2023 Summer Early Edition

EarlyEdition SUMMER 2023

The Real ROI: Why Investing in Educator Wellbeing Pays Off Talking to Kids about War Strong Foundations: Neuroscience and Emotional Development in Early Years

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Insurance issued by Guild Insurance Limited ABN 55 004 538 863, AFS Licence No. 233791 and subject to terms, conditions and exclusions. Guild Insurance supports the Australian Childcare Alliance Queensland through the payment of referral fees. This information is of a general nature. Please refer to the policy wording and policy schedule for details. For more information call 1800 810 213. EAR291311 ACA QLD Early Edition Spring Ad 07/2023

EarlyEdition SUMMER 2023

ACA Qld

Contents ACA Qld President’s Report

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ACA National President’s Report

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The Real ROI: Why Investing in Educator Wellbeing Pays Off

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Talking to Kids About War in Ukraine

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The Power of Compassion and Support

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Toll Free: 1300 365 325 (outside Brisbane)

Preventing Faecal Contamination: A Major Cause of Childcare Related Infections Among Infants

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Web: www.qld.childcarealliance.org.au

Early Childhood Educators’ Day

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Strong Foundations: Neuroscience and Emotional Development in the Early Years

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Giving Children Authentic Agency

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CAECE Congradulates

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Supporter Members Directory

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Location: 2/10 Welch Street, Underwood Qld 4119 Mailing: PO Box 137, Springwood QLD 4127 Telephone: 07 3808 2366

Email: qld@childcarealliance.org.au Disclaimer: Articles published in this magazine are published as a service to readers and should not be substituted for specific advice in relation to any issue.

While advertising in this magazine is encouraged, ACA Qld accepts no responsibility for the contents of the advertisements. Advertisements are accepted in good faith and liability for advertising content, goods or services supplied is the responsibility of the advertiser.

MANAGEMENT COMMITTEE ACA Qld Office

Executive

Committee Members

President - Majella Fitzsimmons

Dene Crocker

Peta Pitcher

General Manager - Abed Haroun

Vice President - Jae Fraser

Kerrie Lada

Brent Stokes

Office Manager - Jen Fimeri

Treasurer - Louise Thomas

Pam Maclean

Darlene Wadham

Projects Officer - Kay Reyes

Executive Secretary - Debra North

Kylie Petersen

Administration Officer - Ebony Williams Marketing & Communications Officer Kaitlyn Chivers Administration & Accounts - Emma Travers EARLY EDITION > SUMMER 2023

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ACA Queensland President’s Report We are thrilled to share some exciting news with you! At ACA Qld, we have recently undergone an internal restructure to better align with our organisation’s evolving style and sustained growth over the years. This restructure signifies our commitment to enhancing the services and support we provide to our valued members.

As part of this restructure, we are delighted to introduce two pivotal roles that will strengthen our executive leadership team. In place of the CEO position, we have established two key roles: General Manager and Projects Officer. These roles will work in harmony with our existing Office Manager, Jen Fimeri, and together, they will form a dedicated team committed to advancing ACA Qld towards our mission. Their collective expertise will further our commitment to excellence and ensure that we continue to meet and exceed your expectations.

Abed Haroun - General Manager Abed brings a wealth of experience in leadership and organisational development.

His deep understanding of the organisational structure and sector growth will be invaluable in shaping our strategic direction.

Kay Reyes - Projects Officer Kay’s background in project management and her passion for our mission make her a great asset to our team. She will be instrumental in driving our key initiatives and projects forward.

With our new team we are keen to hear from you and what your service needs are. More PD opportunities and what those topics are, a meet and greet with the new GM or Project Officer, more Member Meetings…. Let us know so that we can make 2024 great. As part of ACA Qld’s commitment to our members we will again be undertaking our annual strategic workshop to ensure our strategic plan and direction is effective and what is needed.

At our recent round of Member Meetings, we welcomed the newly appointed Directors of Regulation for each region for the Department of Education. It was a great experience for them to come out into the sector and to speak to our members about what is happening in the Department of Education at a regional level and the regulatory priorities that they will be focusing on for all services.

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ACA Qld is excited for the 15hrs of Free Kindy and continues to support the sector in how this will look in 2024. Jae, Brent, and I have already been out travelling around the state talking all things Free Kindy and are keen to connect with your services, Nominated Supervisors, and kindergarten teachers. Keep an eye out for our emails and check our web page as we announce more webinars, face-to-face group sessions and software provider information sessions and we are only a phone call away if you need help with anything.

