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BEDROCK

Vol 14 #1, April 2009

In this issue: y art education y farm safety y Linda Burney y KidSmart

The Independent Education Union early childhood education magazine PRINT POST No. PP255 003/02 117 ISSN 1326-7566

BEDrock

Vol 14 #1 April, 2009

dick shearman

NSW/ACT Independent

executive editors

NSW/ACT Independent Education Union and terry burke Queensland Independent Education Union design/layout

Tina Delandre

journalists/sub-editing

Tara de Boehmler Suzanne Kowalski-Roth Sue Osborne Fiona Richardson coordinator

Verena Heron printing and distribution

Print & Mail Pty Ltd 23—25 Meeks Road Marrickville, NSW 2204

publication mailing address

advertising disclaimer

Education Union GPO Box 116 Sydney 2001 Tel: (02) 9779 3200 Fax: (02) 9261 8850 Email: ieu@ieu.asn.au Website: www.ieu.asn.au

Advertising is carried in BEDROCK in order to minimise the costs to members. Members are advised that advertising is paid at commercial rates and does not in any way reflect endorsement or otherwise of the advertised products and/or services.

advertising and subscriptions

BEDROCK is published three times per year by the NSW/ACT and QLD Independent Education Unions and has a circulation of 4,000. Intending subscribers and advertisers are invited to direct enquiries to Tina Delandre at the IEU on (02) 9779 3200 or email: ieu@ieu.asn.au

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Big issues and important details from little things big things grow It’s a time of flux in the early childhood sector, and Bedrock aims to reflect this fast changing environment.

Dick Shearman

We still take an in-depth look at teaching and learning however, and include articles by your fellow professionals.

The status of early childhood education teachers comes

The Buzz

4

Art Education Teaching key learning areas by using art is drawing out children’s creativity.

6

Scissors, paper … lock up those chemicals A fun and colourful program is teaching children how to stay safe around the farm and home.

8

All’s well that ends well NSW/ACT IEU Member Noelene Scully is on a career high after a rollercoaster ride.

9

A journey of discovery A study tour to Reggio Emilia transforms theory into a real life experience.

10

What the research says

12

PIRP growth a boost for all Increasing supply of and demand for preschool places in NSW.

13

10 minutes with the Minister NSW Community Services Minister Linda Burney talks to Bedrock.

14

Teacher registration victory for QIEU QIEU has achieved a significant victory by winning early childhood education teachers the right of teacher registration.

15

A disposition to learn How the early childhood sector helps children make the transition to school.

16

Get (Kid) Smart KidSmart training workshops are proving a real eye-opener ––for early childhood teachers.

19

Letters to bedrock@ieu.asn.au

20

Reviews and giveaways

21

Greenover

22

6 Teaching key learning areas by using art is drawing out children’s creativity.

10 9 NSW/ACT IEU Member Noelene Scully is on a career high.

A study tour to Reggio Emilia.

contents

This new look issue is designed to keep early childhood teachers abreast of the latest developments in their profession and aims for more variety, with short items and letters from members, as well as the usual feature stories.

under scrutiny, with the QIEU achieving the right of registration for early childhood teachers.

NSW Department of Community Services Minister Linda Burney also addresses this issue in her interview.

Teacher Nicole Leggett takes us on a personal journey of discover Terry Burke at Reggio Emilia, while director Noelene Scully describes her own roller coaster ride after her centre was threatened with closure.

If you have any feedback on this issue of Bedrock or would like to send a letter to the editor or suggestions for stories for future issues, please email bedrock@ieu.asn.au.

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Wonder what's really going on in your backyard?

BEDROCK the IEU early childhood education magazine

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the

buzz

ACT early childhood schools open Five early childhood schools have this year opened in Canberra, as part of an ACT Government commitment to integrate learning, health and wellbeing.

plastic fantastic

The schools will operate as early learning and development hubs providing integrated services for children from birth to eight years and their families. However, this definition is not intended to “exclude programs that might be provided to parents before the birth of the children”, the ACT Government says.

The additional services “will be unique”, with each hub providing a different mix “linked to existing regional services”. These are set to include: child care; before and after school child care for preschool to Year 2 students; parenting programs and support groups; targeted playgroups; health programs such as maternal and child health clinics; immunisation; physiotherapy; and speech therapy services.

Can little yellow programmable plastic bees help young children learn? Apparently they can, Australian National School Network Trainer Hanan Harrison says.

She says the floor robots called Beebots can aid in teaching control, directional language and programming. “It’s an open-ended resource. It’s quite simple to program. The beebots move in 15cm increments, and the children have to tell them which direction to move in,” Ms Harrison says. The beebots are often used in conjunction with floor mats, which can be commercially purchased, or teachers can design their own.

To find out about future workshops, visit www.ansn.edu.au.

To check out the Early Childhood Schools Framework, which provides the background and rationale of the ACT Government approach visit www.det.act.gov.au.

QLD early childhood education reform The QLD Government has announced an extensive early childhood program as part of their Towards Q2 initiative, writes QIEU Research Officer Rebecca SISSON.

or planned providing early childhood education, childcare, child heath services, parent programs and family support services.

The plan announced by the QLD Government includes 240 new and extended kindergarten services, development of early years centres for families and a new office for early childhood education and care.

Office for early childhood education and care

Some $300 million will provide access to an additional 12,000 children between three and a half to four and a half years. This plan will include mobile kindergartens, centres attached to existing government and non-government primary schools and an expanded relationship with The Crèche and Kindergarten Association Inc (C&K).

Early years centres

Support for QLD families will see $32 million committed to establishing early years centres. There are four centres open

This office will be responsible for providing quality integrated early childhood and care services in Queensland. It will also be involved at the COAG level in implementing the Federal Government agenda around early childhood education.

QIEU to be involved on the stakeholder group

At the end of 2008, QIEU representatives met with Zea Johnston who will be running the Office for Early Childhood Education and Care. At this meeting, Ms Johnston gave a commitment that QIEU would be part of the stakeholder group involved in the implementation of this early childhood agenda.

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The Rudd Government will reconsider where to build some of its childcare centres following the ABC Learning collapse

Ask

ABC response case-by-case The Rudd Government will reconsider where to build some of its 38 new childcare centres following the collapse of the ABC Learning childcare giant, The Australian reported on 9 February.

