Early Edition Summer 2014

EarlyEdition SUMMER 2014

Vaccination facts matter What is loose parts play?

The effective management of staff A bad case of the tattle tales

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EarlyEdition SUMMER 2014

Cover Photo: ACA Queensland patron Laurie Lawrence and friends doing the Five!

ACA Queensland

Contents

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.childcareqld.org.au Email: info@childcarequeensland.com.au

President’s report

2

CEO report

3

Vaccination facts matter

4

What is loose parts play?

8

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.

Transition program with local school

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Quality educators - It’s more about the person than the place

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Transition statements for kindergarten teachers

16

The effective management of staff

18

Educator in profile

21

A word on leasing

22

Selling your business: What you need to know about tax

23

A bad case of the tattle tales: What can you do?

25

Indigenous Perspective – Flag Ceremony

26

Associate Member Directory

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MANAGEMENT COMMITTEE Executive

Committee Members

ACA Queensland Office

President - Jae Fraser

Linda Davies

General Manager - James Blake

Vice President - Brent Stokes

Majella Fitzsimmons

Senior Office Admin - Jen Smyth

Treasurer - Rachel Procida

John Keast

Office Admin Assistant - Julie Fenech

Secretary - Debra North

Kerrie Lada

KASS Project Manager - Linda McConville

CEO - Gwynn Bridge

Peter Price Prue Turnbull EARLY EDITION > Summer 2014

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President’s Report Isn’t the year just flying by and your ACA Queensland team have been working tirelessly on the Regulatory Impact Statement (RIS) and The Productivity Commission Report and subsequent meetings.

This month I travelled to Melbourne to take part in the Australian Childcare Alliance (ACA) meeting with all state presidents to ensure that our message is consistent and we are all working towards a common goal for our members. It was pleasing to hear other states speak of similar concerns Queensland services are experiencing in day to day operations and also very motivating to be around people who are giving up their own time to ensure a bright future for the early childhood education and care sector.

During these two very strategic and outcome driven days we planned out the calendar year of lobbying and planning meetings for 2015.

The national AGM was held and we congratulate Gwynn Bridge back to the President position, Judy Atkinson (SA) as Vice President and Nesha O’Neil (NSW) as Treasurer. I think it is promising for our Queensland members to know that we are very active on the National Executive Committee and are privileged to have Gwynn as the President.

Our CEO and ACA national president Gwynn Bridge has been busy guiding us all through the Productivity Commission notes and RIS. There is a lot of work to be done and it is critical that we all keep abreast of the items and ensure that we all get involved with our feedback and voicing our concerns to the decision makers.

The dates for our annual conference have been locked and loaded for 17 – 19 July 2015 at the Brisbane Convention and Exhibition Centre.

The Conference Committee are already working hard to create one of the best yet! We anticipate registrations will open in March 2015 so keep your eyes peeled for the latest information and early bird rates.

It’s going to be epic!

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On 24th November we held our annual Sponsors Evening at the Tattersall’s Club in Brisbane. This event is planned to say thank you to all of our Sponsors and Associate Members, we would not be where we are today without their support for ACA Queensland. A special mention to The Guild Group for their continued support of our association and all of our major sponsors who give so much to the association and our members.

This event was attended by our patron Laurie Lawrence who has successfully released a set of new Kids Alive Do the Five educational resources (launch event featured on our cover) that has been sent out to every early education and care service across Australia. The new educational resources include songs, videos and books to assist all our members with teaching water safety in early childhood settings and will improve water safety at the beach, in homes, on farms and around pools.

We are privileged to have Laurie as the patron of ACA Queensland and we encourage all members to make use of these new resources to keep children safe in water. If you have not received these packs please let us know and we can follow up for you.

We are very excited to release the 2015 ACA Queensland diary. The diary has been created by ECEC people for ECEC people and is the perfect resource for educators and nominated supervisors to ensure that nothing is missed throughout the year and to help keep us busy educators organised. All member services receive one copy free of charge as a member benefit. Orders for 2015 diaries are still open while stocks last, if you wish to purchase additional copies or if you are not a member.

As we draw to the end of the year, as approved providers and nominated supervisors, this is one of the busiest times of the year and whilst there is so much happening it is always important to sit back and reflect on the achievements and successes of our children, Educators and most importantly - you!

We will be sure to keep you up to date with all developments with regard to the RIS and Productivity Commission and as always rest assured your committee team is working very hard for the ECEC sector.

From all of us at ACA Queensland, enjoy the holidays and have a great start to 2015!

Thank you

Jae Fraser - President

CEO Report Being an early childhood educator in Australia is a proud and rewarding profession.

Our ACA Queensland members have stood strong and committed as we have implemented the National Quality Framework (NQF) and have adjusted practices to ensure that the best outcomes for children have been achieved.

Our members were amongst the first to recognise that some aspects were not benefitting the sector’s operations and have campaigned to have these regulations changed or removed. We will continue to solicit your concerns and take them to government in an endeavour to effect change.

Throughout this year, ACA Queensland together with the national body, have carefully collated and lodged submissions, with information gathered from our membership, on the initial Productivity Commission review and again on the draft report, Budget 2014-2015 recommendations, submissions on the NQF, two Senate enquiries and are currently working on the Regulatory Impact Statement (RIS) for the proposed changes to the NQF. A submission on the RIS is due on 16 January and we will be forwarding a few questions for you to complete.

We encourage each of you to have your say to ensure that the combined voices of the associations are acknowledged. You may have noted in the Woolcott Report Summary of findings from the 2014 NQF Review Consultation Process, a statement that refers to “The majority of stakeholders believe…” We therefore require a substantial number of replies to ensure that our voice becomes “the majority” in order to influence the outcomes of the review that will negatively affect affordability for our families and the ongoing positive operation of our services.

ACA Queensland has grown significantly during 2014 with the introduction of the College of Australian Early Childhood Educators (CAECE). Our aim is to provide graduates for our sector who will

be capable and passionate as they increase in knowledge and confidence to be strong early childhood educators into the future.

often our most vulnerable and their continued attendance in an early learning program is vital for their long term wellbeing.

The rebranding of our name in conjunction with the other long day care state associations was facilitated

by Guild Insurance. The rebranding exercise demonstrates that ACA is a large, cohesive association; it will be evident to all, that ACA is a nationally cohesive advocacy group with a strong membership base across Australia.

The national website introducing the new state websites will be launched in January 2015. Thank you to Guild Insurance for facilitating and funding this important project.

The result of the Equal Remuneration Order is likely to be handed down by the Fair Work Commission in late 2015 or early 2016. If successful, this claim would see considerable increases across all pay scales; as we are all aware, the cost doesn’t just stop at the pay rate increase, it will be followed by the usual additional 20 per cent on-cost for components such as superannuation, work cover, payroll tax, etc. ACA is working for a sustainable outcome for educators and the sector.

The outcome that our members fought hard to achieve in diverting the Early Years Quality Fund to be of advantage to all educators has resulted in a substantial benefit to educators and ultimately the children.

Minister Sussan Ley’s declaration to distribute the $300 million for professional development in the sector was well received. As the period of the funding for professional development progresses, ACA Queensland will be offering workshops that provide support and value to educators.

Also in 2016 the next phase for implementation of the NQF will be introduced, which in Queensland which will see fees increase as educator to child ratios are raised.

Facing us in the future are challenges that will impact on the sector. The primary concerns include the outcome of the Productivity Commission review and ultimately the handing down of the Government’s policy changes that will occur as a result of this review.