Organising ACA Qld conference for 2024 is well underway with planning reaching the final stages. The conference theme of ‘See the Wonders of Early Education’ is attracting some amazing presenters and we are set to open up registration of delegates at the beginning of 2024 with the conference expected to sell out early again.

2024 is the year of election for our state, and ACA Qld is working on our election ask to all sides of politicians.

Here are some ways you can engage with a politician in your local area; Invite them to attend your service for any special event that you might be having. At this time of the year, graduation ceremonies, information evenings, and Christmas parties are all opportunities to invite a politician to attend and see the amazing work of our Educators.

A big thank you to our amazing committee and office team for an incredible year.

Wishing you, your teams and your families a peaceful, calm end of 2023 and look forward to working with you all in 2024.

Majella Fitzsimmons ACA Qld President

ACA President’s Report As we look back over the last quarter and indeed the whole year, an enormous highlight has definitely been the nation-wide celebration of Early Childhood Educators’ Day, with families and service providers expressing their appreciation for their educators Australia-wide.

It has been deeply heartening to see this event grow to receive so much support and engagement, with over 3,700 service providers showcasing their participation on the event website’s map of Australia, and nearly 1,000 of these based in Queensland.

We hope that you and your team members enjoyed the celebrations with your families and children throughout the week, and that your early childhood educators know just how much they are appreciated.

Supported bargaining process has begun This October brought in the first ever supported bargaining negotiations for the early learning sector, made possible under new provisions in the Fair Work Act which bring the Federal Government into the process.

On Friday 27 October I attended the Fair Work Commission on behalf of our ACA participants taking part in the process, for the inaugural meeting to start the discussions. I was joined by other employer groups plus the unions - United Workers Union (UWU), the Australian Education Union (AEU) and the Independent Education Union (IEU) - to begin negotiations for a governmentfunded pay rise and better working conditions for our early childhood educators.

However, we know that the success of this bargaining process is highly dependent on the Federal Government agreeing to partly or fully fund the agreed wage increases, to ensure families are not worse off.

ACA will continue to advocate in this space, calling for the Australian Government to provide direct wage subsidies to early childhood educators as part of this negotiation process.

Our Executive Committee dedicated substantial time and effort to digest this report and provide collective feedback on the data and recommendations within the report. This work formed the basis of our formal response to the report, which points out the limitations of the data used, and the lack of viable solutions offered in the draft recommendations.

We have reiterated the need for policy that brings about accessibility and affordability for all families, whilst building a strong workforce of highly skilled early childhood educators and teachers. We would like to see ACA’s feedback reflected in the ACCC’s final recommendations, due to Treasury on 31 December 2023.

Looking ahead to 2024 ACA is extremely proud of our successes during the 2023 year. We have strengthened our relationships with key government and sector stakeholders and successfully brought their attention to the national workforce crisis whilst continuing to reiterate the need for affordable, equitable access to ECEC for all families.

We feel we are in a good position to negotiate a government-funded wage rise via the supported bargaining process, and we are heartened knowing that every party has the same goal - to get wages moving for our workforce - in order to help attract and retain excellent educators for a sector currently facing critical workforce issues.

We will continue working with the Federal Government to ensure the best possible outcomes for our sector in 2024. In the meantime, we wish you all a relaxing, festive Christmas break and warmest wishes for the New Year.

Our formal response to ACCC’s 2nd Interim Report At the start of the month as part of the Australian Competition and Consumer Commission (ACCC) Childcare Inquiry, the ACCC released its 2nd Interim Report with draft findings and recommendations regarding the costs of providing childcare services, the nature of competition across the sector, the profitability and viability of the sector, and the effectiveness of the existing Federal Government price regulation mechanisms in aiding affordability of childcare.

Paul Mondo ACA President

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The Real ROI: Why Investing in Educator Wellbeing Pays Off Cheyanne Carter

Early childhood educators are currently facing a multitude of challenges that are leading to burnout, resulting in a significant exodus from the sector.

Addressing educator wellbeing isn’t merely an altruistic endeavour—it’s a business imperative. But if you think educator burnout is just a “staffing issue,” think again.

Burnout isn’t just corroding the backbone of your operation; it’s a flashing neon sign pointing to deeper operational flaws.

Here’s why you should make combatting educator burnout a top-tier business priority.

