Bedrock: April, 2012 (Vol 17 / No.1)

The Independent Education Union early childhood education magazine

Vol 17 #1, APRIL 2012

BEDROCK

Working positively with your committee Why do postgraduate studies?

The risk of putting safety first

PRINT POST No. PP255 003/02 117 ISSN 1326-7566

BEDROCK Vol 17 #1 April, 2012

executive editors dick shearman

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

Iva Coric

publication mailing address

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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) 9779 3200 or email: ieu@ieu.asn.au

of the NSW/ACT Independent Education Union (NSW/ACT IEU) and the Queensland Independent Education Union (QIEU).

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Bedrock.indd 1

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16/01/12 3:14 PM

CONTENTS

NSW news

editorial

4

Queensland news

6

Working positively with your committee

Practical tips for directors

7

Teachers are Teachers campaign update 11 Tiny town planners Involving young children in urban design

12

Why do postgraduate studies? 14 The risk in putting safety first 16 Are we too careful?

Growing with granddad 18

Arty kids make fundraiser pay

20

Giveaways 22 Greenover 23 Eco smart tool for early childhood centres

Early childhood teachers have hit the ground running this year. Coping with the introduction of the National Quality Framework and all that it implies, on top of the usual start-ofyear dramas may have left you feeling like you’ve done a year’s work already.

Dick Shearman

Check out http:// acecqa.gov.au/ national-qualityTerry Burke framework/ for great information about the implementation.

Nevertheless, we hope you can still find 10 minutes to put your feet up with a cuppa and enjoy this issue of Bedrock.

Inside you’ll find articles that could actually make your life easier. For instance, directors dealing with a new committee will find advice from some experienced and knowledgeable directors in our feature story, Working positively with your committee (page 7).

You’ll notice we now have dedicated sections to keep you up-to-date on all the news from NSW and Queensland.

Also from Queensland, we take a look at a new book that’s proving a great resource in centres (page 18).

And busy as you no doubt are, NSW teachers must continue to keep the pressure on the State Government through actions for the Teachers are Teachers campaign (page11).

Don’t forget, support and advice from your Union is only a phone call away.

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NSW NEWS

National Quality Framework The Australian Children’s Education and Care Quality Authority (ACECQU) is the new national body responsible for overseeing the National Quality Framework, which began this year.

If you’re looking for help with implementing the NQF, part of ACECQU’s role is to put information sheets for Providers, Services and Certified Supervisors on their website.

The website also provides information that services need to comply with the NQF, including information about ratios, the National Quality Standard, assessment and ratings, NQF resources, legislative requirements and answers to Frequently Asked Questions.

New monitor The Australian Children’s Education and Care Quality Authority (ACECQU) will monitor and promote the consistent application of the Education and Care Services National Law across all states and territories.

They will be supporting the work of state and territory authorities and working with the early childhood education sector to ensure that it meets the needs and expectations of stakeholders.

ACECQU is also charged with providing education and raising awareness across the sector and conducting research to ensure that policy and practice in Australia is informed by the latest research. http://www.acecqa.gov.au/nationalquality-framework/

NQF implementation In NSW the implementation of the National Quality Framework is the responsibility of the Department of Education and Communities.

If you need some more information about how to meet the NQF obligation and what’s involved there is a video prepared by the NSW government at www.det.nsw.edu. au/what-we-offer/early-childhoodeducation-and-care/regulatoryframework/national-qualityframework The video clarifies what staff qualifications need to be met and by when, ie. smaller centre-based services will need to have a qualified early childhood teacher by 2014.

There are also other resources available from the website.l

IBM Kidsmart time IBM KidSmart computers are purpose-built information technology learning centres for little people, with age-appropriate programs and a child-friendly design.

Each year a number of members receive KidSmart computers free for their centres, thanks to a partnership between IBM Australia and the NSW/ ACT Independent Education Union.

If you would like to participate in this project, request an expression of interest, including your centre’s name and details via email to tinas@ieu.asn.au or anne@ieu.asn.au, putting ‘KidSmart’ in your subject header.

The Union will be in touch later this year.

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Dental decay in young children

Identifying children at risk of dental decay can make a big difference to lives and an early childhood director or teacher can alert parents of free dental care options.

A 2002 child dental health survey found 45% of five year olds have one or more decayed or missing teeth, 10% have more than seven decayed teeth and children from disadvantaged areas have the most decayed teeth.

ASK LISA Contact Lisa on (02) 9779 3200 or email lisa@ieu.asn.au

D

ear Lisa,

I am the only early childhood teacher at my two-unit centre and the educational leader. I have a Diploma of Teaching and from what I have heard about the NQF and NQS, it doesn’t look like this is going to be sufficient qualification should the Centre want to obtain a rating over ‘satisfactory’.

I enrolled in a Graduate Diploma of Early Childhood - then I found out the cost - at least $6000.

In NSW children under 18 who are registered with Medicare can attend free dental clinics – details at http://www. health.nsw.gov.au/cohs/contacts.asp

If the government wants us to upgrade (and I am not opposed to that) are they going to make any contribution for time and money spent? I am happy to do the course - I am not happy to pay for it and I would like some study release time.

In Queensland a list of public clinics can be accessed here - http://www.health. qld.gov.au/oralhealth/documents/hsd_ contacts.pdf

Also I am at a private centre - will the owner receive any subsidy for training? If so, would he be required to pass the subsidy on?

The National Advisory Council on dental health has recently released a report calling for greater access for children to free dental care.

In other dental news the link between early childhood feeding, obesity and dental health will be examined in a joint Australian and US study where researchers will follow 1035 infants from birth to the age of three.

Parents are advised not put “the baby to bed with a bottle of formula because the formula pools around the baby’s teeth and that’s when the decay process starts,” says Amit Arora, lecturer in oral health at Sydney University’s Faculty of Dentistry.

Not giving children sugary drinks and cordials was also an important way to avoid decay and mothers are being advised to breastfeed exclusively to six months and then to introduce solid food.

