Early Edition Spring 2018

EarlyEdition SPRING 2018

The Power of Music The magic of nature play When does a child need a Dietitian?

Safe Sleep Practices

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ACA Queensland Location: 11/6 Vanessa Boulevard, Springwood Mailing: PO Box 137, Springwood QLD 4127 Telephone: (07) 3808 2366 Fax: (07) 3808 2466 Toll Free: 1300 365 325 (outside Brisbane) Web: www.qld.childcarealliance.org.au 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 Queensland 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.

Contents ACA Queensland President’s Report

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ACA President’s Report

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The Power of Music in Early Childhood Development

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Actively working towards a qualification

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5 Top Tips for Settling Infants and Toddlers in Your Care

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Pink Lady El Camino Trek

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Survival awareness at Prince Charles Early Education Centre

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Our Toddlers Imaginative Play Project

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Thank you, Gwynn

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The Magic of Nature Play

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Educator in profile

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When does a child need a Dietitian?

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Safe Sleep Practices - In Safe Hands

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What does it take to achieve an Excellent rating?

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Early Childhood Educators Day 2018

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Supporter Member Directory

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MANAGEMENT COMMITTEE Executive

Committee Members

ACA Queensland Office

President - Majella Fitzsimmons

Linda Davies

Louise Thomas

General Manager - Brent Stokes

Vice President - Jae Fraser

Kerrie Lada

Brent Stokes

Office Manager - Jen Smyth

Treasurer - Doug Burns

Rosa McDonald

Secretary - Debra North

Office Admin Assistant - Letitia Murphy Project Officer - Claudette Cabilan

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ACA Queensland President’s Report Welcome to Early Edition Spring 2018!

Happy Early Childhood Educators Day month! We thank all of our members and their families who shared photos of their celebrations, poems, artwork and home-made gifts during the week of the event.

It is hard to believe we are already in September! I guess they always say, time flies when you’re having fun however I also think that applies when you are “busy”.

“The impact of the transition to the new CCS on early learning service providers” survey. It is only with factual results like these that we can have meaningful conversations with Government, the Department and other stake holders. ACA believe we can do better when engaging with your families and educators therefore we would welcome any suggestions you may have to improve our activity in this area.

ACA Qld President Majella Fitzsimmons celebrating Early Childhood Educators Day with educators at Educating Kids in Townsville I trust by now that you have had time to reflect and take stock of the amazing achievement early learning providers accomplished with the transition of families to Child Care Subsidy (CCS). It was a mammoth task and we are very proud of how our members supported families, as they always do, through another huge transition. We trust that a majority of the teething issues including Kindergarten exemption, Absence of care and Additional Child Care Subsidy (ACCS) (Child Wellbeing) amongst others, have now been resolved. Thank you to those of you who participated in our

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As we move forward from CCS implementation we now focus on our lobbying and advocacy work for the future of ECEC, in the lead up to the federal election. There are many areas of concern and focus for ACA including, affordability for ALL children to access quality early learning, workforce support including the additional ECT requirement in 2020, long term funding security for the Universal Access funding for 4 year olds in Kindergarten (QKFS), the potential of extending this funding for a second year of Kindergarten for 3 year olds, needs assessment for new early learning services to

be built where they are required, Industrial Relations issues to achieve a sustainable sector and a national consistent school starting age (5 years of age by 1 January). Your Vice President, Jae Fraser, General Manager, Brent Stokes and I are heavily involved in ACA National planning on these and other issues.

Your registered training college, College for Australian Early Childhood Educators (CAECE) recently achieved the milestone of supporting over 300 students from the Gold Coast, Brisbane, Sunshine Coast, Ipswich, Toowoomba, Townsville and most locations in between. We hope you, our members are enjoying the significant level of support your educators/our students are receiving from the amazing group of Trainer and Assessors who are lifting the quality in the sector.

We also hope that you are taking advantage of the many professional development offerings including our workshop for New Approved Providers, Safe Sleep Training, First Aid, Mandatory Reporting, Understanding the NQS, Documenting More by Writing Less, and many more.

The planning for our 2019 conference is well underway and I would like to request you “Save the Date” for the weekend of Friday 31 May to Sunday 2 June, more details will be released in due course. By now I hope everyone has ordered their 2019 ACA Qld Diary. If not, please urgently contact the office as they are an amazing resource and only $20 plus postage for members.

Majella Fitzsimmons President ACA Qld

ACA President’s Report During the months leading up to the 2 July implementation date for the new Child Care Subsidy (CCS), Australian Childcare Alliance and its state bodies have made an enormous effort to help our members get ready for the new system, both from an operational perspective as well as in terms of educating staff and families.

Over the last twelve months the early learning sector’s efforts to understand the impact of the changes both operationally and on families have been all consuming.

With the long-awaited Child Care Subsidy (CCS) commencement date now behind us, the early learning sector is now in a position to review the impact of the CCS to date and reflect on whether its implementation will improve early learning outcomes for children and families.

ACA’s aim is to identify areas for improvement, with a focus on equitable access to early learning for all Australian children as well as supporting the sustainability of the sector.

ACA recently ran a survey targeted at Australia’s early learning service providers (ACA members and nonmembers) over the period of 16 July – 27 July 2018, with over 500 service providers contributing to the data.

The survey results confirmed the anecdotal feedback we had received from ACA members regarding their experiences in this new space - the transition has been a huge challenge both operationally and in their engagements with families.

Operationally services were required to install new equipment, new software, new processes and of course train their staff.

The difficulty service providers experienced in sourcing information prior to the implementation

contributed to increased difficulties in ensuring that all elements of the transition were covered off.

The general consensus among service providers is that the support they received from government didn’t come early enough and didn’t make it easy for services to find solutions to the roadblocks or problems they were experiencing.

In this context ACA’s educational materials were well received and seen to be supportive in the transition process.

An added layer to the challenges for service providers was the reality that the transition went far beyond new operational requirements and involved educating families about the new system - a task that many thought was not adequately achieved by government.

For families, the transition was equally challenging, with many struggling to understand the new activity test, what sort of activities would be eligible and what their new level of subsidy would be.

In terms of the impact on families, it is too early to determine the proportion of families who are better or worse off under the new system. However, we do know that the activity test requirements have created a critical reduction in access for many vulnerable and disadvantaged children.

the parameters already allowed within the CCS. ACA continues to engage with government on this important issue. Meanwhile as the Federal Election approaches, we will also focus our lobbying and advocacy on the continued support of Universal Access to Early Childhood Education via an extended National Partnership Agreement or an alternative funding model.

On a lighter note, we hope you had a truly wonderful Early Childhood Educators Day celebration this year with your team and your families, and we look forward to seeing photos of your celebrations on Facebook, Twitter and/or Instagram!

Happy celebrations!

