Bedrock #3 2014 by IEU NSW/ACT

The Independent Education Union early childhood education magazine

Vol 19 #3, November 2014

Conference issue: Activate! Articulate! Remunerate! Your everyday work and other acts of advocacy.

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executive editors

JOHN QUESSY NSW/ACT Independent Education Union and TERRY BURKE Independent Education Union of Australia - Queensland and Northern Territory Branch

NSW news Ask Lisa

Queensland and Northern Territory news Ready for change

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editor

Teacher advocacy: it’s not just about you

journalists

Your everyday work and other acts of advocacy

Share your ‘secret teachers’ business’ with families

coordinator

Have you drifted away from your dreams?

design

Everyday leadership – the act of improving each other’s lives

printing and distribution

A Swazi-Australian mentoring partnership

Sustainability: Investigating the Bs and the Rs in the National Quality Framework

Bedrock Giveaways

Greenover Engineering a better future

Sue Osborne Fiona Stutz Sue Osborne Suzanne Kowalski-Roth

Verena Heron Chris Ruddle

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publication mailing address

NSW/ACT Independent Education Union GPO Box 116 Sydney 2001 Tel: (02) 8202 8900 Fax: (02) 9211 1455 Email: ieu@ieu.asn.au Website: www.ieu.asn.au

Have you drifted away from your dreams? P14

Everyday leadership P16

Sustainability: Investigating the Bs and the Rs in the National Quality Framework P20

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 Kayla Skorupan at the IEU on (02) 8202 8900 or email: ieu@ieu.asn.au

advertising disclaimer

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.

bedrock

Is a joint publication of the NSW/ACT Independent Education Union (NSW/ACT IEU) and the Independent Education Union of Australia - Queensland and Northern Territory Branch. (IEUA - QNT)

John Quessy Welcome to this special edition of Bedrock. As has been the tradition for many years, the final edition of the year is based on the presentations and workshops at the NSW/ACT IEU Early Childhood Education Conference, Activate, Articulate, Remunerate, held in Sydney in August. The issues presented in this Conference are relevant to all early childhood teachers. This year’s Productivity Commission Review on Child Care and Early Learning was the subject of much debate. The findings of the review, for instance the worrying idea that a qualified teacher is not required to teach 0-3s, highlighted the need for teachers to speak out on their own behalf, on behalf of the children

Terry Burke in their care, their community and society at large. Many speakers explored how this can be done as part of your every day work, not as an add-on to your busy days. Talking to families about how early childhood education works and why it is important is part of that advocacy. Elsewhere in the journal presenters explore an intriguing relationship between Australian educators and those providing a service in Swaziland in southern Africa, and perennial favourite Joy Lubawy asks: Have you drifted away from your dreams? Giveaways and Greenover appear as usual. We are always keen to hear your feedback and story ideas, just email bedrock@ieu.asn.au. Bedrock| issue 3|Vol 19|2014|3

NSW news Early childhood teacher accreditation

SW Education Minister Adrian Piccoli has introduced a Bill into Parliament to amend the Teacher Accreditation Act. The Bill makes some major changes to the current regime of accreditation, requiring all NSW teachers to become accredited, including early childhood teachers. Mr Piccoli said an early childhood teacher would be appointed as a member of the Quality Teaching Council. The IEU is advocating for an early childhood teacher elected by their peers to be appointed to the Council as well. “Consultation conducted by the Board of Studies and Teaching Education Standards (BOSTES) with the early childhood sector has revealed widespread support for this change,” he told Parliament. “The Board will work closely with the Australian Quality Education and Care Authority to ensure that teachers working in early childhood centres have appropriate qualifications and that they maintain their accreditation against professional teaching standards, just as accredited teachers working in schools currently do. “This will provide greater employment mobility for teachers who are qualified to work in both schools and early childhood centres.” IEU General Secretary John Quessy said the “move was welcomed by the

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Union as a recognition of teachers’ status and professionalism”. “We hope that both Federal and State Governments might support this status by providing the funding necessary to see that these members are paid as professionals,” he said.

ACECQA’s responds to Productivity Commission ACECQA responded to the Productivity Commission’s draft report into Child Care and Early Childhood Learning in September, calling for the maintenance of qualifications requirements introduced under the NQF, particularly for teachers working with the youngest children as “research increasingly shows the positive effect higher qualifications have on the quality of services”. ACECQA also cautioned that the introduction of lower qualifications for those working with children in the 0-3 category will see low cost services especially targeted to this age group emerge, which could lead to a twotiered system based on the ‘careeducation’ divide. ACECQA highlighted the link between higher qualifications and improved child outcomes. Download ACECQA’s full response here: http:// bit.ly/1qKFyQB Poorest families locked out of childcare Soaring childcare costs and long waiting lists are locking out the

poorest NSW families at a far higher rate than the rest of Australia, the Sydney Morning Herald reported in September. Only 2% of the poorest NSW families are using childcare to get mothers back into the workforce, compared to 22% of the poorest households nationally. The figures come from The University of Melbourne’s Household Income and Labour Dynamics in Australia annual survey. Private operators are opening centres that target parents who can most afford to pay, not where there is greatest need, and long waiting lists are among the factors being blamed. http://bit.ly/1lQXKt2 New guidelines for planning childcare facilities New guidelines have been released that identify and promote best practice is state, territory and local government childcare planning. Developed by UTS Centre for Local Government, the guidelines identify how to most effectively overcome planning barriers and improve accessibility to childcare. The Guidelines also provide real examples of successful approaches which could be adopted by other local governments: http://bit.ly/1uj7PjV

Are you interested in becoming more active in the IEU? The IEU is calling for nominations for the ECS Council from ECS members. The role of the ECS Council is to provide advice and guidance to the IEU Executive and IEU Council on matters relevant to members employed in early childhood services. The Council meets three or four times a year in Sydney, usually on a Friday. The IEU pays for the relief teacher employed by your service whilst you attend the meeting, as well as travel and any accommodation needs of councillors from regional and remote areas (or country areas). Members of the Council advise the Union on issues of importance to ECS members and assist in the development of Union submissions and responses to issues both industrial and professional in nature. The Union frequently makes submissions to governments at all levels and other bodies on behalf of our members on a wide range of issues. The ECS Council is composed of eight members plus the ECS Vice President. ECS members elect councillors from the following areas: ·

Three members are elected from the Sydney Metropolitan area including the Penrith/Blue Mountains area.