Details: http://bit.ly/wRcGz0

Can the owner replace me because I don’t have sufficient qualifications, should I decide that re-qualifying requires too much time and money?

J

D

ear J,

Thank you for your inquiry regarding your qualifications.

The NQS document does not have a requirement for fouryear trained teachers although some of the earlier drafts did make reference to four-year-trained teachers. The NQS does not require a four-year-trained teacher to receive a high quality rating.

The IEU does not believe employers can determine your qualifications are not sufficient, providing your qualification has been approved by the NQS. In 2011 the NSW Department of Education and Communities paid approximately $6000 to all licensees to offset the cost of employing a teacher (co contribution scheme). Employers were to utilise this money for the attraction/retention or training of early childhood teachers. I suggest you discuss this with your employer and request that the money is used to pay for your Graduate Diploma in Early Childhood.

The Educational Services (Teachers) Award makes no provision for study leave and this will need to be negotiated with your employer.

The Award also makes no provision for teachers in long day care centres to pay for in-service courses or to attend such courses outside of working hours. Consequently, the IEU’s position is that employers are to pay for in-service courses and must pay teachers overtime or provide time in lieu for their attendance.

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Concerns about new law

QLD NEWS Making kindy more affordable Recognition by the Queensland Government of the inadequate levels of funding in its Queensland Kindergarten Funding Scheme (KFS) has been welcomed by the IEUAQNT, writes IEUA-QNT Senior Industrial Officer John Spriggs.

However, the quantum of the announced increase is still inadequate to ensure that a quality kindergarten program is available.

The Government is also committing to increasing subsidies for low income families to reduce the cost barrier to accessing kindergarten programs by increasing the Health Care Card subsidy for the most needy from $402 to $1042 for families accessing kindergarten programs in long day care services and from $1179 to up to $2600 for families accessing a kindergarten service in 2012.

The recently announced funding increase will only cover about a quarter of the shortfall which will be experienced by community kindergartens.

In addition, the Government is providing more funding to kindergarten services that operate in disadvantaged areas in the hope that more families will be able to afford a kindergarten program.

An additional $6.5 million will be provided, increasing the per child subsidy for services by $100.

However, this increase will be ineffective in assisting kindergartens to attract and retain qualified and experienced staff.

More than one third of Queensland’s kindyaged children live in low socio-economic areas. The Queensland Government hopes that the extra funding will reduce parents’ out-ofpocket expenses by up to $11 a day.

The previous KFS was inadequate, with community kindergartens generally facing a shortfall in funding equal to $400 per child per year. Any increase in fees to cover this inadequacy would be beyond the financial means of some families.

The increase in funding was necessary if the Government is to meet its target of increasing kindergarten participation for 2012 to 86%.

While the new subsidy will alleviate the burden for families by $100 per year, additional funds should be considered to further reduce the funding shortfall for each community kindergartens.

The total increase of $23 million in kindergarten funding is part of a joint Australian and Queensland government investment of $900 million over five years to make kindy more affordable.

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Only time will tell whether the 69% achieved in 2011 will continue to increase in subsequent years.

IEU members have identified significant concerns regarding the implementation of the Education and Care Services National Law (Queensland) Act 2011 which was recently passed by Queensland Parliament.

This legislation changed the standards at more than 2600 early childhood services in Queensland in January.

This legislation introduced the new National Quality Framework and replaces Queensland’s Child Care Act 2002 and Child Care Regulation 2003.

The National Quality Framework will involve significant time impositions for employees in kindergartens, particularly directors. The new legislation introduces new nomenclature

regarding positions in kindergarten. The position of ‘nominated supervisor’ is an example.

The nominated supervisor will be responsible for the day-to-day running of a kindergarten. Some of the specific responsibilities of a nominated supervisor are unrealistic.

In evidence given to a Parliamentary committee late last year the IEU identified a number of unreasonable requirements imposed on the employee who will be the nominated supervisor.

However, these submissions appear to have been ignored.

The legislation also introduces a new quality rating system for early childhood services and requires enhanced qualifications.

The IEU will continue to identify member concerns and seek remedial action.

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Working positively with your committee Suzanne Burdon

T

he introduction of the Early Years Learning Framework and National Quality Standards means committees at early childhood centres are playing an increasingly important role.

By Bedrock Journalists Sue OSBORNE and Fiona STUTZ

A good relationship between director and committee members is crucial to the smooth running of any centre, but this is not always easy to achieve.

Director at St Stephen’s Preschool in Sydney, Ariane Simons, recommends lots of preparation, open communication and “managing your committee from the bottom up”.

A Director for many years, Ariane has worked with countless committees and says selecting committee members is crucial.

“Under our constitution five out of our nine committee members are nominated through the parish council,” Ariane says.

“It’s my relationship with the church minister and warden that allows me to steer them in the right direction when picking people.

“It’s not necessarily about picking people who are ‘nice’ or malleable. The committee has a huge responsibility and legal responsibilities, and they need to be ready to take that on board.”

New directors and committee members are well served by attending a governance training course run by a non-profit organisation.

“It opens your eyes to the responsibilities of the regulations – work health and safety (WHS), Fair Work and the Corporations Act.

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St Stephen’s Preschool

“Most teachers or committee volunteers don’t think about the Corporations Act, but we’re governed by it.

“It’s empowering for a teacher to be able to say to the committee, ‘you’re responsible for this under the Act, you need a policy’.”

At the beginning of each year Ariane prepares a kit for new committee members, including information about regulations and standards and the Act. “Doing this work at the beginning of the year saves time later. We’re also starting an online hub so committee members can find all the documentation there.”

Ariane recommends directors stay “one step ahead” of their committee at all times.

“I think now as an experienced Director I’m prepared to say to the committee ‘you need to make the decision on this one, because that is your role’.

“I provide them with information when a big decision needs to be made.

“Directors do need to be involved in all the running of the centre, including the finances.

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“

The committee has a huge responsibility and legal responsibilities, and they need to be ready to take that on board.

