Rattler Issue 136 | November 2021

Rattler COMMUNITY EARLY LEARNING AUSTRALIA JOURNAL

ISSUE 136 | NOVEMBER 2021

COLLABORATIVE RELATIONSHIPS DURING LOCKDOWN Meet the Member: St John’s Catholic Preschool and Long Day Care

¬ A reflection on respect ¬ Fostering intrinsic motivation ¬ The halo effect in early education ¬ Physical activity without the star jumps ¬ Broadside edition on ventilation ¬ more

HAVE YOU LOGGED IN TO OUR NEW MEMBER HUB YET? The CELA website has been given a beautiful 'make over’ on the front end, and a major overhaul of functionality on the back end.

The refresh has been undertaken to improve your experience when logging in, browsing member resources and making payments such as renewing your membership or booking training.

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FROM YOUR CEO As 2021 draws to a close, I’m thrilled to bring you our final digital edition of Rattler magazine for the year. With insightful articles including a reflection on the pedagogy of respect, how to foster intrinsic motivation, and how to implement critical reflection using the SCHEMED approach, your entire team will find something to inspire them.

This edition starts with a moving story about CELA member St John’s Catholic Preschool and Long Daycare. Located in the Western Sydney suburb of Auburn, the service’s families were recently subjected to some of Australia’s harshest lockdown rules, including not being allowed to leave their local area for work unless they qualified as an authorised worker. The LGA has one of the highest populations of refugees and people seeking asylum in Australia. With no access to income support like JobSeeker and JobKeeper, they simply could not afford to be out of work.

Director Cindy Adams and her team have been working tirelessly during the lockdown to support the many CALD, refugee and asylum seeking families who attend. Find out what they’ve been doing to help and how your service may also be able to help by offering a space to a child of a family seeking asylum.

I would personally like to commend the many member services who have gone above and beyond to support families and local communities during the lockdown. We know of many other heartwarming and caring stories similar to St John’s Preschool and Long Day Care service.

time and streamline the way we present information and resources, we have recently refreshed our website. I urge all members to log into the new member hub to access all of your CELA member benefits and information updates in one handy place.

As a peak body and respected advocate for the early years sector, we have seen the challenges for both our members and government. The challenges Delta has presented have been immense, and we understand that all parties have been working incredibly hard to manage a magnitude of complex matters in the interest of community safety. Your input has been vital in shaping our advocacy, which continues to be focused around our five key pillars of quality, workforce stability, viability, access for vulnerable children, and closing the gap for rural children. We have advocated for small and community providers around a wide variety of funding, policy, operations and viability measures including recent campaigns for the government to include our sector in ventilation planning and advice, fairer systems for test & isolate payments, and requests for vital business support to deal with the consequences of the mandatory vaccination requirement included in the Public Health Order. We will continue to share your views at advisory panel meetings, with state and federal ministers, via our Amplify and Broadside publications, through consultation, and through collaboration with like minded peak bodies and organisations. We now share weekly updates around our advocacy on our new ‘On the Agenda’ web page.

in understanding their governance and compliance responsibilities. This new program will run into 2022. We continue to proudly support the Early Education Leaders Peer Network, so as leaders continue to have access to valuable resources, events and professional learning opportunities.

As we move into the final months of the year we’re seeing the impact of workforce fatigue.

This will only be exacerbated by the roll-on effect of educators leaving the sector due to the mandatory vaccination requirements.

We forewarned the government of the likely impact of this many months ago, asking government to provide funding to support services in attracting, recruiting and inducting new staff into the service's quality program. We will continue our relentless advocacy around solving workforce issues and maintaining quality and affordable early education, because the three are intrinsically entwined.

Early education leaders have played a vital role in supporting Australian families during the pandemic. To varying degrees we are all living with uncertainty and unpredictability.

With this at the forefront of our mind we are striving to give you the tools to manage We would like to acknowledge and thank uncertainty and care for yourself and the you for the essential work you have done people around you. To finish off the year on an The focus we have put on member support throughout the pandemic. We understand uplifting note, the CELA team have curated and advocacy during the most recent NSW the pressure members are under as they an energising one-day online mini conference lockdown has been very representative of navigate complex operating environments to support and inspire you to recharge, a peak body that truly wraps around our with frequent updates and changes. We recalibrate and reconnect with like minded members. Your input has also helped us to will continue to connect with members on shape our member resource library to include peers in a supportive and safe space. You can a regular basis through our member news an indispensable range of COVID-19 specific still book tickets here. bulletins, website, social media and 1800 tools, guides, policies, checklists and action Please remember that our highly experienced member support line to provide individualised plans. Our member resource library continues sector specialists are only a phone call or and tailored support and information. to be one of the most frequently visited pages email away. We look forward to continuing Our focus will remain around synthesizing the on our website. to advocate for quality early education vast amounts of information available into I am proud to share that due to our continued across Australia in 2022 and thank you for succinct summaries in an easy to navigate your commitment and contribution to CELA. recognition as sector experts, we have format on our COVID-19 member news page Don’t forget to look out for your printed been engaged by the NSW Department and email bulletins. We will continue to compendium in your mailbox early December, of Education, Early Childhood Education connect you to relevant organisations and bringing together the best Rattler and Amplify Directorate, to continue to provide Start support services where needed, and ensure Strong Fee Free Preschool Sector Support, articles from this year. that you are across what needs to be done along with a new initiative for 2021. This new next in order to continue to provide the best Michele Carnegie initiative is a governance and compliance possible quality early education and care Chief Executive Officer program which will assist NSW Approved as we open up again. In order to save you Community Early Learning Australia Providers and Education and Care services

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PUBLISHER Community Early Learning Australia EDITORIAL TEAM Michele Carnegie, Wendy Lindgren, Tracey Long, Louise Black, Kate Damo,

THIS ISSUE RATTLER | ISSUE 136 | NOVEMBER 2021

Jennifer Moglia, Lisa Cloumassis, Eliza Doret, Community Early Learning Australia CONTRIBUTORS Dr Debra Williams, Megan O'Connell, Dr Yeshe Colliver, Rachel Ho, Gemma Patience, Adeline Teoh, Tracey Long ADVERTISING AND PRODUCTION Traceylong@cela.org.au CONTRIBUTIONS We welcome your stories. Copyright is held jointly by the publisher and the author.

COPYING Email for permission to republish any part of this magazine. CELA thanks the children and educators who gave their permission to be photographed.

HOW TO SUBSCRIBE

WHAT'S ON 2 Early education sector conferences and events

6 GREAT INSIGHTS FROM THIS EDITION

By Tracey Long

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MEET THE MEMBER - ST JOHN’S CATHOLIC PRESCHOOL AND LONG DAY CARE 6 Meet the Western Sydney service that showed the true meaning of creating collaborative relationships with families and communities during the darkest days of Sydney’s lockdown

A REFLECTION ON THE PEDAGOGY OF RESPECT

By Rachel Ho

or email info@cela.org.au Membership includes an annual

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subscription to Rattler magazine plus access to invaluable sector resources, discounts on events, training and consultancy plus a monthly webinar and access to our expert advisory team.

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WHY FOSTERING INTRINSIC MOTIVATION IS IMPORTANT IN THE EARLY YEARS

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BROADSIDE: WHY VENTILATION IS VITAL

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By Gemma Patience

CELA's advocacy plus OzSAGE experts answer our questions

EARLY EDUCATION RESEARCH FROM AUSTRALIA AND AROUND THE WORLD 30

By Megan O'Connell, Policy and Research Advisor

PHYSICAL ACTIVITY WITHOUT THE STAR JUMPS HOW WE CAN INTEGRATE A PLAY-BASED APPROACH

By Dr Yeshe Colliver

Become a member at www.cela.org.au/membership-packages

THE HALO EFFECT AND WHY EDUCATORS SHOULD BE AWARE OF IT 26

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CRITICAL REFLECTION PART 2 - HOW TO IMPLEMENT USING A SCHEMED APPROACH 38

By Dr Debra Williams

STICKY FINGERS - WHY CHILDREN TAKE THINGS THAT AREN’T THEIRS (AND WHAT TO DO ABOUT IT) 42

By Adeline Teoh

Buy a subscription to Rattler at www.cela.org.au/shop/items/rattler DISCLAIMER The opinions expressed in Rattler are those of the authors and not necessarily those of CELA.

ADVOCACY ON THE AGENDA

CONTACT CELA 1800 157 818 info@cela.org.au www.cela.org.au Building 21, 142 Addison Road MARRICKVILLE NSW 2204

ADVOCACY

ON THE AGENDA

ABN 81 174 903 921

@communityearlylearningaustralia @CELAust

Keep up to date with our latest advocacy focus, meetings and wins.

Find out who we shared your views with, who we collaborated with and what we consulted on. cela.org.au/advocacyon-the-agenda

@communityearlylearning

©2021 Community Early Learning Australia

RATTLER ISSUE 136 | NOVEMBER 2021 | 1

WHAT'S ON EARLY EDUCATION

STEM HOUR: CONNECT, LEARN, GROW 12 NOV | ONLINE

Little Scientists webinar on Education for Sustainability Part 1: Tackling climate change with children.

As the UN decides on further measures for reaching zero emissions, the panel will discuss age-appropriate ways to explore the effects of climate change on our planet and will help us provide answers to children’s questions about climate change.