One member is elected from the South Coast including the Campbelltown area.

One member is elected from the Hunter Valley or Central Coast area.

Three members are elected from regional country areas other than those mentioned above.

If you are interested in standing for ECS Council please phone Verena Heron or Joanna Kotsakis on 8202 8900 for a nomination form. Nominations close on 5 December, 2014 Elections, if required, will be held in Term 1, 2015.

Hi Lisa, I’m an early childhood teacher in a long day care centre. I wanted to ask what our award says about leave in regards to the death of a family member. My grandmother passed away this morning. I am just wondering what I am entitled to in regards to paid leave. Am I entitled to use my sick leave? If so, is there an amount of days? Kind regards, Renee Hi Renee, The National Employment Standards state that Compassionate/ Bereavement leave is two days for the death of immediate family member, this includes grandparents, parents, siblings, partner and children. This leave does not need to be taken from your sick leave. Here are the rules: Entitlement to compassionate leave An employee is entitled to two days of compassionate leave for each occasion when a member of the employee’s immediate family, or a member of the employee’s household: (a) contracts or develops a personal illness that poses a serious threat to his or her life; or (b) sustains a personal injury that poses a serious threat to his or her life; or (c) dies. Taking compassionate leave An employee may take compassionate leave for a particular permissible occasion as: (a) a single continuous period of two days; or (b) two separate periods of one day each; or (c) any separate periods to which the employee and his or her employer agree. Kind regards, Lisa

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Queensland and Northern Territory news Long-term commitment on Universal Access essential

niversal Access funding for early childhood education has been given a lifeline after the Federal Government agreed to commit to funding in 2015. However, an ongoing commitment to continued funding from 2016 and beyond is needed. Affordable early learning will be provided to every child in Australia after the Federal Government announced their commitment of $406 million to provide Universal Access funding in 2015. While the interim funding arrangement is more than welcome, the early childhood education sector requires a long term and ongoing commitment by both the state and federal governments to Universal Access. If federal funds are reduced or rescinded from 2016, parents will face exorbitant fees and enrolments to essential early education programs will fall. Furthermore, our members in kindergartens will face additional pressures on their wages and conditions, with possible job losses. The recently released Productivity Commission draft report into Childcare and Early Childhood Learning recommends the retention of the 15 hours of Universal Access funding. However, there is currently no certainty that the recommendation will be carried in the final report or

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that the Federal Government will accept and fund Universal Access after 2015.

Members action works IEUA-QNT members recently lobbied federal and state members of parliament to guarantee funding through a postcard campaign, after the Federal Government delayed its commitment to funding Universal Access after 2014, contingent on the Productivity Commission report due to be considered late in October. Members also wrote submissions to the inquiry to have their position on Universal Access heard – and to ensure the Productivity Commission received a loud and clear message that the retention of Universal Access funding is fundamental to the future of community kindergartens in Queensland. IEUA-QNT Branch Secretary, Terry Burke, said there was no guarantee at this stage that the Federal Government would retain Universal Access beyond 2015. “The Federal Government has signalled its intention to make budget savings. It is crucial that we ensure that this funding is maintained beyond 2015 as many community kindergartens are already struggling under the current funding system,” Mr Burke said. “The Federal Government needs to be told what everyone

in the education sector and every parent knows - Universal Access to kindergarten education is too valuable to lose.” The provision of Universal Access to kindergarten programs, run by qualified teachers, is essential to improving student outcomes in the long-term and reducing educational outcome inequity for Indigenous, remote and rural children and children from low socio-economic backgrounds. Of the more than $1.6 billion in federal funds given to states and territories, Queensland has received $275 million over three years towards the delivery of community kindergarten programs. Over this time, enrolment in Queensland kindergarten programs have also increased on the back of additional funding under the National Partnership Agreements. The federal and state governments have a shared responsibility to provide continued Universal Access to quality education for kindergartens. Any attempts by the Federal Government to retreat from these obligations will not be accepted. To ensure early childhood education is not put in the same situation next year, members will continue to urge state and federal governments to consider realistic and sustained increases in funding sooner rather than later.

Ready for change

“Leanne Gibbs suggested that we could learn a lot from her hair mistakes through the decades – in particular that advocacy won’t cause changes overnight, but like the Pantene promise, will deliver them eventually.”

elcome to the special Early Childhood Education Conference issue of Bedrock. The 2014 Conference, Activate, Articulate, Remunerate was held on 30 August and was attended by 80 IEU members, Early Childhood Consultant Lisa Bryant writes. As you will see throughout this special edition of Bedrock the theme that developed over the day was the absolute need for all early childhood members of the IEU to be advocates for children, for their communities, for their services, but above all for themselves, as teachers and professionals, and as teachers and professionals deserving of remuneration in line with other teachers. Nobody said advocacy is easy. Advocating for the rights of one group of teachers when other teachers are also not paid adequately is especially hard. But session after session at the Conference showed why there is the absolute need to do so. Gabrielle Connell, Vice President, ECS, (who wasn’t even actually at the conference) managed to make her feelings known about the need to advocate before early childhood

teachers are replaced with trained dogs. Marie Jacobsen and Ariane Simon outlined how in the current landscape it was an imperative. John Quessy spoke about the big advocacy the Union is engaged with – in particular the equal pay case. Leanne Gibbs suggested that we could learn a lot from her hair mistakes through the decades – in particular that advocacy won’t cause changes overnight, but like the Pantene promise, will deliver them eventually. Fran Press let everyone see her fury about the draft recommendations of the Productivity Commission – especially their recommendations about the lack of value of early childhood teachers. After hearing all morning about the need for advocacy we then had a panel session with Verena Heron, Leanne, Marianne Fenech, Ariane, Fran and Lisa (pictured) to discuss how they had each learnt the skills and overcome any fears they had about doing advocacy. We learnt that the first time Fran Press (now a lecturer) had to speak in public she had to hold the lectern to steady herself. We learnt that one of the most enjoyable pieces of advocacy Leanne had engaged in was taking part in a street march with her

family – sharing their mutual beliefs publically. Ariane told us that she was shocked when she had made a call to the Assistant Minister for Education’s office and was offered a meeting but her passion (and anger) had carried her through. Marianne spoke of her pride in a recent advocacy action which saw her pull together a large part of the education and care sector to advocate jointly. Verena reminded us that teachers are leaders within their services and have undertaken additional education and we need to feel okay about standing up for our rights. Every person on the panel had a different advocacy journey and a different advocacy path. None started off knowing how to talk in public, or talk to politicians, or talk to media. But what they did have, and what fuelled them to deliver the skills they needed was a belief that something had to change. In 2014, the gap between what early childhood teachers earn and what other teachers earn has widened, not lessened. Do you believe this has to change?