”

“At the end of the day, we’re running like a business, so set up systems that work for you.”

Gaining trust IEU ECS Vice President and Director of Albury Preschool, in regional NSW, Gabe Connell has 30 years experience in the sector, and plenty of ideas on working well with committees.

She describes her relationship with her current committee as “full of understanding and trust” and that’s something she has fostered using her years of experience in managing committees.

But Gabe often hears stories from other centres where things are not running so smoothly.

At her centre, the committee is required to meet 10 times a year under their constitution, and there are additional executive meetings.

Gabe makes sure all the meetings are advertised in the newsletter and pinned on the noticeboard, so families can attend if they wish.

She says when she first started at the centre the director would report to the committee on everything that was going on in the rooms, but the committee decided it did not need that sort of information, as that was available in the daily diaries.

“Instead they focused on enrolments, fees, maintenance and equipment,” she says.

“Nowadays I tend to formulate policies in line with the new regulations and the National Quality Framework, and then take them to the Committee or executive for

Tips for running a smooth ship n Be authentic regarding the obligations that governance brings and ensure that guidance and resources are available to meet them. n Cultivate a vision that can guide decision-making. n Develop a recruitment and retention policy that both the committee and staff implement. It makes a huge difference to filling committee vacancies. n Develop communication tools that keep the committee up-to-date and support your face-to-face discussions with them. n Provide a written monthly report that includes information that will help the committee make informed decisions. Use ‘Belonging, Being and Becoming’, the National Quality Standard and the Early Childhood Australia’s Code of Ethics as guides. n Create professional relationships - avoid ‘alliances’ with individuals. n Gain a sound knowledge and understanding of the purpose and operation of governance and community management. n Facilitate a culture of collaboration through respecting the experience and knowledge committee members contribute as parents, community members and professionals. Avoid the ‘they don’t understand because they’re not educators’ trap. n Don’t take on the responsibilities and obligations of committees but facilitate them developing the skills they need to do the job, including through professional development.

Ariane Simons

feedback and ratification. In the future there will be a lot more parent input into the process.

“You need to think about who you present the policies to and their level of expertise and knowledge, as there can be personality issues on committees. So sometimes taking things to the executive, or a smaller group, can be an option.

“For example, with a medical policy, we may take it to people in the centre with specific medical knowledge, like doctors, nurses or other health professionals.

“At some smaller centres, where the director is very busy in the rooms, she or he may leave a lot to the committee to decide.

“That’s where problems can arise, because the committee ends up making all the decisions and therefore may have control without the appropriate knowledge or understanding.

“I’ve heard of centres where the committee won’t let the director buy anything. They even want to control what type of paint is used in a room.

“This can happen if the director is preoccupied with the day-to-day running of the centre and does not have enough administration time.

Source: Community Connections Solutions Australia (CCSA) Inc

“Although it may seem like more work, formulating policy and presenting them to the committee could save time in the long run.”

Connections Solutions Australia or some other qualified body, to present to the committee, outlining the requirements of the Standards.

Gabe says the National Quality Standards (NQS) and Early Years Learning Framework (EYLF) will increase the responsibilities placed on committee members.

“You can get people who join committees with their own agendas.

Perhaps they want enrolment changes to suit their need, so they join the committee make those changes.”

“There will need to be written proof that the committee has reviewed and contributed to policy development.

“It is hard for volunteers to make these decisions when they may not have the necessary knowledge.

For instance they may look at the economic situation and not want to employ a Diploma-qualified staff member, preferring a Certificate Three person, who is cheaper, as in the long run these expenses are passed on through fees.

“However, under the NQF they won’t be able to do this.”

Gabe suggests that a way around this kind of communication problem would be to seek written advice from the IEU, Community Childcare Co-operative, Community

Cooperation is everything Director at St Thomas Riverview Kindergarten in Brisbane, Suzanne Burdon, says her experiences of working with a committee has been “generally amicable”.

“I can think of many committees who have really appreciated the work staff put into administering, teaching and caring for the kindergarten of their choice.

“Mostly parents join the governing committee because they want to be involved in the first educational institution that their offspring attends.

“Some volunteer because they have the skills to administer a small business — accounting/book-keeping

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executive members of notices or mail delivered prepares the committee in advance of their clearing in-trays for busy or working members.”

skills, human relations, maintaining the building and grounds or secretarial. Others do it because they like to be informed of educational current practice. Some also volunteer because they enjoy the camaraderie of working towards achieving the financial security of the kindergarten through community fund-raising.”

She warns, however, that if a committee is ineffective then increased responsibility falls on the Director. “Negative experiences colour the daily working conditions of staff.”

In Suzanne’s centre, her committee is instrumental in supporting the staff in decisions that affect their wellbeing and are responsible for ensuring that working conditions are equitable and in accordance with current industrial laws.

Gabe Connell

Trust is important. If it’s not present then reciprocal exchange is impossible.

“Good interpersonal relationships between the staff and committee are important both to facilitate the smooth running of the kindergarten and smooth industrial relations. A cooperative relationship between the committee and staff shares the load of administration.”

Suzanne says her best communication methods include having open channels between the committee and staff.

“Getting to know the committee members’ strengths and weaknesses is another factor towards communication. Knowing who to approach to handle a problem, who has the ability and knowledge and knowing who not to bother, but always informing the President of the Committee of day-to-day administrative concerns.”

As government funding and parent fees are insufficient to cover staff salaries, maintain the buildings, grounds and resources, Suzanne says her Committee is obliged to secure income from other sources.

“Forwarding emails from government or CGB (Central Governing Body) offices have kept the committee abreast of changes, events, meetings and enrolments.

“This can include writing submissions for grants, soliciting donations from the broader community and fundraising. There is a balance between maintaining the good will and generosity of the kindergarten community and not always hitting the hip pocket of parents. The committee must find a source of income that is profitable and not a constant pull on parent resources.”

