over a number of the

X • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

financial transactions contained within. As a result, we identified that: • franchise costs were comparably high, with only minimal support from the franchisor in return • currently, rental costs were paid to a related party, and were well below the market rate; posttransaction, they were going to increase substantially • to date, a large amount of administrative expenses had been absorbed by the vendor’s head entity; these expenses were direct expenses of the centre and would impact profit materially.

As a result of our adjustments to the forecasts, the profitability of the investment decreased to the point where our client would struggle to ever make a return on the investment.

By focusing on the underlying quality of an investment, this process has ensured that our client did not make a poor investment, and provided them with the skills to identify potential issues when making future investment decisions.

If you would like to find out how we can help you to understand the quality of a potential investment, or to help you develop your centres into star performers, please contact Brad Loftus or Patrick Flanagan at RSM Bird Cameron at childcare@rsmi.com.au.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 57

nutrition + menu planning

Organic recipes Some great, easy-to-make recipes that incorporate readily available, certified organic ingredients. To make sure ingredients are really organic, look for a certification logo like Australian Certified Organic.

Organic frittata and seasonal vegetables Ingredients 6 eggs

¼ cup milk or milk alternative

1 punnet cherry tomatoes, some reserved for decoration and sliced Bunch of asparagus or an in-season alternative like green beans Cracked pepper

1 carrot, grated 1 zucchini, grated

2 tablespoons chia seeds (optional).

Method 1. Prepare ingredients and mix together in a large bowl.

3. Bake in the oven for 30 minutes at 180°C, or until golden brown.

2. Add eggs and milk, and pour into an oven-safe dish. Decorate with asparagus and tomatoes.

4. For bite-size frittatas, use a cupcake tray.

Zucchini pesto ‘pasta’ Simple pesto Ingredients

2 tablespoons of oil – olive, macadamia or coconut

1 large bunch of basil

¼ cup parmesan cheese

1 clove of garlic

¼ cup of your favourite nuts – macadamia, walnuts or pine

1 teaspoon of ground black pepper

nuts.

Method 1. Blend all ingredients in a food processor until they form a chunky paste.

Tip – to make a nut-free version, replace nuts with sunflower seeds.

Zucchini ‘pasta’ Ingredients

Handful of chives, diced

1 large zucchini per child, julienne grated

1 punnet of cherry or grape tomatoes, sliced into quarters.

Method 1. Julienne the zucchinis.

2. Add the pesto, chives and sliced tomatoes to the zucchini and toss.

3. Serve immediately fresh, or quickly toss in a wok to warm through. Enjoy!

For more information, and for more organic recipes, visit austorganic.com.au.

58 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

nutrition + menu planning

nutrition + menu planning

Catering with health in mind

H

earty Health specialises in catering for childcare centres, kindergartens and preschools. Hearty Health has been thriving since 2000, providing healthy meals, imaginative menus, happy children and cost savings to centres.

We understand that healthy eating habits start at an early age. We operate from a full commercial kitchen with state-of-the-art equipment employing only qualified chefs. Fresh and nutritious meals are delivered daily to centres throughout Melbourne.

Prices are fixed for 12 months.

Hearty Health delivers a unique service – ‘There are no gimmicks – just quality meal preparation with quality service at a reasonable price.’

E: info@heartyhealth.com.au W: www.heartyhealth.com.au

Hearty Health caters for childcare centres just like yours Hearty Health provides nutritious and healthy food, cooked fresh and delivered daily.

We can even assist you on a temporary basis while you are in the process of advertising, interviewing and employing a cook.

Did you know that we: • provide nutritious and balanced meals – we only use fresh produce!

• cater for all special dietary requirements, including dairy-free, egg-free, vegetarian, anaphylaxis and so on • deliver daily directly into your fridge • offer full assistance with all of your kitchen administration, including food safety plans, achieving accreditation, preparation for audits and more.

Hearty Health offers different levels of service to meet your budget.

Give us a call today to find out about the level of service we could offer your centre, and let us provide menus and meal samples so that you can see for yourself the quality of the nutritious meals we provide.

www.heartyhealth.com.au | Ph: 9357 6760 X • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 59

child health + safety

Living and learning the SunSmart way An essential learning experience for all children living in Australia is how to be sun smart.