Bedrock| issue 3|Vol 19|2014|7

Teacher advocacy itâ&#x20AC;&#x2122;s not just about you

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he union tradition, at its best, is one of solidarity, Charles Sturt University School of Education Associate Professor Fran Press writes. Through collective action, unions defend the rights of their members and frequently advocate for issues concerned with social justice more generally. In the wake of the recent Productivity Commission Review on Child Care and Early Learning, early childhood teachers have a lot to campaign for and defend. They have a significant advocacy role in front of them to secure the ongoing development of a coherent, high quality early childhood education and care (ECEC) system that is staffed by a skilled and qualified workforce: a system that reflects the best of what we know from research and includes the employment of early childhood teachers across the age ranges. The draft recommendations of the Productivity Commission arise from a poor understanding of early childhood pedagogy. These proposals are based on the misunderstanding that care is somehow distinct from education; that education for young children happens only within a discrete part of their time within the early childhood program; and that early childhood education and care really only matters for children in the year or two before school. As a result, qualification requirements for staff working with infants are watered down, the numbers of teachers required for early childhood programs are reduced, and non-departmental preschools are removed from the rest of the early childhood sector and run the risk of ‘schoolification’. Underlying these regressive proposals is a policy direction that is oriented to constructing ECEC primarily as an adjunct to women’s workforce participation. Positive influence Contrary to the directions exemplified by the Productivity Commission report are those policies that have been recommended to support the wellbeing and healthy development and learning of young children. Starting Strong 2, the second report of the OECD’s Thematic Review of Early Childhood Education and Care, recommended that early childhood education and care systems should have a strong and equal partnership with education in order to “enable smoother transitions for children, and the recognition of early childhood

pedagogy as an important part of the education process”. According to John Bennett, who headed the OECD Thematic Reviews, early childhood education should exert a positive influence on schools. He maintains that the current split results in an overemphasis on cognitive development to the “detriment of care and social attachment”. Not new The OECD view is, however, not a new realisation. The value of early childhood education, and its distinctive nature, has long been recognised. In 1893, Sir George Houston Reid (MP), declared that the kindergarten “converted what used to be a barbarous system of learning into a system of education which makes education a positive delight and a source of strength to those children who are taught by it”. This raises the question of why, over a century down the track, we still have to defend the importance and nature of early childhood teaching? Maybe we need to get better at telling the early childhood story to a nonearly childhood audience. It’s time to reflect upon how early childhood teachers can best advocate for themselves and their profession in the everyday. Without detracting from the real challenges early childhood teachers face in relation to industrial issues such parity in wages and conditions, its time to also consider how to articulate the complexity, skill, knowledge and impact of early childhood teaching. Tell the story I would ask that all teachers begin to tell the story about: what is great about being an early childhood teacher; the difference early childhood education makes in children’s and families lives and the skills, knowledge and decisionmaking that goes into developing and maintaining a high quality program. What may be obvious to you as a teacher may be invisible to others who do not view the work through the same lens. One task of the advocate is to make the invisible visible, tangible and meaningful. We now need advocacy on several fronts: to defend and extend an early childhood education and care sector that centres on the needs and rights of children; to secure the role of the early childhood teacher for all children in early childhood settings and to secure the wages and conditions commensurate

with workload and expertise. “The challenge for us all, therefore, is to ensure the melding of care and education into a secure profession. It is about the way we can best provide the childcare and the growth of love that ensure a humane and just society.” (Gammage) References

“These proposals are based on the misunderstanding that care is somehow distinct from education and that early childhood education and care really only matters for children in the year or two before school.” • Bennett J 2003, Starting strong: the persistent division between care and education, Journal of Early Childhood Research 1, 21-48. • Gammage P 2000, Childcare and the growth of love: preparing for an unknown future, in J. Hayden (Ed.). (2000). Landscapes in Early Childhood Education: Cross National Perspectives on Empowerment - A Guide for the New Millennium. New York: Peter Lang. • OECD 2006, Starting Strong II: Early childhood education and care. Paris: OECD. • Productivity Commission 2014, Childcare and Early Childhood Learning: Draft Report. http:// pc.gov.au/__data/assets/pdf_ file/0008/138383/childcare-draft.pdf • Reid GH 1893, New South Wales Parliamentary Debates, First Series, Fifteenth Parliament, Fourth Session, Volume LXV, 19 April to 17 May, p.6740.

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Your everyday work and other acts of advocacy W

hether you want to be involved in something small or something big, the important thing is to remember that you are entitled to fight for the things you believe in. Advocacy has purposeful results: to enable social justice advocates to gain access and a voice in the decisionmaking of relevant institutions; to change the power relationships between these institutions and the people affected by their decisions, thereby changing the institutions themselves; and to bring a clear improvement in people’s lives. What is advocacy? Understanding what the term ‘advocacy’ means can provide a good foundation for action. Advocacy is about speaking out, acting, and writing to promote and defend the rights, needs and interests of people. The act of advocacy is about organised efforts and actions on behalf of someone or something. It is about attempting to influence outcomes about public policy, funding allocations and program management; decisions that have an impact on the lives of children. The word ‘advocacy’ does not have to imply a competition or confrontation but it does imply communication. 10|Bedrock| issue 3|Vol 19|2014

Levels of advocacy Advocacy occurs at different levels that can be unique, yet interlinked. In the early education and care sector personal advocacy involves working on behalf of children within services or in the community. The quality of the work performed demonstrates this commitment. At this level, people work in a professional capacity to help families access services and to pursue quality within the service. People may also provide support at a meeting, assist a family to obtain financial support, or uphold the code of ethics and children’s rights in dayto-day work. Public advocacy involves promoting issues that have a more public presence and this level is primarily based around educating the community through actions such as: letters to newspaper editors, communication with elected representatives, public meetings and working with the media and other related organisations. Systems/legislative advocacy involves working to make changes to policy or legislation, resulting in better services, facilities and funding. This involves working with politicians and government departments, in lobbying and participating in reviews.