“Emailing notice of events, happenings, and worries can be instant, so too the response, directing action, allaying concerns or being the person who is willing to share responsibilities. Alerting

She says when her centre was “extensively damaged in the 2011 floods it was the commitment of the families – current, present and future – and the committee that ensured an amazing recovery”.

She believes the advent of technology such as email has made communication easier between the Director and Committee.

Making it work n Make the connections between staff and parent committee by having two social nights a year, perhaps when the new committee is elected and at Christmas. n Advertise in your newsletter that the AGM is coming up and let parents know what is involved so people feel informed. Have an outgoing committee member write a paragraph on the benefits of being on a management committee. n Be flexible with nights and times for meetings, take a vote on what night and time suits the majority of people on your board. n Provide a supper either from your centre or from the committee. This makes it feel relaxed but make sure you have an agenda to stick by so people can go home at a reasonable hour and items are not discussed that are not appropriate. n Appreciate all points of view. Listen to what people have to say whether you agree or not. Everyone has a right to be heard and feel valued.

Source: Dianne Miller, ChallengeBusters

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“Committees are responsible to the parent association that standards are met and maintained. They make decisions that affect the viability of the kindergarten.”

Teachers are Teachers campaign

AMAZING EFFORT

Congratulations early childhood teachers across NSW. Through your efforts we now have over 12,000 people who have signed our petitions calling for pay parity for you.

The two most amazing aspects of this effort are that we know that 12,000 individual people have heard our message and felt that our pay equity was an issue deserving their support, and that many of the signatures were gathered from our counterparts in primary and high schools.

These teachers recognised our simple message that teachers are teachers and just because the children we teach are smaller, our pay packets shouldn’t be.

The IEU, your Union, is currently assessing the most effective way to get the petitions presented to State Parliament. Remember that because we have exceeded the 10,000 mark, the topic of pay equity will now be debated in Parliament.

The 30-minute activist Drowning in National Quality Framework preparation? The last thing we want to do, here at the IEU, is increase the workload of early education teachers at this stage.

We do, however, have a campaign to run, and more importantly, we need to ensure that you can contribute to this campaign.

Many of our members have already committed to our 30-minute activist program. Can you? The 30-minute activist is someone who knows that unless they prioritise their needs somewhere in their week, pay equity will never be won.

We ask that you give 30 minutes a week to the campaign. You can do it in one hit, 3x10 minute blocks or however works for you, but you must do it every week.

Why? Because if you do not fight for your right to be paid at the same rate as other teachers, then who will? Remember it is up to a $14,000 per annum difference that we are fighting for. What would you do with your $14,000?

So what does a 30-minute activist do?

Remember it is up to a $14,000 per annum difference that we are fighting for. What would you do with your $14,000?

10-minutes of self-education Educate yourself about the campaign and about who we have to influence to win it. Do you understand the impact of public policy on your pay packet? Do you understand the nature of and actions of government? Make sure you have a well-researched body of knowledge on the pay parity issue.

Self-education or research allows you to speak confidently on the issue.

Research who can make a difference?

Who can fix it?

10-minutes of talking Talk to people. Talk to parents, to other teachers, to your friends. First person accounts are powerful. Keep your stories simple and short. A few facts, and a few anecdotes is all most people can take in. Start with the fact that early childhood teachers earn up to 20% less than other teachers despite undertaking the equivalent degree.

10-minutes of action Do 10 minutes of activity each week towards achieving pay parity. Write a letter to your local paper; make an appointment with your state MP. Invite him or her to your centre and tell them about the lack of pay parity.

Do something to help make 2012 the year we win this campaign.

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TINY TOWN PLANNERS

How seriously do we treat children and their needs when it comes to urban design? Usually not very seriously at all, Bedrock Journalist Suzanne KOWALSKI-ROTH writes. Think poor footpaths, unsafe public spaces and ill designed parks with a lack of facilities and access.

But there is cause for hope as a 2011 landmark project proved in the NSW town of Dapto. Major developer Stockland consulted closely with kindergarten and primary school children about what they hoped for in a major development Stockland was pursuing in the area.

In playgrounds children look for things that are malleable and largely without structure, although they may have some fixed elements, Karen says. “They looked for very natural spaces, they like the idea of being among bushes, trees, sand, mud and water.”

The Dreaming and Designing a Child-Friendly Neighbourhood for Brooks Reach report by Karen Malone, Professor of Education at the University of Western Sydney and consultant to UNICEF’s Child Friendly Cities Program, shows just what children in the area wanted. And it’s very different to what adults think they want.

Children think about risk too but they want to take measured risks, which gives them a chance to build resilience.

Adults and children see public spaces, like parks, in very different ways, Karen says.

Most parks and playgrounds aren’t designed in cooperation with children, “They’re designed for children and we have some very adult views about what children might like in a playground,” she says.

“We did some research with some of our early childhood teachers on campus at UWS and we asked them to score playgrounds from 1-20 and decide which ones they thought were the best for children,” she says.

Overwhelmingly the teachers thought the best ones for children belonged to the ‘KFC’ variety of playground – those featuring carpet, fencing, plastic and preconstructed items.

“Adults think about risk and safety,” she says “and that clouds our view”.

Top to bottom Children rated the playgrounds at the bottom of the teachers’ lists at the top of their list. “Children look at an environment and think ‘is this a good place to play and have fun?”

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“By not engaging children in design we’re actually overlooking a huge potential of the roles they might play as participants in the work we do rather than seeing them as someone we have to take care of.”

Involving very young children in designing the spaces they use is not rocket science, says Tracey Kirk Downey, Children and Family Services Coordinator at Wollongong Council and former early childhood teacher.

It is a way to embrace and connect people and spaces previously unconnected, which benefits all. It makes good economic sense too, Tracey says.

Wollongong Council has been setting the bar on involving children in design to the point of including child consultation as part of its management plan. Other councils like Penrith Council and Victoria’s City of Brimbank Council have pursued authentic consultation with children.

Over the past few years Tracey and the council team have been visiting local preschools, schools and playgrounds consulting with local children about what they want for their community.