Paul Mondo President ACA National

It is vitally important that the capacity for these children to receive subsidised access to an early learning service extends beyond

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The Power of Music in Early Childhood Development The Team at Early Start Programs

The power of music is almost magical – it comes to us so instinctively and it is part of our lives from when we are born until we die. Even those with hearing disabilities can still feel music and benefit from its power to soothe, relax, inspire, lift moods and teach just about anything.

The Human Instinct and the Benefits of Music Parents start using music to soothe children from the moment they first hold their babies, either through a lullaby or even just humming. Exposing toddlers to different music genres helps create more pathways between brain cells, increasing sensory development in a similar way to being exposed to tastes, textures and colours. When paired with dancing, this is increased even more, as they also develop balance, strength and motor skills.

The University of Queensland is currently conducting research which is demonstrating that “children who experience early shared music activities during infancy and

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early childhood score better than their peers in vocabulary, numeracy, attentional and emotional regulation and prosocial skills,� says UQ School of Music Head Professor Margaret Barret.

Music in Early Childhood Education Settings When children attend early learning services, music often becomes an even greater part of their daily activities, as educators use music to keep children engaged and to help them learn through repetition. Music and nursery rhymes teach children to recognise patterns which helps them to build the base for literacy and numeracy skill development.

Through music, children are also able to expand their

vocabulary, even though at first, they might not understand the words in a song. Through story-telling in music, children really engage and as most nursery rhymes have accompanying dance moves, children start linking words and sounds to specific actions, learning new words and their meanings all while developing motor skills and handeye coordination.

Educators often use music when transitioning to help children develop an understanding of routine, which fosters their sense of belonging and helps improve self-confidence.

The Benefits of Music and Movement Lessons Some early education services take music even further, offering music and movement sessions, where children learn about rhythm, tempo, pitch and other music concepts, as well as valuable life skills like self-regulation, turntaking, motor skills and communication.

In these sessions, children are given an opportunity to be creative, express themselves and create social bonds while having fun.

A Convenient Solution for Early Learning Services Early Start Programs offer extracurricular activities as incursion programs at early childhood education centres.

This is a convenient solution for approved providers and nominated supervisors to offer an enhanced learning environment with unique experiences for children to develop and strengthen skills that prepare them not only for school, but also for life. Early Start Programs’ managers are responsible for scheduling, staffing, Working with Children checks and all logistics, so directors’ and approved providers’ workloads stay the same.

Apart from music and movement programs, Early Start Programs also provide sports, fitness, yoga and foreign language programs, which were designed in line with the Early Years Learning Framework and supports the National Quality Standards. For more information, visit www.earlystartprograms.com.au or email enquiries@ earlystartprograms.com.au

This early introduction to a fun music learning environment allows children to explore their abilities and encourage interest in different instruments, which might lead them to learn to play an instrument later in life, which, according to Jessica Grahn, cognitive scientist at the University of Western Ontario, has been linked to higher IQs and academic and professional success in adults.

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Actively working towards a qualification Are you familiar with early learning services requirements for educators to achieve ‘actively working towards’ provisions under regulations 126(1) and 127 of the National Regulations?

If you are ‘actively working towards’ an approved certificate III, diploma or early childhood teaching (ECT) qualification you may be counted towards qualification requirements.

Certificate III and Diploma Educators

course and may consider whether the educator is progressing their studies at a pace that will enable them to complete the course in the timeframe permitted by the educational institution delivering the course.

• meeting the requirements to maintain enrolment.

You are considered actively working towards an approved certificate III level qualification if you can provide documentary evidence from the course provider to your approved provider that you are:

You are considered actively working towards an approved diploma level qualification if you can satisfy all of the above and one of the following:

• enrolled in the course and have started study

• hold an approved certificate III level qualification OR

• making satisfactory progress towards completing the course n.b: In examining whether an educator is making satisfactory progress towards completing the course, regulatory authorities should look at whether the educator is enrolled in a unit or competency for the

• have completed the approved certificate III units OR • have completed 30% of the units in an approved ECT qualification.

Please note that all family day care coordinators in Australia are required to have an approved diploma level education and care qualification and cannot be ‘actively working towards’ this qualification.

Actively working towards provisions apply under regulations 126(1) and 127 of the National Regulations.

Taken to be an early childhood teacher In September 2017, the Education Council agreed to extend regulation 242 of the National Regulations. Under regulation 242, you are ‘taken to be an early childhood teacher’ until 31 December 2019 if you: • are enrolled in an approved early childhood teaching qualification, and • give the approved provider documentary evidence from the course provider that you: ·· have started the course, and ·· are making satisfactory progress towards completing the course, and ·· are meeting the requirements for maintaining the enrolment, and ·· hold an approved diploma level educator qualification, or have completed at least 50 per cent of the course.

This transition provision will end on 31 December 2019. From 1 January 2020, an educator will need to have completed their ECT qualification to be considered a qualified ECT. However, educators ‘actively working towards’ an approved ECT qualification may still be counted as a certificate III or diploma level educator, depending on how much of the approved ECT qualification they have completed.

Information sourced from the ACECQA website: https:// www.acecqa.gov.au/qualifications/requirements/activelyworking-towards-a-qualification

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5 Top Tips for Settling Infants and Toddlers in Your Care Cindy Davenport > Co-Director, Sleep Smart

The first three years of life are a period of incredible growth in all areas of a child’s development. We know that the earliest relationships with caregivers, can help promote healthy brain development and build social and emotional skills, while supporting a child’s language and literacy development.

It’s through these relationships that children learn more about their world – how to think, understand, communicate, behave, show emotions, develop social skills and move around.

Relationships let children express themselves. For example, a cry, a laugh or a question is responded to with a cuddle, a smile or an answer. And by communicating back and forth with a child, we are creating and sharing experiences together, which strengthens relationships and helps them learn more about the world at the same time.

Tuning in and responding to a child with warmth and gentleness, lays the foundations for a child’s healthy development and helps to shape the adult that they will become. It also lays the foundations for restful sleep.

A calm and content child, who understands there is emotional support available to them from their caregivers

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should they need it, is more likely to experience better quality sleep than a child who is left to cry and ‘manage’ on their own.

It’s no great surprise that most babies and toddlers are not skilled at calming in preparation for sleep and often require help. Here are 5 tips to help prepare the children in your care for a restful slumber: Babies and toddlers respond well to experiences that replicate their time in utero, such as gentle rocking, a massage, cuddles and containment, rhythmic swaying and gentle quiet voices. A darkened room can also help a child calm and relax.

Most young babies enjoy being swaddled – but never wrap a baby who has never been swaddled or has shown signs of rolling.

An older baby or toddler tends to respond well to a sleep time routine – or predictable pattern of events that you take them through before putting them down. This might be as simple as putting them into an age appropriate sleeping bag, or a story as they prepare for their nap.