Lisa

In a submission to the Senate’s inquiry into childcare, obtained by The Australian, the Department of Education, Employment and Workplace Relations says “the Government is carefully considering how best to deliver early learning and care in each location on a case-by-case basis”.

“This analysis will take account of the recent market developments in childcare, including the outcomes of the work being undertaken by the court-appointed receiver for the ABC2 Group.”

During the 2007 election campaign, Labor vowed to help fund 260 childcare centres in areas of high demand. In last year’s budget, it committed $115 million over four years to build the first 38 centres.

Dear IEU, Can you tell me if the time I have spent on maternity leave counts towards long service leave? Also, could you tell me how to calculate long service leave for part-time teachers? Thanks, A. Dear A,

Early Childhood Organiser Have you considered working for the IEU as an Organiser?

We are looking for an early childhood trained teacher to join our team of full-time and part-time union officials working from our Sydney office.

The position involves: visiting IEU members and ECS centres; answering queries and/or referring issues to industrial staff; assisting in developing ECS policy positions for the Union; and representing the IEU in range of forums.

This is a full-time permanent position, although a request for a seconded or part-time position will be considered.

Full training will be provided. Salary and conditions are per the IEU Officers’ scale which is linked to systemic school teachers’ salaries.

Post your applications to NSW/ACT IEU General Secretary Dick Shearman, Independent Education Union, GPO Box 116, Sydney 2001,

by Thursday 30 April.

For further information, contact your organiser, or email helen@ieu.asn.au

Thank you for your inquiry. Maternity leave does not count as time served when calculating an entitlement to long service leave. Therefore, if a teacher worked for an employer for a total of nine years and then took 12 months unpaid maternity leave they would need to work an additional year upon their return before they would be entitled to take long service leave.

Early childhood teachers are entitled to 8.6 weeks long service leave after 10 years of service as per the Long Service Leave Act 1955 unless employed under an award that specifically states otherwise. Part-time employees will need to calculate their average wage over the past five years and compare this to their current arrangement. Their entitlement would be the greater amount. The IEU is happy to assist members with these calculations. If you would like more information or assistance please contact the IEU to discuss your individual situation.

Lisa JAMES is a NSW/ACT Early Childhood Services Organiser

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art education

Drawing out children’s

Cathy Huggett and Kia Fletcher’s presentation at a Northern Territory conference has inspired early childhood education professionals to look at different ways of teaching Key Learning Areas by using art concepts that young children can naturally respond to. QIEU Journalist Fiona RICHARDSON reports.

The Independent Education Union of Australia — Queensland and Northern Territory (IEUA-QNT) members and teachers Cathy and Kia from The Essington School in Darwin presented ‘Art Education in Early Childhood’ at the Northern Territory Children Services Conference at the end of 2008.

“Art provides so many opportunities for children to experiment with new concepts in a visual and tactile way.”

Cathy says the presentation "showed that including art across all Key Learning Areas in early childhood settings provides the opportunity for children to experience success in their learning and to become more engaged".

scenes or textures, and use creative expression to get their viewpoint across.

Learning takes shape

“It’s been long acknowledged that not all children take in and retain information in the same way, and art provides so many opportunities for children to experiment with new concepts in a visual and tactile way,” she says.

Children can incorporate art and the Key Learning Area of languages through narrative drawings and ‘drawing-telling’, by using descriptive language and words to describe colours,

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Colours, lines, patterns, symmetry, two and three dimensional objects, shapes and numbers can be used as an artistic expression in mathematics learning.

Art can also be incorporated with science, in particular chemistry, as paint and glues can be combined for cause and effect of chemical reactions.

“What happens when we mix this powder with this liquid? We get art!” Cathy offers in the presentation.

creativity The first years of a child’s life can define their future as learners, and Cathy believes it is the job of early childhood professionals to provide a meaningful educational experience for the ‘whole child’ that encourages their curiosity and their willingness to take risks with their learning.

Developing critical skills

“For very young children, this kind of learning experience cannot be provided sitting at a desk with a pencil and worksheet. There is no question that children who are able to freely experiment with educational concepts, in a range of ways that use a variety of senses, will develop critical problem solving skills and a greater willingness to take chances with their learning.

“Art provides children with so many more ways of expressing their ideas and so many more ways of approaching problems.”

Cathy challenges early childhood professionals to decide what is better for a child to learn from art: artistic technique or valuable ideas?

“Is it important for children to develop competent art skills that display good fine motor control and a good understanding of line, shape and colour? Or are these skills secondary to the ability to create original ideas, problem solve, take risks and view the world through analytical eyes?

Cathy suggests:

“Instead of just reading a story to your group at the childcare centre, why not discuss the story, paint some backgrounds, make some props and costume pieces out of cardboard and act out the story?"

“Why not get the children to draw their own versions or impressions and talk about these? Why not focus on one aspect of the story, such as a particular colour, and search for things in nature that are that colour? Why not explore that colour in depth?"

Powerful tool

“Both are important for different reasons," she says. "Children who develop competence in either area will have developed important life skills which are highly prized in education, society and the workplace.”

Cathy says the tactile nature of art is something which appeals to all children, regardless of their social or cultural background, or their emotional and physical abilities.

“It has the power to open all children to the processes of learning.”

The area of early childhood education naturally lends itself to the creativity and spontaneity of the learning experiences of developing fine motor control, observation skills, listening skills, oral presentation skills and spatial awareness, she says.

“Look at them, talk about them, discuss light and shade and how this affects the colour. Mix these colours with paint and paint them onto large sheets of paper.

Compare them.“

“Suddenly a story just isn’t a story anymore.

It’s become a language lesson (reading, listening and speaking), a science and a maths lesson all in one.”

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Scissors, paper... lock up those chemicals.

Safety can be fun What’s safe about scissors, paper and glue? If you use them to make a model showing children how to stay away from farm chemicals, you might just be on the right track, writes NSW/ACT IEU Journalist Tara DE BOEHMLER. This is just one exercise from the groundbreaking Farm Safety is Fun program, which tours early childhood centres and schools showing children how to play safely in rural settings.

Using a ‘Farm Safety is Fun’ resource kit containing a farm model and safety signs, puppets, puzzles, games, picture kit, books, and a CD, the program aims to develop a holistic preventative approach to child safety by promoting the development of safe behaviours in children from a young age.

It recognises that children are capable learners.