Ignoring Burnout Costs More Than You Think If you’re pinching pennies at the expense of your educators’ wellbeing, you’re essentially throwing money down the drain. Scrimping to save a few dollars is not economising; you’re essentially squandering valuable resources. High turnover, reduced productivity, and compromised service quality are direct outcomes of ignoring burnout. Not only are these repercussions costly, but wasteful, avoidable, and detrimental to the long-term success of your business.

The True Cost-Benefit Analysis Believe it or not, every time an educator walks out that door, your dollars are following them. Recruitment costs, training expenses, and the loss of institutional knowledge add up. Research shows that high staff retention is a key indicator families look for when deciding to enrol. Your team is quite literally the cornerstone of your business success. The mindset, demeanour, professionalism, and dedication they bring to work has a direct influence on their interactions with children and families. And it’s those families that sustain your business and ensure its continued viability It’s Not Just About the Educators The wellbeing of your educators doesn’t just affect them; it resonates throughout your entire ecosystem. As the saying goes, “It takes a village to raise a child.” Likewise, it takes a well-designed system to raise an educator who can nurture that child. While some individuals may have a natural affinity for working with children, it’s a mistake to assume this applies to everyone on your team. Are you confident that your educators are equipped with the skills and knowledge to effectively support a child in need?

Assuming that every team member is innately capable in every aspect of their role is a risky business decision.

Maximising Brand Value A whopping 43% of ECEC professionals would not recommend a career in this sector, largely due to feeling undervalued. As operators, your active support in enhancing working conditions not only benefits staff retention but also contributes to building a brand that both educators and families will advocate for. Family satisfaction often manifests as word-of-mouth referrals and there’s no strategy more powerful than a community of customers singing your praises.

Your Leadership Is the Linchpin Let’s not forget the elephant in the room—your role as the Approved Provider. Your leadership style can make or break the situation. When educators feel valued by you, their job satisfaction soars, increasing retention, reliability, and overall commitment to the organisation. Yes, operational strategies require investment. However, as one Room Leader wisely stated, “a director who truly cares about the team and wants to see them thrive is the backbone of a well-run service.” The ROI here is a more resilient, satisfied, and efficient workforce.

It’s Time to Make Waves Investing in the wellbeing of your educators is not just a moral obligation; it’s a strategic business move with genuine ROI. The moment has come to pivot from pointing fingers at educators to comprehending the underlying systemic challenges through a lens of empathy and insight. Let’s utilise the tools, knowledge, and data within our reach to make informed decisions and address educator burnout once and for all. Trust us; your bottom line will thank you.

For those ready to turn insights into action, you know where to find me, but before I go, let me leave you with this light-hearted gem… What did one burned-out educator say to the other? “I wish I had the energy to laugh at that joke.”

Reach out to Mollard Property Group for assistance in unlocking operational excellence without compromising quality in early learning centres.

More information at www.mollard.com.au

EARLY EDITION > SUMMER 2023

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Talking to Kids About War in Ukraine Kari Sutton

In today’s digital age, it’s impossible to hide the frightening truth about global events from our children. Even if you shield them from it at home, your children are probably hearing this news from friends, teachers, or on social media.

These events are compounding our kids stress and anxiety when they are already depleted and distressed. Research Professor Marie Leiner explains that indirect exposure to traumatic events through the media “affects the mental health of children, in both short and long-term ways that differ completely from the effects in adults. Children’s vulnerability, immaturity, and developmental state change their perspective.”

Responses you might observe in children include: • Hyper-vigilance: when they seem to be alert all the time and not able to switch off • They might constantly think about the negatives • They might have trouble sleeping • Their behaviour might regress • Their stress response could be heightened and little things that wouldn’t ordinarily upset them are really getting under their skin.

The best way of dealing with world events is to not avoid the topic, be open to their questions and be prepared with answers. We want to encourage children to feel free to come to us with their questions and concerns. What we say to children depends on their age and the questions they ask.

Here are some general guidelines • Take your cue from them - tune into conversations they are having and take their lead about how much, or how little, they want to know about what’s going on.

• Ask open-ended questions to find out what they already know about the war situation, and how they found out about it.

• Be calm and reassuring – manage your own levels of anxiety or fear before you speak to them.

• Limit exposure to television news and social media – be selective as some of the news footage will be distressing and may trigger other fears and anxieties.

It can be tempting to turn off the news and avoid discussing conflicts and disasters altogether in an attempt to protect your kids. However, research has shown that instruction is better than restriction when it comes to media and social media. What does an instructive approach with the media look like? For

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young children, it means you either need to vet the media channels they have access to or co-view these sites together so you can help them understand what they are seeing. For teenagers ask them what they are seeing, talk about how it makes them feel and encourage them to think critically about the reliability of that information.