One of the projects they have worked on is Towradgi Playground which opened last year after consultation with many children, including preschoolers from KU’s Corrimal East Preschool.

Tracey, her team and the preschool staff talking about the plans for the playground and what the children like to do and what they don’t like.

“We’ve had very little vandalism and we’re putting it down to the fact that children have been involved and empowered”

While some councils are including children it’s still early days. Early childhood teachers have a critical role to play in seeing children’s rights manifest more broadly in the physical environment, Karen says.

Director Megan Dodds was excited to welcome Tracey and her team into the Preschool.

“As early childhood teachers we do innately understand that children are intelligent and do have experiences that are valuable to adults to listen to, so it’s up to us to persuade and encourage other community stakeholders to value that”.

“They came to talk about the proposed development of the park at Towradgi and they came with pictures, photos and drawings. The children sat in small groups on our verandah while council staff and preschool staff prompted where necessary,” Megan says.

But this advocacy needs to start within the profession itself.

“I think early childhood teachers need to educate themselves so they have the knowledge…they should be reading the policies and practices of their communities and finding out what’s going on in their communities for children,” she says.

“It’s empowerment in action,” Megan says. “I think that’s one of the reasons the council has continued along this road of true community consultation. The community has ownership over those facilities rather than it being a case of just walking down the road and saying ‘Oh – they’ve given us a new park’.”

Benefits “We’ve had very little vandalism and we’re directly putting it down to the fact that children have been involved and empowered. It’s their playground well and truly – they were involved in the process from beginning to end, even down to the artwork,” says Tracey.

GET ACTIVE To sign up to a Child Friendly Cities Local Government Network contact tkirk-downey@wollongong.nsw.gov.au Who to contact at your local council? The Children’s Services Worker is the best initial contact Details: www.childfriendlycities.org See Penrith Council’s Child Friendly Strategy at: http://bit.ly/AAP9OT

Building trust early on in the civic process is an intangible benefit but one whose power can’t be underestimated.

During the consultation “the kids really understood that when council speaks to them, things happen. It might not happen as quickly as they’d like but they know we don’t come for no reason,” she says.

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WHY DO POSTGRADUATE STUDIES? I

f you’re caught up in the day-to-day running of a centre, the value of doing postgraduate studies may not be obvious.

But as early childhood education students at Macquarie University tell Bedrock Journalist Sue OSBORNE, postgraduate work can not only improve your practice but open up a new world of opportunities.

Postgraduate early childhood study is available at many universities, including Charles Sturt and Western Sydney in NSW and in Quuensland Griffith and Southern Queensland, among others.

Macquarie University has the only Institute of Early Childhood in Australia.

Institute of Early Childhood Lecturer and Higher Degree Research Co–coordinator Fay Hadley says the usual route into postgraduate study is to sign on for a two-year masters degree by research or course work and possibly move on to a PhD, or do an honours undergraduate degree then move into a PhD. “We have quite a variety of students doing postgraduate studies. Some have come straight from undergraduate degrees, some are working in early childhood settings and some come from different backgrounds, like health, welfare or psychology and are focusing on children and families,” Fay says.

“

This is a way you can learn about yourself and broaden your horizons while still working with children and families.

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”

The more you learn Macquarie Education Department student Rosemary Dunn started her career as a high school teacher, but after having twin girls, she decided “young children are really interesting” and she undertook an early childhood degree.

“I got talked into doing the honours and I found the research exciting and interesting. I never dreamed I’d do a PhD but now my twins are 10, I’ve been doing the PhD for a year – that’s how long it’s taken me to get around to it,” Rosemary says.

Rosemary is researching the choices available to parents looking for the best education for their child with a disability.

“Teachers might imagine that postgraduate study will mean less contact with children and families, and more time spent pouring over books.

“I have found the opposite to be true. You can choose your own research topic, and mine has given me a real opportunity to work closely with families.”

Rosemary says her main goal at the moment is to finish her PhD, but she would love to use her qualifications in an academic setting “learning from and with new teachers”.

“Postgraduate study is a real opportunity to grow yourself.

If you’ve been working in a centre for a few years you might be looking for a new challenge.

“This is a way you can learn about yourself and broaden you horizons while still working with children and families.

“Don’t they say ‘the more you learn the more you realise you don’t know’?”

Different angles Zinnia Mevawalla spent time working with children of all ages in India after finishing her undergraduate degree.

“I didn’t plan to do a postgraduate degree straight away, although I knew I would do it someday.

“But while I was in India I wrote a letter to Fay saying how great it would be to research in India or around the world, and she told me about a research assistant job available in Cambodia with Professor of Early Childhood and Social Inclusion Jacqueline Hayden.

“It seemed to make sense to start the PhD then.”

Zinnia’s research is titled: How communities in lower socioeconomic contexts get together to communicate and provide positively for young children and how they can communicate and work their knowledge and experience with outside bodies.

Much of her work will focus on Timor Leste.

“I love research so I would like to be both a researcher and an academic. I don’t think you can ever think that education will limit what you can do.

“I can still work with children but in a different way.

“More study makes you more critical of your own practice, and what’s going on in the teaching world – you can review it and think about it from different angles.”

Positive change Jiangbo Hu took her early childhood degree in China, and is working part-time in a Diploma level role in a preschool in Sydney.

Postgrad students Jiangbo Hu, Rosemary Dunn and Zinnia Mevwalla.

It was important for her to get a recognised Australian university qualification, but there was also a topic she was passionate about and wanted to research.

Jiangbo is looking at the experiences of bilingual children in the home and childcare setting, particularly children from a Chinese background.

She says many parents are keen to teach their young children English, and are unsure about letting them speak another language at home. There is also confusion and uncertainty about what language the children should speak at centres.

“I met one teacher who said she was taught to let children lead their learning, but she was uncomfortable letting the child speak Chinese in the centre,” Jiangbo says.

“Some teachers might have negative attitudes and some parents are worried. Through my research I am able to tell them it’s okay to let their child speak both languages, that the child should speak the language they feel comfortable with.