Putting on a show

The other element to the ‘Farm Safety is Fun’ educational program is a 50-minute show starring Scallywag Scarecrow and Farmer Fran. Both sing songs and work through ‘safe’ and ‘unsafe’ scenarios on the farm which include safety around water, machinery, animals, poisons, silos and long grass.

Information bags are given to children to take home after shows with ‘Stop, Don’t Touch’ stickers, activity sheets, farm safety checklists and information for parents to reinforce the messages at home.

Program Director and Developer Vicki Connell says her “ultimate goal” is to get this program to every preschool and early childhood service in Australia, particularly in regional and rural areas.

Ready to expand

Now in its seventh year, the program is ready to expand into NSW thanks to a grant from agricultural equipment manufacturer John Deere. Meanwhile, a new home safety program has also been developed — believed to be the first of its kind in Australia.

Home Safety Program Founder Treena Costin said the home safety element was developed in response to the many children who are hospitalised each year because of preventable accidents in the home.

8 BEDROCK the IEU early childhood education magazine

“The importance of promoting an awareness of safety practices in young children cannot be ignored.”

“The importance of promoting an awareness of home safety practices in young children cannot be ignored,” she says.

The Scallywag Scarecrow Home Safety Show is a 50-minute interactive, educational and fun way of promoting home safety awareness in young children between three and seven years of age. In the show, Scallywag Scarecrow and Simon the puppet sing songs and work through safe and unsafe scenarios in and around the home, including safety around: electrical appliances; hot water; fires, matches; heaters; irons; knives; poisons; pills; pools; driveways; and the importance of wearing protective equipment when riding bikes and skateboards.

A CD of the songs performed in the show is available on the day plus show bags containing stickers, activity sheets, a home safety checklist, ambulance, CFA, fire, poisons info, 000-stickers and balloons.

For further information about either program contact Vicki Connell via vickicon@westnet.com.au or visit www.safetyaroundfarmseducation.com.

All’s well that ends well Noelene’s roller coaster ride A few months ago St Andrew's Church Community Preschool Director and NSW/ACT IEU Member, Noelene SCULLY was on the verge of retiring due to ill health. Now she’s on a high as her newly relocated preschool takes off.

Due to a licensing dispute with the Newcastle Baptist Tabernacle where her community preschool had been based for the last 25 years, Noelene was given notice last August that she had to find a new home for the preschool by the end of the year.

“I was shattered,” Noelene says. “I founded the centre 25 years ago, and I never thought we would be without a home.”

So began the roller coaster ride that was to leave Noelene physically and emotionally drained and at one point so unwell she was considering medical retirement.

She approached Newcastle City Council and the Anglican Diocese for a new site, but after some discussion neither

could help her. She was also in touch with Department of Community Services (DoCS), trying to get what support they could give her. This was where the IEU stepped in.

Newcastle organiser Mark Northam helped Noelene set up meetings with federal and state MPs and helped liaise with DoCS. “Several people mentioned St Andrew’s Presbyterian Church to me, and eventually I approached them. It turns out the Minister David Campbell had been looking for something like this to happen,” Noelene says.

“The timing was perfect, it was just fate. Meals-on-Wheels had just moved out of the building and the Minister wanted the Church to offer more of a service to the community and have something for them every day, not just Sundays.”

“This experience has shown me there is a place for community preschools.“ Telling the parents was the next big challenge, but Noelene found the news was received with wholehearted support.

“While it was very stressful it was also exciting, there was a new challenge and hope ahead.”

The new premises required a massive renovation, which had to be done during the Christmas break.

Parents and past parents offered their services for free. “The builders came back from holidays a week early for us. We were only shut down for three weeks.”

While a few working parents who couldn’t afford not to have care for that three week period left, most families have moved over with the centre, as have the staff.

Noelene is now thinking about new enrolments and is happy with her new centre.

“It’s such a big space we don’t have to move anything when the children start a new activity, we can just move the children, which is great,” she says.

“This experience has shown me there is a place for community preschools. The community came together and really helped us through it. Other community preschool directors have supported me and told me to hang in through all the ups and downs.

“This underlines how important preschools are, and I’ve learnt it’s definitely worth being in the Union, just in case something like this happens.”

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“If we want children to learn to use their minds, then we need to allow them the freedom to exercise creativity.”

a journey of discovery

by Nicole LEGGETT

In 2008, I was fortunate to travel to Reggio Emilia on a scholarship to study at the students and professors workshops. This opportunity transformed the many articles, journals and books I had read about this place into a real life experience. Professor Carlina Rinaldi spoke about the meaning of pedagogy. Listening to her talk brought about a spiritual revelation as I remembered the child within and what it felt like to explore the world.

Children are capable of leading the way, in making decisions and expressing ideas through a range of resources. To be creative one needs to be inspired. Most of our inspiration comes from nature. How then can we allow children the freedom to explore their natural surrounds when they are penned in an artificial environment? The outdoors, in the name of safety, has become anything but the outdoors. Trees have been replaced by metal structures for climbing, bubbling brooks and fountains have been replaced by safe water play, the texture, smell and colour of grass has been replaced by artificial turf and the many sounds of nature have been drowned out by recorded music.

Opportunity not risk

If we want children to learn to use their minds, then we need to allow them the freedom to exercise creativity. This process involves problem solving and applying new ideas

in order to achieve a desired effect or product. Providing the answers teaches nothing — arriving at an answer independently teaches us everything. Problem solving is the pinnacle of learning, and what we use to solve problems both independently and in collaboration with others is the very source that drives us to reaching higher levels of thinking. In order to solve problems we need to allow children to take risks. Risk taking provides disappointment and rewards — both natural parts of life. Taking responsibility for mistakes and correcting them by applying alternative ways is how we steer ourselves back on course.

In Australia, we seem to be obsessed with “preventing possible problems”. What we deem a ‘risk’ is often seen as an ‘opportunity’ in Reggio Emilia.

My memory as a child growing up in Eastwood, Sydney, during the 1970s conjures up happy images of childhood play, where we would be outdoors until the street lights came on — an indication that we had to be home for dinner. My childhood was spent riding bikes, running errands to the corner shop and my favourite adventure: climbing up the backyard Jacaranda tree at home and sitting on a branch, feeling the summer breeze and smelling the sweet fragrance of the lovely purple flowers and Jasmine running along the back paling fence.