The deemed rate, the introduction of nannies into the sector, with no additional funding to be allocated to support the new sector and reducing or negating the 24 hours of subsidised attendance of children from families who fail to meet the work test, will all have a negative impact on affordability which in turn, will cause children to be withdrawn or unable to attend an early childhood education and care program. These children are

ACA Queensland and ACA nationally are representing members on all of these issues and we will keep you engaged and informed of progression in each area as it occurs.

Despite the above challenges facing us, ACA Queensland remains positive about the future and the value of early childhood education and care for all children. Our educators are achieving amazing outcomes in Kindergarten programs and we constantly witness significant outcomes for children being achieved in our member services.

From the ACA Queensland Management Committee and our amazing office personnel, we wish you all a very Happy Christmas and the hope that 2015 will be a New Year filled with happiness and peace.

Kind regards,

Gwynn Bridge - Chief Executive Officer

EARLY EDITION > Summer 2014

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Vaccination facts matter

Queensland Health

Immunisation saves around three million lives world-wide each year and helps to prevent outbreaks and hospitalisations from vaccine preventable diseases.

And yet, Queensland’s immunisation statistics are alarming.

Over 15,000 one, two and five year olds in Queensland aren’t fully vaccinated and tragically, between the years 2000 and 2013, six Queensland babies died from whooping cough - a vaccine preventable disease.

The National Survey of Australian Public Attitudes to Vaccination (2012) found that approximately 8% of Australian parents delay or avoid vaccines for various reasons.

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These include being time-poor, having to find sitters for siblings and concerns about vaccines.

At Queensland Health, we have embarked on a campaign to remind parents of the importance of vaccinating their children.

You may recall posters and brochures from the What’s your date to Vaccinate? campaign sent to your centre earlier this year.

The campaign introduced the VacciDate app that keeps a record of each child’s vaccinations and provides

reminders when vaccinations and appointments are due.

The app has lots of factual information about vaccination and is a great tool to share with parents, especially when welcoming new families to child care centres.

We also know some parents have questions about vaccinations and possible side-effects.

To help address commonly held concerns, here are some frequently asked questions and answers.

Frequently Asked Questions

How does immunisation work?

What about alternative therapies?

Immunisation is the process of obtaining immunity to a disease through the administration of a vaccine.

Alternative therapies such as homeopathic methods or chiropractic principles are not proven to protect against infectious diseases.

Australia’s peak homoeopathic body, The Australian Register of Homoeopaths, has even stated that homeoprophylaxis does not guarantee immunity from infectious disease.

The process triggers the immune system’s memory, which means the immune system is better able to respond to these diseases in the future.

The body’s natural defence mechanism (the immune response) builds resistance to the specific infections to stop the disease from developing or reduces the severity of the disease.

Are vaccines 100% effective?

Vaccinated people can still get a preventable disease, as not all immune systems respond to vaccinations.

This is why high vaccination rates are needed to interrupt the transmission of diseases.

What if my child is unwell?

Children who are slightly unwell can still receive their vaccination. If your child has a fever over 38.5 Celsius on the day, they should not be immunised.

I have heard vaccines can cause serious adverse reactions?

Common reactions to vaccines are generally mild and temporary. Serious reactions such as severe allergic reactions are extremely rare.

How do high vaccination rates protect against disease?

Someone told me immunisation causes autism?

High vaccination rates protect against disease through ‘herd immunity’.

Herd immunity is when 95% of the whole population is vaccinated. Herd immunity helps protect people who can’t be vaccinated for the following reasons:

Reviews by the American Academy of Paediatrics, the British Chief Medical Officer, the UK Medical Research Council, Canadian experts and numerous other scientific experts have found no link between autism and the MMR vaccine.

- because they are too young

Research indicates there is no difference in the rates of autism between vaccinated and unvaccinated children. While autism may seem more common in recent years, this is due to increased diagnosis stemming from greater awareness about the condition.

- for medical reasons - because they are immunesuppressed - because their immune system doesn’t respond to vaccination.

Queensland’s childhood immunisation rate is currently over 90%-below the 95% needed for herd immunity.

SIDS and Kids Australia, who specialise in SIDS prevention and bereavement, recommend that all babies receive the normal program of immunisations at the scheduled ages, both in infancy and beyond.

Won’t vaccinations weaken my baby’s immune system?

Vaccines actually strengthen your baby’s immune system by stimulating defence mechanisms that provide protection against specific diseases.

Babies are vulnerable to contracting serious life threatening diseases because their major organ systems are not fully mature. Vaccines are vital to helping protect them.

What if I have missed the scheduled dates for my child’s vaccinations?

Children are not fully protected if their vaccinations are overdue. In addition, the rotavirus vaccine can’t be given after a certain age. Children who miss the age cut-off for rotavirus vaccine are at risk of contracting this serious disease. The VacciDate app is a great tool to help parents vaccinate their children on time.

For more information You can order What’s your date to Vaccinate? brochures from your local public health unit.

Find your local public health unit at www.health.qld.gov.au/cho.

For information about immunisation and the VacciDate app visit www.qld.gov.au/vaccinate.

What about SIDS? Studies of thousands of children worldwide show no links between immunisation and sudden infant death syndrome (SIDS).

EARLY EDITION > Summer 2014

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Enrol today to experience the CAECE difference The College for Australian Early Childhood Educators (CAECE) is a newly launched RTO delivering quality training to long day care professionals across South-East Queensland.

Why we are different Workplace delivery modes with a focus on genuine face-to-face learning Hands on training developed by leading industry experts No hidden costs for students or approved providers Quality ECEC resources available free to students, accessible from our online student portal Experienced trainers with capped student numbers Ongoing support for the student and the workplace supervisor What we offer Diploma of Early Childhood Education and Care (CHC50113) Certificate III in Early Childhood Education and Care (CHC30113)

Call us today on (07) 3299 5784 www.caece.com.au

RTO Number: 40933

An ACA Queensland Partner

ACA Queensland Membership expires 31 March 2015 Renew your membership to ensure you are kept informed of all matters relating to the successful operation of your business.

Contact ACA Queensland on info@childcarequeensland.com.au or visit our website www.childcareqld.org.au

Like us on Facebook Make sure to like ACA Queensland on Facebook for up to date information on the early childhood education and care sector. www.facebook.com/ChildcareQueensland

From the ACA Queensland Management Committee and staff, we wish you all a safe and merry Christmas and a happy New Year!

Our office will be closed for the Christmas break from 4:30 pm Friday 19 December 2014 Reopening at 8:00 am Monday 5 January 2015

What is loose parts play?

Pam Maclean > Child’s Play Consultancy Services Linda McConville > Kindergarten Advisory Support Service (KASS)

“Loose parts” refers to a theory, not just a collection of objects, and occurs when children choose from a range of random items. The materials are selected, combined or utilised in any way children desire within reasonable safety guidelines.

Play can be indoors or outdoors, using small or large objects. Children experiment, play, learn and create with occasional adult guidance, alone or with peers. Loose parts empower children’s creativity. They create a vision, make decisions, change their minds, add or subtract materials (numeracy in action), experiment, and try out new ideas. Children actively participate in literacy, numeracy, science and many other curriculum

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areas during loose parts play. The end product is the result of valuable learning that has occurred during the process of creation.

Where did it originate?

The theory of loose parts play was developed by a UK architect Simon Nicholson in 1972. He believed that loose parts (materials that can be moved around, designed, redesigned and tinkered with) create infinitely

more opportunities for creative engagement than static materials and environments. Nicholson refined upon the play-based learning idea espoused by earlier researchers.