“My research is giving me the confidence to share my findings with others to make a positive difference in centres.”

Questions without answers Fay says a lot of students come into postgraduate study after they have been working in the field a while and are keen to update their knowledge on the latest trends in educational research.

“They might also be in a policy or consultative role. Many students come to do masters without thinking they will do a PhD, but get really excited by their research and want to do more.

“Postgraduate studies is not about being taught, it’s about having a question and researching the answers - it’s about qualitative and quantitative methods including interviews, case studies, questionnaires, surveys and measurement scales gathered from various sources.

“The best thing about postgraduate study is that you can choose your own research topic. It’s flexible and people can do things that interest them.”

Details: http://www.humansciences.mq.edu.au/ postgraduate_coursework_programs

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The risk in putting safety first P

lanking, rappelling and parkouring are popular with teens, but may pose a particular danger to those who have not had the opportunity to explore risk-play in their early childhood years. Professor Margaret Sims tells Bedrock Journalist Tara DE BOEHMLER why a cultural shift is required.

Speaking about the second edition of her book ‘Program Planning for Infants and Toddlers: In search of relationships’, co-authored with Teresa Hutchins, Margaret says there have been many positive developments since the book was first released 10 years ago. But the litigious nature of our culture has imposed serious restrictions on how children can be assisted in exploring their surrounds.

She says the time was ripe for a new edition.

“When Theresa and I first wrote this book there was a lot of ‘info’ about working with older children but hardly anything about working with babies. The idea was that babies were for caring for but the whole focus of early childhood education and development was considered irrelevant until they were older. Relevant textbooks were not available so we decided to do one ourselves.”

Ten years on and we are seeing a “real re-engagement in infants and toddlers”, Margaret says. The early childhood sector is “much more professionalised” and babies are acknowledged as active learners.

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“This mind-shift has been driven by the neurobiological research showing active learning and engagement and we wanted to incorporate all this knowledge into the book.”

Ecological model Using Bronfenbrenner’s ecological model of human development as a framework, the book illustrates the reciprocal nature of young children’s relationship with their environment, focusing on the context of their development and building on their individual strengths, interests and needs.

As with a dynamic, ever-developing ecological system, the book speaks of not imposing an adult schedule at the expense of a child’s need to influence their surroundings.

It urges carers to facilitate the perception of infants and toddlers as “active agents, shaping their environment as they interact with others”.

While Margaret acknowledges the natural limitations young children have, and the importance of maintaining safety, she says they also need a structure that enables them to experience some of the challenges.

“In a fenced-in early childhood setting we sit a child on a blanket on the grass,” she says. “But what’s wrong with sitting them on the grass where they can put their fingers and toes in and pull some of it out to explore”?

“We are so focused on safety and we have gone so far down

“In a fenced-in early childhood setting we sit a child on a blanket on the grass. But what’s wrong with sitting them on the grass where they can put their fingers and toes in and pull some of it out to explore?”

this road. But it’s a balance and we don’t want to take away from the children’s learning.

“It’s tragic that because requirements on early childhood centres are so cumbersome even very well-resourced early childhood centres are finding it too hard to get kids into a line and walk them to the local park.

Risk adverse Margaret stresses that it’s not the services at fault.

“It’s not reasonable in this climate to expect services to do it because it just isn’t practical,” she says.

“We are a litigious society and a risk adverse society and we are at the point where the pendulum has swung all the way over to one side – saying no risk is reasonable for children.

What is required is a cultural shift to see the pendulum swing back a bit the other way.”

Margaret says the impacts of getting this balance wrong can already be seen.

“I see teenagers engaging in a lot of risk taking and I believe this comes from not being able to think things through and adjust their behaviour.

“We need to be thinking about the learning opportunities in interacting with their environments.”

Taking stock

being done on creating more challenging outdoor areas.

“Some services are placing rocks around sandpits, enabling children to navigate them. But whatever the method, it’s about identifying cognitive challenges that children can do while you are there to scaffold.”

Babies should be included in the process, Margaret says.

“Instead of separating babies out, we can teach toddlers to look where they are running and we can examine how we are grouping the spaces children are in. We don’t need to take away learning opportunities for babies.”

Political spectrum Appropriate staffing is vital for providing these opportunities.

“Neurobiological research around early childhood learning has made people aware that if you’re going to cut back on staff, you don’t skimp on the babies,” Margaret says.

“The challenge I wanted to get across was how important this work with babies is. We are talking about the whole political spectrum, including ratios, how your work is respected and that you are genuinely engaging with parents and sharing information.”

Working in partnership is at the core of the ecological approach.

“If you are engaging with people who come in from outside, petitioning to get a crossing placed in the community, and thinking about whether the community you work in is meeting the needs of families, you are doing your job.

“Think about the context in which Johnny is growing up, his home environment, his community and his individual development. Maybe his mum didn’t encourage him to work on spatial awareness at home because working on his walking and mobility was more important in the family context,” Margaret says.

“Having a genuine concern for children, thinking about their context and engaging at a community level is part of your job and this is what is behind the ecological approach.”

In ‘Program Planning for Infants and Toddlers’, Margaret and Teresa suggest undertaking an environmental analysis, to help develop programs that respond to the context of the children and their families, needs associated with the physical location and demographical characteristics, and the availability of surrounding features, like libraries, parks, animals and native plants.

“Each child, each family and each community has its own specific strengths, interests and needs … for programs to be responsive to the children and families using them, caregivers need to understand the context in which they are planning the program,” the authors say.

Challenging spaces In exploring the influence of physical and human environments on children’s development, they point out “efforts to replicate high quality environments have resulted in standardisation and homogenisation”.

Margaret Sims is Professor of Early Childhood at the University of New England. Her book, ‘Program Planning for Infants and Toddlers – in search of relationships’, is published

by Pademelon Press.

For those looking to break this trend, Margaret says work is

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Growing with A

new book is making it easier for teachers to talk about feelings with children. I Grow in Grandad’s Garden takes children on a journey around the garden, using interactive questions to discover what they are thinking and feeling.