9TH SNAICC NATIONAL CONFERENCE

6-9 DECEMBER | GOLD COAST A must attend conference for anyone working in Aboriginal and Torres Strait Islander children and family services. www.snaicc.org.au/conference

INTERNATIONAL CONFERENCE ON PLAY-BASED LEARNING AND FUNCTIONAL PLAY 24-25 FEB 2022 | SYDNEY, NSW

The conference aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Play-Based Learning and Functional Play. waset.org/play-based-learning-andfunctional-play-conference-in-february2022-in-sydney

events.humanitix.com/stem-hourconnect-learn-grow-november-2021

CHILD & ADOLESCENT MENTAL HEALTH CONFERENCE 28-30 MAR 2022 | ONLINE + GOLD COAST, QLD The theme for 2022 is Listen, Learn and Co-Design: Establishing Partnerships with Children, Young People & Families.

INDIGENOUS WELLBEING CONFERENCE

anzmh.asn.au/camhc-2022

6-7 DEC | CAIRNS, QLD At the 2021 Indigenous Wellbeing Conference, you will discover the latest Indigenous-led, grassroot programs and projects taking place around the nation and across the seas. You will learn how to implement practical evidence-based research into your service, and gain a greater understanding of Indigenous protocols, practices, and considerations. iwc.anzmh.asn.au

GOVERNANCE & COMPLIANCE FOR NSW EDUCATION & CARE SERVICES AND PROVIDERS

A comprehensive knowledge portal for NSW Approved Providers and Education and Care services.

cela.org.au/governance-compliance

EARLY EDUCATION LEADERS PEER NETWORK

EARLY YEARS CONFERENCE 5-6 MAY 2022 | CAIRNS, QLD The theme for this conference is “It takes a village to raise a parent” and will be showcasing what is happening across sectors in the early years space. earlyyearsconference.com.au

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A space to support leaders with peer connections, topic forums, information sessions and downloadable resources to undertake their role and improve their practice. cela.org.au/early-education-leaderspeer-network

WHAT'S ON COMMUNITY

OUTDOOR CLASSROOM DAY 4 NOV

Outdoor Classroom Day is a global movement to inspire and celebrate outdoor play and learning, at home and at school. On Outdoor Classroom Day itself, which has two dates each year, teachers celebrate with a special day outdoors for their class.

INTERNATIONAL DAY OF TOLERANCE

INTERNATIONAL DAY OF PERSONS WITH DISABILITIES

The International Day of Tolerance promotes respect, dialogue, cooperation and tolerance of all cultures.

Australia celebrates the International Day of People with Disability (IDPwD) every year on 3 December to acknowledge the valuable contribution people of all abilities make to our community.

16 NOV

un.org/en/observances/tolerance-day

3 DEC

idpwd.com.au Outdoorclassroomday.com.au

NATIONAL RECYCLING WEEK 9-15 NOV 2021 Founded by Planet Ark, National Recycling Week aims to promote recycling initiatives and give people the tools to minimise waste. Local councils, businesses and community groups are encouraged to join in throughout the week.

WORLD CHILDREN’S DAY 20 NOV World Children's Day is observed as a day of worldwide fraternity and understanding between children. un.org/en/observances/world-childrens-day

FEEL GOOD FEBRUARY 1-28 FEB 2022 Feel Good Feb (FGF) is having the intention and taking the time to make others feel good during February and beyond. Do a kind deed for a stranger. www.feelgoodfeb.org

recyclingnearyou.com.au/ nationalrecyclingweek/

SOCIAL INCLUSION WEEK 21-29 NOV

WORLD KINDNESS DAY 13 NOV The purpose of World Kindness Day is to look beyond ourselves, beyond our culture, our race, our religion; and realise we are citizens of the world. worldkindnessaustralia.org

Social Inclusion Week aims to help all Australians feel included and valued, giving everyone the opportunity to participate fully in society. socialinclusionweek.com.au

INTERNATIONAL MOTHER LANGUAGE DAY 21 FEB 2022 International Mother Language Day is a day of multilingualism and multiculturalism. It is a chance to promote the preservation and protection of all languages. un.org/en/observances/motherlanguage-day

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6 G REAT INSIGHTS FROM THIS EDITION “A demonstration of respect when working with young children will echo sentiments of invitation, choice and acknowledgement.”

A REFLECTION ON THE PEDAGOGY OF RESPECT BY RACHEL HO

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In order to foster intrinsic motivation, we can role model desired behaviours, offer two choices to provide an element of control, pitch at the right level for the child’s ability, encourage curiosity, and promote autonomy and mastery for the inherent joy it brings.

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Giving every child an equal chance to thrive is an integral part of our role in early education and care. We can all recognise and overcome bias, it just takes awareness, consideration and careful reflection.

THE HALO EFFECT, AND WHY EDUCATORS SHOULD BE AWARE OF IT BY TRACEY LONG

WHY FOSTERING INTRINSIC MOTIVATION IS IMPORTANT IN THE EARLY YEARS BY GEMMA PATIENCE

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“A key problem with many interventions is that while they may get children moving more during the intervention, not many show that children remain as active a year later. It’s vital that we program activities that are both challenging and fun; fun enough to make children want to keep returning to that activity, developing mastery and movement complexity.”

PHYSICAL ACTIVITY WITHOUT THE STARJUMPS

BY DR YESHE COLLIVER

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Children in an early education and care setting are still developing an understanding of ownership and property, and often act on impulse.

There are many reasons and motivations behind why a young child may be taking things, and it’s vital that we first find out the ‘why’ behind the actions, so that we can address them in an appropriate manner.

STICKY FINGERS: WHY CHILDREN TAKE THINGS THAT AREN’T THEIRS (AND WHAT TO DO ABOUT IT)

BY ADELINE TEOH

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Effective implementation of critical reflection is achieved when the approach is Structured, Collaborative and Heart-centred, and when educators are Equipped, Mentored, Encouraged and have tasks Distributed.

HOW TO IMPLEMENT CRITICAL REFLECTION USING THE SCHEMED APPROACH

BY DR DEBRA WILLIAMS

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MEET THE MEMBER

ST JOHN’S CATHOLIC PRESCHOOL AND LONG DAY CARE Western Sydney service showed the true meaning of creating collaborative relationships with families and communities during the darkest days of Sydney’s lockdown

BY TRACEY LONG, CELA WRITER

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ELA member St John’s Preschool and Long Day Care is located in the Western Sydney suburb of Auburn, in the Cumberland LGA. Cumberland has one of the highest populations of refugees and people seeking asylum in Australia, and has been subject to some of Australia’s harshest lockdown rules. From early on in the latest lockdown, residents were not allowed to leave their local area for work unless they worked in health, aged care, or were essential workers, taking the ability to earn an income away from households

already doing it tough. Night-time curfews were put in place, and the military was deployed to help support lockdown rules.

“Everyday, council is inundated with residents that can no longer afford to pay the mortgage, the rent, their bills or put food on the table to feed the children. It's heartbreaking,” said Cumberland mayor Steve Christou in an interview with ABC News back in August. “On Friday ... a young boy rang the council and said, ‘I'm interpreting for my mum, we need food, we have no money.’”

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Asylum seekers living in the community on bridging visas while they await processing of their claim, and refugees who have been granted temporary protection visas, are not eligible for income support, such as the JobSeeker and JobKeeper payments.

Charities that support refugees and asylum seekers have reported significant increases in demand from asylum seekers in need of assistance due to the pandemic.

90% of St John’s Preschool and Long Day Care children come from culturally and linguistically diverse (CALD) populations.

Director Cindy Adams and her team have been working tirelessly during the lockdown to support the many CALD and refugee and asylum seeking families who attend.

PROVIDING A FRIENDLY, HELPING HAND “Auburn is located in an area of high socioeconomic disadvantage as per the SEIFA brand. Our community is made up of CALD and new immigrant families with lots of young children,” says Cindy. ”English is their second language. Australian Culture is new to them. We quickly became aware that the lockdown would affect the families’ income and ability to pay fees, and that information would be challenging to navigate.”

The centre has a program that supports enrolled refugee families in partnership with the Jesuit Refugee Service (JRS) and the Sydney Archdiocese Justice and Peace Office, who is part of community group Sydney Alliance. The program began in 2019 and is in alignment with the centre’s core vision that every child needs access to high quality education and care.

Cindy and her team have spent many hours brainstorming additional ways to reach out to families and help them through their challenges.

“Since the second week of lockdown, our team has met regularly to discuss our concern about our families. Because we know each individual family, including their understanding of the English language,

Cindy and her team reached out to provide links to trustworthy sources of information in each family's home language, to translate important information, and to help families with the technical issues of downloading QR codes and accessing vaccination certificates.

we were worried that many may not comprehend the news and information surrounding the lockdown. We felt they would be feeling vulnerable and may benefit from friends who know English well to ensure they understood what was happening and where to find information.”

Cindy and her culturally diverse team reached out to provide links to trustworthy sources of information in each family's home language, to translate important information, and to help families with the technical issues of downloading QR codes and accessing vaccination certificates.

The team made regular calls to families to find out if they needed food or any other help.

“Many families lost their jobs and had no way of feeding their children. As part of Sydney Catholic Early Childhood Services, we have been doing food package drop offs. We provide a channel for them to talk and address their concerns. We feel proud and extremely grateful that we can contribute to the local community to support these vulnerable families.”

We feel that this year the impact has the potential to be much bigger because our lockdown period has been longer. Our attendance record dropped to 1%. Our focus has moved to bringing as many children back as possible. Educators will put their energy into building relationships and self-esteem as well as social and emotional skills.