• Let them know that you understand that what is happening and set the emotional tone • Give them factual information that is short and clear • Provide them with opportunities to talk about how they are feeling and explain that you’re glad they came to talk with you about it. Accepting and normalising the emotions that your kids are displaying helps them to process and release their bottled up fears and sadness.

• Explain that it is ok to feel worried and/or frightened about war, in this way you’re giving them permission to have those feelings and to talk about them if they choose.

• Search for positive stories about the events – show children the outpouring of help, support and aid that is being sent, encourage them to look for and identify the helpers.

• Positive action can be a very effective way to reduce anxiety. If children want to help they could donate money to charities who are on the ground helping, or they could extend friendship to Ukrainian, Russian, Israeli or Palestinian children at your service or in your community. Feeling that they have the ability to help make a difference is an antidote to the powerlessness we feel in the face of tragedy.

We may not be able to control many of the things that are happening in our world, but these guidelines can provide our kids with strategies to help them process what’s happening and develop healthy ways to cope during these uncertain times.

If you’d like to know more Kari can be found online at: www.karisutton.com , https://www.instagram.com/ karisuttonofficial/

The Power of Compassion and Support: Leading with Empathy When Team Members are Sick Deb Callahan

In the world of leadership, there are countless challenges that can test even the most experienced and capable leaders. One of these challenges is undoubtedly the frustration that comes with managing a centre or team when team members call in sick. The natural instinct might be to feel exasperated, especially in a time when we are facing such extreme staffing shortages. However, it’s crucial for leaders to remember that it is not okay to make team members feel guilty or unsupported because of their absence.

Team members have a right to be sick. Just as you, as a leader, have experienced illness in your life or had family members who fell ill, your team members are no exception. Illness is a part of the human experience, and it is a right for every individual to be able to take the time they need to recover without being burdened with guilt or negative feelings.

So, why is it essential to lead with empathy and understanding during these times? There are both humane and smart business reasons to consider.

1. Empathy Creates a Positive Culture Think about how you feel when you or a loved one is unwell. You want understanding, support, and empathy.

As a leader, you have the power to provide these essential elements to your team members. By showing compassion during their times of need, you are cultivating a culture of kindness, respect, and support. This positive culture, in turn, fosters trust and loyalty among your team members, making them more committed to their work and the centre.

2. Faster Recovery and Greater Productivity When team members feel genuinely supported when they are unwell, they are more likely to recover faster.

The stress of feeling guilty or unsupported can hinder the healing process. By contrast, when employees are assured that their health is a priority for their leaders and the organisation, they can focus on their recovery, ultimately returning to work more quickly and in better health.

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3. Retention and Recruitment A team that feels respected, understood, and cared for is more likely to stay committed to the organisation. This commitment goes a long way in retaining valuable talent.

Moreover, word-of-mouth travels quickly, and employees who feel supported and valued will act as ambassadors for your organisation. This, in turn, makes it easier to attract new talent, as potential employees are drawn to companies with a reputation for compassionate leadership.

4. Strengthening the Team It’s crucial to remember that the staffing crisis is not the fault of your existing team. They are the ones who, by being present and dedicated, prevent the situation from being even worse. Acknowledging their hard work and dedication is a powerful way to motivate and boost their morale.

In the end, the key to managing your team effectively during their illness lies in understanding and empathy.

You have the ability to make your team members feel supported, respected, and cared for, even during their challenging times. Just as you would want to be treated when you or your loved ones are sick, you should treat your team members with kindness and understanding.

This approach not only creates a positive and committed culture but allows you to lead with compassion and empathy and build a workplace where people are genuinely cared for, and together, we can overcome any challenge that comes our way.

Preventing Faecal Contamination: A Major Cause of Childcare Related Infections Among Infants Graham Henrickson > Food Safety eLearning Academy

Most childcare related infections are due to faecal contamination and it’s more common with infants and toddlers than among older children. So, it came as no surprise when a major study of childcare centres found bacterial contamination was greatest on the hands of infants and carers than older children.

Hygienic nappy changing and toileting are critically important to prevent the spread of disease.

Here are the recommendations made by leading experts from the National Health and Medical Research Council (NHMRC) to avoid faecal contamination.