Missing out on nature

The endless possibilities for play and the natural resources surrounding my home inspired me and are the root of my creative impulses today. If children miss out on this part of childhood, where are they to draw their inspiration from?

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These boys are mixing water with dirt to make a muddy river for a truck to pass over.

The essence of childhood is found in discovery.

A planned environment offers limitations and a means to an end for play opportunities. We are so used to having to be prepared that we forget the joy of discovery. Professor Rinaldi (1988) likens the process to a journey where one finds the way using a compass rather than taking a train with its fixed routes and schedules. The goal is for children to make choices, communicate ideas and receive feedback.

Our duty as teachers is to listen to children. This means giving value to others, being open to what they have to say and offer. Sergio Spaggiari, Director of Early Childhood Education in Reggio Emilia, suggests that it isn’t an accident that we have two eyes, two ears but only one mouth (Milikan 2001)!

Where we live is where our children connect with culture.

Discovering nature and our interaction with it builds knowledge and respect for our relationships with each other and our environment.

Professor Rinaldi expressed her view of the young child as the first great researcher. She explained that all children are born searching for and therefore researching the meaning of life — the meaning of self relation to others and the world. Researching the environment and our effect on our surrounds involves words such as curiosity, unknown, wonder, doubt, marvel, amazement, trial and error­words that place important values on which to construct our analogy and our approach to teaching. Professor Rinaldi implores us as teachers not to lose the 'why' in children’s education and to use it in order to rediscover life, to teach and guide children and to be beside them as they find their path in life.

Milikan J 2001, Rejoicing in subjectivity: An overview based on personal interpretation of the schools for young children in the city of Reggio Emilia. Notes from the 6th unpacking conference, 16 and 17 July 2001, UNSW.

Nicole Leggett is an IEU member with a Master of Early Childhood Education at Macquarie University.

References Fraser S 2000, Authentic childhood. Experiencing Reggio Emilia in the classroom. Ontario: Nelson.

Malaguzzi L 1993, For an education based on relationships.

Young children, v49 No1.

Rinaldi C 1988, The projected curriculum constructed through documentation – progettazione in C Edwards, L Gandini & G Forman (Eds). The hundred languages of children: The Reggio Emilia approach – advanced reflections.

(2nd edition). Ablex Publishing: New Jersey.

Rinaldi C 2008, Students and professors workshops.

5 March 2008. Loris Malaguzzi centre for education, Reggio Emilia: Italy.

BEDROCK the IEU early childhood education magazine 11

What the research says Better chance for vulnerable families Attending childcare early in life is good for children from vulnerable families, according to a Canadian study featured in the Bulletin of the Centre of Excellence for Early Childhood Development.

Researchers followed 1691 families for five years and found children who were looked after by mothers who hadn’t finished high school were significantly more likely to behave aggressively. In similar families, quality child care from a young age could be a preventative measure, providing stimulation for the children and allowing the parents to better organise their lives, the researchers concluded.

Studies skirt the facts on formula

Reward and punishment Analysis of policy documents from 40 childcare centres, preschools and schools in Sydney founds the emphasis on reward and punishment in school kindergartens often had a negative affect on children more used to a one-onone nurturing approach at childcare centres and preschools, the Brisbane Times reported on 20 January.

University of Sydney researcher Natalie JohnstonAnderson said kindergarten teachers should incorporate some of the elements of childcare and preschool practice to create a smoother transition for children.

Formula feeding should be clearly named in research showing its potential health risks to babies, according to a new study. The study, led by Dr Julie Smith from the Australian Centre for Economics Research on Health at The Australian National University, shows that researchers reporting poorer health among formula-fed children too often shy away from including a mention of formula feeding in their titles or summaries. To see the full study go to www.acerh.edu.au/ publications/ACERH_WP4.pdf.

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Preschools under threat NSW preschools are facing a funding crisis that may lead to mass closures or fee hikes in the next few years, according to the Sun Herald.

The paper reported on 22 February that a survey by the NSW Children’s Forum had found that about half of the 800 community-based preschools in NSW would have their funding frozen for the next five years under the new NSW Department of Community Services resource allocation model.

The new model was introduced last July under the $85 million Preschool Investment and Reform Plan (PIRP).

However, the Community Child Care Cooperative views PIRP differently. See following page.

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PIRP growth a boost for all The Community Child Care Cooperative and the Orange Community Resource Association have won a NSW Government tender to help it create 5250 new preschool places for 10,500 children across the State, as part of the Government’s Preschool Investment and Reform Plan.

Using a two-pronged approach to increase the supply of and demand for preschool places, Community Child Care and Professional Support Team Manager Renate Gebhart-Jones says the CCCC model is designed to maximise the amount of funding reaching services. She says parts of the program, such as promoting and marketing preschools to families, are likely to have a positive flow-on effect throughout the industry. Here, she tells Bedrock how the program is proceeding.

How is the CCCC going about building this capacity and what pre-existing infrastructure will be used?

We are working to use all of the expertise that is currently already there in the sector such as larger organisations that manage more than one preschool, local councils, and parent-managed services. We may be supporting increasing licensed numbers, helping to remove barriers that are preventing the service from being fully utilised, or increasing the number of children attending two days to maximise funding. We are also looking at creating state-wide marketing of the preschool model to families, which will particularly support small single service operators that do not have the capacity to allocate resources to things such as website development.

How are partnerships being used to drive this process?

Partnerships are integral to this process. This is the case with Department of Community Services staff, with both large and small current and potential preschool service providers and with the families who access these services for their children. This is why we are working on both the demand and supply side of the issue, and why we are working so closely with local communities.

What has been the highlight of this process so far?

It is wonderful to have the opportunity to develop much closer relationships with services and their communities. We believe passionately in the

importance of access to early childhood for children and the difference this can make for their schooling and life success. To be implementing a project that targets increasing children’s access, and to be working actively with communities is a real privilege.

How will this initiative increase viability of services and improve access to quality early childhood education and care?

The target of the funding and therefore our program is to increase the numbers of children attending preschool. Essentially those services that can increase the number of children attending will be able to attract more funding. Because one of the ways we will be assisting preschools to do this is by marketing the whole concept of preschool education to parents across NSW, there will be a flow-on effect to all preschools. The more children who attend preschools the more viable preschools will be.

What assurances are there that the preschool program will be delivered by qualified teachers?

A condition of DOCS Growth Funding is that it goes to services with an early childhood teacher wherever possible.