Always look for early tired signs and cues of the children in your care. Ensure those children exhibiting early tired signs are prepared for sleep first, as they are at risk of becoming overtired. Use your ‘wind down’ techniques such as reading a story or giving them an upright cuddle, so they can anticipate and prepare for sleep. You may find the more active children in the room require a little more winding down or preparation for sleep. You therefore might like to group these children together and read them an additional story or sing a soothing song.

Regardless of their temperament, all children respond well to the same regular wind-down pattern as they learn to anticipate what’s next.

For more tips and strategies visit www.sleepsmart.education. Sleep Smart is an online safe sleep and settling course created specifically for Early Childhood Educators. The course develops a deeper appreciation of a child’s needs, cues and capabilities and arms participants with step-by-step strategies for creating an emotional and physical safe sleep space.

The program also helps equip participants with the essential information and training to support compliance with ACECQA’s mandatory sleep and settling policies and procedures.

Cindy Davenport is a child and family health nurse, midwife and lactation consultant, and has worked in the early parenting field since 1998. Cindy is the Co-Director of Safe Sleep Space and Sleep Smart.

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Pink Lady El Camino Trek Linda Davies > ACA Qld Management Committee

Linda Davies has been a part of the ACA Qld Management Committee for over five years. Earlier this year Linda took part in a “walk” to raise funds for breast cancer and has chosen to share this very personal and moving experience with us.

On the last morning I set off on the final walking day of my Camino with mixed emotions. The months of preparations were now coming to a head. My feet were tender however my spirit was high. Today was the day of our Pink Lady ceremony and a more perfect place could not have been chosen. Perched on a hill at the feet of “The Pilgrims” statues overlooking the valley across to Santiago de Compostella and the cathedral spires we were to reach later in the day, our Pink Ladies stood symbolising closure, blessings, remembrance, friendships and new horizons. It was a great moment to stand together in unity as strong women. We commemorated those who have faced and are currently facing their own battle with breast cancer and

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we remembered the many beautiful people we have lost to breast cancer and celebrated those who have survived and thrived. Each of these pink silhouettes has a story to tell.

Eight out of our 11 women were breast cancer survivors. No words can encapsulate the emotions felt during our Mini Field of Women.

What an epic adventure. Arriving at the Cathedral de Santiago we were a happy and proud group of women. We presented our Credencial del Peregrino (our booklet that was stamped along the way at churches, monasteries, cafes and hostels) after which we were presented with our certificates. We attended mass and saw the famous

botafumeiro swing from the ceiling of the cathedral spouting incense and smoke to the background of a wonderful choir. Every step of our 8 month journey helped raise vital funds for BCNA to provide free programs, resources and support to women and men affected by breast cancer. Breast Cancer Network Australia (BCNA) works to ensure that Australians affected by breast cancer receive the very best support, information, treatment and care appropriate to their individual needs. BCNA is represented by the Pink Lady

silhouette, symbolic of our focus on the women diagnosed with breast cancer and all those around her.

I feel a sense of pride and happiness for completing this adventure with an amazing bunch of ladies all touched by the same cause. Trekking the El Camino was a great experience, way harder than I expected but well worth it.

Thank you to my fellow pilgrims I feel blessed to have been able to share this experience with you.

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Survival awareness at Prince Charles Early Education Centre Michelle Stanley > Teacher and QCCS Company ECT Mentor, Prince Charles Hospital Early Education Centre

Children from Prince Charles Early Education Centre enjoyed a tremendous learning experience with paramedic Mick Hughes captivating them with lifesaving strategies.

Our school readiness children at the Prince Charles Early Education Centre had an absolutely amazing experience, learning basic CPR with Mick Hughes, an intensive care paramedic from the UK with over 30 years first aid and training experience!

Mick engaged the children in this wonderful lifelong learning which is essential at all stages of life. He made it fun and stimulating and gave children confidence to have a go at learning some vital skills.

The children were learning right from the start as Mick had them all captivated with life saving strategies including how to check for signs of danger, awareness of a conscious or unconscious body, how to call

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OOO, how to perform basic CPR compressions, and how to move a body into the recovery position.

All the children practiced on their very own bears as well as each other, and even the teachers! They also learned how to bandage limbs and body parts for snake bites, which was a super extension of our extensive learning about bodies a few months ago.

A huge “Thank You� to Mick from BLS First Aid Training for sharing his amazing knowledge and experience with us, and helping our cherubs learn so much about saving lives!

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Our Toddlers Imaginative Play Project Hilda, Merygrace, Sandy and Chantelle > Bright Beginnings Child Edu-Care Centre

Having the expectation that toddlers are able to do many things if we just believe, support and assist the children, earlier this year we held two special events with our Toddlers. The passion, drive, enthusiasm and the love for working with the toddlers to help and assist them to learn, develop, grow and just be happy, was a great motivator.

Toddler Tea Party As the children had shown an interest in messy, and sensory play within the Toddler room, the Toddlers were encouraged to explore and investigate in these areas. They were supported while they played, created, explored and experimented during our “Sensory Exploration Project” and this is how it all started. We involved the toddlers in a tea tasting which involved the use of real ceramic cups and saucers. From here we observed and watched how careful the toddlers were with the

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ceramic crockery and together thought that we would organise a “Toddler Tea Party” involving the use of ceramic crockery and glassware. This experience allowed and encouraged the toddler’s cognitive growth, problem solving and social interaction.

with camping such as cooking and sleeping and so this is where the idea of sleeping outside came about.

Once a fortnight or once a month we alternate days on which we have a camp out to give all children an opportunity at this experience.

Toddler Sleep Out

We discussed the idea with our families first before we made the decision to do a trial to see what it was like. We looked at the safety space and have chosen the shady spot for sleeping. We looked at the weather/temperature being not too

As the children had shown an interest in imaginative play within the toddler room. This is where our “Imaginative Play Project” evolved. The toddlers had shown interest in camping and the many activities that are involved

hot or too cold before allowing the toddlers to sleep outside. During the sleep out, all toddlers were supervised thoroughly checking the areas where they were sleeping and moving them if necessary.

We believe that by providing the toddlers with the opportunity to rest outdoors allowed them to experience what it is like to sleep in different areas with their peers amongst the trees, birds and fresh air.

1st May 2018 – Porridge for breakfast Throughout the year, we have noticed the love the children have for story books.

We wanted to gain family contribution by asking families to bring in their child’s favourite book. As we started collecting story books we started this project off with looking at “Goldilocks and the Three Bears”.

Together we wanted to make the story book come alive and give the opportunity for the children to role play. This is where the idea of serving porridge for breakfast came to light and as the weather is getting cooler we thought it was the perfect opportunity to do so and expose the children to various breakfast foods.

Do you have exciting stories you want to share? Email your story to qld@childcarealliance.org.au

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Thank you, Gwynn Claudette Cabilan > Project Officer, ACA Qld

I met Gwynn Bridge AM over five years ago. I was interviewing for a position with ACA National and back then, I remember thinking, “I want to be just like her when I grow up.” I admired her passion and her drive. I admired her many years of advocacy for a sector that she loves.