T

oo much exposure to the sun’s ultraviolet (UV) radiation can cause sunburn, skin and eye damage, and skin cancer.1 Australia has one of the highest rates of skin cancer in the world, with two in three Australians developing some form of skin cancer before the age of 70.2 Sun exposure in the first 10 years of life determines, to a substantial degree, the lifetime potential for skin cancer, while sun exposure in later life determines the extent to which this potential is realised.3 Too little UV can lead to low vitamin D. Vitamin D is essential for healthy bones and muscles, and for general health.4 So, it’s about finding the right balance.

National SunSmart Early Learning Program All state and territory Cancer Councils offer local early childhood providers’ membership to the National SunSmart Early Childhood Program. The Program supports childcare services to develop and implement a comprehensive sun protection policy that meets 1 Leyden J. ‘What is photoaged skin?’ European Journal of Dermatology 2001; 11(2): 165-167.

2 Staples MP, Elwood M, Burton RC, Williams JL, Marks R, Giles GG. ‘Nonmelanoma skin cancer in Australia: the 2002 national survey and trends since 1985.’ Medical Journal of Australia 2006; 184(1): 6-10.

3 Armstrong BK. ‘How sun exposure causes skin cancer: An epidemiological perspective.’ In: Hill D., Elwood J. M. and English D. R. (Eds). Prevention of Skin Cancer. Dordrecht, The Netherlands: Kluwer Academic Publishers, 2004, pp. 89-116.

4 Nowson CA, McGrath J, Ebeling PR, Haikerwal A, Daly RM, Sanders K, Seibel MJ, Mason RS. ‘Vitamin D and health in adults in Australia and New Zealand: a position statement.’ Medical Journal of Australia 2012; 196(11): 686-687.

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the requirements of the National Quality Framework and minimal SunSmart standards. Over 7500 early childhood services across Australia (that’s over 70 per cent) proudly display the iconic SunSmart sign in recognition of their service’s effort and commitment to combatting skin cancer.

Early Childhood Services with national SunSmart status have access to resources and general policy support from their state or territory Cancer Council.

For more information, or to join the National SunSmart Early Childhood Program, contact Cancer Council on 13 11 20.

Children as partners Empowering children in SunSmart practices and routines contributes to a sense of autonomy and initiative. For example: • Ensuring hats are labelled and accessible, and allowing children to put their own hats on, acknowledges a child’s autonomy.

• Positioning mirrors at child height and providing pump-pack sunscreens enables children to apply their own sunscreen (with supervision).

• Educators can encourage children to remind each other about wearing hats and applying sunscreen. Enlisting children’s help in reminding others nurtures a sense of community and caring for each other.

• Talking and explaining to older children about a baby’s skin being more sensitive, thinner and therefore more likely to burn also contributes to a sense of caring and community.

child health + safety

• Asking children what they need to remember before going outdoors encourages independence.

• Children can be invited to locate shady places to play.

• Encouraging children to check the SunSmart UV Alert helps them to decide when to use sun protection.

Conversations with and between children Talking with children about why sun protection measures are used will help them to eventually understand their importance and encourage greater cooperation. Simple explanations that fit children’s understanding are best. A range of opportunities to reinforce SunSmart messages may occur incidentally or as a focus during group discussions based on recent events, pictures or books.

For example: • A discussion about an upcoming outing could include what sun protection steps to remember.

• A new hat could be the focus of discussion about how well it protects from the sun.

for local sun protection times. The SunSmart UV Alert is available online, as a free app or a web widget that can be added to a service’s website. It is also in the weather section of local newspapers. For more information on the SunSmart UV Alert, go to www.cancer.org.au/preventing-cancer/sun-protection /uv-alert/ Use these five SunSmart steps during sun protection times: 1. Slip on covering clothing.

2. Slop on SPF30 or higher broad-spectrum waterresistant sunscreen regularly.

3. Slap on a hat that protects the face, neck and ears.

4. Seek shade.

5. Slide on wrap-around sunglasses labelled AS1067 (if practical).

For further information, or to request a copy of Be SunSmart Play SunSmart, contact your local Cancer Council or call 13 11 20.

(On behalf of Cancer Council’s National SunSmart Schools and Early Childhood Program)

• An interest in animals might include discussions on how animals also protect themselves from the sun.

• SunSmart has an online resource at www.sunsmartposter.com.au that allows children to create and star in their own SunSmart poster.

Partnerships with families Consistent messages and practices at home and at Childcare will help children accept clothing styles, hat wearing and applying sunscreen as ‘the way we do things’. Collaboration between educators and families is crucial, as some families may not be aware of current SunSmart information and recommendations.