How do you propose attracting teachers to these positions, particularly in isolated country areas?

This is not the role we have been funded for, this is a role for the services, but we will be providing support to services to assist them in accessing a teacher.

What’s the timeline?

This is a two-year project, and it is anticipated that funding will begin to be released to services from the second half of 2009.

BEDROCK the IEU early childhood education magazine 13

10 minutes with the Minister

The Canterbury MP, who took the reins at the Department of Community Services in September last year, says she is extremely passionate about early childhood education.

“For me it is a fundamental part of creating long-term viability in our community,” she says.

One of the major issues she must tackle in her role is the Commonwealth’s commitment to provide all children with 15 hours per week preschool.

She says her Government is committed to universal access to preschool, as was the Federal Government. This was demonstrated by the signing of the National Partnership Agreement in Early Education.

“What this means is that we are focussing our efforts on ensuring that all children, especially those from vulnerable or disadvantaged backgrounds, will enjoy the benefits of preschool education,” Ms Burney says.

“Our agreement with the Commonwealth is that by 2013, these children will attend 15 hours a week for 40 weeks in the year before formal schooling, but this may not be practical right now and at this point in time our emphasis is on achieving universal access for 12 hours a week.

“When this has been achieved we will work towards increasing the number of hours they attend.”

Recognising commitment

Linda Burney

Universal access to preschool, new licensing laws and keeping early childhood centres within the NSW Department of Community Services are all squarely on the NSW Government’s agenda, State Community Services Minister Linda Burney tells NSW/ACT IEU Journalist Sue OSBORNE.

“We are focussing our efforts on ensuring that all children, especially those from vulnerable or disadvantaged backgrounds, will enjoy the benefits of preschool.”

Maintaining responsibility

Moving the responsibility for childcare centres away from Community Services to another government department was discussed periodically, she says, but would not necessarily solve all the problems or automatically raise the status of the profession.

“We have a very diverse sector here in NSW and that is worth protecting.

“Moving to a different department would create a lot of problems. The services is not just about making children school ready, it’s about making sure all their needs, including their emotional development, are taken care of.

“The licensing regulations are huge, it would be very complicated.”

During visits to centres she says she has found early childhood teachers to be a highly professional group receiving very low wages, considering the responsibilities involved in their position.

New licensing laws

“The staff are committed to the best possible care for the children and understand the expectation parents have when they leave their children at childcare in the morning.”

“I know there are those that will criticise me for this, and but I do not think it is unfair or onerous,” Ms Burney says.

Ms Burney says she was surprised that early childhood professionals felt that their status was undervalued.

“I don’t see it like that, I think they are so important to our community.”

She was also surprised that early childhood teachers were not allowed to join the Institute of Education, and says she would be happy to advocate for a change to the rules if that were the case.

14 BEDROCK the IEU early childhood education magazine

In reference to the new licensing requirements introduced in the NSW Government’s mini budget late last year, Ms Burney says she supported the new arrangements.

“Everyone pays for a licence, be it plumbers, builders or electricians.’’

The fee, ranging from $700-1100 per centre is indicative only and will be introduced in 2010.

“There will be lots of consultation with industry before the fee is introduced,” she says.

“This will form part of the overarching review of the Children’s Services Regulation.”

Teacher registration victory for QIEU early childhood education

“Work in an early childhood education setting will now be recognised as teaching for all purposes.”

QIEU has achieved a significant victory by winning early childhood education teachers the right of teacher registration, writes QIEU Journalist Fiona RICHARDSON.

Curriculum equivalence

The Queensland College of Teachers (QCT) has acknowledged the need for legislative amendment to the College Act.

However, until the QCT Act is amended, some graduate early childhood education teachers remain only provisionally registered.

At its meeting at the end of 2008, the College accepted QIEU’s proposal for legislative amendment to the Act, which would result in full registration for teachers employed in early childhood education. Furthermore, the College has endorsed the wording of the legislative changes proposed by QIEU to achieve this positive outcome.

Unique influence

The endorsed document will now be forwarded to Education Queensland for legislative drafting and the drafted legislation will then go to Parliament.

With direct representation on the College of Teachers, QIEU is uniquely placed to influence policy in relation to teachers.

At the initiative of QIEU, the definition of ‘teacher’ will be extended beyond the ‘school’ setting to include a person who teaches in an early childhood education setting.

Work in an early childhood education setting will now be recognised as teaching for all purposes. This achievement comes after a persistent campaign by QIEU and its members to recognise the professional status of early childhood education teachers.

The imbalance was created by the introduction of new legislation at the beginning of 2006. QIEU’s achievement demonstrates the strength of its voice in early childhood education on behalf of employees and the profession.

While QIEU has consistently argued for the registration rights of early childhood education graduate teachers, it did advocate for the College to establish ‘equivalence registration’.

This would necessitate recognition of the curriculum in the early childhood education setting as having ‘equivalence’ to approved curriculum in a school setting.

QIEU had strongly suggested to the College that the curriculum used in the early childhood education setting would likely meet this equivalence standard.

Requirements met

The Crèche and Kindergarten Association Inc (C&K) has now been able to meet the ‘equivalence’ requirement of the early childhood education curriculum, so its graduate teachers, currently provisionally registered with the College can achieve full registration.

The ‘equivalence’ registration provisions will only be an interim measure until the Act is amended.

BEDROCK the IEU early childhood education magazine 15

disposition to learn

making the transition to school

How does a teacher with a commitment to the emergent curriculum respond to parent queries about school readiness programs? For Kurralee Children’s Centre Manager and IEU Member Jenny GREEN, describing what it means to be ‘in a disposition to learn’ has started a broader dialogue.

As an early childhood educator of many years it is exciting to see the impact and influence of children’s curiosity directing and driving the program. This is in stark contrast to the predictive early childhood programs of previous years where learning outcomes were predetermined prior to the commencement of the chosen theme or topic.

on. Instead I shared my thoughts on children being in a disposition to learn. So, now it was out there.

Including families

It is with great respect that I do and always have incorporated families’ wishes in to the program. Hence, the professional challenge for our team was to reassure families that being in a disposition to learn would give their child the skills and competencies to support them in their transition to school.