Earlier this year, after many years of service, Gwynn made the decision to step down from her role as a valued committee member of Australian Childcare Alliance Queensland (ACA Qld), to finally focus on what matters most… her family, her centres and her passion for Italy. I sat down with Gwynn to talk about her time with ACA Qld and what’s next.

What inspired you to start your own early learning service?

In my BC years (Before Childcare) I worked since 15 years of age with my first position in the National Bank of Australia and moved on to an accountancy firm and finally into a national construction company. It became exhausting worrying about other people’s finances, balancing books, large payrolls etc., so I finally decided to take a few years off and do school runs and just be there for my two children. After doing as many short courses as I could in that time, creative writing, sewing, art and being the Religious Education teacher in the local schools I had a burning urge to return to the workforce. My husband suggested that I “buy myself a little job!”

I found a child care centre for sale. Thought I could do that easily as I had a small Family Day Care business when my children were young. I was passionate and enthusiastic to provide an exciting care environment while ensuring that all children were treated with love and respect. We bought the centre and I cried for the next twelve months.

The responsibility of each of those children’s lives was far greater than ever I felt balancing finances in the workplace. I soon discovered that whilst the passion was achievable, and I witnessed an immediate improvement in the service, there was so much 16

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more to learn. The first course of study I completed was in Social Welfare as I felt so underequipped to be of value to the many social challenges that regularly presented through families, educators and children.

I needed to get my early childhood qualifications so that I could do my very best for the children and the educators I was employing so I set about studying. In a short time I loved every minute of my days – and still do – well that is apart from all of the paperwork and administration duties that an Approved Provider must accomplish.

How did you get involved with ACA Qld? I have always been passionate about achieving the best possible outcomes for children, approved providers and educators. Being an Approved Provider is not a career for the faint-hearted and so much support is needed to constantly feel assured that all the bases are covered.

As my love for the sector grew it seemed only natural to join the Association and work with other approved providers to not get lost in the maze and work towards all services providing a high quality education and care program.

There was a major shift from the private sector as a family business with very strong community engagement to a sector highly answerable to government. I wanted my voice and other providers’ voices to be heard by government to effect change and also to keep the community aspect that was so valuable in those early years. The aim was to make sure that government understood our position and for everyone in the sector to be well-informed and not get left behind.

Throughout the past 25 years I was President on three different occasions and graduated to National President which certainly was challenging but also very rewarding when we were able to obtain outcomes that were best for the children and the early childhood community.

What is your best memory from being a part of ACA Qld – as a founder, President, CEO and committee member?

Meeting members is my best memory. I have many fond memories of the road trips we took through Queensland to visit our members. We would drive from Brisbane to Cairns.

Where possible holding meetings mornings, lunch and evening to meet members. It was important to understand firsthand the challenges and strengths of our members. We met so many wonderful approved providers and educators – very passionate about the ECEC community. It was an extremely inspiring and humbling experience and I will always remember those journeys.

What have been your biggest challenges?

Changing the mindset of politicians. Though some politicians I have dealt with over the years were very open to discussion and passionate to get it right for the early education and care sector. The many changes that we have faced and still face are challenging as everyone working in a service is naturally busy and dedicated to provide high quality care to the children. The electricity companies certainly benefit as the “midnight oil” is burned by approved providers and directors actively rewriting polices, creating documents and just doing what needs to be done.

What is your proudest achievement?

Being appointed as a Member (AM) in the General Division of the Order of Australia for significant service to the community and the early childhood education and care sector. It’s not my achievement only but a shared achievement for every passionate person who supported my vision during those many years.

What’s next?

Not retirement. I am far too busy to retire. Now I am dedicating myself to my staff as they supported me all the way; to the families who trust us with their children and to the children. Some of whom are children of the children I cared for many years ago.

But primarily I will spend time with my family. They have been my rock and have supported my role as the conduit between sector and government. It is now time for me to give back to them.

Any final words?

Advocacy will never leave my system. I will still be writing submissions of my own. I will continue to advocate for children and the sector and thank you to the many passionate educators and approved providers I have met along the journey.

Gwynn has been the forefront of more than 30 years of service in the early childhood education and care sector.

She has been appointed a Member of the Order of Australia (AM) in the General Division for her significant service to the community through leadership in the sector.

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The Magic of Nature Play Dannika Patterson > Author

A stick becomes a magic wand. Sand is turned into cement. Fallen leaves are secret scrolls.

A tree is a rocket ship.

When nature casts its spell over children, it has the power to energise their bodies and ignite their imagination in a way that is beyond compare.

for healthy growth and development.

But 66% of Aussie kids are not undertaking this minimum level of recommended daily physical activity, let alone physical activity outdoors.

But access to unstructured play outdoors and the opportunity to explore objects in their natural settings is something that has been on the decline for children in Australia for some time.

Scientists have even coined the term ‘Nature Deficit Disorder’ thanks to the wealth of health problems that can arise from spending too much time indoors.

Commonwealth guidelines recommend at least 3 hours of physical activity a day for small children, preferably more,

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The trend of diminishing access to unsupervised outdoor play in nature for Australian children is not just a topic of interest to me as a parent,

it’s also a huge driver in the children’s stories I write. And the more I research this trend, the more I feel compelled to help spread the word about the immense and varied benefits of significant playtime spent outside.

When children play outdoors they are more active. Being active, particularly in early childhood, supports the development of the heart and lungs, helps maintain a healthy weight and develop gross motor skills.

The kind of play children engage in outside – running on uneven

surfaces, climbing trees, balancing on rocks, collecting fallen leaves, digging through mud, sifting sand through fingers – is associated with improved attention spans and cognitive function.

Decision-making, negotiation, riskassessment, problem solving, creativity, empathy, imagination, social and emotional skills are all strengthened by child-led play in nature. Spending time outdoors in childhood has also been found to increase lifespan and reduce symptoms of depression and anxiety in adults.

Biologically, the air outside has a higher oxygen content that benefits growing bodies and there are tiny bacteria and fungi found in every handful of dirt that have immuneboosting properties. Exposure to natural sunlight produces Vitamin D which strengthens bones and muscles and also helps regulate the body’s circadian rhythms, making it easier to fall asleep at night.

So if we know that nature play is so good for young children, why is the current trend in Australia moving towards less of this type of play, rather than more?

Risk-averse environments? Fear?

Busy-ness? Time-poor or digitallydistracted parents? A reduction in public green spaces?

Whatever the reason/s, it’s time to start turning the tide.

For me and my young family, unstructured time spent outdoors always proves rewarding. As my eldest child entered the school system this year, we have had to make a more conscious effort to swap out some of our scheduled time for free range outdoor time this year.