Cloth Or Disposable Nappies Regardless of your personal preference, experts strongly recommend the use of disposable nappies in a childcare service or setting. That’s because disposable nappies are less prone to ‘leaking’ than cloth nappies and can be disposed of immediately, so they are less likely to spread germs.

Dedicated Nappy Change Area To minimise the risk of contact with urine and faeces when dealing with soiled nappies, a contained and separate space needs to be set up as a dedicated nappy change area.

In centres where children play in separate rooms, each room should have its own dedicated change area. Having a separate change area in each room will help limit the spread of an infection and contain it to a single room. If this is not possible, extra care must be taken and strict disciplines established and enforced for how the nappy changing area is to be used and cleaned after each nappy change, especially if a child is known to have an infection.

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Before Changing a Child’s Nappy Check that all the supplies you need are ready.

• If the child can walk, walk with them to the changing area.

• If the child cannot walk, pick them up and carry them to the changing area.

• If there is faecal matter on the child’s body or clothes, hold the child away from your body if you need to carry them.

3 Step Changing Procedure STEP 1

PREPARATION

1. Wash Your Hands 2. Place paper on the change table 3. Put disposable gloves on both hands STEP 2

CHANGING

4. Remove the child’s nappy and put any disposable nappy in a hands-free lidded bin. Place any soiled clothes (including any cloth nappy) in a plastic bag 5. Clean the child’s bottom 6. Remove the paper and put it in a hands-free lidded bin 7. Remove your gloves and put them in the bin 8. Place a clean nappy on the child 9. Dress the child 10. Take the child away from the change table 11. Wash your hands and the child’s hands Step 3

CLEAN

12. After each nappy change, clean the change table with detergent and warm water, then rinse and dry 13. Wash Your Hands

Of the 3 stages, you are most likely to come in contact with germs (shown in red) during the Changing Stage. It is also important to note that the person changing the nappy should wash their hands three times during the entire procedure: • Before they start • After changing the nappy, and • After cleaning the change table.

Change Table Paper Every time a child has their nappy changed; germs are left on the change table. Placing a piece of paper on the change table will help to catch many of these germs so they do not reach the change table itself.

Less expensive options like greaseproof paper, large sheets of butcher’s paper or recycled paper are just as effective as paper towel.

Place paper on the table at the start (Step 2) and remove it before removing your gloves and before putting a clean nappy/clean clothes on the child (Step 6).

When removing the paper, take care to keep the paper and germs together and dispose of it in the proper collections bin. Those not using paper on the change table, must take extra care in cleaning the change mat between nappy changes.

Disposable Gloves • To prevent the spread of germs in faeces and urine, disposable gloves should always be worn on both hands when changing nappies.

• They should be worn during the part of the nappy changing process when you are most likely to come into contact with faeces or urine.

• Once the child is clean and the paper has been removed from the change table, remove your gloves (take care not to touch the clean child with the dirty gloves).

Cleaning the Child Pre-moistened disposable wipes are recommended to clean the child.

Cleaning the Change Table Experts recommend using a waterproof sheet to cover the change mat as it provides an additional protective layer that can be easily changed during the day: • This should be changed at least twice a day,and more often depending on how frequently the change table is used.

• The change mat surface and the waterproof sheet/cover must be in good condition and free of cracks, holes, pleats, folds, or seams. These are places where germs can survive.

• Clean the surface of the nappy change table with detergent and warm water after each nappy change and at the end of each day - rub with paper towel or a cloth as you wash it.

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Keeping the Nappy Change Table Clean 1.

The paper towel or cloth can only be used once.

2.

aper towel must be binned appropriately, and cloths P puts aside to be washed and cleaned.

3.

I f faeces or urine spill onto the change surface, clean the surface with detergent and warm water and leave it to dry.

4.

Remove and replace the waterproof cover sheet at least once in the morning and again in the afternoon.

5.

lean the waterproof cover after its removed with C detergent and water and leave it to dry (preferably outside in the sun).

6.

lways wash your hands after cleaning the nappy A change area and allow the change table surface to dry before using it again.

TOILET TRAINING TIPS • Ask parents to supply a clean change of clothing for children who are toilet training.

• Place soiled clothes in a plastic bag or alternative and keep these bags in a designated place until parents can take them home.

Accidental Spills of Blood, Vomit, Urine, Faeces These along with nasal discharge are a fact of life in a childcare centre and require swift attention.

1. Avoid direct contact with a spill and ensure any cuts or abrasions on your hands are covered with a waterproof dressing, and wear gloves to provide a protect barrier.