Now that I had unintentionally set this challenge, how would I allay parent’s anxieties about a school readiness program

We now find ourselves immersed in the emergent curriculum where at the start of the learning journey the destination is unknown, but guided by the interest and enquiry of the children. As we all know these journeys are inspiring but at times they have the potential to be challenging for educators. The learning that transpires for children from this open ended curriculum is authentic and meaningful to the individual and so, in keeping with the tenets of the emergent curriculum, I personally struggle with the concept of a school readiness program It is not that there is no value or benefit in a school readiness program. In fact I know that like the emergent curriculum each individual school readiness program should be unique and varied. But, in keeping with my personal philosophy, and maintaining the elements of the emergent curriculum, it is more authentic for me to promote the concept of ‘children being in a disposition to learn’ — that is, fostering children’s natural curiosity and questioning.

Parent communication

Given my total commitment, enthusiasm and passion for the emergent curriculum, how is it I have managed the inevitable and unrelenting queries from families about 'school readiness'? This was the reality for me last year, when new to a centre and addressing at the first parent meeting the question: what was the school readiness program? A flippant response would have been "but aren’t we doing that now, with children learning to be a member of a group, developing independence, completing a task, following directions, initiating an activity"? The list goes

16 BEDROCK the IEU early childhood education magazine

“The professional challenge for our team was to reassure families that being in a disposition to learn would give their child the skills and competencies to support them in their transition to school.”

versus a disposition to learn? Through the natural course of events I found myself writing to staff and families about how the program was developing and the reality and potential for children’s learning. Initially I established an email forum with families. That allowed a very quick transfer of all those exciting aspects and moments of the day so that they could be communicated and shared. I highlighted the learning that was occurring for children.

enquiring about your environment will support a child in their transition to school.

My intention, in this article, has been to challenge and provoke. And I will continue to promote the concept of children being in a disposition to learn. After all, in this ever changing and technology driven society, it is the ability to be curious, seek research and challenge that will sustain us in our learning and quest for information.

Like our peers, the staff and I have educational forums and discussions throughout the year with parents. Documenting the valuable discussion and commentary eminating from these forums provided another opportunity to reinforce the learning that was happening.

Walking and learning

Exercise in curiosity

Excerpt from a story to families

For the older children in our centre, taking walks in the local environment gradually became a feature of our program.

These were a means to: n

promote curiosity

n

scaffold learning

n

provoke problem solving, and

n

encourage hypothesising.

Early on in our walk we noticed fire hydrants at the front of a block of flats. Some of our discussion and questions about the hydrants included “what are they?”, “what comes out of them?”, “who uses them?” and “why are they located at the front of the building?”. We talked about the many plants we saw and the fact that plants are brightly coloured to attract bees and insects. In particular we discussed the Jacaranda trees and the purple bells which covered the ground. I told the children about the Jacaranda Festival in Grafton every November.

Sometimes we can overlook the immediate environment and the multitude of learnings that sit on our doorstep.

Surrounding environments don’t need to be special or beautiful. All environments are unique and full of wonder.

With the appropriate provocation from educators, children’s curiosity can be stimulated and encouraged whilst exploring their everyday surrounds. Yet again the walks and the associated learnings were a great opportunity to share children’s learnings with families (see box).

As we walked in to a new street the children were told the name. We then asked why streets have names. The children might ask you about their address, as we established the purpose of an address for identification. We noticed lots of numbers and the concept of odd and even numbers was introduced to the children.

Children’s curiosity is pivotal to their learning, hence the tenets of the emergent curriculum supports and promotes children’s natural enquiry.

Moving on from prescription

From our field work, observations, readings and conversations we know that children’s learning is best served when the program is real, authentic and based on their interests and not prescriptive. For me ‘school readiness’ has the potential to sound prescriptive so we just need to be mindful that the elements of following children’s interests and authenticity are firmly embedded in any program. Being curious and

We noticed a house being constructed and the scaffolding. We then had a discussion as to the purpose of the scaffolding around constructions. On one letterbox we saw a ‘rain water’ sign. We asked the children what this meant. This was followed by a brief discussion about water conservation and its relevance in our society.

BEDROCK the IEU early childhood education magazine 17

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Get (Kid) Smart KidSmart training workshops are proving a real eye-opener for early childhood teachers, writes NSW/ACT IEU Journalist Sue OSBORNE. Many said they had considered computers something that sat in the corner of the room and came in useful as a quiet activity for a student, or perhaps as a reward for a job well done.

But taking part in the IBM KidSmart one-day professional learning workshop at Macquarie University changed that view for the attendees.

Workshop participant Anna Mravunac, from Fairfield Hospital Child Care Centre, says she realised computers could be used to extend children’s social, emotional and physical development.

“This has really opened my eyes on how to use the computer,” says Anna.

IBM provides computers and six programs aimed specifically at under-six-year-olds in its KidSmart program.

It provides up to 20 computers half-yearly to community based pre-schools and long day care centres. The IEU distributes the computers and coordinates training in NSW. “There’s a lot more to the computer than just traditional games and we can use the programs for maths, science and creativity,” Anna says.

“You can take the matching skills program and do real world activities to reinforce it. For instance, there’s a game with matching shoes and you could do something similar in the centre to reinforce that concept. It’s more interactive and structured.”

Kim Anderson of Baulkham Hills Preschool says KidSmart can be easily linked to other parts of the curriculum and provides a completely new way to use computers.

“Computers are often a bit of a novelty for children.

Sometimes they’re not allowed to touch them at home.

Teachers take part in KidSmart training.

KidSmart shows them they are allowed to play with computers and get something positive from them.”

Although attending the training day, Karen Ollerenshaw of Cronulla Preschool has already had experience of KidSmart.

Her centre received a computer in the previous round, and qualified for a second computer because it has more than 60 children.

“KidSmart shows children they are allowed to play with computers and get something positive from them.”

Karen says she has noticed the children gradually lose their fear of the computer since it has been installed at the centre.

“It allows children to get things wrong and learn by that. It is designed for success for all children," she says.

“It makes learning more exciting and the children want to discover things for themselves.

“We can build on the experience so it makes more sense for them. It will be great to get another computer as one for 60 children makes it quite difficult.”

IBM KidSmart computers for early childhood centres.

Teachers working in the early childhood sector could qualify to receive a computer for their centre later this year, thanks to IBM and the NSW/ACT Independent Education Union.

IBM are once again giving early childhood teachers the opportunity to apply for the next rollout of the KidSmart computers.

Early childhood teacher Kim Anderson does her KidSmart training.