What’s the point? A range of research findings tell us that children who access high quality education and care services are advantaged in school performance and later life. Access to education and care is vitally important, as is the cost of that care (which can determine access) and the quality of the care accessed. We know that children from disadvantaged backgrounds have greater gains through attending high quality education and care services. Challenges experienced by children and families in current times include the disparity of literacy and numeracy levels between high socio-economic backgrounds and those of low socioeconomic backgrounds, particularly within Aboriginal and Torres Strait Islander populations. Other areas for concern are increasing levels of obesity, asthma, mental illness and child abuse and neglect. Critical areas for change involve social skills, problem solving, challenging behaviour, delayed development and poor school performance. The experiences that children have early in life will all have an impact upon these critical areas. It is essential that challenges facing children and families are taken into account, along with the essential enrichment and protection of early childhood environments

“Knowledge, research, expertise and confidence allows early childhood advocates to change the course of debate on environment, curriculum, and health practices, allowing the possibility for transformation.” and curriculum. It is possible to act on behalf of individual children and communities to alter the outcomes, even if only a single child or family benefits. Knowledge, research, expertise and confidence allows early childhood advocates to change the course of debate on environment, curriculum, and health practices, allowing the possibility for transformation. Responsibilities Teachers have an ethical obligation to be advocates for children and families by virtue of their role in working for the best interests of children. It is important to understand advocacy and the effect of public policy upon the lives of children. We have a responsibility and obligation to understand the impact of public policy on the lives and rights of children and functioning of education and care services. We need to understand the nature of democratic government and our right to be opposed to action, policies and programs we disagree with. We can use those understandings to speak on behalf of children and families, and take action on behalf of children and families. Teachers can inform parents and community members so that they

may take action for their children and teach children an understanding of their rights and guide them in speaking out. Teachers work collaboratively with colleagues and organisations to act for children and families. Successful advocacy in early childhood involves working together. Working together is powerful and strength is gained from working with others who share your views. In a perfect world, there would be no need for advocacy. There would be exceptional and accessible education and care services, quality health and education programs for every child and family, and the preservation of children’s rights worldwide. However, this is not the reality and economic, political and social interests dictate otherwise. In Australia, there is a functioning early childhood system but it does not function to serve everyone or to adequately meet the needs of those within it.

just and equitable community. Teachers in early education and care services and families are well placed to take on an advocacy role. An intimate and professional knowledge of early childhood education means that the teacher holds the position of being an expert in this field, and being in the position as an early childhood professional means that there is an ethical obligation to promote action. There is no real choice to do otherwise. This is an edited extract from The Director’s Manual (2013) by Lisa Bryant and Leanne Gibbs published by Community Child Care. This work contributed to Leanne’s presentation at the Early Childhood Education Conference. To purchase a copy of the Manual go to http://ccccnsw.org.au/shop

Can do better So many people agree that we can do better and that quality of life for the majority is more acceptable than individual wealth. Indeed, one of the roles of a citizen is to become a part of a movement that aims for a more Bedrock| issue 3|Vol 19|2014|11

Share your ‘secret teachers’ business’ with families T

hink about the interactions that you have had with parents at your centre over the last month, Macquarie University Institute of Early Childhood Professor Marianne Fenech writes. Chances are that most, if not all, of the focus of these contacts has been about their child. You appreciate how collaborative, respectful, relationships with families contributes to quality early learning experiences for that child. But what if we broadened the focus of these contacts to working for quality early childhood education (ECE) for all children in Australia? What I mean here is how might our contacts with parents who use or make enquiries about your service be focused on building parents’ understandings of early child development and quality ECE, so that parents may be encouraged to advocate for quality ECE for all children, not just their own? While the sector has a longstanding history of advocating for children and the profession, this important work has largely been undertaken for parents, not with them. I suggest that in the current political climate, where the Federal Government is more focused on accessibility, affordability and flexibility than quality, and where recommendations in the recently

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released Productivity Commission’s Childcare and Early Childhood Learning Draft Report threaten to seriously weaken quality standards, it is critical that teachers extend their partnerships with families into advocacy collaborations. In this article I present provocations from two research projects to challenge you to think about how you work with families, and how this might involve partnering with families in ways that build their capacity to advocate for quality ECE. One project, funded by the Australian Research Council, with financial and in-kind support from KU Children’s Services and Goodstart Early Learning, involved interviews with five centre directors (three preschools, two long day care centres, all with exceeding NQS ratings) about how they build parents’ understandings about early learning and quality ECE. The second project, conducted with financial support from Community Child Care Cooperative, involved interviews with four early childhood teachers about their advocacy motivations and practices.

Talking about a passion Some directors expressed a reticence to communicate to parents the importance of the early years as a critical period of development, or about what enabled their centre

to be operating at high quality, such as the employment of early childhood teachers. This reticence stemmed from a concern to focus on ‘where the parent is at’, ie their child. To talk more broadly about quality contributors or brain development, for example, was regarded as imposing the agenda of staff on to parents, and not something that ‘nice ladies’ do. Notably, however, interview data suggested that these staff did impose their agenda onto parents when it concerned something staff were passionate about. For example, playbased learning was central to each centre’s philosophy and something that staff regularly promoted to parents. Being passionate about a cause is the foundation of advocacy work. All four teacher advocates that I interviewed were passionate about children, quality ECE, and building the status of the EC profession. All director participants were passionate about providing high quality ECE for the children at their centre. However, not all were as passionate about raising parents’ awareness about the importance of the early years and quality ECE contributors, with a view to building parents’ capacity to advocate for government policy that supported high quality ECE.