Some days grand adventures to beaches, forests or bushlands are possible. More often we seek out local spots that are a manageable commute after work and school days, play at home in our backyard or take a walk around the block to fill our pockets with a collection of nature’s treasures: fallen seed pods, flowers, rocks and the odd creepy crawly.

The importance of the natural world and the value of playing in nature for children (and families and communities) is something worth advocating. By nature, young children’s bodies are compelled to move (a LOT), but this compulsion requires facilitation in many modern home,

school and childcare environments.

As the weather warms, I encourage you to become an increasingly enthusiastic advocate of unstructured nature play in your environments.

Let’s help today’s children to get out, get messy, get creative and get playful in nature. The rewards to be reaped are far-reaching, long-lasting… and endangered unless we take action.

Dannika Patterson is a children’s author and freelance writer with degrees in Journalism and Child Psychology. She writes across a diverse range of platforms and industries, with a particular focus on children’s literature, health and education. Her debut picture book, Jacaranda Magic, is a celebration of imagination and outdoor play, with strong Curriculum links. When she is not writing stories for children she helps businesses tell their stories, as a marketing and copywriting consultant. www.dannikapatterson.com Facebook: https://www.facebook. com/dannikapattersonbooks/ Instagram: @dannikapatterson Twitter: @dannikawrites

EARLY EDITION > SPRING 2018 19

a n i r Ma Educator in profile Meet Marina Robinson, Group Leader at Paradise Point Kindyland Kids for the 15 month to 2 year old group. Marina recently completed her Diploma with our very own college, CAECE. What role do you play in your service?

I am the Group Leader for the 15-month – 2 year olds at Paradise Point Kindyland and I am currently studying my Diploma of Early Childhood Education and Care through CAECE - College for Australian Early Childhood Educators. I have recently been appointed the role of Responsible Person at the service while mentoring and working alongside our new Junior Kindy Group Leader.

What/who inspired you to forge a career in early learning?

Growing up I always dreamed of being a teacher just like many of my family members, I have always loved being around children. There was an opportunity to complete my Certificate III in Children’s Services through my high school on the Gold Coast, which soon became my favourite subject at school. Once I graduated, my goal was to start University and study the Bachelor of

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Primary Education but due to being a New Zealand Citizen, this dream was almost impossible to achieve if I wanted to stay in Australia which I now call my home.

Due to this challenge, I started working at Gold Coast Kindyland Kids with my Certificate III and absolutely loved it, which is why I am continuing to further my studies by completing my Diploma! I had heard a lot of negative information about working in early childhood but after experiencing this sector myself, I couldn’t disagree more!

What do you find rewarding about working in the early learning sector?

The thing that I find the most rewarding working in the early learning sector is when a child achieves something that they believed they couldn’t, when they persist with the challenges they set themselves and recognise their achievements. There is nothing better than hearing a child say, “I did it” without even needing to

praise them. Paradise Point Kindyland has become Montessori-inspired in the last year and I have fallen in love with this method of teaching and how the children develop their independence through completing real challenges using real things, preparing them for the future. Maria Montessori once said that, “…education is not what the teacher gives: education is a natural process spontaneously carried out by the individual. It is acquired not by listening to words, but by the experiences upon the environment.”

How would you describe your early learning philosophy?

My philosophy is quite lengthy as I have so many points that I believe are so important, so I will try and make it as short as possible! I believe that for children to be motivated and inspired to learn, you need to create a beautiful and welcoming environment that allows the children to be excited yet able to concentrate on self-chosen activities and materials, following their

own interests and ideas. Following the Montessori-inspired method, I believe that the environment needs to be prepared, which is a concept that the environment can be designed to facilitate maximum independent learning and exploration by the child. In the calm, ordered space of the Montessori-inspired prepared environment, children work on activities of their own choice at their own pace with the use of a work mat which allows an area for the child to complete ‘work’ without distractions from other children as they have been taught to respect each other’s learning from their own experiences. “Never help a child with a task which he feels he can succeed.” – Maria Montessori.

I love using indoor/outdoor play each day so the children have the opportunity to follow their own ideas and interests whether it is inside or outside in a social and welcoming setting where they feel safe, secure and supported with a strong sense of belonging. I strive to teach the children to establish and maintain respectful, trusting relationships with other children and their trusted educators while becoming strong in their social and emotional wellbeing, setting them up for a bright and happy future.

What role do families play within the program you deliver? How do you engage them?

Families play a huge role within the program, I work in partnership with them for the best outcome for their child to succeed as I believe that the early years are the most important years to shape the child’s future. Families provide us with invaluable information relating to cultural backgrounds and heritage which assists us with the development and expansion of the curriculum to meet the individual and collective needs of all children. I understand and respect that the parents are their child’s first teacher and I engage them by giving them as much input and responsibility to shape the program as possible. We encourage the parents to get involved in their child’s learning at the centre as much as possible and are always coming up with ideas to help them get involved which we then provide to them through emails, print outs or discussions. We are currently organising for a family who is vegan to come in and bake healthy muffins with us due to this child’s love for baked goods; she is always asking if we are having muffins that day so having her family come in to make some with us is almost like a dream come true. We

are so excited about this and so are the children! The children in my room have been loving Montessori-inspired Practical Life experiences lately so we have asked for the parents to fill out a form with ingredients for meals they cook at home which we can make at the centre! I love involving families in the children’s learning and they love having their family come to visit too!

What is your biggest challenge as an educator and what strategies do you put in place to manage these challenges?

The biggest challenge for me as an educator at the moment, is juggling time to complete my study when I am always wanting to research and learn more about the Montessori Method and how I can incorporate this into the program! I use a diary to plan the days in each week to ensure that I can successfully achieve everything I want to. I also share my role at my centre with the Junior Kindy group leader because we are currently combined, which is great because Maria Montessori was a huge advocate for mixed age group learning and I am all for this idea and the benefits the children get out of being with older

“I do believe that every child has a natural desire to learn so my goal is for this love for learning to be activated to help them succeed all throughout school and throughout life.”

children. I love attending professional development courses and seminars which keeps me inspired and teaches me new and innovative ideas while giving me helpful tips and strategies to use when challenges arise.

How have the challenges you faced helped you to grow as an educator?

The challenges I face in early childhood help me grow as an educator because these experiences teach me things about the children and the families which allows me to constantly learn

while giving me opportunities to reflect on my practice and ways that I can strive to be better! I believe that reflection is the key to a flowing program which helps each child remain happy, healthy and safe while learning, growing and developing in your care.

What is the most important skill you hope to develop in the children you educate and care for?

Independence, responsibility and a love and desire to learn! I do believe that every child has a natural desire to learn so my goal is for this love for learning to be activated to help them succeed all throughout school and throughout life. “Our care of the children should be governed not by the desire to ‘make them learn things’, but by the endeavour always to keep burning within them the light which is called intelligence.” – Maria Montessori.

What advice would you give to someone who wishes to start a career in early learning?