Play-based learning using loose parts is not a new notion, and was expressed more broadly by psychologist Lev Vygotsky (1896 – 1934). Vygotsky believed that “play is a vehicle for children to make meaning of their world”. Indeed, Albert Einstein

(1879 - 1955) also stated that “play is the highest form of research”.

Developmental theory (Piaget, 1963) emphasised the need for the child to manipulate his or her environment, to experiment and to interact with materials in order to learn. Nicholson’s beliefs also support Malaguzzi in that creativity is not for the gifted few; that all children are born as creative beings, curious about the world and keen to experiment and discover new things. The idea of child led play-based learning has existed for many years and its value in learning is recognised by researchers and educators. The loose parts play theory is an extension of this.

What are the benefits of loose parts play and does it link to the NQF? Loose parts play offers children endless variation in open-ended play, thinking and possibilities and is the original play-based learning. Most of us recall when we made cubby houses out of scraps of material, old furniture and pieces of wood, or played with found objects, repurposing them into something of our own design and vision. Playing with loose parts provides children with opportunities to plan, draw and design (literacy in

action), question, explore, co-operate and improve team work. Children develop resilience and determination as they work to identify solutions to the many questions raised during the process. These important life skills align neatly with the requirements of the National Quality Framework (NQF) quality areas 1,2,3,5 and 6, with particular emphasis on quality area 3.

Loose parts play offers the following benefits to the curriculum: • Extending indoors/outdoors – almost anything for indoors can be adapted for outdoors • Maths concepts and skills – such as volume, measurement, counting, sequencing, one-on-one correspondence, scale, perspective, large, small, positional terms such as under, over, on top, beside • Scientific concepts – experimentation, real tools, inclines, windmills, chimes • Opportunities to express joyfulness and just have fun

When do we facilitate loose parts play?

The beauty of loose parts play is that it can happen anywhere. Smaller item loose parts play is fabulous for indoors where space may be at a premium, but beware: many a class room has been taken over by tunnel systems and other wonderful constructions. Outdoors, playing with loose parts allows children to extend their thinking without impacting on others’ play. Loose parts play is so flexible that it easily incorporates natural and man-made items.

There are no specific set of directions for engaging in loose parts play. It encourages children to exercise as they lift, move and stack; to engage in dramatic play while they make cubbies; and to organise, plan and create new structures (construction and manipulative play). It encourages co-operative play as children access items that may be too heavy for one child to manage and reinforces games with rules. Children can engage with the same materials according to their developmental readiness - toddlers in parallel play and pre-schoolers in cooperative play.

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The top 5 toys according to “GeekDad” from Wire.com.

Number 5 - Dirt, the humble but great leveller Number 4 - Cardboard tube, telescope, sword Number 3 - Fabulously flexible string.

Number 2 - T he always amazing cardboard box Number 1 - A stick, a truly classic and versatile toy.

Imagine the marvels that can be created from the top 5.

What are the teacher’s and educator’s roles?

The teacher’s role is to skilfully guide and engage with children when needed, to facilitate exploration with materials, to provide opportunities to try new skills or revisit old ones, and to offer positive support as children learn and create. Teaching will be intentional as educators step into and out of each play experience, offering suggestions or helping children by encouraging them to question and resolve challenges.

Skilful adult guidance and support is key to the success of loose parts play.

Educators must be present in the moment, and able to think about what they are observing and what it means for children so they can interpret and support learning that occurs in appropriate ways. Educators must be thoughtful, purposeful and intentional as they support children through the creative process. Educators will also offer provocations from time to time and observe where children’s thinking takes them. Educators: • Ask children for their ideas on loose parts and what they would like to include (QA 1, 3) • Assess risks to identify any potential safety concerns, consider

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the age groups at play and if parts may be too small, too large or heavy. (QA 1, 2, 7) • Involve families in decisions and encourage contributions of appropriate items for loose parts play (QA 6) • Promote strong, positive relationships between children as they work collaboratively during play (QA 5) How do we resource loose parts play?

Loose parts play is very inexpensive, as many of the materials may be sourced by asking families and community groups for discarded items, or through second hand or recycle stores. The resource dollar extends further when sourcing items for loose parts play.

Services have told us, tongue in cheek, that loose parts play has two disadvantages. The first is that almost anything can be repurposed and is useful so it is very hard to throw anything away. Second, finding storage space for all the wonderful ‘potential’ you acquire can be difficult as so much is freely available. How can we go past a toaster, alarm clock or old radio to pull part, see how they work, then perhaps reconstruct or

repurpose into something entirely different? Such items are wonderful for experimentation and investigation.

Collections for loose parts play Collect anything for children to use, natural, man-made or seasonal items.

The following list is a small indicator of what you might gather: Stones, stumps, sand, gravel, twigs, logs, large branches, leaves, pipes, pebbles, cardboard boxes and tubes, wood, pallets, balls, buckets, baskets, crates, rope, tyres, boxes, shells, seedpods, wool, any craft material at hand, sheets, fabric pieces, old clocks, toasters, kettles, garden pots, building materials, chain, wooden reels, containers, canvas, hoops, tools.

Some items may be location/seasonal specific such as sea shells, hay bales, drift wood, native flora and fauna.

These items help children to learn about the changing seasons and times of year.

With loose parts play, the possibilities are only limited by our imaginations.

Who knows where our loose parts play adventures will take us? It is an exciting mystery tour of fun and learning.

ECTARC is offering the new CHC ACECQA approved qualifications via traineeship/ apprenticeship and distance study.

I don’t want to go to school but my mum says I have to.

Enrol today!

• Certificate III In Early Childhood Education and Care CHC30113 • Diploma of Early Childhood Education and Care CHC50113 • Diploma of School Age Education and Care CHC50213

Certificate 3 Guarantee Funding Ideal for casual staff, relief staff, staff that are not eligible to undertake a traineeship, Family Day Care providers and Outside School Hours Care educators to study the Certificate III In Early Childhood Education and Care CHC30113. Details on website.

Course fees:

Non-concessional course fee: $345.80 Concessional course fee: $138.30

Call ECTARC QLD today on 07 3345 8272 or email qld.ectarc@bigpond.com for more information on our courses, webinars and funded programs!

www.ectarc.com.au Visit www.ectarc.com.au to see the QLD Workshop Calendar and Online Webinar Workshops Calendar

It’s not too late to order your 2015 ACA Queensland diaries!

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

ACA Queensland Profile

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Complete a diary order form if you wish to purchase copies.

The order form can be found at childcareqld.org.au/2015-cq-diary/ If you have any questions, please call the ACA Queensland office on (07) 3808 2366.

Meet Jen, ACA Queensland’s Office Manager/ Conference Coordinator.

Jen is our very own superwoman, working tirelessly for our association including coordinating the biggest event in our calendar year, the ACA Queensland National Conference!

Every Centre deserves to be paid on time.

Build your childhood education skills Courses • CHC30113 - Certificate III in Early Childhood Education and Care.

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Version 1A 07/11/2014 SNR 24 RTO 31466. **Funded by the Queensland Governments Certificate 3 Guarantee or User Choice Programs. Eligibility criteria apply.

LDCPDP Templates In response to the Long Day Care Professional Development Programme (LDCPDP), we are pleased to provide professional development templates to assist you and your service plan and manage funding.

Conference save the date!

Make sure to mark your diaries for the 2015 ACA Queensland National Conference!