“Building parents’ knowledge about early learning can provide a powerful foundation from which parents can refute claims such as ‘we don’t really need teachers working with young children’.” Advocacy collaborations One of the reasons some director participants did not feel passionate about developing advocacy collaborations with parents was because doing so was not really something that they had thought about. Their focus was on withincentre quality and professionalism, not sector-wide quality and professional status. Reflecting on the possibility of developing advocacy collaborations with parents, however, sparked a passion for considering how they might engage in such work more intentionally. Making it ordinary Having a passion and deciding to foster collaborations with parents can be thwarted by barriers posed by every day practice: lack of time, lack of energy, and perhaps even a lack of confidence to work with parents in this way. Encouragingly, participants from both studies identified strategies that they incorporated or could incorporate into their everyday practice. In this way, the task of developing advocacy collaborations with parents was broken down from being perceived as an onerous burden to something that could be incorporated into every day practice, and thus made ordinary. Below are some strategies that you might like to consider undertaking with your staff:

Incorporate building parents’ understandings of early learning and contributors to quality ECE into your QIP. In your next parent newsletter draw attention to the media focus on red tape and increased fees because of the NQF. Refute the claims using your centre’s experience and research, and explain why ratios and qualifications are important. Reflect on the information you give to prospective centre users when they call or attend an information evening. To what extent do you use this as an opportunity to build parents’ understandings? In the month prior to your next staff meeting ask staff to be intentional about building parents’ understandings about early learning and quality ECE in a natural way. Ask them to note down what they did and what happened. Debrief and reflect at the staff meeting, perhaps discussing how you might build on what has been done and what staff might try doing over the next month. Invite parents to spend an hour at the centre where an educator walks through what experiences they have planned for their child and the thinking that has informed the experiences. Ensure that the explanation focuses both on the individual child and on early learning and quality ECE more generally (brain development, theoretical perspectives, quality contributors). Another newsletter item: Did you

notice that we did this this week? Explain what you did and why. Promote a recently established parent advocacy group like The Parenthood: www.theparenthood.org.au/ Involve parents in Union campaigns: Teachers are Teachers. Build knowledge With four years of study behind them, supplemented by ongoing professional development, teachers know why the early years are important and why quality ECE matters. One teacher advocate referred to this knowledge as ‘secret teachers’ business’, because from her perspective, teachers did not appear to actively share this knowledge with those outside the profession, such as parents. Breaking down this ‘secrecy’ and building parents’ knowledge about early learning and quality ECE can provide a powerful foundation from which parents can refute claims such as ‘we don’t really need teachers working with young children’ and policies that compromise the quality of ECE services. Any teacher can be an advocate for children. The current political climate intensifies the challenge for teachers to not only practice in this way but to do so in ways that build parents’ capacity to advocate for quality ECE as well. Developing advocacy partnerships with parents can begin with passion, it must be intentional and it can be ordinary.

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Have you drifted away from your dreams? C

ast your mind back a few years (for some of us a good few years) and remember what started your journey towards an early childhood specialty teaching degree, retired teacher Joy Lubawy writes. What was it about young children that inspired you through seemingly endless study combined with some degree of poverty? What were your dreams, and have you drifted away from them? For me, it was the simple delight of having two small daughters, an invitation from the wonderful Gough Whitlam to go to university (it was free) and study for what was going to be needed – speciality teachers for the younger child, in preparation for universal preschool. It was children’s honesty, exploration and wonderment that inspired me, the way they could make anything become anything, how they painted and drew, danced and sang, how they ran and climbed and learnt to work in a group. In my studies I learnt about child development and creativity. I saw how I could be something very special in a young child’s life. Oh sweet memories! But lately . . . I know how increasingly difficult it is to maintain the dream, to believe in learning

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through play when push down NAPLAN-influenced pressure from schools and formal education in general and, God forbid, ‘direct instruction’ is getting stronger. What a far cry from the simple joys of childhood.

Are we drifting? How far have we drifted away from ‘the image of the child’ conversations we had about 2000? Is it all about compliance and ratings? Have we forgotten to be in awe of the children? Have we forgotten about creativity and invention, innovation and learning through real experiences and making mistakes with reasonable safely? Has our desire to become more intentional meant that we have become stand over merchants, in total control of children, forgetting to give them a sense of agency? Are we more afraid? I think so. Even the most wonderful, experienced teachers I talk to these days are worried they won’t get the precious ‘exceeding’ rating they so desire. It’s NAPLAN for big people! Are we up to date with research about the ways that young children learn, not only holistically but that they all learn in different ways? To reach some children we need to adopt a style that is almost pure Reggio Emilia, but for some they

might need a little more Montessori or Steiner inspired approaches or perhaps even approaches that we might not have yet thought of using. Some children delight and thrive in more structured environments while others are totally in charge of their own learning and have such a sense of agency we can merely stand by and assist sometimes. Do we need to have a conversation about all the ways we can educate children, intentionally, but not with the adult at the centre, controlling everything? Have we become boring? Let’s touch base once again. Where are you coming from? What is your deepest philosophy about young children learning and developing? How do you see yourself in their lives? What influence might you have long-term? I have one short story to share with you. War stories A phone call came one morning recently from a former preschool child, he is now 16. Would I like to come and have morning tea at his home and please could I bring that book I used to write in? He told me he wondered when he had become a pacifist. I was curious to know what he remembered and he told me his memory of a particular day.

You see, on every second weekend he had watched the TV series The World at War with his grandma. He knew a lot about the history of warfare, about camouflage, weaponry and courage. He played out his ideas in many ways: he rode on his imaginary horse to kill imaginary goats to feed imaginary soldiers fighting in the Boer War. He painted, drew, talked about and played warfare, largely peacefully. He was an incredible child that inspired others to play his invented games. He loved the excitement I think, but had not really thought about the consequences of warfare – he was only four. However, he took a step too far one day I thought. He built (with blocks) a two-seater plane with bombs on board, next to his friend who built a single seater aerobatic plane. For a time they flew in their imaginary planes, complete with sound effects until the bombardier in the second seat was told to drop the bombs. Suddenly a barrage of heavy, cylindrical blocks came crashing down on the aerobatic plane. There was a howl of protest. I asked, “What are you doing?” “I am bombing the Iraqis back into the stone age?” (It was the time of the first Iraq war, the invasion of Kuwait.)