If you are passionate about children and helping them to learn and develop to the best of their ability, then this is the career for you! I must admit, there are times where your patience is challenged so you need to be sure that you can handle that, as no career is perfect! It’s pretty much human nature to enjoy the things we’re good at so if you are good with young children then definitely pursue this career! You know what they say, do what you love, and you’ll never work another day in your life.

Finally, what’s your fondest memory from your own childhood?

My fondest memory from my childhood would have to be when I was about three and I discovered this little area in the garden next to the deck which became muddy after it had rained.

The deck was the perfect height for a kitchen bench at that age, so I used to use old pots and pans and engage in some imaginative play in this ‘mud kitchen.’ I remember singing songs and being so happy just cooking my family meals out of dirt, leaves and mud; I was really in my element! I played in this area for sometimes hours on end along with water play and creating other sensory experiences stemming from my own ideas and interests! Thinking back to those happy times made me want to create experiences and moments like these for the children in my care so they can have a childhood filled with enjoyable memories too that they will cherish forever.

EARLY EDITION > SPRING 2018

21

When does a child need a Dietitian?

Deb Blakely > Dietitian, Kids Dig Food

Have you ever wondered whether a child in your care should see a Dietitian, but can’t be sure? It’s crossed your mind, but you haven’t felt confident enough to say to a parent “I think a Dietitian could really help your child”. If you’re feeling unsure, then recommending a health professional to parents can seem daunting. And it’s no wonder! Many people have no idea what a Dietitian really does, or how they can help.

Should we consult a dietitian?

3 Steps STEP 1. What is the nutrition concern?

If you’re considering whether a Dietitian might be helpful for a child, you probably have some kind of concern in your mind about food, eating, nutrition or feeding. Getting clear on the concern can help you take the next steps. Write your worries down or chat about them with a colleague.

The most common nutrition concerns that my client families present with are: Concerns about growth (underweight or overweight).

Concerns about optimal nutrition – kids not getting enough variety of different foods or particular foods or nutrients. Commonly: not enough iron, too much or too little calcium/ dairy foods (aka milk monsters!), not enough vegetables or fruit, too many carbs.

Children not transitioning to solid foods smoothly in the first 1-2 years of life. This usually presents as children not transitioning to eating food that the rest of the family is eating by 12 months of age.

Suspected food allergy or food intolerance.

If feeding is becoming more difficult or more stressful it may be time to ask for help. An Accredited Practising Dietitian who has experience working with children and families can not only help families with what to feed children but more importantly the

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STEP 2. Are parents aware of the issue?

When you and parents are both clearly aware of a nutrition concern, the steps forward are much clearer and you can go ahead and have the conversations in Step 3 below.

However, if parents seem unaware or unconcerned, then what is the best way to raise your concern?

Suzette was an educator who approached me about the best way to support a family whose 2-year-old Toby seemed to be drinking way too much milk from a bottle and eating hardly any solid foods. Suzette understandably had concerns for Toby’s growth and development.

However, Toby’s parents didn’t seem worried at all. They reliably brought in several bottles of formula each day for him to drink.

Although there is no one “right” way to approach this conversation, it’s always helpful to find out more about how feeding is going at home. You can begin by asking parents some open questions about mealtimes and eating at home, and then share your thoughts and observations. There may be more than one conversation needed in Step 2!

When Suzette chatted with Toby’s parents, she discovered they didn’t realise that Toby was having too much milk. Mum was also really unsure about starting solid foods, logistics of how to feed. Dietitians can help educators, parents and carers to tackle the tricky aspects of feeding children that make things a battle and a challenge. We call this improving feeding dynamics. This is a specialised area of dietetics practice, so be sure to

so she’d continued feeding Toby his formula because he was always so happy drinking it. Suzette was able to connect the family with a paediatric dietitian who supported the family with what and how to feed Toby appropriately. Within a few months, Toby was getting most of his nutrition from solid foods, was learning to eat family foods, and had discovered that he loved the independence of feeding himself.

STEP 3. Decide if the child needs help now or will it be OK to “wait and see”?

When the “right” time to seek help from a Dietitian isn’t clear, it can be helpful for educators and families to reflect on these 5 things: • Is the food issue something that you or the child’s parents are constantly worried about?

• Is the nutrition concern starting to affect relationships at home or in care?

• Is the feeding concern inhibiting the child from learning, progressing or developing as they should?

• Will the child’s health or wellbeing be affected if this problem continues?

• How likely is it that the issue will resolve without assistance?

look for someone with the appropriate skills near you who is easy for your families to access.

Your early identification of nutrition concerns can make such a difference for kids. www.kidsdigfood.com.au

Safe Sleep Practices In Safe Hands Michael Pecic > In Safe Hands Educators In Safety

Australian Childcare Alliance Queensland, the College for Australian Early Childhood Educators and In Safe Hands Educators In Safety have formed an exciting new partnership to provide ACA Members access to not only leading industry VET approved training through the College but a growing library of online short courses to meet Early Years Educators Professional Development requirements.

The first of these courses to be offered in partnership is a holistic response not only to safe sleep practices for young children but also healthy sleep practices.

Young children and babies rely on adults in their world to provide safe sleeping environments. This short course will pay specific attention to children from birth to two years of age. Unsafe sleep environments for infants in the Early Education and Care sector can lead to suffocation, strangulation, entrapment or injury. All of these can be deadly to infants. In Australia the main category of unexpected deaths of babies aged between 4 weeks and 12 months of age is sudden unexplained death in infancy (SUDI).

The course will teach practical processes which should be implemented to create consistent application of approved safe sleep and practices. This includes information on approved equipment available to maintain a safe environment. It will also cover legal requirements and best practices in meeting with those requirements by establishing protocols, procedures and policies surrounding safe sleep and rest practices - Including Regulation 81 (Sleep and rest) of the Education and Care Services National Regulations.

The course assists Educators in developing inclusive practices with families which will in turn enhance sleep, rest and relaxation needs of children. Educators will learn simple strategies to support them in these endeavors in your service community.

Learning Outcomes of the short course include: • Understanding safe sleep and rest practices • Understanding of ‘a safe environment’ and approved equipment • Legislative requirements surrounding safe sleep and rest practices • Strategies designed to meet children’s sleep, rest and relaxation needs • Communication strategies with parents surrounding safe sleep practices • Identifying potential hazards • Provide tools to undertake a risk assessment regarding safe sleep practices.

In Partnership with Australian Child Care Alliance Queensland, In Safe Hands Educators In Safety already provide a library of online Professional Development courses for all ACA Qld

Members, including: • child protection; • workplace, health & safety; • emergency preparedness (fire safety); • food safety; • food nutrition; • guiding children’s behaviour, • sustainability in early childhood setting; and • manual handling.

The addition of the College for Australian Early Childhood Educators will enhance future development of short courses through the College’s experts and industry knowledge.