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BRINGING THE CHILDREN BACK - HIGHLIGHTING THE IMPORTANCE OF EARLY EDUCATION AFTER LOCKDOWN St John’s Preschool and Long Day Care service is licensed to educate 60 children per day. Children come from a wide variety of backgrounds including Chinese, Nepalese, Indian and Australian. The service provides a culturally responsive learning environment actively promoting the children’s home language in order to support and build upon children’s learning and development within all learning outcome areas. They incorporate a primary carer approach to strengthen children’s secure attachments and build the trust and connection for effective relationships and partnerships to develop. It’s a warm, welcoming environment that many children needed during these difficult times, but have not been able to access. Due to the

COVID lockdown, attendance declined to three children per day.

In the lead up to welcoming children back for term 4, it was vital that Cindy and the team explained to families the importance of sending children back to preschool, particularly for the cohort who will transition to school next year and who have lost many months of face to face learning.

“We reflected on the experience of children who transitioned to school after last year’s COVID lockdown. We learnt that those children found it difficult starting the school term. Parents told us that children who had not attended during the last lockdown were not settled at all for the first term compared with the children who continued to attend the service.

“We feel that this year the impact has the potential to be much bigger because our lockdown period has been longer. Our attendance record dropped to 1%. Our focus has moved to bringing as many

children back as possible. Educators will put their energy into building relationships and self-esteem as well as social and emotional skills.

“We have been open and transparent with parents, explaining how we provide COVIDsafe practices such as social distancing, hand washing, parenting sign-in and out with QR codes, and ventilation. We are highlighting the importance of children attending in the coming 12 weeks before the start of primary school.”

Cindy and her team are concerned about the long term effects the lockdown will have on these children and would like the government to facilitate a longer transition period to primary school with emphasis on the social and emotional skills that may have declined in recent months. She is also concerned about what will happen after the cut off date for when long day care services can waive the gap fees and families can no longer access additional allowable absences. Many parents she has spoken with are feeling scared and are reluctant to send their children back, and are adopting a ‘wait and see’ approach that will not necessarily line up with the cut off dates.

This could lead to families deciding to keep children out of early education for the whole of term 4, affecting their transition to school as well as viability for services.

COULD YOUR SERVICE OFFER A FREE PLACE TO A CHILD OF A FAMILY SEEKING ASYLUM? There are many families seeking asylum that could benefit from access to quality early childhood education and care. St John’s Preschool and Long Day Care is able to provide free access spaces for a small number of children and their families. If you believe that your service may have capacity to set up a similar initiative, to Sydney Catholic Early Childhood Services, please contact Cindy Adams on cindy.adams@syd.catholic.edu.au.

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RECOVERY LIKELY TO BE LONG FOR COMMUNITIES AND STAFF Recovery for these communities is likely to be long. There will be many financial and mental challenges to overcome. A report titled ‘Amplifying voices during COVID-19: Pulse of South West Sydney CALD communities’ by Western Sydney Migrant Resource Centre found that more than half (53%) of people surveyed for their pulse check stated they could not cope with the restrictions; causing stress, anxiety, depression and sadness. The sudden shift to online learning and having all family members in the home at the same time exacerbated the stress for CALD families with limited digital access and literacy.

“COVID has had a huge impact on the families that we support, and on our team,” concludes Cindy. “When the recent lockdown commenced my team and I thought that we could easily cope having gone through a lockdown previously. But as the lockdown extended, we soon realised that we needed to focus particular attention to everyone’s emotional and mental wellbeing, not only for the children and our families, but also for ourselves."

Cindy factored in regular time for everyone to debrief on calls to families and COVID updates, to just listen and to openly discuss their fears and anxieties over Zoom sessions. For anything beyond their expertise they referred educators to access an Employee Assistance Program and referred families to professional agencies for targeted support.

“I would like to thank the CELA Early Education Specialists who checked in on us during the lockdown period,” says Cindy. “It means a lot to us.”

CELA would like to commend the many member services who have gone above and beyond to support families and local communities during the lockdown, we know of many other heartwarming and caring stories similar to St John’s Preschool and Long Day Care service.

WHAT TO DO IF YOU HAVE A COVID RELATED QUESTION Here are 3 ways we can support you

MEMBER NEWS PAGE

COVID RESOURCES

CONTACT US

Please head to our COVID member news web page to review all of the updates for this week, including answers to your frequently asked questions.

Our COVID-19 member resources include a range of checklists, sample letters, action plans and more, designed to help you navigate day-to-day operations.

Our member support team are here to support you with the information relevant to your situation.

www.cela.org.au/member-news

www.cela.org.au/member-resources

RATTLER ISSUE 136 | NOVEMBER 2021 | 9

Simply call 1800 157 818

A REFLECTION ON THE PEDAGOGY OF

respect

BY RACHEL HO

Early Childhood Educator Rachel Ho invites us to reflect on the way we communicate with a child while caregiving, interact with a child in a learning environment, and invite them to be active participants, in order to practice respect in all aspects of the ECEC space.

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T

he underpinning principle of upholding the utmost respect for children is carried through in the work and teachings of Dr Emmi Pikler and Magda Gerber. The following offers some examples and practice reflections around possibilities for respect in the early childhood curriculum. I invite you to approach these with openness, and a kind and critical eye.

POSSIBILITIES FOR RESPECT IN CAREGIVING Consider a scenario wherein an educator states aloud, “Someone has done a poo! Who’s done a poo?” before proceeding to sniff around and pull back the children's nappies for a quick look down the backside. Sometimes the leg opening of the nappy is peeled open just enough to see if the child needs a nappy change. In another scenario, an educator approaches a child from the front with palms facing upwards. “I’d like to check your nappy.

I think your body might have made a poo. Would you like to walk with me or shall I carry you to the change table?”

Between these two scenarios consider which protects the dignity of the child in this care routine. Which of these scenarios provides the child choice and opportunity to be an active participant in the routine? Coming back to the principle of respect, how would you like to be treated in this instance?

Dr Emmi Pikler advocated that the simple and profound gesture of the hands can represent asking, offering, receiving, and a patient waiting (Chahin, 2020). A child may show refusal for a nappy change, however there are times they will require an immediate change. It is in the way we communicate with a child both verbally and non-verbally and hold space for their participation in the change routine that we can demonstrate respectful practice.

POSSIBILITIES FOR RESPECT IN THE LEARNING ENVIRONMENT Honoring the child’s work of play may mean taking a step back and giving children the time and space to enjoy self-directed play. While this could look like disengaged educators to the unknowing eye, the intentional act of careful, peaceful and sensitive observation allows the educator to be emotionally and physically present for the child. In this way, the educator demonstrates respect for the child’s play and state of being.

When we consider the rapid period of brain development in the first three years of life, it’s hard to imagine a moment of dullness for a young child.

Honouring the child’s work of play may mean taking a step back and giving children the time and space to enjoy self-directed play.

What further possibilities for respect can you think of in a nappy change routine?

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When is it necessary to engage a child?

What might the child be observing, wondering, remembering or processing in a moment of pause? If the child has not indicated they need you, how will you respectfully let the child know you are available without interrupting them?

Consider what more we can learn of a child and their play when we can observe with attunement and sensitivity. As Magda Gerber said, “We must learn to see as a baby sees - new.” With this in mind, we cannot assume or dictate that all children are making cakes in the sandpit, nor can we assume or label what a child has expressed on a painting, for example.

Our role as facilitators of children’s learning is to provoke wonder, curiosity and discovery. Magda Gerber’s RIE philosophy highlights the importance of creating a safe, challenging,

predictable environment in which the child can best do all the things that the child would do naturally (Gerber, 2002).

Reflect on the following: ⊲ Are there opportunities to challenge the physical body within the environment? ⊲ Is sensory play valued enough for an appropriate mess to ensue? ⊲ Are expectations of children’s participation in group time reflective of their stages of development? ⊲ Are resources open-ended to allow for children to engage with materials in many ways? ⊲ Do educators support children’s schematic play, for example, transporting resources to different areas?

Educators might also evaluate aspects of the curriculum where they issue control or limits to children’s play as a result of their own values, beliefs and expectations of children. Facilitating a ‘YES environment’ means enabling risk and process-oriented opportunities to flourish (Gonsoski, 2015). Drawing upon The Phoenix Cups Framework, consider the implications to a child’s needs for Connection, Safety, Fun, Mastery, and Freedom when they are regularly being told ‘no’ and how these interactions can be ‘cup-emptying’ for children (Phoenix Support, 2021).

When you find yourself itching to say ‘no’, consider whether it may be possible to shift this into a ‘yes’ by drawing from different perspectives and theories that challenge traditional ways of seeing children, teaching and learning (DEEWR, 2009).

POSSIBILITIES FOR RESPECT IN INTERACTIONS AND RELATIONSHIPS A demonstration of respect when working with young children will echo sentiments of invitation, choice and acknowledgement. Practicing respect through the ways we treat and interact with even the youngest of children will sound like, “I’m going to pick you up now,” followed by a pause and then the action, rather than doing so without letting the child know.

Imagine being busy and engaged on a task. Suddenly somebody reaches at your face from behind to wipe your nose. Rather than doing things to children, in a pedagogy of respect we do things with children. This might sound like, “I’m going to wipe your mouth now,” followed by a pause. The act of pausing recognises that it takes a young child more time to process and respond, supporting them to be active participants rather than passive recipients (Money, 2005). Perhaps you can role play these scenarios within your team. Can you think of other examples of which routines or actions are done to children rather than with them?

An embodied respectful practice is a mindful and attentive way of 'Being' through one’s role as an early childhood educator. Notice the space you take up in children’s environments throughout the day. I invite you to give thought to your ‘intra-action’ with materials in the early learning

Is sensory play valued enough for an appropriate mess to ensue?