2. Removing the spilled substance then clean and disinfecting the area immediately. This will reduce the potential risk to children, educators, and others.

Prevention is better than cure. Strategies to prevent spills of body fluids include: • Regularly toileting children.

• Using disposable nappies rather than cloth nappies, • Excluding children with vomiting or diarrhoea • Making sure children play safely.

• Help the child when it’s time to use the toilet and use the actual toilet rather than a potty chair.

This will reduce the risk of spreading disease.

• If the child must use a potty, empty the contents into the toilet and wash the chair with detergent and warm water.

• Do not wash the potty in a sink used for washing hands.

• Children, especially girls, should be encouraged to wipe front to back, to reduce the chance of introducing bowel bacteria to the urinary tract.

• After toileting, explain to the child that washing their hands and drying them properly will stop germs that might make them ill.

• Help younger children to wash their hands and make sure you ask and check that older children have done so.

• Always wash your own hands after helping children use the toilet.

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Early Childhood Educators’ Day 2023 – When I grow up Kids Early Learning Centre

Early Childhood Educators’ Day 2023 was an extraordinary occasion filled with heartfelt gratitude and appreciation for our remarkable team members.

These dedicated individuals pour their hearts and souls into their work every day, providing invaluable education and care to the children and families within our service. It was an opportunity to express our deepest thanks for their unwavering commitment.

This year, all Kids Early Learning Centres had the creative freedom to choose how they wished to celebrate this special day. However, we embraced the theme of ‘When I grow up.’ We encouraged our team members to transport themselves back in time and dress up as their childhood aspirations, showcasing the dreams they held dear when they were younger.

Kids ELC

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The result was a delightful array of costumes that spanned a wide spectrum of professions. Among our team members, we had teachers, nurses, doctors, veterinarians, police officers, flight attendants, etc. It was heart-warming to witness the enduring desire within our team to pursue careers dedicated to caring for and assisting others, just as they had dreamt of in their youth.

At Kids ELC, we consider ourselves incredibly fortunate to have such a passionate and hardworking team of educators. Their dedication to nurturing the next generation and fostering a love for learning is truly commendable.

On Early Childhood Educators’ Day 2023, we extended a resounding shoutout to these extraordinary individuals who continue to shape the future with their boundless dedication and love for education.

Bright Beginnings

A passionate and hardworking team of educators.

EARLY EDITION > SUMMER 2023

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Strong Foundations: neuroscience and emotional development in the early years Sandi Phoenix, BPsychSc > Managing Director at Phoenix Support for Educators and founder of the Phoenix Cups framework

Early childhood settings are often adorned with visual resources intended to foster social and emotional learning. These resources, in the form of posters, flash cards, books, puzzles, carpet mats, and even stones, are decorated with faces attempting to demonstrate intense emotions such as anger, sadness, and happiness. In recent years, the digital age has seen an influx of emojis used in this capacity, an attempt to teach ‘Emotions’ to this generation of digital natives.

Can we truly teach about emotions with emojis, or even photos of ‘angry’, ‘sad’, ‘happy’? Research in affective neuroscience, spearheaded by scholars like Lisa Feldman Barrett, suggests it’s time to reflect on this practice. Let’s briefly unpack critical findings from recent neuroscience and explore their implications on our pedagogy and curriculum decision-making in the early years.

Emojis aren’t faces This is the easiest point to argue, so let’s start here.

Facial expressions are not consistent or reliable

The human face, with its complex musculature, can form incredibly nuanced expressions. Emojis are inherently ambiguous symbols that fail to convey the complexity of human emotions accurately, least of all the complexity of facial expressions.

This second argument may cancel out the previous one anyway, all the while asking us to consider throwing our facial expression / emotion flash cards and posters on the collage trolley.

Curriculum decisions designed to teach emotions using Emojis oversimplify facial expressions and therefore limit teaching potential about emotional expression.

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Spoiler alert: We can’t teach emotions with emojis

EARLY EDITION > SUMMER 2023

Facial expressions are inconsistent. The same emotion can be expressed differently among individuals, cultures, or contexts, and the same facial expression can imply different emotions (Barrett, 2017). For example, research

This will allow them to express themselves with language with more nuance, so instead of knowing the emotion ‘sad’, they would also have language to convey being worried, distressed, lonely, melancholy, hurt, and embarrassed.