Providing ACA Members with professional development which meets industry needs is the main priority of this partnership. ACA Qld is keen to understand any other courses or training members require or are having difficulty in sourcing.

If you have ideas or would like to raise an issue please contact ACA Qld at qld@childcarealliance.org.au or 07 2808 2366.

To receive a prospectus of the new Safe Sleep practices course please email enquiries@insafehands.net.au

EARLY EDITION > SPRING 2018 23

What does it take to achieve an Excellent rating?

Galina Zenin > Founder of Bonkers Beat Music Kinder

“The assessment is not the main reason why we work hard to improve our practices - our main reason is to improve the quality of education, enhance children’s wellbeing and instill a love of lifelong learning.”

What did you do that was special to achieve an ACECQA Excellent rating?

Many people ask me how to achieve Exceeding rating and what did we do that was special to become an Excellent centre?

The truth is that we didn’t do anything special intentionally aiming for the assessment. Instead, our hard work and focus was on enhancing every child’s wellbeing and learning outcomes from the day we opened our kinder.

What made our service stand out is our philosophy and passion for music and wellbeing. Not only for children, but for their families and educators as well. Our service was recognised for its commitment to children that respects, reflects and celebrates culture and diversity, including place of origin, inclusive partnerships with children and families, and practices and environments that enhance children’s learning and growth.

What examples of exceptional practices were recognised

by ACECQA and led to your Excellent rating?

We provided ACECQA with more than 250 pieces of evidence. Below are four out of six overarching exceptional practices that made us stand out:

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1. Music is embedded into everyday practice At Bonkers Beat Music Kinder, our music program is an integral part of all lessons, including physical movement, languages, literacy and numeracy. We use the highly regarded teaching approaches of Kodaly and Orff.

We also incorporate Australian sign language which assists with language acquisition and retention, and is beneficial for bilingual children or those with speech or developmental delay.

By having music and wellbeing as the foundation for children’s learning, children show dramatic progress in their development and improve their social, emotional skills and overall wellbeing.

It has been proven that there is no other art form, hobby or activity that can produce the same level of lasting neurological benefits as music. Music-making engages both halves of the brain equally.

2. ‘7 Stones’ Philosophy Over the years, we’ve developed our ‘7 Stones’ philosophy which became the foundation of all the principles and daily practices. It is built on seven main areas (stones), which are: Music, Wellbeing, Creativity, Relationships, Environments, Sustainability and Engagement.

These seven areas of our philosophy reflect and support all Seven Quality Areas of the National Quality Standard. The outcomes for children are consistently evaluated and linked to the Early Years Learning Framework.

Our curriculum also draws on numerous resources, inspired by the progressive approach of Reggio Emilia and influenced by philosophies of Howard Gardner and Maria Montessori.

3. Wellbeing program - yoga and meditation The Bonkers Beat Wellbeing Program consists of yoga and meditation practices incorporated into the daily curriculum as well. These help children to build resilience and selfesteem, increase focus, energy levels and awareness of their bodies.

Educators guide children through daily practices in: breathing exercises and positive affirmations stretching, yoga and physical activities mindfulness games and meditation reflexology walks, laughter and releasing emotions routines 4. Educational resources for parents to use at home After working with families for many years, we know that parents benefit from having resources at home which help them understand what their children are learning throughout the day. Over the years we’ve developed music and wellbeing CDs, books, yoga cards, positive affirmation posters and calendars. All our families receive these resources to use at home. This gives families the chance to sing, dance and play together, and get involved in wellbeing practices, such as yoga and meditation.

We constantly receive positive feedback from families about children’s development, confidence, overall wellness and life skills. Parents also tell us that their children are constantly singing Bonkers Beat songs at home and in the car - which sometimes drives the parents bonkers!

How do you involve parents, families and communities?

Parental engagement is an important element of our curriculum - parents are invited to be involved in many experiences at Bonkers Beat Music Kinder, and are also encouraged to continue the music and wellbeing practices at home.

Parents support the kinder by contributing to a number of events throughout the year, such as Open Day, family nights, working bees, children’s progress nights and holiday programs.

How do your programs enhance educator’s personal and professional skills?

Critical to our success has been specialised and ongoing training and support for educators, which also enhances their wellbeing. Training includes bi-annual ‘Wellness Summits’ for professional and personal development, weekly sessions for educational leaders to connect, and a range of online resources.

Staff learn about the benefits of sustainable music and wellbeing practices, can relate educational experiences to EYLF, and they become more confident and knowledgeable about incorporating music, yoga and meditation into everyday routines.

With our passion for creativity and a Reggio Emilia-inspired approach, educators are guided in how to enrich their curriculum through open ended questions, provocations and art experiences.

How could other services benefit from your success and learnings?

We are passionate about sharing our knowledge and invite other services to connect with and learn from us. Currently we have a number of services across Australia running Bonkers Beat programs. We are proud to be a leader in the sector, to share our philosophy and innovative practices.

By working and collaborating together we are all aiming for a common goal - to enhance children’s lives, promote a holistic approach in education, and support the wellbeing of children, families and educators across Australia and beyond.

Any suggestions for other centres preparing for their assessment?

Our journey hasn’t been easy. However, every challenge has been a learning opportunity to grow and improve.

For any services preparing for their assessment, I would suggest: • have a clear vision with achievable goals • keep your QIP as a live and supporting document in everything you do • be well organised and create systems to save yourself (and others) time and effort • engage educators, families and children in decision making • create and nurture a positive and inclusive culture within your service • set high expectations and clear boundaries for every member in your community • initiate and lead reflective practice in your service to continually improve • use different ways of keeping records and presenting examples of your practices (both online and offline).

I would also encourage everyone to ask themselves “Why?”.

This question is crucial when considering a new idea or practice. By asking ‘Why”, it will help you to understand where you are going as a service and what is important.

I believe it is not the final destination, but the journey that matters most. The assessment is not the main reason why we work hard to improve our practices - our main reason is to improve the quality of education, enhance children’s wellbeing and instil a love of lifelong learning.

W: EarlyChildhoodEducationalPrograms.com.au T: 13000-B-BEAT (2-2328)

EARLY EDITION > SPRING 2018 25

Early Childhood Educators Day 2018 We witnessed amazing celebrations and displays of appreciation for our educators from all around Australia. We hope that Early Childhood Educators Day was a wonderful celebration of your achievements and hard work. We also hope that you enjoyed the day and felt a strong sense of community.

Thank you to all the dedicated and passionate educators, from your ACA Qld family. Again, a heartfelt thank you to each and every one of our early childhood educators for everything you do! You are greatly appreciated!

Early Childhood Educators Day is held every year on the first Wednesday in September, and next year’s Early Childhood Educators Day will be held on Wednesday, 4 September 2019.

Here’s how our member, Centenary

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Childcare & Early Education Centre, celebrated Early Childhood Educators Day this year.