The power of modelling Modelling is a very powerful teaching tool; children learn much more from what we do than from what we say. It is important for all educators and staff, family members and visitors to wear adequate hats, appropriate clothing, and to apply sunscreen when outdoors.

Check the UV Alert before you Slip, Slop, Slap, Seek and Slide A combination of sun protection measures are needed whenever UV reaches 3 and above.5 Services are advised to check the SunSmart UV Alert each day 5 World Health Organization (WHO). ‘Global Solar UV Index: A practical guide: A joint recommendation of the World Health Organization, World Meteorological Organization, United Nations Environment Programme, and the International Commission on Non-Ionizing Radiation Protection.’

WHO:Geneva, Switzerland, 2002 2002. Available from: www.who.int/uv/publications/en/UVIGuide.pdf.

Special book offer for readers In collaboration with Cancer Council, Australian children’s author Libby Gleeson released a book titled A Simply Spectacular Hat. Readers can request a complimentary copy of A Simply Spectacular Hat for their childcare service simply by contacting their state or territory Cancer Council; just mention this article. To find your Cancer Council contact details, go to: www.cancer.org.au Please note that this offer is not applicable to Victorian readers.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 61

child health + safety

Promoting water safety in early childcare settings Drowning is the number-one cause of death in children under the age of five.

A

ustralia is a nation with access to abundant water environments. From beaches and lakes, to rivers and pools, there is a wonderful variety of options to choose from to cool down in summer.

‘According to Royal Life Saving Statistics, 31 children under the age of five drowned in Australia in 2012/2013, and 61 per cent of these tragedies occurred in backyard pools.’

The Kids Alive – Do the Five water safety program comprises five steps to the prevention of drowning:

In a tragic statistic, on average, one child dies in Australia as a result of drowning each week, most cases of which are preventable. It is therefore imperative that as we approach the warmer months, educators and carers ensure that their children are taught water safety.

1. Fence the pool Fences around pools act as deterrents against curious children exploring their new surroundings.

In 1991, mandatory pool fencing was introduced.

Yet, while this legislation has seen a decrease in drownings, they have not been eradicated. This can be attributed to the fact that some fences do not fully comply with legislative requirements. It is therefore imperative that all pool fences are built to specific state and territory government specifics.

In an attempt to combat the drowning epidemic young Australian children face each year, Laurie Lawrence, former Australia Rugby Union Representative and Olympic and World Champion swim coach, created his program, Kids Alive – Do the Five, in Queensland in 1988. And, in 2000, this water safety program went national.

2. Shut the gate A fence can only prevent a child from drowning if its gate is closed. Closed gates mean that children remain a safe distance from water and are not at risk of falling in and drowning. Ensuring that gates are self-closing is a great way to keep children safe from water hazards.

It is, however, important to realise that while these areas can be majestic and fun to indulge in, water is dangerous for children.

‘Water safety education is so important to save lives. Learning to swim is only one step to prevent drowning,’ explains Laurie.

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3. Teach your kids to swim – it’s great Teaching children to swim is not only a wonderful way to encourage healthy practice and ensure

child health + safety

wellbeing, it is also a way to teach children to respect water and promote water safety.

4. Supervise Children should be supervised at all times when in and around water. While flotation devices help children to stay afloat in the water, they cannot be relied upon to prevent drowning – an adult must always be alert and paying attention to children that are in water, and to those who are near the water, as overbalancing and tripping into a pool is not an uncommon occurrence for children getting used to the world.

5. Learn how to resuscitate In case of an emergency, early childhood educators, as well as parents, should learn resuscitation and first aid techniques. Performing these steps can make all the difference, as they can increase the chance of recovery.

The program’s success has seen the recent launch of a new resource that will aid early childhood educators and carers in their efforts to teach water safety. ‘Thanks to the Australian Government, Kids Alive

child health + safety

can distribute a free water safety education pack to every early learning centre in Australia. Australia Post has also come on board and will deliver these resources free of charge,’ says Laurie.

‘Centres will receive a pack, which includes four books, a music CD, and a DVD including animations and music video clips.

‘The Kids Alive resources revolve around home, pool, beach and farm water safety messages.

Educators can easily utilise the resources year-round with their children. The best thing about the resources is the kids love them, and they draw links to the Early Years Learning Framework (EYLF).’