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environment (see Barad, 2007). Think about the way you move through children’s spaces, and the manner in which you engage in tasks and with objects. Would your movements support a sense of security in a nonmobile infant on the ground? How many adults are moving around or crowding in an area at a given time?

FROM POSSIBILITY TO EXPECTATION This article offers just a few examples of practice to be mindful and thoughtful on. I hope that it builds upon your awareness and consideration as an early years practitioner working with young children and inspires you to consider many more possibilities for respect throughout your curriculum such as in meal times, rest periods, ways of communicating, and more. I invite you to give thought to how a pedagogy of respect might impact in areas of trust, reciprocity, security, agency and empowerment. What is one thing you can implement now to elevate respectful practice in your setting?

What is one thing you can implement now to elevate respectful practice in your setting?

ABOUT RACHEL Rachel is an early childhood educator working on Wangal-Gadigal Country at The Infants' Home in NSW. She is passionate about using reflective practice to drive curiosity, wonder and courage in pedagogical decision making. She is also a firm believer in advocating for care as curriculum and practicing respectful care pedagogy.

REFERENCES: • Barad, K. (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.

• Chahin, E. (2020, March 26). The Future is in OUR Hands [Conference presentation]. European Early Childhood Education Research Association Conference, Zagreb, Croatia. https://www.youtube.com/ watch?v=qMi5itzFR2k&ab_channel=PiklerUSA • Department of Education, Employment and Workplace Relations. (2009).

Belonging, being and becoming: The early years learning framework for Australia. Retrieved from https://www.acecqa.gov.au/sites/default/ files/2018-02/belonging_being_and_becoming_the_early_years_learning_ framework_for_australia.pdf

• Gerber, M. (2002). Dear Parent: Caring for Infants with Respect (2nd ed.).

Resources for Infant Educarers.

• Gonsoski, T. (2015). Creating a “YES” Environment. Community Playthings. https://www.communityplaythings.com/resources/articles/2015/creating-ayes-environment • Money, R. (2005). The RIE Early Years “Curriculum”. In S. Petrie & S. Owen (Eds.), Authentic Relationships in Group Care for Infants and Toddlers - Resources for Infant Educarers (RIE) (pp. 51-68). Jessica Kingsley Publishers.

• Phoenix Support. (2021). The Phoenix Cups Framework: An Educator’s Toolkit for Behaviour. https://phoenix-support.thinkific.com/courses/etb1

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There are only two ways to influence human behaviour: you can manipulate it or you can inspire it.

Simon Sinek - Author, Optimist, Leader

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Why fostering intrinsic motivation is important in the early years

BY DEBORAH HOGER

By Gemma Patience

Intrinsic motivation is the drive to engage in an activity because it matters to us, says psychologist Sarah-Jayne Duryea. In early childhood, intrinsic motivation fosters the enjoyment of something without the external reward. It helps children understand what is important to them and can help to develop long-term positive behaviours.

Through relatedness (having a sense of caring relationships), autonomy (an ability to make one’s own decisions), and mastery (capability in a specific activity), children build confidence in their abilities and develop them in their own time. Intrinsic motivation is referred to in the EYLF as an important factor in fostering children’s involvement and success in learning.

“Involvement: is a state of intense, whole-hearted mental activity, characterised by sustained concentration and intrinsic motivation.

Highly involved children (and adults) operate at the limit of their capacities, leading to changed ways of responding and understanding leading to deep level learning." (Adapted from Laevers, 1994) Source: Belonging, Being, and Becoming: Early Years Learning Framework – Learning p.10

STICKER CHARTS AND INCENTIVES — WHY EXTRINSIC MOTIVATION SYSTEMS ARE OFTEN SHORT-TERM SOLUTIONS Extrinsic motivation is behaviour driven by rewards or incentives such as stickers, badges, trophies and praise.

External rewards such as the use of sticker charts have been popular for a long time, says Sarah-Jayne, who shares that parents often come to her when these extrinsic motivation systems are no longer working.

“Caregivers are often drawn to these methods as they provide short-term temporary results quickly for minimal effort — but they do not lead to long-term change,” she says.

Further to this, research1 has shown that a focus on external rewards or consequences can undermine existing internal motivation and that the continued use of an external reward can lead to its value decreasing, along with motivation.

That’s not to say that there is never a place for external rewards - when done well and balanced with opportunities for intrinsic motivation, it can have a place in a child’s overall development and learning.

EXTERNAL REWARD SYSTEMS HAVE THEIR PLACE IN THE RIGHT CONTEXT While research shows how external reward systems can undermine motivation, there are also findings that show that this effect has been overstated. It seems context and delivery are important factors to take into account, with an analysis of past studies on motivation2 finding that external rewards need not have a negative impact on motivation.

1. www.psychologytoday.com/au/blog/the-baby-scientist/201806/motivatingchildren-without-rewards 2. www.ncbi.nlm.nih.gov/pmc/articles/PMC2731358

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In order to foster intrinsic motivation, we can role model desired behaviours, offer two choices to provide an element of control, pitch at the right level for the child’s ability, encourage curiosity, and promote autonomy and mastery for the inherent joy it brings.

For example, rewards for low-interest tasks were found to enhance intrinsic motivation, and verbal rewards for high-interest tasks were also found to have positive effects on motivation and task interest. However, when rewards are tangible, offered beforehand, and linked to level of performance, they were found to have a negative effect on motivation.

HOW CAN WE TAP INTO INTRINSIC MOTIVATION FOR THE CHILDREN IN OUR CARE? A child’s intrinsic motivation system can be fostered right from the beginning, or as Sarah-Jayne tells us, as early as the embryonic stage. This is due to the influence of a child’s caregiving relationships on the development of motivation systems.

The EYLF tells us that “From birth, children communicate with others using gestures, sounds, language and assisted communication. They are social beings who are intrinsically motivated to exchange ideas, thoughts, questions and feelings, and to use a range of tools and media, including music, dance and drama, to express themselves, connect with others and extend their learning.”

Source: EYLF - Outcomes p.41

Sarah-Jayne suggests that in order to foster intrinsic motivation, we can role model desired behaviours, offer two choices to provide an element of control, pitch at the right level for the child’s ability, encourage curiosity, and promote autonomy and mastery for the inherent joy it brings. ​​It can also be helpful to break tasks down to smaller, more achievable goals, be open to mistakes occurring, and provide the child with a chance to give things another try. Providing attuned reflections and descriptive praise can also help promote a growth mindset.

WHAT DOES INTRINSIC MOTIVATION LOOK LIKE IN PRACTICE? Intrinsic motivation, an important part of Montessori, Reggio Emilia, Steiner, Waldorf, and Forest School philosophies, is now included in the Early Years Learning Framework. We spoke to three educators from diverse settings to find out how it works in practice.

INTRINSIC MOTIVATION TOWARDS CARING FOR OUR LAND Sandra Lenon works as an ELC Teacher at Firbank Grammar Early Learning Centre where the early learning program is influenced by the principles and practices of the Reggio Emilia approach. Sandra tells us their learning is connected with real life with a focus on teaching children the ‘whys’. An important part of this, she says, is making the right choice for a reason not a reward.

A current focus on sustainability in the four-year old room has included learning about correct disposal of various types of rubbish. This has been linked with Indigenous knowledge about land care and individual responsibility caring for the Earth with the children feeling pride that they are doing their part.

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INTRINSIC MOTIVATION FOSTERING SELF-CARE SKILLS FOR CHILDREN WITH ADDITIONAL NEEDS

INTRINSIC MOTIVATION IN STEM LEARNING AS EDUCATORS BECOME CO-LEARNERS

Working with children with additional care needs, Sarah Lewis, Lead Educator at Leor, uses intrinsic motivation in her work providing in-home child care. Sarah told us how she has supported the development of self-care skills through offering choice of the order of activities on the visual cue chart, involving the child in simple food preparation, providing attuned reflections and descriptive praise to encourage insight into their efforts, and incorporating the child’s interests and an element of fun into the task with songs and music.

Providing STEM-training for early childhood educators, Lena Hammond, Head Trainer at Little Scientists Australia, explains that their program is underpinned by the belief that children are intrinsically motivated to learn.

Mealtime challenges with a one-year old were addressed by introducing finger food to promote exploration and autonomy, along with modelling eating food, promoting mealtimes as a time of enjoyment with others, and incorporating familiar and calming music.

Sarah also shared tips regarding supporting children learning to use the toilet, including taking the child’s lead regarding individual readiness, providing encouragement and reflection on achievements, and promoting autonomy with reassurance that support is there if required.

Lena tells us that the trainers support educators to nurture “innate curiosity and joy of learning through play and inquiry-based experiences.” She tells us children are already exploring and seeking discovery, they don’t need or want to be told what to do or what to think – they want to figure it out for themselves! As part of this, Lena says educators are encouraged to become co-learners with children, kindling curiosity for discovering the world around them, and allowing children to take control of the learning process.

The EYLF tells us that “Viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn. This requires educators to respect and work with each child’s unique qualities and abilities.” Source: EYLF – Learning p.10

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WHAT IF YOU ARE STRUGGLING TO FIND WAYS TO TAP INTO A CHILD’S INTRINSIC MOTIVATION? Some argue that intrinsic motivation can’t be utilised if a child has no interest in a topic or activity, while others suggest you just need to know how to go about it.

“Children are confident and involved learners but if they’re not interested then they are going to display behaviour that reflects that,” says Lena from Little Scientists. “Every child is interested in something – it’s just figuring out what that something is and being able to use that interest to support children’s natural and innate motivation to learn,” she says.