Early Childhood Educators Day at Centenary Childcare & Early Education Centre

Cassandra Hyland, Director of Operations With a large team of 40 in our early learning service, we find it hard to decide on the right way to show our appreciation to each and every one of

our team members for the amazing effort they put into their job each day, which is reflected in our rating of Excellent.

This year, we decided to hire a wood fire pizza oven where our team could decide on their toppings and then the Directors cooked their pizza for them.

This was followed by crepes with various toppings and a slushy to wash it all down!

We set up and decorated an alfresco

dining area where they could sit and socialise whilst enjoying their lunch.

We supplied our families with a gold book for them to write messages in for our educators.

Our theme was to depict to families and our team that we believe them to be our superheroes, for without them, we would just have an empty building and the children wouldn’t be exposed to an excellent learning environment.

Each educator had their faces imposed onto a superhero and put on our decorative banner. This was all followed by an invitation to attend a team movie night!

EARLY EDITION > SPRING 2018 27

Supporter Member Directory Organisation

Contact

Area

Phone

web

Accounts Advantage

Wanda Reynolds

Beenleigh

07 3209 8266

www.accountsadvantage.com.au

Bronze Business Services Pty Ltd

Tracey Jory

Thuringowa Central

0422 112 777

www.bronzebusiness.com.au

Peter Price & Associates

Peter Price

Mt Ommaney

07 3376 3411

www.peterprice.com.au

ANZ Business Bank

Lyn Lange

Brisbane

0401 992 583

www.anz.com

Commonwealth Bank of Australia

Stephanie Kovacevic

Brisbane

07 3014 0714

www.commbank.com.au

Childcare Concepts

Hilary Knights

Fortitude Valley

0407 572 725

www.childcareconcepts.com.au

Graeme Pettit

Graeme Pettit

Benowa

0421 289 818

www.harcourts.com.au

Mathiou Services Team

Burleigh Heads

1300 363 423

www.mathiouservices.com.au

Absolute Support Training & Resources

Darlene Wadham

Wynnum

0488 666 455

www.absolutesupport.com.au

Early Learning Management

Naomi Freney

Bundall

07 5592 5800

www.elm.net.au

Elite Childcare Management

Debbie Thompson

Cannon Hill

0435 743 212

www.elitechildcaremanagement.com.au

G8 Education

G8 Education Team

Varsity Lakes

07 5581 5336

www.g8education.edu.au

Giggletree

Samantha Ahearn

North Lakes

07 3482 2490

www.giggletree.com.au

Guardian Early Learning Group

Helen Baker

Kelvin Grove

07 3832 7933

www.guardian.edu.au

Kids and Adults Learning

Annette Cunado

Northgate

1300 783 880

www.kal.net.au

QLECS (Qld Lutheran Early Childhood Services)

Maryann Sword

Milton

07 3511 4079

www.qlecs.org.au

Ready Now Resources

Louise Thomas

Helensvale Centre

0410 456 607

www.readynowresources.com.au

Shilus

Stephanie Smith

Oxenford

0402 252 762

www.shilus.com.au

Mark Elliott

Balmain

02 9235 2807

www.careforkids.com.au

Compliance Auditing & Training Australasia

Jerome Cramer

Brisbane

0412 024 258

www.cataptyltd.com

Kids Dig Food

Deb Blakley

North Lakes

0413 433 144

www.kidsdigfood.com.au

Yummies for Little Tummies

Darlene Clark

Sumner

07 3161 8063

www.yummiesforlittletummies.com.au

Peter Jarrett

West End

07 3230 8501

www.guildgroup.com.au

Giovanni Porta

Geebung

07 3265 3888

www.portalawyers.com.au

Ausplay Playscapes

Barry Healey

Wacol

07 3879 4444

www.ausplay.net.au

Surface Pro

Janet Osborne

Nerang

0418 741 507

www.surfacepro.net.au

Timberplay

Sally Alderton

Gold Coast

07 5563 3755

www.timberplay.com.au

Cyber Drafting & Design

Jodie Mark

Tingalpa

07 3393 9159

www.cyberservicesgroup.com.au

Jardine Architects

Greg Jardine

Brisbane

07 3229 9322

www.jardinearchitects.com.au

Martin Bing

St Heliers

0495 200 612

www.1placeonline.com

Accounting and Bookkeeping Services

Banking Services

Brokers

Building Maintenance Mathiou Services Consultancy/Management

Directories/Marketing Care For Kids Food & Nutrition

Insurance Services Guild Insurance Legal Porta Lawyers Playground Equipment / Surfacing

Property Services

Software / IT Support 1Place Online

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EARLY EDITION > SPRING 2018

Organisation

Contact

Area

Phone

web

Core SME Services

Kelvin Wiggins

Fairlight

0490 796 085

www.coresme.com.au

Ezidebit Pty Ltd

Nathan Mullan

Newstead

07 3124 5555

www.ezidebit.com.au

Kidsoft

Kidsoft Team

Broadbeach

1800 827 234

www.kidsoft.com.auÂ

Kindy Now

Sean Maynihon

Cremorne

1800 154 639

www.kindynow.com

MiCare Global

Sharyn Fewster

Brisbane

1300 393 359

www.micareglobal.com

Penelope QIP

Steve Collier

Toowoomba

1300 435 962

www.penelope.com.au

QK Technologies - QikKids

Sean Murphy

Morningside

1300 367 770

www.qikkids.com.au

think

Oliver Tams

Brighton

03 8306 3610

www.thinkprocurement.com

Future Champs

Nathan Riddle

Tallai

0421 043 511

www.futurechamps.net.au

Physi Kids

Kayleen Tolley

Cannon Hill

0414 559 997

www.physikids.com.au

Silva Everaers

Brisbane

07 3337 5230

www.randstadeducation.com.au

Child Care Super

Julie West

West End

0498 001 193

www.childcaresuper.com.au

HESTA Super Fund

Joanne Fenton

Brisbane

07 3223 4906

www.hesta.com.au

My Life My Super

Michael Huskisson

Melbourne

03 9648 4726

www.mylifemysuper.com.au

QIEC Super

Pam Abrey

Brisbane

0417 260 825

www.qiec.com.au

ABC School Supplies

Graham Bone

Capalaba

07 3823 2999

www.abcschoolsupplies.com.au

Bellbird Kid-z Educational Resources

Chris Carson

Dandenong

03 8795 6999

www.bellbirdkidz.com.au

Bright Spark Enterprises

Keith Garrett

Samford Valley

07 3289 2800

www.brightsparkenterprises.com.au

Educational Experience

Andrew Williams

Brisbane

0407 693 391

www.edex.com.au

iSandBox

Joseph Golubinsky

Gold Coast

1300 748 989

www.iSandBox.com.au

Modern Teaching Aids

Marco DeGeus

Frenchs Forest

02 9938 0411

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