Bedrock Journalist Fiona STUTZ discovers how teachers are using the book.

“It fitted well with our RE curriculum and also the Queensland Early Years Guidelines in the areas of social and personal learning (prior to the Australian Curriculum).”

I Grow in Grandad’s Garden by Brisbane author Brian Andrew is helping children to share what makes them happy, sad, afraid and excited.

In the book Ellie and her grandad begin by heading outside in the garden to the ‘Think and Thank seat’, where they both share what they are thankful for.

It tells the story of six-year-old Ellie and her grandad taking a personal development journey through grandad’s garden. The book was based on Brian’s interactions with his grandchild in his garden.

Then they continue on to the ’Let Go Log’ where they question what hurt feelings they may have inside.

It wasn’t until Our Lady of the Rosary School, Kenmore, Teacher Christine Nolan asked permission from Brian to use his ideas from the book that its potential as a learning tool was discovered.

“I read the book to my class of prep children and they just loved the ideas and concepts in the book,” Christine says.

How to use I Grow in Grandad’s Garden in your classroom:

Christine says the school already had an outdoor garden space that was “almost begging for Grandad’s garden ideas to be implemented”.

Next they walk through a rainforest trail to the ‘Cross Over Corner’ to consider what takes courage. Finally they wind up at the ‘Dream Table’ to ponder their dreams together.

Christine says the imaginative concepts, the Australian setting and the relationship most children have with their grandparents proved popular with her children.

STOP 1 - Think and Thank Seat: 1. Read the story until you get to the Think and Thank Seat Question.

2. Highlight what Ellie says thank you for.

3. Invite your students to share what makes them happy/ what they can say thank you for.

4. Ask them to write a thank you list poster which to put on the class room wall – perhaps it could include a picture of them standing on top of a high mountain.

5. Invite discussion on how they feel inside when they say thank you.

6. Get them to create a Thank You card to take home as a gift for their parents – with a focus on what they can say thank you for at home.

7. Develop a Thank You culture in the classroom by creating the four Stop Spots in the classroom. When there’s a bit of complaining stop the class and take the students to the Think and Thank seat and invite contributions.

8. Encourage the children to say thank you every day.

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Grandad “I had a number of special needs children in my class who were struggling with social interactions and managing emotions. We were (already utilising) a sustainable approach with our own chickens and edible ‘no dig’ garden and native bees and butterfly house.

“The care of the gardens and outdoor area gave rise to our own ‘Let Go Log’ for resolving conflicts, our own ‘Think and Thank Seat’ for being thankful and a quiet place to chat with friends, our own ‘Crossover Corner’ a place to learn to be brave and try something new.

“We had plans for a ‘Dream Table’ to link with the concepts of Aboriginal dreaming and care for the land”, she says.

Heights College, Rockhampton, Teacher Kerry Goodwin has also used the book in her classroom after being introduced to it by her Principal in 2011.

“We used the book and then talked about the things that were in it and how we could set up our garden around the classroom.”

Kerry says the ‘Think and Thank Seat’ was an easy concept for her students to understand as each child

STOP 2 - Let Go Log: 1. Read the story until you get to the Let Go Log Question.

2. Explain that Grandad/Brian has read the book to thousands of children in schools and the kind of behaviors that make them sad/hurt them are: a) When someone is mean to me – includes various kinds of bullying such as name calling and pushing and shoving, b) When others won’t let me be part of their group, c) When someone talks unkindly about me/behind my back.

“had an opportunity to draw or talk about something they were thankful for and then we placed those in the area, so that they had meaning for the children.

“It wasn’t just the ‘Think and Thank Seat’, it was actually something that they had contributed to; it was focusing on being thankful, and taking time to think about things they were thankful for.”

Kerry says because the classroom was set up as a garden throughout the term it was easier to refer to it.

“The whole room was like a garden and all the activities that we did, all our numeracy and literacy and our science even was related to plants and so we did a lot of stuff about the garden. It has lots and lots of scope for all ages and you can just integrate it very well in your literacy, numeracy and even the new curriculum.”

Christine believes the book has many avenues for exploring concepts and values with children to aid selfesteem, conflict resolution and personal growth in a positive and affirming way. http://www.grandadsgarden.com.au

STOP 3 Crossover Corner and STOP 4 The Dream Table: Use the examples of Stop 1 and 2 to develop your application

3. Invite students to share what makes them sad/what they need to get out and let go.

4. Invite discussion on how they feel inside when someone hurts them.

5. Ask them to write down the things that happen at school that make them sad.

6. Invite them to share their hurts with you and then get them to take their list and...

7. Explain that just as others hurt us, so we hurt others.

8. Encourage the children not to do or say anything that might hurt each other.

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ARTY E K A M KIDS

Y A P R E S I A R D N FU F

undraising is an ongoing challenge for many services but when St Andrew’s Church Community Preschool combined the task with children’s creative development it became a pleasure to be shared, writes Bedrock Journalist Tara DE BOEHMLER.

When a parent suggested an art exhibition of children’s work to raise funds for the Preschool, the service went straight into action mode. Giving itself three months to come up with the artwork, canvass local businesses for support, generate publicity and set up the event, much of the process depended on the availability of parents.

St Andrew’s Church Community Preschool Director Noelene Scully said families helped with providing display boards borrowed from local schools, contacting local art suppliers, approaching sponsors and donating materials. The Preschool was also fortunate to have experienced high school art teacher Janie Thomson among its parents and a local artist, Jordon Dalton, who both pitched in.

“We did a number of themes including freestyle painting, charcoal self portraits, photos of our world, painting inspired

by Jackson Pollock, wire construction, sculpture and art inspired by favourite books.

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Staff helped the children build connections while teaching skills and techniques that will enhance their capacity for self expression and communication.

“Janie helped the children explore different artists and got them to look at Marcus Pfister’s The Rainbow Fish. She then let the kids reproduce it in their own way using sponge painting. Another project involved a staff member reading Mem Fox’s Hattie and the Red Fox, with kids using sponges and the sides of recycled foam trays to paint chooks. Some of them looked quite startled, which goes hand-in-hand with the book.”