The templates can be used to plan the developmental needs of your service (in conjunction with your Quality Improvement Plan) and each of your educators. In addition, a template to assist in reviewing and reflecting on training activities completed is also available.

Please visit the member area on our website to access the templates.

17 – 19 July 2015 Brisbane Convention and Exhibition Centre

Transition program with local school Sally Genner & Leanne Doyle > Amaze Early Education Centre Mudgeeraba

Since second term this year we have been meeting, as a partnership, with both of our local schools and the local kindergarten teachers and directors.

We have been very lucky to meet with both of our local schools, as I know from talking to other colleagues in different areas that they are unfortunate to not have open communication with any.

Firstly, Mudgeeraba State School met with our own before and after school care, and then arranged to meet with a local consultant group.

They discussed how we can support children in the service in transition time. From here they realised it was evident that doors were opened and partnerships were built before children started attending the school. We were fortunate enough in the first meeting to sit with the principal, deputy principal, head of curriculum, learning support and one of the prep teachers.

We discussed what we wanted to gain from this experience, and we then had a tour of the prep areas. This tour provided us with great insight to draw on when talking with our own families about the decision of which school to go to.

We thought this was such valuable time spent together that we approached the other local school, Mudgeeraba Creek, and met with the

principal and deputies to discuss how we can form a partnership and help with the transition process. This was not a school that we were familiar with, so we felt that the importance of this relationship was greater. From here, the school invited all of the local kindergarten teachers/directors.

We met with them, learnt of the school curriculum and received a gift of the school uniform to put into our home corner. We also had a tour of the classrooms and school, which again has helped us to talk with our families.

In our meetings we have discussed what would make the biggest difference for our children as they transition into prep and how we can work together as a team to make it happen. We all feel that it is important to have a united vision for early education in both our centres and in the schools.

Through our discussions, we talked about the importance of transition statements, how we write them, and how we relay messages to the school.

We also discussed how to promote to parents the importance of passing on transition statements to the school and opportunities to directly engage

children and parents in the transition process.

We voiced how we as early educators spend time putting transition statements together with valuable information for the new teachers. We have found that teachers do value the input and from here, the schools have now added transition statements in their enrolment process for parents to submit at their interview before prep.

These meetings have been valuable as they have given us a clearer understanding of a smooth transition process for all stakeholders. Being able to visit the prep classrooms and have professional conversations with prep teachers has begun the journey of a seamless link.

We also were given the opportunity to take our children, going to the school in 2015, for an excursion with us to visit the library and have a walking tour. We feel that even though the children visit the school with their parents, this was a different experience for them to have with their friends.

Going into 2015, we look forward to taking this relationship further with the local schools. Leanne has been invited to participate in a full day workshop at one of the school’s pupil free days in January to look at developing pre-readers, sharing each other’s curriculum, pedagogy – continuity of the learner and neuroscience in the early years.

We highly encourage anyone to take the first step into making these contacts. All it takes is that first initial meeting to make it work!

EARLY EDITION > Summer 2014

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Quality educators It’s more about the person than the place Dr Brenda Abbey > Childcare by Design

The introduction of the National Quality Framework (NQF), with its emphasis on quality learning environments, has led to an abundance of workshops, articles, and resources on this topic. However, the focus of these has been largely on the physical environment, and this may have given the misleading impression that quality learning environments are synonymous with quality physical environments.

They overlook the pivotal role that educators play in any successful care and education setting. Educators are more important than the environment and resources. Your effectiveness as an educator also depends on your personal characteristics, as well as your practices.

Understandably, the recruitment of educators focuses on the regulatory requirements of formal qualifications, experience, positive working with children checks, current first-aid, asthma and anaphylaxis training, and child protection training. Other requirements emphasised include: knowledge of the Education and Care Services National Regulations 2011, National Quality Standard 2011, Belonging, Being and Becoming, and My Time, Our Place 2011; ability to relate to children, families and other

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team members; enthusiasm; and, a stated passion for working with children.

Once employed, their professional development focuses on topics such as programming and documentation, intentional teaching, reflective practice, collaborative partnerships with families, effective teamwork and guiding children’s behaviour. However, a quality educator needs more than these.

Haim Ginott, the child psychologist and parent educator who wrote Teacher and Child (1972), identified that the essential characteristic of quality educators is the ability to recognise that they have enormous power over the children in their care, and the responsibility this places on them to use this power appropriately.

Educators can determine the type of

day the children will have. They can influence how children feel about themselves. They can also affect how children feel about and treat each other.

Other researchers have also identified important characteristics for educators, such as being kind, authentic, empathetic, caring, compassionate, creative, adaptable, a life-long learner, forgiving, inspirational, organised, resilient, patient, resourceful, positive, accepting of mistakes, a good listener, able to negotiate and solve problems, persistent, fair and equitable, consistent, able to cope with ambiguity, and balanced in our own lives. Further, educators need to have the life skills of ‘a positive attitude, teamwork, cooperation, constructive use of the imagination, perseverance

and determination, pride in our work, communication, acceptance of diversity and a multi-cultural society, recognising opportunities, setting goals, facing challenges, coping with change …’ listed by Peter Price as those that need to be introduced to young children (Early Edition Winter 2014, p. 2).

• S kilfully respond to a parent speaking in disparaging terms about their child in front of the child – a quality educator also knows how to manage a parent who is criticising another educator or suggests that the educator can discipline their child inappropriately.

These lists contain some of those dispositions from the Learning Frameworks (Outcome 4) that we want to facilitate in children.

It would be reasonable to expect that educators possess and model these. ‘Children develop dispositions for learning including curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity’ (BB&B, 2009, p. 34; MTOP, 2011, p. 33). ‘Children also observe and develop a range of skills and processes, including problem solving, enquiry, experimentation, hypothesising, researching, and investigating’ (BB&B, 2009, p. 35; MTOP, 2011, p. 34).

• C ommunicate with a parent, wanting to leave an unwell child at the service, in a way that educates the parent about the busy day their child has at the service, and how difficult that might be for the child when they are unwell, even if they have been playing at home.

They would be able to reference them to the National Health and Medical Research Council (NHMRC) requirements and the service policies and procedures, the rights of other children and educators not to be exposed to illness, and the legal requirements for this.

What would we see from quality educators using these positive characteristics? They would: • R ecognise and seize opportunities to build resilience in a child who spills their lunch and cries – instead of the educator’s focus being on stopping the child crying, it would be on how the child will deal with the problem of what he/she will now have for lunch.

• I nspire children with purpose, with that walk and look of ‘I know what I am doing. I know what I am about.’

• M odel inclusion when recognising that a child has difficulty joining the group or being accepted — a quality educator might note a group of children playing bakery shop in home corner and invite the child to go to the shop with her to buy some bread.

• The educator would then receive an imaginary phone call and ask if the child would continue to buy the bread for her and hand her pretend money, saying to the children in the shop, ‘I’ll be back in a moment; my friend is going to buy the bread for me.’

• S hare information with a parent about a child’s dispositions – for example, ‘He is really imaginative and a great problem-solver. He was upset but then found a toy he enjoyed so he self-soothed. It is so good that he has the ability to sort out his problems. His curiosity will be very helpful to him as he continues with his learning. He was very resourceful today.’

• D elay aspects of their response to a child exhibiting inappropriate behaviour until the child is ready to receive the guidance – and this guidance is not witnessed by onlooking children.