Lena suggests observing and using attuned listening: “What topics are they interested in? How do they engage in dramatic play? What are they imagining in the construction corner?” She suggests asking questions to see what they already know about a topic and that this may spark ideas to explore further or even more questions.

Lena has seen how STEM projects harness the natural curiosity that motivates deep learning and tells us that at one centre interest in the SpaceX Crew Dragon launch inspired activities related to dramatic play, construction, literacy, and the arts, exploring ideas such as collecting rubbish from space, or finding a cure for COVID on Mars.

Intrinsic motivation is a powerful force in learning and development and when harnessed appropriately has the ability to lead to both deep-level learning and a lifelong love of learning. Now integrated into mainstream teaching theory, intrinsic motivation is an important consideration in current practices in early childhood settings to support children to reach their potential in both learning and behavioural outcomes at their own pace.

ABOUT GEMMA Gemma Patience is a parenting writer with many years of experience providing counselling, art therapy, and play therapy to children and families.

She has a keen interest in child development and the work of early childhood educators in helping children learn about themselves and those around them, and the world we share.

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RECHARGE, RECALIBRATE, RECONNECT 1-DAY ONLINE LEADERSHIP MINI CONFERENCE TUE 9 NOV, 9AM - 2PM | ONLINE

Are you suffering from ‘resilience fatigue’? Do you need the space to reflect and reconnect with like minded leaders and experts who can help you to re-set your focus and build strategies as we head towards a new year?

9.00AM

ALISON EARL, MINDSET AND BEHAVIOUR EXPERT Find out how to go from surviving to thriving with empathy, energy, and ease.

You will learn how to restore energy and adapt the resilience toolkit to better support yourself and your team through change and uncertainty.

Early education leaders have played a vital role in supporting Australian families. The CELA team have curated this energising one day online conference to support and inspire you. ⊲ RECHARGE: Find out how to beat resilience fatigue and restore energy with international positive psychology expert Alison Earl. ⊲ RECALIBRATE: Discover how to lead with heart and soul with Childspace founder Toni Christie, and learn how to identify stress and plan for wellbeing with BeYou consultant Trish Osgood.

How to Beat Resilience Fatigue

10.00AM

Break out room and reflection with Champions

10.30AM

Morning break

10.45AM

Leading with Heart and Soul TONI CHRISTIE, CHILD SPACE

Exploring the concepts ⊲ Courage: delivering and receiving feedback and dealing with conflict ⊲ Gratitude: living in gratitude and showing praise and thanks to others ⊲ Empowerment: nurturing leadership in others ⊲ Respect: work life and self-care

⊲ RECONNECT: Share personal stories and experiences with peers in a supportive and safe space.

SPEAKERS ⊲ Alison Earl, Mindset and behaviour expert ⊲ Toni Christie, Director and co-founder of Childspace, leadership expert ⊲ Trish Osgood, Be You consultant

11.45AM

Break out room and reflection with Champions

WHEN Tuesday 9th November, 9am - 2pm

12.15PM

Lunch 30 min

WHERE Online

12.45PM

Planning for Wellbeing

TRISH OSGOOD, BEYOU CONSULTANT

WHO SHOULD ATTEND? Early Education and OOSH Directors and Leaders

Learning how to Identify stress and what it does to the brain and how we can plan for our own wellbeing

WHAT WILL YOU GAIN? You will come away with a renewed confidence and the skills to navigate through future change and uncertainty.

You will also receive a copy of the CELA Wellbeing Tool Kit that you can use to inspire your teams.

1.45PM

Questions

2.00PM

Finish

FIND OUT MORE AND BOOK www.cela.org.au/recharge-recalibrate-reconnect-conference RATTLER ISSUE 136 | NOVEMBER 2021 | 19

Broadside COMMUNITY EARLY LEARNING AUSTRALIA NEWSLETTER

6 OCTOBER 2021

WHY VENTILATION IS VITAL CELA's advocacy plus OzSAGE experts answer our questions

BY TRACEY LONG, CELA WRITER

Ventilation should be on every service's COVID safe plan.

Occupational hygienist Kate Cole and built environments expert Adjunct Professor Geoff Hanmer of high profile science group OzSAGE provide clarity around important questions pertaining to ventilation and air quality in our sector while we await a response to questions we have raised about the matter with government.

According to news outlets, in early October The Department sent out a tender for air purifiers with high-efficiency particulate air (HEPA) certified medical-grade filters to be used in the state’s classrooms to help mitigate COVID-19 transmission when students return to school1.

As a peak body, we are equally concerned about ventilation and safety in our early education and care (ECEC) services and believe that in order to ensure the safest environment for children and educators, ventilation should be on every service’s COVID safe plan.

“

As part of our advocacy and provision of clear information to our members and the wider sector, we believe that urgent guidance and clarity on this topic is needed,” says CELA CEO Michele Carnegie. “I am urging the government to include our sector in their planning and advice and have written a letter to Sarah Mitchell, Minister for Education and Early Childhood Learning, seeking guidance around best practice, which we are yet to hear back on.

“While the Delta strain is circulating amongst the community, we need to apply multiple layers of defence to protect children and the workforce. The Doherty Report estimates 276,000 Australian children will be infected in the first six months after reopening in the most likely scenario, with 2,400 hospitalisation, 206 ICU admissions and 57 child deaths in that time.2” 1 www.smh.com.au/national/nsw/nsw-education-department-scopes-10-000-air-filtersahead-of-return-to-school-20210929-p58vun.html 2 www.doherty.edu.au/uploads/content_doc/DohertyModelling_NationalPlan_ including_adendmum.pdf

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Why is ventilation important?

We know that COVID-19 is airborne — this means that it can spread by aerosols suspended in the air.

The virus that causes COVID-19 spreads more readily indoors than outdoors. Evidence has also shown that viral particles spread between people more readily indoors than outdoors.

“

When lots of people are in an indoor space, a focus on indoor air quality is crucial in preventing transmission of COVID-19,” says occupational hygiene and ventilation expert Kate Cole of OzSAGE. “That’s because when we breathe, talk, sing, shout, cough or sneeze we produce very small droplets called aerosols. If someone has COVID-19, then those aerosols will contain the SARSCoV-2 virus. Aerosols can stay in the air, build up over time, and travel large distances. Ventilation helps remove contaminated air containing aerosols and delivers fresh air from outdoors into our indoor spaces, thereby reducing the risk of infection."

OzSAGE is calling for a “Ventilation and Vaccine-Plus” strategy for safely lifting COVID-19 restrictions, including urgent ventilation upgrades for schools and businesses, vaccination of children, continued mask wearing and thirddose booster vaccines for front-line health workers.

“

We have many members operating early education and care in vulnerable communities,” says CELA CEO Michele Carnegie. “Regional and remote communities are more vulnerable, given that they have fewer health services and the tyranny of distance to access care.

Aboriginal communities are particularly vulnerable to COVID and getting severe disease and there is often a high percentage of children under 12 in the community, resulting in a much higher proportion of the community that will remain unvaccinated. In addition to this, many of our members educate children with disabilities and health conditions.”

an indoor space, avoid crowded or noisy indoor spaces as: a crowd generates more droplets and aerosolised particles and noisy spaces encourage people to shout or talk loudly, increasing the generation of aerosolised particles, and therefore the risk of transmission of COVID-19.

Indoor ventilation can be most easily improved by opening doors and windows. Other ways to safely improve ventilation include to: ⊲ Avoid directing fans towards children’s faces, aim them continuously towards the ceiling or floor. ⊲ Limit oscillation and turbulence of fans. ⊲ Regularly inspect, maintain and clean heating, ventilation and air conditioning (HVAC) systems. ⊲ Avoid using only recirculated air in HVAC systems, and increase the outside air intake. ⊲ Consider disabling ventilation controls with automated settings that reduce air supply based on temperature or occupancy. ⊲ Ensure exhaust fans are operational if in place.

If you can’t modify the ventilation or choose an outdoor location you could consider: ⊲ Reducing the number of people in an indoor space at any one time by splitting children into groups and encouraging them to use different areas around the centre. ⊲ Reducing the length of time that children spend indoors all together.

Source: education.nsw.gov.au

Kate notes that in general, most of these recommendations would help to improve indoor air quality. However, she has concerns around the inclusion of fans in the Government’s advice, noting that: “Fans will only push contaminated air around indoors unless there is a place where the air can be expelled outside and fresh air can be provided inside.”

The importance of checking air quality What OzSAGE thinks of The NSW Department of Education’s recommendations around ventilation The NSW Department of Education currently recommends the following actions be taken for ECEC services in relation to ventilation: ⊲ Use outdoor settings wherever possible. In most cases, outdoor settings have better natural airflow than indoor areas.

Kate suggests that a key element that has been missed relates to checking the air quality within ECEC services, stating that this can be done through engaging mechanical engineers or occupational hygienists to help determine if all indoor spaces are adequately protected, or through simple tools to enable facilities to check their rooms themselves using CO2 monitors.

OzSAGE has released advice on Safe Indoor Air which is a useful start for services to reference.

⊲ Use large, well-ventilated indoor spaces. If you must use

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When should HEPA grade air purifiers be employed, and are they effective?

Can services continue to use an evaporative cooling system?

“Air purifiers fitted with high-efficiency particulate air (HEPA) filters are a very effective way of removing aerosols from the air,” confirms Kate, who says that they are a practical solution to situations where indoor ventilation can’t be otherwise improved.