”

One of the most popular works at the exhibition was a collage of the children’s photographs, titled ‘Our World’.

“We got the kids to take digital photographs in a local park and Jordon Dalton made these into a collage on canvas.”

The Lord Mayor rubbed shoulders with the children, their families and the broader community at the launch of the exhibition, which was held in the kindly donated hall of St Andrew’s Church.

Noelene Scully, Janie Thomson and Lord Mayor of Newcastle John Tate.

The preschool raised more than $1000 and parents have already requested they do another one.

“People forget how resourceful and capable children can be,” Noelene says.

“It was wonderful to see the children challenged to be creative, without any inhibitions, and for them to see their own work displayed.”

Noelene adds that the activity had a natural tie-in with the Early Years Learning Framework.

“This was all about belonging – showing kids they belong to a wider community and working with them in developing that relationship.

“The staff helped the children build those connections while teaching skills and techniques that will enhance their capacity for self expression and communication,” she says.

“Staff also provided resources that allowed the children to experiment with images and print, providing access to technology and encouraging them to explore new information and techniques to represent their ideas.

“The exhibition showed the kids their art was just as good as well known artists whose work is displayed in galleries, and that things don’t always have to be polished and finished to be beautiful.”

Belonging, Being and Becoming Outcome 2: children are connected with and contribute to their world.

2.1 Children develop a sense of belonging to groups and communities.

Outcome 4: children are confident and involved learners.

4.1 Children develop dispositions for learning such as curiosity, co-operation, confidence, creativity.

4.4 Children resource their own learning through connecting with people and technologies.

Outcome 5: children are effective communicators.

5.3 Children express ideas using a range of media.

5.6 Children use information and communication technologies to access information, investigate ideas and represent their thinking.

From Belonging, Being and Becoming: The Early Years Learning Framework, produced by the Australian Government Department of Education, Employment and Workplace, 2009.

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GIVE AWAYS

Giveaway 2

To enter one of these giveaways put your name, membership number and current address on the back of an envelope addressed to Bedrock Giveaway 1, 2 or 3 NSW/ACT IEU, GPO Box 116, Sydney 2001 by Friday 27 April. Envelopes not marked with the giveaway they are for will be disqualified.

Giveaway 1

Imagine Holding Hands Author and Illustrator: Bobbie S. Richardson Publisher: Invision Art ISBN: 978 0980 861 808 Learning Literacies Birth to Three Authors: Laurie Makin, Susan Spedding Publisher: Pademelon Press ISBN: 978 1876138349 Three copies to giveaway

This book explores what babies, toddlers and young children know about literacy and offers practical ways to support and track learning in partnerships with families.

The book embraces the literacies of the modern world like mobile phones, email, Twitter and YouTube, as well as more traditional forms like writing, drawing, rhythm, drama and story telling. Non-verbal communication is also covered.

This fascinating book will especially appeal to those implementing the Belonging, Being and Becoming section of the Early Years Framework.

Giveaway 3

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Three copies to giveaway This is a book for those who appreciate the power of imagination and its ability to transcend daily realities and create new ones. It includes an accompanying song. The book’s images combine a progressive blend of creative technology and nature and feature real children contemplating questions like ‘Imagine if you could talk to the animals – what would they say?’

And ‘Imagine if you could talk to the Earth and she could talk back to you – what would you ask?’ This is an ideal starting point for teachers who wish to open up contemplation of the big picture questions facing our newest generation, and get them imagining different ways to tackle relationships with the earth, its creatures and each other.

Emergent Curriculum in Early Childhood Settings from Theory to Practice Author: Susan Stacey Publisher: Redleaf Press (available through Pademelon Press) ISBN: 978 1 933 653 41 9 One copy to giveaway The emergent curriculum draws on children’s interests and this book offers an exploration of the key concepts, practices and principles which can improve your early childhood program. It includes chapters on how to capture children’s ideas, reflective practice, documentation, the teacher as researcher and the emergent curriculum as a creative act. Just the thing if you’re looking for a blend of practical inspiration and motivation.

green over Getting the smarts – early childhood eco smart tool H

ow hard is it to change? Early childhood services committed to sustainability education around NSW are finding this out as they begin their six-month trial of the Eco Smart Tool, reports Bedrock Journalist Suzanne KOWALSKI-ROTH.

“We already have a great diversity of participants,” says Julie. “People are at different stages of sustainable practices and how they will incorporate change will be exciting to see”.

Services are being challenged to undertake an audit.

Some will be self guided while other services will be mentored through the audit. Areas will be identified for change over six months by NSW Early Childhood Environmental Education Network (ECEEN) mentors Julie Gaul and Helen Nippard.

“Definitely seeing how the variety of services will embed educating for sustainability into their everyday practices,” says Julie.

The tool has been developed by ECEEN with funding from the NSW Environmental Trust to help services meet their obligations under the National Quality Standard and assist services in developing an Eco Smart perspective for each NQS quality area.

But the most exciting thing?

Visit the ECEEN website for more details and to enquire about the tool. Free phone and email support is also available to services who embark on the Eco Smart project.

Details: http://www.eceen.org.au

The Eco Smart audit breaks down into the following areas: 1. Connections with nature: Do children have access to animals and do the children have the opportunity to actively take part in growing food?

2. Well-being: Does the service conduct an audit of all areas of potential toxicity? Are containers other than plastic used to heat food/drinks in the microwave?

3. Water: Does the service check the water use labeling of appliances and fittings (WELS)? Does the service make sure rubbish is not washed down drains/sinks? eg. Sink strainers used 4. Waste: Does the centre have a waste sorting program? Does the service educate children about waste and minimising choices?

5. Energy: Does the service review energy bills every three months? Are children given opportunities to investigate energy?

6. Staffing and Management: Does the service have an eco team to drive change? Does management consider sustainability when organising fundraising initiatives?

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