Quality educators provide quality physical environments. However, they contribute far more to the learning environment by being determined to be the best person they can be, as well as the best teacher. That is the essence of a quality educator. www.childcarebydesign.com.au

• U se encouragement rather than praise – it takes a moment to use and is subtle, but it values the child more.

EARLY EDITION > Summer 2014

15

Transition statements for kindergarten teachers Queensland Curriculum and Assessment Authority (QCAA)

Parents and carers often have a high interest in knowing how their child’s learning and development is progressing.

Since the publication of the Queensland Kindergarten Learning Guideline (QKLG) in 2011, there is an expectation that kindergarten teachers will share written information about children’s learning and development with parents and carers via transition statements.

These transition statements include information about children’s learning in each of the QKLG’s five learning and development areas (connectedness, wellbeing, active learning and communicating). These areas relate to the five broad learning outcomes identified in the Early Years Learning Framework (EYLF).

The learning and development areas describe the breadth of knowledge, skills and dispositions that children explore during the kindergarten year.

Teachers monitor and document each child’s learning across the year in

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EARLY EDITION > Summer 2014

relation to these learning areas. This documentation provides evidence of children’s current knowledge, skills and dispositions.

The information that teachers gather helps them form a “point-in-time snapshot” of each child’s learning that informs their ongoing work with that child during the year.

Why have transition statements?

The Office for Early Childhood Education and Care (OECEC) expects that: • all approved and funded kindergarten services write a transition statement for each kindergarten aged child in their program • a copy of the transition statement is provided to parents or carers.

At the end of the kindergarten year, teachers complete a transition statement that summarises a child’s learning. Sharing information about children’s learning helps parents and carers and other partners to promote continuity and support children as they transition into new settings.

Transition statements are written in collaboration with all partners: other educators, all kindergarten staff, children and parents or carers.

They are designed to help support the child’s transition to school and to build a shared and accurate picture of each child’s learning. Families may choose to share transition statements with their child’s prep teacher.

Privacy legislation requirements prevent kindergartens from providing statements directly to schools.

What is the purpose of transition statements?

What should a transition statement include?

Transition statements help prep teachers to:

All transition statements should include:

• identify positive strategies that will support children to settle into school during the initial transition phase

• a summary of the child’s learning and development in each of the five learning and development areas

• recognise starting points for learning that build on children’s identified strengths, talents, motivations, interests and learning needs

• o bservations and examples gathered both formally and informally throughout the year

• p rovide information about children’s approaches to learning and previous learning • u nderstand the level of support the child requires in familiar and/or new situations.

The Queensland Curriculum and Assessment Authority (QCAA) provides a range of professional development resources to support teachers implementing the QKLG. The QCAA website provides more information and resources about transition statements www.qcaa.qld.edu.au/28187.html and upcoming teacher professional development workshops www.qcaa.qld.edu.au/events.html

• t he kindergarten service, teacher and contact information • t he child’s attendance history and relevant family information • p ositive, parent-friendly language and succinct, accurate statements • i nformation contributed by children, parents/carers and educators.

EARLY EDITION > Summer 2014

17

The effective management of staff Katarzyna Wieczorek-Ghisso > Early Childhood Consultancy Network

Successful childcare centre operators are those who recognise the effective management of human resources as fundamental to their longevity, and thus focus their energy on ensuring that staff members are suitably qualified, have relevant experience, and are able to maintain high levels of performance.

The adoption of three fundamental principles, or what I refer to as the three Rs – recruiting, rewarding and retaining – significantly contributes to achieving this result.

The effective management of staff is feasible when you have the right staff to start with; therefore, strategic recruiting is at the heart of any successful business. Whether it is a new or established centre, making rash decisions to fill vacant positions can be detrimental; thus, forward planning is highly recommended.

Developing a skills register outlining the characteristics required for staff in particular roles is a good way to start this process. That way, when a vacancy occurs, the skills register can be used as a reference point to ensure that you don’t lose sight of what you

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EARLY EDITION > Summer 2014

are looking for in a replacement.

Given that approximately 1500 positions are currently advertised on SEEK in the category of ‘Early Childhood’, attracting the right candidate is critical.

It is therefore advisable that research on what is being advertised is undertaken to determine the current level of competition. Once this information is sought, you are better placed to advertise in a way that appeals to high-quality candidates, and, ultimately, to secure them for the position.

Once applications are culled, an effective way to assess candidate potential is through conducting interviews using questions derived from outcomes, which should be listed in the relevant position description.

Aside from determining whether they are adequately qualified, it is especially important to assess each candidate’s professional attitude, as well as their ability to work in a team environment, take or give direction, be flexible and spontaneous, and manage their time effectively, as these attributes are essential in any workplace.

Once reference checks have been conducted and original documentation cited, the successful candidate is ready for orientation. The key to starting the relationship on the right foot is to ensure that the new recruit is well orientated, as this provides an opportunity for the centre’s practices, policies and standards to be clearly communicated, and further information about the role distributed.

Most managers breathe a sigh of relief when the recruitment process is finalised, as they may perceive their ‘work is done’; however, this couldn’t be further from the truth. One of the first tasks following the orientation process is to determine the impact of the new candidate on the current staffing team. While their employment provides the opportunity to reposition staff members according to their strengths and interests, it also opens the door for potential conflict, which can arise if the new recruit is not effectively transitioned.

In their studies of behavioural sciences, Ken Blanchard and Spencer Johnson (1981) observed how people relate to others in a workplace environment, and analysed their levels of productivity. Published in The One Minute Manager, the concept of ‘different strokes for different folks’ offers interesting insight into effective ways to maximise staff performance.

Put simply, staff members in any workplace vary significantly in their personalities, characteristics, knowledge and strengths; therefore, in order to be effective, employees need to be positioned in roles that complement their skill levels, and to be supported by managers who tailor their approach according to staff ability. According to Blanchard and Johnson, staff members are more likely to be effective in any workplace when:

Suggested strategies to encourage this, are outlined below: • r ecognising an individual’s accomplishments in front of peers, in committee or management meetings, in newsletters and centre mail-outs • s upporting individuals to devise professional development plans that are focused on their interests, or on areas where they would like to improve their skills or knowledge • e ncouraging an enabling individuals to seek support and guidance from other colleagues • p roviding opportunities for team members to develop leadership skills and to take initiative when such opportunities arise • p roviding tangible rewards for individuals and teams when they have made significant progress on a specific task or project• providing ongoing, consistent and constructive feedback.

• t heir work is assessed and based on quality, rather than quantity.

The provision of feedback is a particularly important strategy that can be implemented through an annual appraisal. When conducted in a respectful and positive manner, performance appraisals can instil pride and self-esteem, and can encourage staff members to take ownership of their professional progress. This acknowledgment contributes to an employee’s sense of worth and places value on the important work that they perform every day, which can greatly help in retaining valuable staff. The key is to ensure that once appraisals are completed, the process of ongoing improvement is carefully monitored through the strategic setting of achievable short and long term professional goals.

The work of Blanchard and Johnson reinforces the principle of rewarding staff, which is fundamental to effective workplace management.

Everyone likes a pat on the back for a job well done, and the provision of feedback is an important component of maintaining standards and encouraging professional development, especially that of new candidates. Thoughtful, personal and sincere appreciation can inspire staff to achieve high levels of performance, which often exceed expectations.