Direct evaporating cooling systems will take air from outside, cool it via evaporation, and bring it indoors. Because that increases the rate of ventilation indoors, Kate says that these systems can help to reduce the risk of infection. “However, they shouldn’t be confused with portable evaporative cooling systems as those do not typically supply outdoor air.”

Air purifiers consist of a fan and a layered filter, and work by pulling in air from within a room and filtering out the aerosols before returning clean air to the room. HEPA filters can trap very small particles that are invisible to the naked eye such as dust, smoke, mould and respiratory aerosols. Studies3 suggest that some HEPA filters can remove up to 99.97% of particles of over a certain size.

However, she suggests that in order for them to be effective, it’s very important to make sure that the unit used is sized to the space correctly. Most models will list a recommended room size in their specifications.

It’s important to remember that while air cleaners provide filtration they do not provide fresh air. It’s optimal to combine them with improved ventilation, as outside air can help to dilute aerosols, like virus particles.

Can existing re-circulating air-conditioning systems be rectified to improve ventilation?

Many ECEC services rely on re-circulating air-conditioners for ventilation, and members may be wondering if they can be made COVID safe through rectification.

The short answer is no.

Kate notes that re-circulating air conditioning systems will simply re-circulate contaminated air, and that “The key is to bring in outdoor air into the space and have a way to push out contaminated air.”

3

www.sciencedirect.com/topics/engineering/high-efficiency-particulate-air-filter

Air quality monitoring and HEPA purifiers will be vital for internal rooms with no access to external ventilation Many services have internal rooms with no access to external ventilation such as doors and windows. These often function as staff rooms or rooms where babies sleep. Many of these rooms are likely to use re-circulating air conditioning units, which can increase the likelihood of aerosols spreading.

Kate again notes that in these cases it would be of benefit to consult with a mechanical engineer to work out how to increase the amount of outdoor air being brought in along with the volume of air that needs to be provided through an HVAC purifier system.

“Carbon dioxide (CO2) monitors are a useful tool to help assess whether there’s good ventilation in an indoor space,” Kate confirms. “Simple measurements can be collected inside a room with a small hand-held monitor. If the concentrations of CO2 are higher than 800ppm, you can look to reduce the number of people inside the space and increase the amount of fresh air being brought inside. If that’s not practical, then bringing in portable HEPA filter air purifiers is a great way of improving indoor air quality.”

Note regarding ventilation and construction regulations: OzSAGE’s Geoff Hanmer, Adjunct Professor at the University of Adelaide and Managing Director ARINA architecture and planning reminds us that under the National Construction Code (NCC), staff rooms and cot rooms should be provided with ventilation.

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“

If they are not, the rooms are illegal as they do not comply with the provisions of Section F of Volume 1 of the NCC. Childcare centres are Class 9b buildings under the provisions of the NCC, but have often been converted from Class 1 buildings, which are in Volume 2. From experience, adapted buildings and many new childcare centres have poor compliance with the NCC. If there are no openable windows the NCC requires that there should be a mechanical ventilation system that complies with AS 1668.2. If there is not, the building is in serious breach of the NCC. Mechanically ventilated rooms can be measured in the same way using a CO2 monitor as naturally ventilated rooms. Only store rooms or plant rooms are permitted to be provided with no ventilation; these may have been converted to other uses at some stage without anyone getting a Construction Certificate.”

Do the National Regulations need to be reviewed?

The EDUCATION AND CARE SERVICES NATIONAL REGULATIONS - REG 110 states the following in regard to ventilation and natural light in ECEC services:

because they are more accurate, more durable or better able to be connected to recording devices. Prof Hanmer says that accuracy (and therefore spending more on more accurate models) is not essential for this purpose.

The OzSAGE advice on ventilation is available here.

Have you considered bathrooms and nappy change stations?

Prof Hanmer notes the importance of ensuring that toilets and nappy change tables are operated to minimise transmission because of virus shed in faeces.

“

This requires additional attention to ventilation, plus precautions when flushing toilets or disposing of nappies to reduce the risk of ’toilet plume’. Staff should be very cautious in these environments and wear N95 masks or respirators as children can shed virus for some time after they test negative following infection.”

Open windows and fresh air are best practice, but for some it will be a balancing act

2. have adequate natural light; and

The NSW Department of Education is currently focusing on 'natural' ventilation such as open windows. We are mindful that many early education services are located in areas where open windows and predominantly outdoor programs are not always possible. This could include extreme heat, dust storms, extreme cold and danger of pollution due to proximity to main highways.

3. are maintained at a temperature that ensures the safety and wellbeing of children.

In Prof Hanmer’s opinion, the solution depends on striking a balance between competing risks.

We question whether these standards are sufficient in light of COVID and have asked the government to undertake a review.

“If it is dangerous or impractical to ventilate the building adequately, it does not comply with the regulations,” says Prof Hanmer. “The designer of the centre should respond to the conditions that impact the centre and if they have not, one option is to provide a retrofitted HEPA filtered mechanical ventilation system or operate standalone air purifiers with a HEPA filter to remove contaminants including virus from the air.”

The approved provider of an education and care service must ensure that the indoor spaces used by children at the education and care service premises: 1. are well ventilated; and

Prof Hanmer notes that the regulation may suffice “if ‘good ventilation' is defined sufficiently”.

OzSAGE is suggesting the use of CO2 monitors to check ventilation levels; a serviceable portable CO2 monitor will cost between $80 and $200 with some models costing more

“The key is to bring in outdoor air into the space and have a way to push out contaminated air.”

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What we are advocating for

From OzSAGE:

Vaccination, cleaning, hand washing, wearing masks and staying home with even the slightest sign of illness, provide multiple layers of protection for early education environments; making indoor air safer through ventilation is a vital layer that we need to address. CELA urges the government to include our sector in further guidance and clarity around this topic.

“We aim to be an additional resource for federal and state governments, opposition, business, community and non-government agencies in Australia. We will formulate independent advice on public health, health systems and other policy matters relevant to COVID-19 control, with diverse and multidisciplinary perspectives. We will provide decision support, underpinned by the best scientific evidence, modelling and other research, to inform the choice between policy alternatives. We will be agile and responsive in providing rapid advice during emergencies. We are guided by the values of respect, diversity and inclusion, justice, equity, transparency, authenticity, compassion and solidarity.

“

As a peak body, we are incredibly concerned about ventilation and safety in our early education and care services as we prepare for large-scale reopening and higher participation,” says Michele Carnegie, CELA CEO. “We are seeking urgent guidance on best practice beyond accessing fresh air, including the use of existing air-conditioning units, CO2 monitors and air purifiers, so as services can operate COVID-safe across the seasons.

Some services may need to close off internal rooms and reconfigure services in the interest of COVID safe environments. This is likely to result in a capital cost and impact the viability of services who may also need to reduce the number of children who can attend the service. Services need to be provided with clear information, from reliable sources, so as they can manage risk and plan for identified modifications."

“We use the precautionary principle, ethics, real-world examples and understand that recommendations may change over time as evidence or needs change. Ventilation and "Vaccine-Plus' are the pillars of safe lifting of restrictions.

“Plus” refers to testing, tracing, masks and other nonpharmaceutical strategies. Ventilation is about providing safe air and mitigating airborne transmission in high-risk settings (borders, health and aged care), in our schools, workplaces, social venues and homes.”

About Kate Cole Kate is an Occupational Hygienist, AFR Top 100 Women of Influence, Churchill Fellow and passionate advocate for worker health & safety.

There is a valid case for financially assisting ECEC providers through the transition, specifically including our sector in the NSW Government's air ventilation review process, and providing funding for rectification and any potential capital works or reduction in fee revenue.

She has been supporting the COVID-19 pandemic in a voluntary capacity through providing specialist expertise on ventilation, respiratory protection, and health and safety more broadly.

We will continue to update you as information becomes available.

About Adjunct Professor Geoff Hamner

About OzSage OzSAGE is a multi-disciplinary network of Australian experts from a broad range of sectors relevant to the well-being of the Australian population during and after the COVID- 19 pandemic to assist the safe opening up of Australia.

Geoff is Adjunct Professor at the University of Adelaide and Managing Director ARINA, an architectural consultancy specialising in buildings and campuses for tertiary education.

He has been active in researching and writing on the issue of construction quality, particularly for multi-unit housing, and has been regularly interviewed on radio and television about this ventilation in relation to the COVID-19 pandemic as a member of OzSAGE.

Members, with information changing rapidly, please stay up to date with COVID related news and advice via our Member News page.

VIEW THE LATEST UPDATES

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COVID-19 MEMBER UPDATES & RESOURCES CELA understands the pressure members are under as they navigate complex operating environments with frequent updates and changes. We are committed to providing our members with the most current COVID-19 information, with evolving daily updates via our COVID Member news page and resources.

COVID-19 SAMPLE RESOURCE POLICY

COVID-19 RESOURCE

Staffing Arrangements during COVID-19

COVID Vaccination Status Log

According the NSW Health Order (COVID19 Vaccination of Education and Care Workers), all education and care workers must not carry out relevant work on or after 8 November 2021 unless they have either received a double-dose of an approved COVID-19 vaccine; or have been issued with a medical contraindication certificate.

QUALITY AREA 4: STAFFING ARRANGEMENTS QUALITY AREA 7: GOVERNANCE AND LEADERSHIP

Introduction Occasionally reduced participation by children at services may result in, educators not required to work at the service or may do so on a rotational basis. A number of educators may have health matters that prevent them from attending work. In the event of a prolonged forced closure, whole teams may be working from home.