Furthermore, children need to learn about their needs underlying their emotions. Using The Phoenix Cups™ as a framework as an example, this would ensure that children have a rich vocabulary about their needs for connection & belonging, safety & security, freedom & autonomy, mastery & self-competence, and fun & joy.

tells us that we scowl less than 30% of the time that we are angry, a smile doesn’t always represent happiness, nor does a frown always indicate sadness.

Consequently, relying on photographs of facial expressions to teach emotions could reinforce stereotypes and neglect the rich diversity of emotions and emotional expressions.

Emotions are constructed, not innate Emotions are not innate reactions to the world. An emotion is your brain’s creation of what your bodily sensations mean, in relation to what is going on around you in the world. From sensory input and past experience, your brain actively constructs meaning and prescribes action, and sometimes that meaning is an emotion (Feldman Barrett, 2017).

This final argument draws from the theory of constructed emotions, which posits that emotions are not universally predefined but rather are constructed by our brains based on previous experiences and the current context (Barrett, 2017). This diverges from the classical view of emotions as innate, distinct states universally tied to specific facial expressions. Therefore, teaching emotions using static, predefined symbols like emojis or photos of faces could inhibit children’s ability to construct their own nuanced understanding of emotions.

A way forward: A Constructivist Approach to Teaching Emotions Instead of relying on emojis or facial photos as definitive representations of emotions, educators taking a constructivist approach to teaching emotions focus on teaching the variability and context-dependent nature of emotions. This entails allowing children to explore and understand emotions through their own experiences, aided by guided discussions and reflections. This approach encourages children to recognise the context-dependent nature of emotions, thereby cultivating a more complex and nuanced emotional intelligence that is more attuned to the realities of human experience (Barrett, 2020).

As we continue to refine our understanding of emotions, it is crucial that our educational practices evolve accordingly.

Embracing a constructivist approach to teaching emotions could foster a more nuanced emotional understanding in children, better preparing them to navigate the complex emotional landscapes of human life. I invite you to wonder with me… is it wasting children’s time, insisting on them attending a group time while we point to faces and teach ‘happy’, ‘sad’, ‘angry’?

References Barrett, L. F. (2017). How Emotions Are Made: The Secret Life of the Brain. Houghton Mifflin Harcourt.

Barrett, L. F. (2020). Seven and a Half Lessons About the Brain.

Houghton Mifflin Harcourt.

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Importantly, it’s crucial for children to develop a rich emotional literacy, including emotional granulation.

Emotional Granulation: According to Lisa Feldman Barrett, this term refers to the varying degrees of a single emotion that can be experienced, ranging from mild annoyance to intense rage in the case of ‘anger’.

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Giving Children Authentic Agency Rachel Rooke > RARE Early Childhood Support

Agency is defined in the NQS as children being able to make decisions and choices that impact their world. The new EYLF have changed the language from ‘an emerging sense of agency’ to ‘emerging agency’ because a sense of agency is when children feel like they have a choice, but the options have been pre-determined by someone else.

Examples of this include offering children choices at meal times from what was already prepared and decided on in the menu, or offering children choices around the of experiences that were put out and planned for by an educator.

Real agency goes deeper than this. It is about allowing children to have a choice over real issues such as whether the routine is meeting their needs, what they want on the program, how they like to be engaged with, what they prefer to eat, how they prefer to learn, and who they feel safe with. While children need to learn the consequences of their actions to help build their agency, this doesn’t mean that from the moment they are born children shouldn’t be able to have opportunities to communicate their needs and interests.

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EARLY EDITION > SUMMER 2023

Noticing children’s needs Children communicate their needs and wants through their voice. This doesn’t mean it is just what they say, it is also how they share their preferences, needs and when something isn’t working for them through their actions, behaviours, emotions, body language and interests. Our job as educators is to notice what they are communicating and take action to help change their world for them.

world. It is important that we take the time to share this with children. For example if a child is playing in a rough way we cannot assume they know they could hurt themselves, or another child, or that they could break the resources. By letting children know this information we then help them build their awareness and encourage them to make more informed and appropriate choices in the future.

Ensuring safety with agency Agency is important, it allows children to feel seen, heard and valued. It helps build positive relationships as children have their needs observed, recognised, and responded to by those around them. Is it so important that children feel like the day happens ‘with’ them instead of ‘to’ them. Having said this, it is our primary role as educators to always ensure the safety and wellbeing of children through our duty of care.

When giving choices we need to consider safety.

Sometimes this needs to be thinking about the age appropriateness of the options. For example giving infants access to drink bottles may result in them mouthing other children’s bottles, and creating hygiene risks, in an attempt for agency. Whereas if children can point to their bottle or a picture of a bottle, they can still make choices about their needs without impacting safety and wellbeing.