Despite our best efforts to support valuable staff members, some can still be negatively affected by day-to-day challenges. When this is ignored, it can lead to significant frustration, and in worse cases, resignation. Employees rarely decide to move on from a job that they enjoy without genuine reason; therefore, it is crucial to be proactive and implement retention practices that predict, prevent and respond to instances of disgruntled staff. Such common-sense practices, when taken seriously, can help

• t hey feel good about themselves and their work output • t hey receive support and are well resources in their role • t hey are recognised and rewarded for their efforts

minimise the angst that often leads to the centre-wide disharmony that is felt when valuable staff members leave.

Predicting movement doesn’t happen without a deep understanding of staff as individuals, which includes knowing about their families and the challenges that they may face outside of the workplace. Equipped with such knowledge, managers can quickly recognise changes in the demeanours and intervene to prevent further unrest. Unhappy and/or deflated staff can generally be identified by a decrease in their work performance and /or an increase in unexplained illness, which consequently impacts the entire staffing team.

Responding to issues in a proactive manner ensures that staff feels valued, especially where grievances are heard and resolution actioned.

Ignoring what may be perceived as minor will lead to an increase in stress, anxiety and consequently, compromised work performance.

Members of staff who have their needs met and who are effectively supported and challenged are more likely to maintain a consistent approach to their workplace practices. The establishment of strong relationships where lines of communication are open and respectful, and where staff members have regular forums in the way of weekly/monthly/quarterly/annual meetings conducted as a strategy to reflect on success and monitor issues, will go a long way towards preventing staff turnover.

In summary, this article has explored three principles (recruiting, rewarding and retaining) as a way of offering strategies to effectively manage staff, which, when adopted holistically, can significantly contribute to positive outcomes in any workplace. The key is to embark on this journey for the long term, and to regularly review approaches against the successful achievement of staff and centre wide goals. www. earlychildhoodconsultancynetwork. vpweb.com.au

EARLY EDITION > Summer 2014

19

Workshop resources available now!

Did you miss the KASS workshops or need a refresher on what you learnt?

Resources including presentations, photos and videos are now available from workshop series 2, 3 and 4 on the KASS website.

Series 2 - Taking a holistic approach to programming, documentation and kindergarten

Series 3 - Creating order from the chaos in a playbased environment

Series 4 - Make Learning Visible: Communicate the value of kindergarten

Visit www.kass.net.au KASS is a no cost service operating through funding provided by the Queensland and Commonweatlh Governments to assist all Queensland long day care services to access advice and support on implementing and maintaining a quality and effective approved kindergarten program.

Contact KASS on 1300 4 KINDY or email info@kass.net.au

Proudly funded and supported by the Queensland and Commonwealth Governments

Educator in profile Jacinta Lusk is the director and kindergarten teacher at Richmond Early Education Centre.

Richmond is a small town in rural Queensland with approximately 400 residents in the township and 850 residents in the entire shire. The service celebrated its 10 year anniversary earlier this year, and Jacinta has worked at the service in her current role as director/kindy teacher for the past four years.

What inspired you to forge a career in early childhood education and care?

Working with children wasn’t something I thought about doing while I was at high school. I was actually thinking more along the lines of agriculture! It probably was a spur of the moment decision but I can honestly tell you that it was the best spur of the moment decision I’ve ever made.

I first completed my Certificate III in Early Childhood Education and loved it so much that I then went on to study my Bachelor Degree. It was the best decision I have made in my career!

What do you find is most enjoyable and rewarding working in a rural/ remote town?

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

I really enjoy the close-knit community feel that comes with working in a remote area.

Families play a very important role in the children’s learning journey at kindy. I engage my parents through interviews, questionnaires, and conversations.

What are the major challenges faced by you and your service? What strategies do you put in place to manage these challenges?

Accessing resources including professional development is a major challenge because we live in a remote area. To manage this, we take advantage of free services and access online resources such as webinars as much as possible.

How has this experience helped you to grow as an early childhood educator?

Being an early childhood educator has helped me to build confidence in my own abilities.

Why are you passionate about early childhood? How would you describe your early childhood philosophy?

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

I’m passionate about early childhood because children are the future. If we don’t have any passionate early childhood educators in the community then children won’t have access to fun and interactive programs.

I really hope that I can develop problem solving and independence because they are crucial skills for children to develop as they grow.

Where do you see yourself in 10 years?

I’m not sure what the future holds, but I know that I love being a kindy teacher and helping children through their learning journey. Hopefully I will continue to do this into the future as a kindy teacher/director. I have even thought about doing my Masters, but I may have to keep thinking about that one…

What advice would you give to someone wishing to start a career in early childhood education and care?

To succeed in early childhood, you have to really enjoy working with children and helping them in their learning journey. It’s not just about painting and play dough - it’s much more than that. There certainly are challenges, but it’s a very rewarding career.

EARLY EDITION > Summer 2014

21

A word on leasing Daniel Armfield > Porta Lawyers

The tenant/landlord relationship in childcare services can become strained during the life of a tenancy. One area that strains this relationship and frequently requires the intervention of lawyers is the method for the calculation of rent.

Rental calculation does not usually include the murky waters of outgoings. There sometimes exists a belief that a tenant’s base rental (GST and outgoings exclusive) is calculated in accordance with the licensed number of places. This may be true in some cases but it is not a hard and fast rule. In any event, a tenant’s lease will detail how the base rental is calculated.

Commercial Lease – m2 calculation Form7 A standard commercial lease used by many landlords (excluding those in retail shopping complexes) will define the base rental in two or three places.

The first place to look is on the first page of your lease called the Form 7 at Item 7. This will either provide you with a dollar value, the period that the dollar value covers and the frequency of payments required or it will say “Refer to Schedule”. In most instances it will point to the Form 20 Schedule or enlarged panel on page 2 or 3 of the lease, which will usually provide the following: 7 Rental/Consideration The Base Rent at the Commencement Date is set out in this schedule and is varied from time to time in accordance with the provisions of this schedule.

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EARLY EDITION > Summer 2014

Form 20 Schedule The Form 20 Schedule is the body of the lease that contains the main operative clauses. Where the lease provides the above information, one must refer to “Schedule 1 Lease Details”. This part of the lease is a schedule with a heading in the left column of the lease and its corresponding description on the right side of the page. The figure is the base rental amount including the frequency and method of payments the tenant is required to make. The lease should also provide for the base rent per square metre multiplied by the area of the tenancy that should equal the base rental figure above.

The calculation of rental using this method provides certainty to the tenant and the landlord, provided both parties understand the method prior to the signing or assignment of the lease. If there is no square metre calculation, the tenancy may be a “whole of land lease” meaning you lease the entire lot subject to the base rental.

Commercial Lease – Licence calculation Another type of commercial lease used in services is one that sets out the rental calculation, calculated based on the licence capacity of the service. Tenants need to be careful

with leases that provide for this calculation. They need to check the lease index, which is usually found at the back of the lease, to guide them to specific clauses that relate to this calculation. The base calculation will be set out similarly to a square metre calculation above at “Schedule 1 Lease Details”, however, the clauses in the body of the schedule, will have more detailed contingencies that will be open to interpretation by the tenant and landlord alike.

Problems that can arise with these leases are changes to a service or childcare regulations that in turn reduce or increase the licence capacity.

It will alter the base rental payable under the lease. While a decrease in licence capacity would be an advantage in reducing the base rent, an increase would mean extra places would need to be filled.

The best approach is to ensure that, when negotiating the lease, the tenant inserts the base rental calculation into the “Agreement to Lease” so there are no surprises later on. Alternatively, if buying a service with a lease in place, make sure you asked your solicitor to advise you accordingly so you can terminate if you are not satisfied. www.portalawyers.com.au

Selling your business: What you need to know about tax Lauren Welk > Bentleys Chartered Accountants

With the childcare sector attracting increasing interest from investors, it may be timely to consider selling your operation. But what are the tax implications of doing this?