“Why?” “They are the enemy” I found a blue hat and sat on a chair midway between the warring parties. “What do you think you are doing?” he asked me. “I am the United Nations and I am here to make sure the big guys don’t beat up the little guys.” “The UN can just butt out!” “Hold on a minute, let’s have a peace talk” I said as I frantically tried to think of a way to approach what was happening. I took his hand, brought him closer to me and spoke gently. “Who are the enemy? Your friend Dylan says he is not the enemy.” “All those Iraqis, they are all evil.” “Even the little babies?” “Well no, they couldn’t be” “The four-year old boys like you?” “Well, no, of course not!” I went through the list, the teenagers, the mummies, the daddies? “They can’t all be evil can they,” his reply came finally. When asked what we might do about it, his final words on the subject were so apt: “I think we should call a cease fire and have some morning tea”. He told me over morning tea as a 16 year old, that a seed was planted

that day, and that he was dedicating himself to trying to find a way for the world to know peace not war. He loves history of course but wants to study at university so he can become a diplomat and perhaps even one day work for the United Nations.

“He told me over morning tea that a seed was planted that day, and that he was dedicating himself to trying to find a way for the world to know peace not war.” A miracle happened that day among the blocks. It made my whole teaching career worthwhile. Let’s not drift away from the core. We touch the future. We can make a difference.

Bedrock| issue 3|Vol 19|2014|15

Everyday leadership:

the act of improving each otherâ&#x20AC;&#x2122;s lives 16|Bedrock| issue 3|Vol 19|2014

ven though we may have difficulty agreeing on a single definition, we all know leadership when we hear it and see it in action, Karuna Montessori Director Margaret Wayland writes. Our first formal exposure to leadership may be a one-two day training program where leadership is positioned (and defined) as a set of skills that you, the leader, should master. Just exactly what those particular skills are varies from leadership guru to leadership guru. This list shows some of the many skills that programs usually target: • creating the right vision • getting people to embrace that vision • maintaining momentum (motivating, influencing, and persuading others) • managing change (strategic planning, problem solving, buy-in) • surrounding yourself with ‘the right people’ • developing staff (coaching, managing performance, and facilitating teams) • delegating authority • orchestrating priorities • making tough decisions about capital, financial, and human resources • staying the course; persistence and resilience • maintaining self-confidence. The (often unwritten) assumption is that these programs provide a great recipe for leadership success. The programs go through the various skill ingredients in the success recipe, and allows you to practice each one somewhat isolated from your preschool and centre. Falling flat It’s where most of these leadership programs fall flat. The practicalities of ‘how do I get this working in my centre’ are overlooked. You are expected to exercise, embed, and embrace these skills back in your preschool, and in your centre, among all the hurly burly of other things that are going on. Do that and, voilà, you have ‘leadership’. Something is not quite right with this traditional training model of leadership development. Bersin & Associates, in its recently released 2014 Corporate Learning Factbook, estimated corporate training grew to US$70 billion in 2013 in US and over US$130billion worldwide. The biggest portion of

this spending is in leadership and management development, over US$4 billion in the US alone. However survey after survey says what businesses still want is better leaders. Leadership development is the top priority, and it’s largely unfulfilled by current mainstream training strategies. People are obviously having difficulty translating leadership skills, learned in the isolated workshop, into the tough challenges of their day-today work. Leadership development redefined Traditionally we have leaders being given skills-based training which, when implemented back at work, is assumed to give a desired outcome. We need to flip this. Start with what we want to achieve in the classroom first, and then work backwards to identify the desired skills that are needed to do this. Here’s another thing, the ‘we’ mentioned above refers to all or any of the stakeholders necessary for the smooth functioning of your child care centre; from the non-teaching executives, to parents, to the classroom team members, to the senior staff. In childcare in particular, the inclusion of team members in this process encourages engagement and motivation because they have a say in the functioning of their classroom. Ultimately, this facilitates them working independently, with minimal supervision. There is also an alignment of this inclusive process in society as a whole. Social psychology research tells us that people work best when they have a high degree of autonomy, a mastery of the necessary skills, and a sense of purpose – that all add up to a feeling they are involved in ‘something significant’. Leadership redefined Let’s think about what ‘everyday leadership’ really should look like. We need to look at leadership with fresh eyes, with a new perspective, and find a new place to start. Leadership is best defined as a learning outcome, rather a process of learning skills. As an outcome, leadership is in fact what happens when you (the leader) are not there. Leadership is what team members do when no one is looking. This flipping of what we traditionally think of as a process to looking at it as an outcome works in other cases as well. Good parenting can be defined as what happens/what the kids do when

the parent is not there. So how do you get people in your centre to think about an appropriate outcome? The simple and easy way to do that is to ask the question: What should happen when you’re not there? Everyday leadership – an activity for your centre Your team can have an input into the leadership skills that are required by starting with the question, ‘what do we want to happen when we’re not there’? For example, ‘we are looking for positive interactions between children, how do we achieve it’? You now sit down with your team, and become very clear about what they’ll see, hear, and know that positive interactions are occurring between children. Then work backwards; for that to happen what must be in place/have happened/be known/be aware of/decided on/ committed to. Then maybe there’s some prioritising that needs to be done. Therefore when the time comes for anything relating to leadership: • everyone can contribute • everyone gets a say • everyone is motivated, engaged, and involved. Once this has been done for one outcome, we can then move to the next, repeating this process for new outcomes. Now, compare the first list of aspects of leadership (most important aspects of leadership) to what we have just described. I hope you can see that this is a much simpler way to think of leadership. You can also see this approach focuses on what leadership is really about, what happens when you’re not there, not just on what you do. References • Simon Sinek, Start with why How great Leaders inspire everyone to take action. Portfolio Penguin • BH Tan Unlocking, The Promise of Leadership Development, AITD Training and Development August 2014 Vol 41 No4 • Alex Pentland, 2012/ 04, The new science of Building Great teams. • Harvard Business Review • Bryan Bonner, & Alexander Bolinger, Bring out the Best in Your Team, Harvard Business Review 2014/ 09 • Daniel Pink, 2009, DRIVE, the surprising truth about what motivates us. Canongate Bedrock| issue 3|Vol 19|2014|17