We provide you with some great ideas on how to make working from home productive in our Amplify! article here www.cela.org.au/2020/03/31/productive-team

The Minister of Health has directed that a ‘responsible person’, that is, an employer or a person who carries out employer functions on behalf of an employer, must take all reasonable steps to ensure that education and care workers comply with the order. Further information is available at the NSW Department of Education.

The NSW Department of Education’s “COVID19 Safety in Early Education and Care Services: Guidance” stipulates that Approved Providers/Employers maintain a record of staff (including all volunteers, contractors, FDC educators etc who attend on site) vaccination status. Approved Providers/Employers are required to sight this status and maintain a log, including if applicable that they have sighted a staff member’s medical contraindication certificate.

The approved provider should ensure there is a policy in place to address how they respond to staff with medical contraindications.

This log will be maintained and kept secure and confidential by the Approved Provider or Nominated Supervisor.

VACCINATION STATUS LOG TEMPLATE Employee/ Volunteer/ Contractor Name

Position

Received 2 doses of COVID19 vaccine? (Y/N)

If no, approved medical contraindication form sighted? (Y/N)

Expiry date of medical contraindication certificate (if applicable) (dd/mm/yy)

Date vaccination certificate/contraindication form sighted (dd/mm/yy)

Sighted by (Approved Provider or Person in Charge)

Position

Signature (Approved Provider or Person in Charge)

You can access a blank log here.

DOWNLOAD

SAMPLE LOG:

We have also compiled some considerations for you below that focus on:

NAME OF EMPLOYEE/ VOLUNTEER/ CONTRACTOR / CLEANER / MAINTENANCE STAFF / OTHER WORKER ON SITE

⊲ Setting priorities ⊲ Service considerations ⊲ Resourcing remote workers ⊲ Setting expectations ⊲ Home office work, health and safety

POSITION / ROLE ON SITE

RECEIVED 2 IF NO, APPROVED DOSES OF COVID19 MEDICAL VACCINE? (Y/N) CONTRAINDICATION CERTIFICATE SIGHTED? (Y/N)

EXPIRY DATE OF MEDICAL DATE VACCINATION CONTRAINDICATION CERTIFICATE / CERTIFICATE (IF CONTRAINDICATION APPLICABLE) (DD/MM/YY) CERTIFICATE SIGHTED (DD/MM/YY)

SIGHTED BY (APPROVED PROVIDER OR NOMINATED SUPERVISOR)

POSITION

SIGNATURE (APPROVED PROVIDER OR NOMINATED SUPERVISOR)

⊲ Security and confidentiality ⊲ Wellbeing ⊲ Communication

UPDATED 30 June 2021

MEMBER NEWS - COVID-19 INFORMATION & ADVOCACY

PAGE 1

STAFFING ARRANGEMENTS DURING COVID-19

COVID-19 Risk Assessment Tool

SAMPLE POLICY

©2021, Community Early Learning Australia (CELA). All rights reserved.

Reproduction and distribution of this material without written consent from CELA is forbidden.

COVID VACCINATION STATUS LOG

SAMPLE CHECKLIST

COVID-19

Communicating with parents

Dealing with Infectious Diseases

CELA has created this tool to act as a risk assessment in the context of COVID-19.

The tool will help you to navigate through a number of COVID-19 related scenarios, outlining hazards, risks, likelihood and potential control strategies.

COVID–19 (CORONAVIRUS)

This risk assessment may be supported by the development of a COVID Safety Plan. Services are advised to check requirements and recommendations from their relevant Regulatory Authority and state health authority and develop a safety plan in collaboration with employees.

QUALITY AREA 2: CHILDREN’S HEALTH AND SAFETY

QUALITY AREA 2: CHILDREN’S HEALTH AND SAFETY QUALITY AREA 6: COLLABORATIVE PARTNERSHIPS WITH FAMILIES AND COMMUNITIES

Potential Emergency Situation: The service is directed to close by their health authority.

Hazards

Risks

The service can no longer provide education and care.

⊲ Correct communication does not occur in the event the service is closed.

Likelihood

⊲ Correct communication does not occur when the service reopens. ⊲ Cleaning and disinfection procedures are not implemented.

Unlikely

Risk Rating Severe

The unprecedented impact of COVID-19 is an opportunity to revisit our National Quality Standards and ensure that, as well as responding to trusted sources of information and direction, we align our decisions and practices with our guiding frameworks.

Coronaviruses (CoV) are a large family of viruses that cause illness ranging from the common cold to more severe diseases. A novel coronavirus (nCoV) is a new strain that Control Strategies has not been previously identified in humans. COVID-19 is the infectious disease caused by the most recently discovered coronavirus. This new virus and disease were unknown ⊲ The service implements a process to rapidly communicate with families, staff, volunteers, beforevisitors, the outbreak began in Wuhan, China, in December 2019.” (World Health Organisation)

QA2 2.1.2 states “Effective illness and injury management and hygiene practices are promoted and implemented”.

contractors, allied health staff and any other stakeholders such as anyone you may share the premises with the Regulatory Authority and the local public health unit. This will be implemented in line with instructions Policy Statement from the health authority.

Exceeding theme 3 states “Practice is shaped by meaningful engagement with families and/ or the community”.

Our education and care service is committed to providing a safe and healthy environment that

Principle 2 of the Early Years Learning Framework and Framework for School Age Care reinforces the importance of working in partnership with parents and engaging in shared decision making.

⊲ The service will notify their Regulatory Authority by submitting a Notification of Incident (I01) form through reduces the chance of being infected or spreading COVID-19. In recognition of the rapid spread the National Quality Agenda IT System (NQA ITS) within 24 hours. ⊲ When the service is re-opened, a notification will be submitted through the NQA ITS. ⊲ The service will notify their WHS regulator for their state of territory: www.safeworkaustralia.gov.au/whs-authorities-contact-information

of this disease and the ongoing release of information from authorities, our service needs to respond swiftly and correctly to advice from authorities.

In a time of ‘social distancing’ we face a challenge to maintain focus on relationship building.

Use the following checklist to help you plan and initiate practices that are guided by the NQS and EYLF/MTOP while helping you to build partnerships with families and the broader community.

Goals / What are we going to do?

Our service will apply measures that prioritise health and safety, including:

⊲ The service will ensure that they have up-to-date emergency contact details in the NQA ITS and current Implementing vigilant hygiene practices that prevent the spread of infectious diseases, contact details for all children and stakeholders. This information may assist the state⊲and territory public including COVID-19 health unit if they need to follow up with the service at a later time. ⊲ The service will work with the public health unit to undertake contact tracing. ⊲ The service will follow the health authority’s and WHS regulator’s cleaning guidance.

Checklist to help build partnerships Access trusted sources of information on a daily basis so that you are informed and knowledgeable, including Australian Department of Health, Regulatory Authority, Public Health and Fair Work Ombudsman.

⊲ Encouraging good health and sanitation ⊲ Monitoring sources of public health information

Communicate the latest information with educators so as they are reliable

⊲ Implementing all measures recommended by authorities and

sources of knowledge

⊲ Educating and informing our community with current and trusted information.

Last updated: 28 JUN 2021 CELA COVID-19 RISK ASSESSMENT TOOL | PAGE 1

UPDATED: 28 JULY 2021

COVID-19 RISK ASSESSMENT TOOL

AND REMEMBER, WE ARE ONLY A PHONE CALL AWAY

PAGE 1

Develop a COVID-19 policy then communicate and implement this diligently

PAGE 1

DEALING WITH INFECTIOUS DISEASES COVID–19 (CORONAVIRUS) POLICY

UPDATED: 30 JUN 21

COVID-19 COMMUNICATING WITH PARENTS

VIEW MEMBER COVID-19 RESOURCES WWW.CELA.ORG.AU/MEMBER-RESOURCES/COVID-19

1800 157 818 | MEMBERSHIP@CELA.ORG.AU | WWW.CELA.ORG.AU

RATTLER ISSUE 136 | NOVEMBER 2021 | 25

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THE HALO EFFECT AND WHY EDUCATORS SHOULD BE AWARE OF IT

BY TRACEY LONG, CELA WRITER

We recently received a call from a CELA member who asked our sector experts about the ‘Halo Effect’ in relation to early education and care. The call resulted in a great discussion among our team of early education specialists.

This article aims to help readers become familiar with the halo effect and the potential impact it can have on how other educators feel and think about a child.

We explore how to recognise it within your setting and suggest strategies to avoid the halo effect becoming a part of your practice and impacting individual children's sense of identity and self.

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The halo effect can distort the way we see a child’s behaviours and abilities, and lead to educator bias

WHAT IS THE HALO EFFECT? The halo effect is a social bias that affects people’s decisions and judgements. It’s one of over 180 recognised cognitive biases, describing how people’s overall perceptions of someone can be affected by positive or negative traits.

The term ‘halo effect’ was coined in 1920 by Edward L. Thorndike, an American psychologist. It’s based on Thorndike’s observations of military officers during experiments that involved men ‘ranking’ their subordinates.

Before the officers even communicated with their subordinates, Thorndike had the superiors rank them based on character traits which included leadership ability and intelligence. Thorndike noted that positive and negative traits formed by the officers were based on unrelated traits that had to do with physical impressions.

For example, a tall and what was perceived to be ‘attractive’ subordinate was thought of as being the most intelligent. He was also ranked as ‘better’ overall than the others.

Thorndike found that physical appearances are the most influential in determining our overall impressions of another person’s character.

The overall basis of Thorndike’s theory is that people tend to create a general impression of someone’s personality or characteristics based on one unrelated trait, but it doesn’t have to be a physical one.