Use the following tax “need to knows” as your starting guide.

Capital Gains Tax for different tax entities A capital gain is the sale proceeds received for the business/business assets less any amount that you had paid for the business/business assets (i.e. goodwill, property costs, etc.) with some other minor adjustments.

The gain made is subject to capital gains tax (CGT).

CGT is dependent on the tax structure that the business operates under: • For businesses/assets trading as a company - Company tax of 30% applies.

• F or businesses/assets trading as a partnership or trust - The partners or beneficiaries determines whether it is taxed at an individual or company level.

• F or businesses trading as individuals - If the asset is owned by an individual for longer than 12 months, a 50% discount is applied.

At most, the maximum tax rate payable would be 23.25%.

• F or business property owned

by Superannuation Funds (e.g. business owners who own the real property of the centre in their self-managed superannuation fund) - Superannuation Funds are eligible for a 33% discount if the asset is held for more than 12 months.

At most, the maximum tax rate payable would be 10%.

CGT Small Business Concessions

• The net assets of the taxpayer

Irrespective of the type of tax entity that the business operates under (apart from Superannuation Funds), small business CGT exemptions – such as the 15 year exemption, the small business 50% active asset reduction, small business retirement exemption and the small business rollover exemption - may be available.

These concessions can significantly reduce the tax payable on the sale of a business/business asset (possibly to NIL in some cases).

• T he net assets of any entities “connected with” the taxpayer and

To be eligible, “basic conditions” must be met. (Note - Some of the concessions may also have additional requirements that must be satisfied for that particular concession to apply).

Basic conditions for small business concessions BASIC CONDITION 1: The taxpayer is: • a small business entity (turnover less than $2m) or • satisfies the $6M net asset test.

The turnover test requires that the taxpayer is carrying on a business and has a turnover (broadly gross assessable revenue) of less than $2M a year. If this test is not met, then the taxpayer may still be eligible if they meet the $6M net asset test.

The net asset test requires that at the time of the sale of the business, the net assets of the following must not exceed $6M:

• T he net assets of any “affiliates” of the taxpayer or “affiliates” of entities connected with the taxpayer.

Net assets are broadly the market value of assets of the relevant entity, excluding an individual’s private residence, personal use assets and superannuation, less any liabilities related to assets.

BASIC CONDITION 2: • The taxpayer satisfies the active asset test.

Under this test, the relevant assets need to have been active asset for at least half the time that the entity owned the asset. If ownership exceeds 15 years, the asset must have been active for at least 7 years.

Goodwill is treated as an active asset for these purposes.

Real property is considered active if it has been used in the course of carrying on a business by the taxpayer, small business CGT affiliate, or another entity that is connected with the taxpayer. www.bentleys.com.au Note: This information is of a general nature and is not advice.

We recommend that formal advice is sought before acting in any of the areas.

EARLY EDITION > Summer 2014 23

Submit your photos!

Submit photos from your service for the Autumn 2015 cover page!

EarlyEdition

EarlyEdition

SPRING 2014

SUMMER 2014

ACA Queensland welcomes

a new President

Vaccination facts

New training college launched Celebrating Early Childhood

matter

What is loose parts

Educators Day

play?

The effective managem

ent of staff

2014 National Conference

A bad case of the

NEW LOOK,

NEW LOOK, SAME GREAT ASSOCIATION. A

telling tales

SAME GREAT ASSOCIATION .

A

The image could be one or more children engaged in indoor or outdoor activities and feature any aspect of the wonderful learning experiences children and educators share each and every day.

The photo must be high resolution.

Remember to comply with appropriate privacy policies and seek parental permission where needed.

Please send in your photos via email to info@childcarequeensland.com.au

Sometimes the right man for the job isn't a man...

Welcome to a fresh approach to selling your business...

Linda Harley and Queensland Childcare Sales.

Linda Harley The sale of a childcare business can be a daunting process filled with emotion and uncertainty; for most business owners it is a once in a lifetime transaction – so it’s vital to start the process with confidence.

A true professional with a proven track record, Linda will take care of all aspects of your sale, working with you at every step.

Call Linda Harley today on 0488 103 310 or email linda@queenslandchildcaresales.com.au Visit the website to download a free copy of Linda’s Tips on Selling Your Business for Maximum Profit

queenslandchildcaresales.com.au

A bad case of the tattle tales: What can you do?

Meg Parkinson > Thrive Parenting

Redirecting a child’s attention away from tattling using positive imagery is a good way to let children know you are not prepared to listen to tales, but I believe it misses the main messages the child is trying to convey.

If we do not recognise that the child is at the stage where they are learning how to get along with others, it will never end. We have to teach them what they can do instead of telling tales.

“I like puppy dog tails and kitty cat tails but I do not listen to tattle tales!”

For most children ‘telling’ is their way of showing that they understand the rules and routines. You can respond to them by saying something like:

“You know how to use the toy gently, how can we help your friend use the toy gently?”

Or

“Now did you just want to tell me how annoyed you are or do you want some help to solve the problem?”

You will be surprised at how many times children will say that they just wanted to tell you and that you are let off the getting involved/problem solving hook!

Teach children when it is ok to tell and when it isn’t. Teach the difference between telling tales and reporting. Is anyone hurt? Is anyone about to get hurt? That is reporting - helping to keep everyone safe.

“You sound really annoyed with your brother.”

If the child says hurtful, then your response would be:

After this, once they know you understand how they are feeling, I often say:

www.thriveparenting.com.au

“Samantha is not picking up like everyone else.” Ask first, “Are you trying to be helpful or hurtful?”

If they say helpful your response would then be:

“You are upset because you want a turn on the slide.”

A good book that you could read to your children to help them learn not to tell tales is A Bad Case of the Tattle Tongue by Julia Cook.

If a child comes to you saying,

They are telling because they are frustrated or angry with another child.

I find that one of the best ways to stop excessive ‘telling on others’ is to focus on the real message which is the feeling behind the words. You can respond to them by saying something like:

“It’s really, really hard when other kids don’t want to follow the rules or play the game properly.”

Again, let them know that it is great that they have already learned the rules and that you will help the other child. Let them know that you are more interested in hearing all the good things the other kids are up to. Ask them to be on the lookout for these things instead.

“Why don’t you go help her to put the dolls away? That would be helpful.”

“You must be angry with Samantha.”

Then you can talk about how to help them to know what to say when you are angry.

Promote being helpful. If your child appears to like getting others into trouble, this is usually because they want you to notice how ‘good’ they are.

EARLY EDITION > Summer 2014 25

Indigenous Perspective – Flag Ceremony Sandra Purkis > Bright Horizons Childcare Charters Towers

26

EARLY EDITION > Summer 2014

As a follow on from NAIDOC week, we engaged the children in a discussion about the different cultures within our community. As some of our children attend the Kutjala centre (an indigenous childcare service) as well as ours, we wanted to acknowledge their heritage within our service to give them a sense of belonging.

A fitting time for this to occur was on National Flag Day, to ensure the gesture was not perceived as ‘tokenistic’.

At the centre we built flag poles with timber dowel and to incorporate the connection to the land, the base was designed from a tree stump.