A Swazi-Australian mentoring partnership

magine teaching in an isolated community, not ever having an opportunity to attend professional development, University of Western Sydney Early Learning Director Tessa McGavock writes. Then have the government advise that you need to move to a playbased program, but not telling you what that is or how to implement it. You do not have funds to purchase resources and equipment. You may not have electricity at your service or home, so accessing the internet isn’t possible. Add to the picture a very poor community and no financial assistance from the government for families or yourself. What they pay is what you earn. This is not a nightmare – it is everyday reality for early childhood teachers in Swaziland, a small landlocked country located between South Africa and Mozambique. There is a preschool in the mountains, 50kms from the nearest town, which services the children of the village of KaPunga and its surrounds. It is called Matjana Preschool and the three teachers there are doing amazing things, 18|Bedrock| issue 3|Vol 19|2014

supported by Australian ex-pat, Michelle Brear, who lives in the town. No equipment Most preschools in Swaziland have limited resources – when my staff open the storeroom door and complain ‘there’s nothing to put out’, they are faced with shelves of books, equipment and supplies. Matjana staff do not have a storeroom to open – they have no need of one, such is the limit of their equipment. I have been privileged to develop a close partnership with these incredible teachers, and spent a week volunteering and providing workshops in 2013, culminating in the first regional professional development day, attended by 25 teachers. Did it make a difference? We covered topics such as play-based learning, art, prosocial guidance and the day was fun, filled with sharing and optimism. But it’s easy to do that when you are right there. How can you make it happen when you are on the other side of the world with a nine-hour time difference? And did it really make any difference on the ground anyway?

My colleague, Fortunate, is one of those amazing, resourceful teachers at Matjana. In order to communicate with me via email, she would travel by bus down the mountain to town to access Michelle’s computer. This is no easy trip, taking more than an hour in each direction, and sometimes as much as two hours. Fortunate and I have developed regular email exchange and I forward numerous items which may be useful: resource ideas, theories, articles, etc. She then shares these with others in the region. We also Skype when we can. So what does all this mean for the teachers in Swaziland? The 2013 workshop was the first time the teachers were able to meet to share ideas, see similarities and differences and know they are all facing the same difficulties. The isolation, both physical and lack of ‘modern’ communications means opportunities are extremely limited. The workshop evaluations indicated more training and activity ideas, in addition to practical resources, was essential. There is no role modelling, and some of the teachers do not have any training whatsoever. Fortunate said receiving articles and links helps stimulate the

teachers thinking, making it easier to understand multiple uses for items they had not thought of previously. Because funds are short and they rely on international donations, items such as paint, crayons etc, are in very short supply. There is a constant struggle to make ends meet – first priority is always feeding the children and paying wages, so there is rarely money left for anything else. As many of the children may not have very much to eat at home (and many times preschool lunch may be their only meal of the day) the feeding program is paramount. Despite the difficulties, these teachers are proud of their contributions to Swazi society and education of the children, many of whom are orphans. Swaziland has a high rate of HIV, leaving large numbers of orphans cared for by often illiterate, aged grandparents, living below the poverty line. But it is difficult to move forward with such limitations. And what use are articles which talk of multiple resources which do not exist for these teachers? One aspect of the mentoring partnership is developing self-esteem and encouraging Fortunate and her

colleagues to keep pressing forward – to trust what they are doing with the children, because this is making a difference to the lives of the families. Matjana is very much a community hub in the village now. Teacher leaders These teachers are already leaders in their scattered communities and villages, although they may not envision themselves as such. Fortunate indicates teachers felt empowered after the workshop and more receptive to further training and ideas. They recognise that to have effective preschools, teachers need to be effective role models to children and the community. They work in difficult conditions, lack electricity and running water, equipment, resources and support. Many services operate from traditional mud huts, with teachers and children sitting on the ground or on concrete blocks. Teachers are earning approximately $25 Australia per week. Conditions we would never contemplate in Australia. We are currently seeking funding of $10,000, to establish a two-year training program, supported through Skype. This funding would provide paid hours for preparation and

presenting workshops, materials for resource making, a laptop and internet access from the village. We feel if teachers can leave a workshop with a new resource they have made each time, it will build vital supplies and stimulate their thinking and creativity. It has been an absolute privilege to work with the teachers in Swaziland – they show resilience and capacity to extend the amazing things they do already, and happily share their culture with visitors. For a truly unique experience, consider volunteering at Matjana Preschool for a few days! Just google: http://www.matjanapreschool.org-a. googlepages.com/home If you wish to make a donation to assist them, they have an Australian bank account – 100% of all funds donated is spent on the preschool, unlike many other international charities. Bank: The Community Mutual Group Account Name: Friends of Matjana Preschool BSB Number: 932000 Account Number: 719585

Bedrock| issue 3|Vol 19|2014|19

Sustainability: Investigating the Bs and the Rs in the National Quality Framework

any years ago, Elizabeth, aged four, drew a map for me so I could always find the treasure, The Point Preschool Director Catherine Lee writes. The map was of the preschool playground and the treasure was marked. Elizabeth told me “if you walk in the gate at our place there’s always treasure”. The treasure she spoke of was the big tree, the birds, the sandstone, the flowers, the veggie patch, the worms, the lorikeets; the possums; the grass and the teachers and her friends. She described treasure you can hear, see, touch and smell. Elizabeth told me “you can feel the treasure in your heart anywhere you go in the preschool. Treasure is all around my preschool”. These beautiful words touched my heart in that moment and still do. Elizabeth had found the delight and wonder our earth offers and experienced how this delight and wonder can strengthen our relationships with each other. These beautiful words reminded me of David Sobel’s words: “If we want children to flourish, we need to give them time to connect with