If you would like to participate in this project, please indicate your expression of interest, naming your centres and details via fax to Lisa James on 1800 804 042 or email ieu@ieu.asn. au with KidSmart in your subject header. The Union will be in touch later this year.

BEDROCK the IEU early childhood education magazine 19

LETTERS

Send letters to bedrock@ieu.asn.au Dear Dick I have just received the information sent to all teachers in Kindergarten Union Children’s Services (KU). I have a question regarding any exclusivity members may have over non-members of IEU. It seems to me that the non-members of the Union, of which I believe there would be a considerable number, seem to have access to all the information we members have, as well as the right to vote for the agreement. Maybe I am mistaken but I feel that being a member gives me no more benefit than a non-member in this particular case. I do not understand why all the voting procedures are arranged with the employer. I cannot really see that paying my membership dues benefits me any more than a non-member, particularly in wage negotiations.

Yours sincerely Name withheld

Dear Member, There are significant benefits to being an IEU member in award negotiations. The IEU encourages all of our KU members to inform us of any changes they would like to be made to the KU Agreement in addition to any work-related issues that arise. The IEU note all of the feedback from our members and raise these issues in negations with KU and negotiate on your behalf, including those issues raised by only one or two members.

The IEU keep members informed of what occurs during the negotiation process through news bulletins. We write to individual members to inform them of the proposed outcome of the negotiation process between KU Children’s Services and the IEU. Members are then given the opportunity to accept or decline the new proposed agreement. Nonmembers are not privy to this information prior to a proposed agreement being accepted by our members, and have no voting rights in terms of accepting or declining the proposed outcomes that have been achieved through the negotiation process. Members have the opportunity to voice their opposition prior to the adoption of an agreement, and if a significant number of members are dissatisfied with the proposed award, the IEU is willing to organise industrial action against their employer.

By contrast, non-members are simply presented with the end result of the negotiations after our members have already given the go-ahead to any changes. Both members and non-members are then asked to vote for/against the proposed award (provided it has already been approved by IEU members), because both members and non-members will be covered by the wages and conditions specified in any final agreement.

The KU agreement allows early childhood teachers two hours of programming time each week and up to nine weeks of paid maternity leave. The majority of early childhood teachers do not have access to any paid maternity leave

20 BEDROCK the IEU early childhood education magazine

or paid programming time. In addition, early childhood teachers employed by KU Children’s Services are paid 9% above the Teachers (Non-Government Early Childhood Service Centres Other Than Pre-Schools) (State) Award and the Teachers (Non-Government Pre Schools) (State) Award. These improvements were achieved solely because the IEU has very strong membership within KU. Due to our high numbers of KU members, KU Children’s Services have demonstrated a willingness to take our feedback into account. IEU requests for changes to the KU agreement are more likely to lead to a favourable outcome than is the case with agreements made with other employer organisations. The negotiation process took more time than expected this year because the IEU refused to accept a settlement of less than a 4% salary increase for our members, despite pressure to accept a lower figure due to the current economic climate. KU originally expressed the view that they were not prepared to make any changes to teacher’s programming times. Ongoing discussion has led to crib-break workers being employed an additional 30 minutes per day in order to relieve teachers from face-toface teaching for programming tasks.

IEU membership entitles you to advice and assistance with any industrial issues that arise in relation to your work, including maternity leave entitlements, personal leave entitlements and OHS, such as transitioning back to work after an injury.

The IEU is a not-for-profit organisation and we are only as strong as our membership. The IEU is committed to securing the best possible outcomes for early childhood teachers. With your continued support, the IEU will continue to campaign for improvements to wages and conditions for early childhood teachers employed by KU Children’s Services.

Kind regards, Dick Shearman NSW/ACT IEU General Secretary

Reviews and giveaways To win one of these books, put your name, membership number and address on the back of an envelope addressed to Bedrock Giveaway 1, 2 or 3, NSW/ACT Independent Education Union, GPO Box 116, Sydney NSW 2001. Entries close Friday 17 April 2009.

Visions of Creativity in Early Childhood.

Connecting Theory, Practice and Reflection Lubawy, Joy Pademelon Press $89.95 ISBN 9781876138295

1

Three copies to give away The author of this publication takes us on a journey of wonder and discovery as she shows how children relate to the real world, how they interpret what they see and creatively use the knowledge they have to arrive at meaningful experiences. Lubawy then shows the reader how that experience can be reflected upon and used by the adults in the child’s life to challenge and expand the child’s knowledge and understanding in a way which is meaningful for the child and which allows him to experiment, make mistakes and gradually come to a workable solution. Lubawy’s work is based on Howard Gardner’s ‘Theory of Multiple Intelligence’ and work from Reggio Emilia in Italy.

The publication is rich with coloured photographs of children at work, and with their conversations as they discuss their motivation and what they are hoping to achieve. The conversations focus on the child’s view but also illustrate how the adult, by listening, waiting and reflecting, can support the children in reaching a conclusion. Children’s voices dominate the text, teacher’s reflections are included and the reader is shown how every experience is connected to the child’s knowledge of and relationship to their peers, their family and their community.

This publication is easy to read and beautiful to look at. It encourages the reader to listen to children’s voices, to observe and reflect on what has been heard and seen, to use that information to extend and support new and exciting experiences and to believe that anything is possible. It gives a very positive view of children as capable and creative beings with much to offer and encourages the reader to step out of their comfort zone and make a difference in their own life and the life of the children in their care. While the illustrations are of three to five-year-old children, the methods have application for all ages. It is a reading must for anyone who works with, or is considering working with young children.

Reviewed by Helen Inglis

2

From Lullabies to Literature: Stories in the Lives of Infants and Toddlers Jennifer Birckmayer, Anne Kennedy and Anne Stonehouse National Association for the Education of Very Young Children (US) and Pademelon Press (Aus) ISBN: 9781928896524

Three copies to give away What is a story? For these authors a story is defined in many different ways — as a conversation, a child retelling her day’s experiences, a nursery rhyme, folk song, book and poem.

Stories enrich and expand children’s lives – affirming their experiences and introducing children to the structure and beauty of languages argue the authors. For reviewer Helen Inglis the book clearly sets out formats and includes many examples of children’s reactions and comments. It also provides encouragement and suggestions for the nervous storyteller and for the adult who is reluctant to use books and stories with such young children. Information for families to help them to enjoy and share stories with their children is also included. This book is essential reading for all staff and students who work with under three year olds, says Helen Inglis.