Interestingly, learning how to swim provides benefits to a child’s development on land, as well. ‘A recent study conducted by Griffith University shows that children who participate in learn-to-swim lessons are socially, emotional and physically advanced,’ says Laurie.

For more information on water safety, as well on the Kids Alive – Do the Five program, visit www.kidsalive.com.au.

Child Care Super actively supporting community health

C

hild Care Super is a regular contributor to community initiatives benefiting the childcare sector, and is delighted to be the inaugural sponsor of Cancer Council New South Wales’s Weather & UV Chart. The Chart is a simple, fun, hands-on activity that supports educators in teaching children about the link between ultraviolet (UV) radiation and sun protection. At Child Care Super, we are proud to help by sponsoring this Chart to ensure that it is widely available to centres in New South Wales.

Cancer Council New South Wales has developed the innovative Weather & UV Chart in consultation with childcare educators to ensure that it is an effective tool to engage children with good sun protection practices. Skin cancer is the most common cancer in Australia, and sun exposure during our first 15 years increases the risk of developing skin cancer later in life.

For more details on the work that Child Care Super does for the early learning professionals, including simple tips on how to save for life after work, visit childcaresuper.com.au.

Guild Trustee Services Pty Limited ABN 84 068 826 728 AFS Licence No. 233815. RSE Licence No.L0000611 as trustee for Child Care Super (part of the Guild Retirement Fund) Fund Registration No. R1000030. ABN 22 599 554 834. This information is of a general nature only and is not intended to be advice. It is important for you to read the Product Disclosure Statement (PDS) before you make a decision about a superannuation product.

You can get a copy of the PDS by calling 1800 060 215.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014 • 63

child health + safety

Something new and simple in SIDS prevention

BY DR RON SOMERS, UNIVERSITY OF ADELAIDE

Australia and New Zealand now lead the world with a new safety innovation, but are you on board yet?

T

here is a published standard for minimum safe mattress firmness, and the Australian Government is proposing to make it law. The standard is all about preventing accidental suffocation among infants aged 0–12 months, who may roll face down on an overly soft sleep surface. For the first time, it is possible for you to identify cot mattresses, bassinets and other sleep surfaces with three times the risk of sudden infant death syndrome (SIDS).

It’s an easy, two-step process to check the safety status of your mattresses. Step one is to conduct

Four international studies (the earliest one from Tasmania) have shown a connection between mattress softness and death

New Zealand standard (and the British standard, too, for good measure!).

Our national standard (document number AS/ NZS 8811.1:2013) was first published in April 2013.

It is a technical document intended for product manufacturers and importers. The standard describes a formal test that can be conducted on any infant sleep surface, using a portable test device. Without this device (a sort of weighted dinner plate), you can’t conduct the formal test; however, there is an alternative test that you can conduct, using only some milk cartons and computer disks. To see both the formal and the alternative test methods, check out this five-minute YouTube video: www.youtube.com/watch?v=hW6_rKxIK-g You can find written instructions for the same alternative test method here: www.wikihow.com/Assess-the-Safe-Firmness-of-anInfant-Mattress-to-Prevent-Asphyxiation Remember to test your mattresses while they are still in the cot, and to test the softest parts of each mattress. This is called ‘worst-case’ testing. If the sleep surface has peaks or other raised sections, try to produce a ‘fail’ by positioning the milk cartons close to the peak. Remember, infants can move around and place their noses near a peak (nasal breathing is difficult for infants).

a simple test on each mattress, and step two is to replace any dangerous mattresses. A recent audit has shown that half of childcare centres have at least one dangerous mattress. Remember, though, that any replacement mattress must fit the cot frame tightly on all sides, so that infants cannot become trapped in gaps.

So, where did we get the idea that overly soft sleep surfaces can cause infant suffocation?

Four international studies (the earliest one from Tasmania) have shown a connection between mattress softness and death. Of course, this connection should be obvious, but we needed a bit of science to prove the point.

If you decide to skip step one for your foam mattresses because they need replacing anyway, then make sure that the replacement foam has a ‘Hardness rating’ of 100. Such foam easily passes the Australian/

Now it’s your turn to make use of this important new information. What could be more devastating than the suffocation death of a healthy infant?

64 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 3 • 2014

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 357 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

Does someboDy you know have autism spectrum DisorDer?

Newly diagnosed? Don’t know where to turn?

Not sure what services are available?

For assistance, support and help navigating your journey call the Autism SA Infoline on 1300 288 476 or visit www.autismsa.org.au