20|Bedrock| issue 2|Vol 19|2014

nature and love the earth before we ask them to save it”. Sustainability recognises the importance of relationships – relationships with our Aboriginal people, the original custodians of our land; our shared Aboriginal history and reconciliation; relationships with the earth and our connection to country; relationships with nature and all living creatures; relationships with social justice, taking action and being agents of change; relationships with our ecological footprint and ethical issues; relationships with sharing our land and resources; relationships with our past, present and future generations; and our relationship with hope. The Australian National Quality Framework and The Early Years Learning Framework support our teaching and commitment to sustainability. The National Quality Standards speaks of reflection; relationships; research; responsibility; respect; resolve and to recognise and respond. These practices also empower us to embrace reconciliation, support resilience, to react and most importantly rejoice

in the awe and wonder our earth brings us. The Early Years Learning Framework speaks of belonging, being and becoming. The essence of belonging is to feel a connection with the land and to understand our relationships with life and each other. The essence of being is to experience the delights of seasons, their cycles and rhythms of nature. The essence of becoming is to grow and change and to gain knowledge to assist us to make decisions to support us to live sustainably and responsibly. Making a commitment to sustainability brings a responsibility to our children. As teachers we have a responsibility to our children to: • Listen with our heart, to listen to our children and to listen to our earth • Give our children the gift of our time • Love our children

• Nourish children’s soul and nourish own soul • Connect with each other, nature and the traditional custodians of our land • Talk about complex issues with respect, care and empathy • Engage children in shared conversations about the power of their actions and how their actions and words can make change happen • Ensure our children have freedom, uninterrupted time to play outdoors with nature, develop critical thinking and a sense of place, to imagine and create; allow having their voices heard, making decisions and taking risks everyday • To embed education for sustainability into our curriculum • To empower our children, families and educators with a sense of responsibility • To actively engage our children in problem solving and critical thinking

so we can strengthen our relationship with our earth and with each other. And most importantly we can be by our children’s side in their journey to seek happiness and find treasure. References Australian Children’s Education and Care Quality Authority (ACECQA) 2011, Guide to the National Quality Standard. Sydney, NSW: ACECQA. Australian Government Department of Education, Employment and workplace Relations (DEEWR) 2009, Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra, ACT: Commonwealth of Australia. Lee C, 2012, Stories from the Heart – Connecting children and families with our Earth. ACT, ECA Sobel, D, !998, www.yesmagazine. org/issues/education-for-life/803 Bedrock| issue 2|Vol 19|2014|21

Greenover

Engineering a better future

hat do engineers do exactly? Bedrock Journalist Suzanne Kowalski-Roth asked Professor Cliff Davidson, Environmental Engineering Program Director at Syracuse University to share his enthusiasm for his discipline and finds some activities to bring out everyone’s inner engineer. Cliff said engineering is all about making things better. He sees his discipline’s objective as working to improve the standard of living, providing increased comfort, better daily experiences and making it easier for people to achieve their goals more easily. But how exactly? Engineers are like detectives. They find out how things are made and how they fit together. Then they are creative. Engineers work out how things can be improved. Above all it’s a practical discipline. It’s about designing, developing and then commercialising a product. The work of engineers is all around us in the human made environment – from housing, to roads, planes, trains and automobiles, in computing and energy systems. In early childhood many children are natural engineers, building structures out of whatever is to hand, curious about how energy transfer occurs

(think blowing through a straw or watching a toy windmill) and using natural materials like sticks, leaves, rocks, sand and dirt to make structures like bridges, buildings, roads and even the odd swimming pool. Unfortunately engineering isn’t faring well with a critical shortage of skills. Recently Australia’s Chief Scientist, Professor Ian Chubb released the Science, Technology, Engineering and Mathematics: Australia’s Future report which argues that our “economic growth cannot be sustained without a community of curious and capable people”. We’re at a turning point in history, with more than seven billion people on the planet. Cliff believes it’s time to seriously examine how to do engineering in a sustainable way. The old constraints of cost, safety and efficacy need to broaden to embrace sustainability. “When we are designing something we have to use energy, material, water and air. We now have a new constraint, sustainability. If we keep doing this we need to think is there going to be enough material for the next generation to have the luxury of buying an automobile and driving around?” As problem solvers who thrive on constraints engineers are uniquely placed to face these

challenges but the value of curiousity is embedded young.

Try these activities: • Mix it up. Use mixed sets of building materials. Try mixing building blocks with legos, or foam bricks with cans. • Recycle it. Use cardboard boxes, plastic bottles, nesting cups and left over containers as building materials. • Challenge it. Create a set of challenges for children using a variety of building materials. How tall can you make it? Build something as a team. • Dismantle it – slowly take apart a tower until it tumbles down. • Ask children: ‘What do you think will happen? Will the structure stay by itself? Is it balanced’? Ask leading questions: ‘Here, you try’. Share successful ideas among the group. Encourage children to learn from one another. Resources • From STEM Sprouts Science, Technology, Engineering and Mathematics Teaching Guide http:// bit.ly/1qyNDcI • Engineers Australia has developed a quality resource for primary students and teachers. http://www. engquest.org.au/

“Engineers are like detectives. They find out how things are made and how they fit together.”

22|Bedrock| issue 3|Vol 19|2014

Look and See Written and Illustrated by Shane Morgan Magabala Books Three copies to give away From a kangaroo hopping free to a dingo howling with might, this book captures the shenanigans of some very cheeky Aussie animals.

Resisting the Enemy Author: Lorraine Campbell Publisher: Palmer Higgs Three copies to give away Resisting the Enemy follows the story of Valentine de Vaillant, from a 12-year-old schoolgirl in Australia to a young woman living on German occupied France during World War II. Valli joins the Resistance, but when a German army officer is billeted to her grandmother’s villa her world is thrown into turmoil.

Thanks Ms Botha Look where I am today because of your class.

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The Great Garden Mystery Author: Renee Treml Random House Australia Someone is stealing the beetroots, who could that somebody be? Join us in the garden and we’ll unravel its mystery. A mix of clever Australian animals examine the clues, but can they catch the thief before he strikes again? To enter one of these giveaways, write your name, membership number and address on the back of an envelope clearly marked with which giveaway you wish to enter and send it to Bedrock, GPO Box 116, Sydney, NSW 2001 by 14 November.

Super is like a good education. You’ll appreciate it in the future. QIEC Super Pty Ltd ABN 81 010 897 480, the Trustee of QIEC Super ABN 15 549 636 673, is Corporate Authorised Representative No. 268804 under Australian Financial Services Licence No. 238507 and is authorised to provide general financial product advice in relation to superannuation.

Bedrock| issue 3|Vol 19|2014|23

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