3

Backyard Insects Paul Horne & Denis Crawford The Miegunyah Press (an imprint of University of Melbourne Publishing) ISBN 978 0 522 85202 8 Three copies to give away

This is one of Bedrock’s favourite reference books to use at home to check out what exotic or not so exotic winged or crawly visitors are coming to visit. With clear pictures and useful descriptions of habits and habitat this book is well thumbed and very easy to use.

BEDROCK the IEU early childhood education magazine 21

Everyday miracle worlds in the backyard Run only to profit members

What’s really going on under those plants at your service’s gate? Who’s scuttling around between the pavers? Why’s that butterfly hovering around the citrus? When NSW/ACT IEU Journalist Suzanne KOWALSKI-ROTH visites Sir Philip Baxter Child Care Centre in Sydney’s Woollahra with Australian Museum Naturalist Martyn Robinson, she discoveres a hidden world of micro miracles.

No commissions Low fees

Centre Director and IEU member Elizabeth Warren certainly doesn’t think of her centre with its pavers, concrete and tubs of plants as any standout example of local biodiversity.

But from the minute Naturalist Martyn Robinson arrives at the centre it’s clear not much escapes his sharp eyes.

“It’s not necessarily easy to predict what you’ll find but you will always find something,” he says. “Even in the most barren patch of ground.”

“Without the contact you don’t get the empathy and without the empathy you don’t tend to see the need to preserve these things.”

Wonder of nature

Armed with a small spray pump full of water, a magnifying glass and an umbrella, Martyn sets about inspecting the plants at the centre’s entrance. With a quick squirt of water suddenly a spider’s web is revealed — shimmering in the morning light. We watch a thirsty house spider come out to drink.

As Elizabeth takes Martyn on a tour of the centre pointing out the resident currawong nests she recounts the recent dead bat on the footpath. It’s clear how special the interactions with animal life are to the children and staff at the centre.

It’s important to teach children to respect animals and insects but not to touch them, Martyn says.

“You don’t want kids to get a negative reaction to nature but they’re always fascinated,” he says. The sad part is that we always start out that way but a lot of us tend to grow out of it as we get older. Hopefully if kids get the interest early they’ll never grow out of it.”

Elizabeth recounts how much the children enjoy watching ants march up the walls and finding hordes of snails in the letterbox.

But she’s conscious of not knowing enough. And logistics can be a problem.

“As anyone who works in a childcare setting knows just getting plants to survive holiday shutdowns is a major challenge. We’ve got a lot of tough plants that survive the hot closure period in the holidays,” she says.

A sense of empathy

Why is it important for children to be learning about what’s around them?

“It gives them a sense of empathy with other living things which sadly seems to be lacking in a lot of childhoods we see at the museum these days,” Martyn says.

NGS Super is the industry super fund for people “It would be absolutely unheard of for somebody of my age working in non-government education going through early childhood without the experience of

They watch the baby birds being fed by the adult birds.

Recently they rescued another bat caught in vines hanging off the back fence. They’ve also delighted in an impromptu visit from a duck and ducklings from nearby Centennial Park and tried to rescue a possum caught in the centre’s tyre swing.

raising silkworms or tadpoles but it’s a rarity among kids these days. Without the contact you don’t get the empathy and without the empathy you don’t tend to see the need to preserve these things. Ultimately, because everything is interconnected, we depend on it too.”

Web of life

www.ngssuper.com.au ( 1300 133 177 What’s in the umbrella?

Baxter, but Martyn explains what is going on 24/7.

The web of life may not be immediately obvious at Sir Philip

ButIssuedtoday the focus is on the less obvious. Martyn inspects by: Non-Government Schools Superannuation Fund Pty Ltd ABN 46 003 491 487 AFSL No: 233 154 RSEL No: L0000567 the Trustee of the Non-Government Schools Superannuation Fund ABN 73 549 180 515 RSER No: R1000818 Flies and mosquito come to feed on the plant matter or the lilly pilly leaves overhanging the yard, gathers the humans. Spiders build webs to catch those flying insects. fascinated children around an old umbrella and shakes the Parasitic wasps feed on the spiders. Birds and lizards feed on edging bushes vigorously. The children crane forward to see the insects. "Just within this relatively small area you have a what insects have fallen into the umbrella. He also hands four-stage food web,” Martyn says. out water spray pumps and takes the enthusiastic children And as you delve into the treasures that are in your around the yard to spray some webs.

22 BEDROCK the IEU early childhood education magazine

Martyn’s hints n

I nstead of raising caterpillars you could have a tub plant like a cumquat or mandarin. The children could eat the fruit, watch butterflies visit and follow the transformation from egg to butterfly. The orchard butterfly is attracted to citrus. Their eggs can be mistaken for little bird droppings before they turn green.

n

isit the same place by day and night with a torch. At night V the garden becomes more mysterious and you will see things that have been hidden by foliage.

n

P ut some old tiles into the garden and lift them up once a week to see what’s there. Different creatures will take up residence. Be careful not to let the children touch them.

n

n umbrella, magnifying glass and small water pump spray A is all you need to be a nature explorer but if you don’t have any of these handy just go on a slow walk. It’s Elizabeth’s favourite activity to recommend to parents.

backyard don’t be disheartened by a lack of knowledge about plants and bugs.

Scientist and author Rachel Carson, credited with being a key figure in the modern environmental movement, urged adults to nurture a ‘sense of wonder’ first and foremost in very young children and to forget about making identification the aim of an activity. Just creating the space in the day to look closely and share the experience of marvelling may be enough to spark a future entomologist, biologist or ecologist.

There is also plenty of information available to help with identification Martyn says.

“If you have trouble indentifying things you can always send in images or specimens to the Australian Museum or other Natural History institutions,” he says.

Visit www.ieu.asn.au and click on the video ‘ECS: Backyard Resource’ to see a video of Martyn’s visit.

The museum has a dedicated early childhood space and extensive online resources. For more info visit: www.austmus.gov.au Check out this issue’s Giveaways for Backyard Insects — a user friendly, clear helpful identification book.

Spotted on site: Spiders Blue-eyed lacewing eggs Butterflies Moths Skinks Scale insects Ants

Wasps Bees Flies Shed spider skin A grasshopper Lizards Leaf beetle

BEDROCK the IEU early childhood education magazine 23

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