A request to the local member of parliament was made for three flags and we extended an invite to the presentation. The Townsville Inclusion Support Agency was approached to help seek the cultural bindings of the flags from the local elders. This involved the support of the police liaison officer as a valuable community link for representation of the Kutlaja/ Gudjal people.

We commenced our ceremony with an Acknowledgement to Country.

This was endorsed and accepted by Donna King and Shantelle Lippitt, who represented the local elders of the Gudjal/Kutjala people of Charters Towers.

Families from the service attended the ceremony, including a parent representative for the Torres Strait Islander people. As part of the educational program, the children learnt about the colours and representations of the symbols on the flag through class activities. This was further enhanced on the day of the ceremony where they listened to the presentation and were involved in the acknowledgment to country celebrations and endorsement.

We welcomed our special guest, Mr Shayne Knuth MP who then shared with us the history and meaning of our Australian Flag. The children also became to understand that National Flag Day also included the Aboriginal and Torres Strait Island flags as well.

These were presented to us by Donna King and Shantell Lippitt. The Children learnt the importance of Belonging, acknowledging the different cultures within the world that we live. Being, recognising the significance of building and maintaining relationships with others, engaging with life’s joys through the celebration of our

National Flag anniversary. Participation in this ceremony also gave the children a sense of Becoming, learning new identities, understandings and changing relationships within our society.

We extended on National Flag Day to involve learning about the national anthem, other cultural studies, and activities that involve ‘who we are and where did we come from’. The Acknowledgement to Country is cited at the beginning of all our invitational days along with at the beginning of all our parent and staff meetings.

The Acknowledgement to Country is placed in the foyer along with the flags for ongoing respect and acknowledgement.

“Australia is the greatest country in the world, these three flags make up the foundations of who we are, where we came from and the sense of belonging to this country.” - Mr. Shane Knuth MP, 2014

EARLY EDITION > Summer 2014 27

Associate Member Directory Company

Contact

Location

Telephone

Website

Patrice Sherrie

Brisbane

07 3222 9777

www.bentleys.com.au

Greg Jardine

Brisbane

07 3229 9322

www.jardinearchitects.com.au

ANZ Business Bank

Lyn Lange

Brisbane

07 3947 5326

www.anz.com

BankWest

Andrew Toten

Brisbane

07 3004 9462

www.bankwest.com.au

Suncorp Business Bank

Greg Harnell

Rocklea

07 3249 1231

www.suncorpbank.com.au

Benchmark

Lincoln Bridge

Robina Town Centre

07 5562 2711

www.childcare4sale.com.au

Graeme Pettit

Graeme Pettit

Benowa

0421 289 818

www.harcourts.com.au

Queensland Childcare Sales

Linda Harley

Pacific Paradise

0488 103 310

www.queenslandchildcaresales.com.au

Affinity Education Group

Fiona Alston

Biggera Waters

07 5528 0633

www.affinityeducation.com.au

All Kids Childcare Services Pty Ltd

Lisa Clayton

Murrarie

07 3129 6500

NONE

Churches of Christ Care

Cathy Kennedy

Brookfield

07 3327 1681

www.cofcqld.com.au

Early Learning Management

Diane Girvin

Gold Coast

07 5592 5800

www.earlylearningmanagement.com.au

EYLF Made Easy

Pam Maclean, Brenda Abbey

Mooloolaba

Brenda 0419 661 921 Pam 0412 525 426

www.childsplayconsultancy.com.au www.childcarebydesign.com.au

Giggletree Pty Ltd

Samantha Ahearn

Rothwell

07 3204 7767

www.giggletree.com.au

Guardian Early Learning Group

Helen Baker

Kelvin Grove

07 3832 7933

www.guardianchildcare.com.au

Impressions Childcare Management

Jeanine Scull

Carindale

07 3393 9185

www.icmanagement.com.au

Kids and Adults Learning

Annette Cunado

Northgate

1300 783 880

www.kal.net.au

Total Childcare Solutions

John Wall

Geebung

07 3632 1127

www.totalchildcaresolutions.com.au

Kids Gourmet Food

Matthew Krelle

Brookvale

1300 870 054

www.kidsgourmetfood.com.au

Little Tummy Tucker Too Pty Ltd

Dinah Pheros

Coopers Plains

07 3216 6021

www.littletummytucker.com.au

Yummies for Little Tummies

Natalie Lawson

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

Accountants Bentleys Chartered Accountants Architects/Engineers Jardine Architects Banking Services

Brokers

Consultancy/Management

Food & Nutrition

Insurance Services The Guild Group Legal Porta Lawyers

28

EARLY EDITION > Summer 2014

Company

Contact

Location

Telephone

Website

Ezidebit Pty Ltd

Ryan Brough

Newstead

07 3124 5500

www.ezidebit.com.au

Ausplay Surfacing and Shade

Barry Healey

Wacol

07 3879 4444

www.ausplay.net.au

Sure-Play Pty Ltd

Julian Thomas

Brisbane

07 3277 0914

www.sureplay.com.au

Sean Murphy

Morningside

1300 367 770

www.qikkids.com.au

Expect A Star

Robyn Lee

North Sydney

1300 669 653

www.expectastar.com.au

Randstad Education

Maeve Cawley

Brisbane

07 3337 5230

www.randstadeducation.com.au

Child Care Super

William Ly

West End

0418 199 279

www.childcaresuper.com.au

HESTA Super Fund

Bronwyn Barling

Brisbane

07 3112 2332

www.hesta.com.au

QIEC Super

Natalie Fone

Milton

07 3238 1267

www.qiec.com.au

Educational Experience

Mary McCafferty

Brisbane

0407 693 391

www.edex.com.au

Modern Teaching Aids

Natalie Toh

Brookvale

02 9938 0411

www.teaching.com.au

Absolute Support, Training & Resources

Darlene Wadham

Wynnum

0488 666 455

www.absolutesupport.com.au

Australian Child Care Career Options (ACCCO)

Narelle Cossettini

Fortitude Valley

07 3257 1972

www.accco.com.au

Careers Australia

Karin Lesage

Burleigh

07 5593 4386

www.ku.edu.au

Charlton Brown

Trevor Ganley

Fortitude Valley

07 3216 0288

www.charltonbrown.com.au

College for Australian Early Childcare Education

James Blake

Springwood

07 3299 5784

www.caece.com.au

Evocca Workplace Training

Lorraine Eggers

Springwood

07 3827 5300

www.evoccawt.com.au

Management Institute of Australia Pty Ltd

Tim Mackew

Noosaville

07 5302 7730

www.liverpool.mia.edu.au

GD Trivett & Associates Pty Ltd

Darren Trivett

Fortitude Valley

07 3216 1011

www.trivett.net.au

Herron Todd White

Simon Fox

Brisbane

07 3002 0900

www.htw.com.au

Gold Coast Inclusion Support Agency

Jo Goodwin

Mermaid Beach

07 5595 8999

www.lccq.org.au

Gold Coast Institute of TAFE

Maxine Griffiths

Gold Coast

07 5581 8280

www.gcit.edu.au

Physi Kids

Kayleen Tolley

Cannon Hill

0414 559 997

www.physikids.com.au

QLECS (Qld Lutheren Early Childhood Services)

Maryann Sword

Milton

07 3511 4079

www.qlecs.org.au

Rochele Painting

Jeremy Festa

Albion

07 3262 8233

www.rochelepainting.com.au

Payment Solutions

Software / IT Support QK Technologies Pty Ltd - QikKids Staff Recruitment

Superannuation

Toys & Resources

Training Providers

Valuers

Other

EARLY EDITION > Summer 2014 29