For example, when a child is struggling with transitions in the routine our job is to look at how we can make this easier for them through communication, visuals, changing the routine or asking them what they need. When children don’t like a meal on the menu and most of it goes uneaten, we can see this as an opportunity to change the menu or rethink the way we serve meals to allow children’s needs to be met. When children have shown a preference to playing in a certain area or with certain resources, we can plan learning to be built into their interests rather than bringing them out of there to come and do something we have planned.

Another example is letting a child do something that is dangerous because they choose to, instead of discussing ways to make it safer, or providing some boundaries to keep the children safe. If a child enjoys throwing items (known as the trajectory schema) then this can be dangerous if items are heavy or thrown in all directions.

This can be made safer by giving children soft items such a bean bags, pom poms, or wet cotton balls to throw, or targets to throw items into such as baskets or hoops so the throwing is more contained and controlled.

We can still give children agency and choice when it comes to matters that are regarding their wellbeing, such as nappy changes. Children, particularly infants, may not understand the consequences of not having a nappy changed and how this can impact their health, yet they can still be given choices and options such as who they feel safe and comfortable with, or whether they have their nappy changed now or next.

Building children’s emerging agency Giving children feedback and guidance in their play and around their actions will help them build agency. The more children understand about their actions and how they impact themselves and others, the more they will build agency as they will be making more informed choices.

Sometimes we make the mistake of assuming children know the consequences of their choices without anyone having given them this information or feedback, and in doing so remove their voice and control their play.

Helping children understand the outcome of their actions can include letting them know how their choices lead to consequences, how to support others to feel safe and supported by their choices, and how they impact their own

EARLY EDITION > SUMMER 2023

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Con’grad’ulates

RTO: 40933

CAECE is delighted to present recent graduates who have completed their Certificate III in Early Childhood Education and Care and Diploma of Early Childhood Education and Care.

Over the last quarter we have had the opportunity to congratulate CAECE graduates from both our Diploma and Certificate III qualifications. With the ongoing support from our lovely CAECE trainers, students have been guided to achieve their goals in becoming fully qualified educators.

If you, or someone you know, are interested in studying and working towards your qualifications in early childhood education and care, our friendly staff and trainers are willing to guide and support your early learning journey!

For more information please contact our team on 07 3299 5784 or email admin@caece.com.au.

CAECE would like to congratulate the following graduates and wish them all the best for their future as an early learning educator!

CAECE graduates for the last quarter: Mia: Barefoot Early Childhood Certificate III (Trainer Maria) Shanae: Little Scholars School of Early Learning - Yatala - Certificate III (Trainer Melissa-Ann) Courtney: Regents Park Kindergarten and Child Care - Certificate III (Trainer Pauline)

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EARLY EDITION > SUMMER 2023

Rayna: Educating Kids Childrens Centre Kirwan - Certificate III (Trainer Lainie)

Robert: Springfield Childcare and Early Education Centre - Certificate III (Trainer Arielle)

Savanna: Little Ducks Childcare Annerley - Certificate III (Trainer Elisha)

Tahlia: Bluebird Early Education Waterford - Certificate III (Trainer Melissa-Ann)

Grace: Kinder Cottage Childcare Centre - Certificate III (Trainer Sonja)

Tiarn: Educating Kids Childrens Centre Townsville - Certificate III (Trainer Lainie)

CHELSEA

SHANAE

ROBERT

SAVANNA

FLEUR

Brianna: Little Scholars School of Early Learning - Ormeau 1 - Certificate III (Trainer Holly)

Charlotte: Ascot Childcare And Kindy Diploma (Trainer Elisha)

Fleur: Kinder Cottage Childcare Centre - Certificate III (Trainer Sonja)

Chelsea: Little Scholars School of Early Learning Redland Bay Certificate III (Trainer Brooke)

Shania: Imagine Childcare & Kindergarten - Nerang - Diploma (Trainer Pauline)

Georgia: Amazing Grace Early Learning Centres of Holistic Excellence Railway Estate - Certificate III (Trainer Lainie)

Faith: Active Kids - Greenbank Certificate III (Trainer Arielle)

Tara: Bahrs Scrub Early Learning Centre - Diploma (Trainer Melissa-Ann) Ellie: Headstart Australia - Allora Certificate III (Trainer Danielle)

EARLY EDITION > SUMMER 2023 19

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