Subsequent, related studies have shown how the halo effect can impacted us at many crucial points of our lives including:

EXAM MARKING In his book ‘Thinking Fast and Slow’, psychologist Daniel Kaneman recalls how the sequence of his marking as a professor was likely influenced, and biased, by the first essay a student completed.

He admits it would be possible that he had unconsciously placed a positive ‘halo’ on the papers of those who had previously scored well, making him more likely to give them the benefit of the doubt when marking subsequent papers.

TEACHER PERCEPTIONS OF BULLYING A 2021 study published in Social Development journal looked at how the halo effect can have an impact on the way teachers think about bullies and victims in a school context.

Researchers found that students who

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were perceived as aggressive were more likely to be recognised as bullies by their teachers, while students who were perceived as popular were unlikely to be recognised as victims of bullying.

EXPECTATIONS A research study published in Contemporary Educational Psychology journal indicated that teachers have negative expectations for children 'labelled' with mental or behavioural disorders. This bias was found to be sufficient to cause teachers to misinterpret actual child behaviour, resulting in a negative halo effect.

HOW COULD THE HALO EFFECT APPLY IN EARLY EDUCATION AND CARE? The halo effect can distort the way we see a child’s behaviours and abilities, and lead to educator bias impacting how other children and educators feel and think about the child, and eventually on how the child feels about themself.

CELA Early Education Specialist and former Preschool Director Kate Damo shares that she has witnessed unintended biases by teachers who may favour the ‘cute’ or the more verbal children.

“Educators may be naturally drawn to children with good communication skills as they get feedback from them easily,” shares Kate. “If a child is polite and engaging, from my experience, they may be more likely to receive favourable attention from educators.”

Kate believes that the effects of this sort of bias and being overlooked by their educators can have long term effects on the children’s sense of self worth and confidence, including feelings of inferiority. On the flip side, the children receiving the extra attention may develop an understanding that their self-worth is dependent upon a certain trait that they perceive is valued and rewarded by the educators.

Other examples that may occur in an ECEC context include:

Unconscious bias is all about our impression, rather than a view formed through facts

FRIENDSHIPS AND POPULARITY Children can perceive others with certain physical attributes and material possessions as more popular

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and fun, which in turn builds their popularity.

EDUCATOR JUDGEMENTS Some educators may judge children based on characteristics like their appearance and personality — for example assuming a shy or well mannered child couldn’t be a bully, or keeping a close eye on a child who is loud and aggressive, and assuming they are always the instigator of bullying. We can miss behaviours that don’t concur with our established view of a child.

LIMITING OR UNFAIRLY IMPROVING OPPORTUNITIES A child who has difficulty sitting still could miss out on opportunities to complete a jigsaw puzzle or undertake a more complex craft activity if educators unconsciously set limits based on the halo effect of the trait.

On the flip side, if we’ve seen a child achieve something great in the past, the halo effect may mean that we give them even more chances to achieve great things in the future.

WHAT WE CAN DO ABOUT IT Knowing what the halo effect is and how it can impact your thoughts and behaviours towards children is a great first step. Since the halo effect theorises that people are quick to judge others based on first impressions, it’s helpful to slow down your thought process. Think about the children in your group, become aware of your own biases and identify potential unintended halo effect interactions with children.

“Unconscious bias is all about our impression, rather than a view formed through facts,” shares Jennifer Moglia, CELA Early Education Specialist.

The educators guide to the EYLF (page 12) encourages us to think about: ⊲ How are we holding high

expectations that all children will be successful learners? ⊲ How are we striving for effective and equitable ways, ensuring that each child has opportunities to achieve the Learning Outcomes?

We should also ensure that programming and planning is shared amongst all staff, or rotated consistently. This way the child has opportunities to develop close relationships with a range of staff.

Reflect on the importance of inclusivity, what barriers are we removing for all children and families to access our service and program?

Regularly look at the big picture — in your programming, your photos and your observations, are certain children represented much more frequently than others? Is this an indication of time that needs to be spent building quality relationships with others?

Reflect on why this may be the case and question how more attention may be placed elsewhere to ensure all children are considered in your

programming and planning.

Jennifer suggests that we should critically reflect on what we are seeing – asking ourselves what we think we are seeing, and why we might be seeing it this way. Could there be another explanation – and how can you be sure?

Are you making assumptions? What are these assumptions based on?

“Be mindful that, if you are inadvertently judging a child, their peers may be too,” suggests Jennifer.

“Think about what you can do to reduce bias in an environment – for example mixing around groups for activities, changing activities so different children have a chance to take on a different role and to excel.”

It’s natural to view the world through the lens of our own experiences, and our cultural background, but giving every child an equal chance to thrive is an integral part of our role in early education and care. The good news is, we can all recognise and overcome bias, it just takes awareness, consideration and careful reflection.

KEY TAKEAWAYS: ⊲ The halo effect is a social bias that affects people’s decisions and judgements. ⊲ The overall basis of the theory is that people tend to create a general impression of someone’s personality or characteristics based on one unrelated trait, but it doesn’t have to be a physical one. ⊲ The halo effect can distort the way we see a child’s behaviours and abilities, and lead to educator bias impacting how other children and educators feel and think about the child, and eventually on how the child feels about themself. ⊲ Knowing what the halo effect is and how it can impact your thoughts and behaviours towards children is an important first step to removing it. ⊲ Since the halo effect theorises that people are quick to judge others based on first impressions, it’s helpful to slow down your thought process.

⊲ Think about the children in your group, become aware of your own biases and identify potential unintended halo effect interactions with children. ⊲ Ensure that programming and planning is shared amongst all staff, or rotated consistently. ⊲ Reflect on the importance of inclusivity; what barriers are we removing for all children and families to access our service and program? ⊲ Regularly look at the big picture — in your programming, your photos and your observations, are certain children represented much more frequently than others? Is this an indication of time that needs to be spent building quality relationships with others?

Reflect on why this may be the case and question how more attention may be placed elsewhere to ensure all children are considered in your programming and planning.

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EARLY EDUCATION RESEARCH FROM AUSTRALIA AND AROUND THE WORLD INSIGHTS FROM MEGAN O'CONNELL, POLICY AND RESEARCH ADVISOR

FROM BIRTH TO THREE: EXPLORING EDUCATORS’ UNDERSTANDINGS OF AGENCY Burr, T. Degotardi,S. AJEC September 2021

This research contributes to our understanding of children’s agency, and in particular the challenges of understanding and supporting agency in babies and infants. Researchers invited 15 educators from Brisbane long daycare services to participate in an interview study and an artefact analysis. Three conceptions – descriptions or ways to think about agency, were identified.

Choice was a key conception, with educators articulating that they provide children with the space and opportunity for choice: I like to give them as much free choice — free — instead of me telling them what they should be playing with, I like to give them lots

of options to choose what they’re interested in. – Anna At other times choice was limited to how a child participated, like the choice of colours.

The journal activity — where educators kept a journal reflecting on children’s agency, enlightened educators on the extent to which they consider or do not consider children’s agency and whether they consider children as capable learners that can initiate activities.

Educators talked about difficulties in expressing what agency is. However, many educators were able to describe a process of stepping back and enabling children to have more time to explore and achieve success without adult intervention.

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The power dynamics of an educator and child relationship were also discussed, including the need to be cognisant when you ask a question, wait for an answer and respect the answer. This proves challenging in some circumstances – such as when asking to change an infant’s nappy, if the child says ‘no’.

The research highlights opportunities for improved pedagogy through reflection and collective learning to improve understandings of agency in very young children, and to support practices to meaningfully engage young children in decision making as agentic beings.

Find out more: journals. sagepub.com/doi/ abs/10.1177/18369391211041775

TRANSITIONING FROM PRIMARY-GRADE CLASSROOMS TO INFANT/TODDLER ROOMS: EARLY CHILDHOOD PRESERVICE TEACHERS’ GROWTH AND CHALLENGES Jeesun Jung, Susan Recchia & Jennifer Ottley (2021) Journal of Early Childhood Teacher Education, 42:3, 245-264, DOI: 10.1080/10901027.2020.1735585

This study provides insights into the challenges faced by preservice teachers who are educated in 0-8 courses and expect to become primary school teachers, in adapting to an early childhood environment.

The study draws on the limited existing evidence base, including into the realities of education in quality early education settings.

Key differences between schools and early childhood settings may include the need in early childhood education for continual observation, to build relationships with each child as an individual and to respect and follow a child’s interest.

Nine preservice teachers and seven head teachers who acted as mentors took part in the research which was qualitative in nature and included interviews, staff meetings and course related journal reflections. Researchers found that many students were reluctant to be placed in an early years setting, seeing the role as babysitting rather than education.

Once on practicum, they found the emergent nature of education unpredictable: “It’s hard to tell when I need to intervene and how to handle those situations or when I just need to step back and let them handle it on their own.” (Liz-Interview) Students needed to adapt and shift their planned activities in line with children’s interests, and required a great deal of agility compared to their previous experiences delivering a planned primary school curriculum: “[My role is] finding the right balance of what we can start them

out with, and then, where they would go from there to see how we could expand on it, and keep it going” (Kylie-Interview) Over time students became more fascinated with the children, noticing them as capable individuals who are all at different points in their developmental trajectory. They needed to focus on knowing and observing younger children more than school children, so they could understand what they were interested in and needed help with. Students developed skills in observation which they reflected would support them regardless of education setting.

At the conclusion of their placement, students reflected that they had grown professionally, including building skills in observation and reflection and developing their capacity to be intuitive and adaptable in response to children’s needs and interests.

The students understood and appreciated the unique complexity of working in an early childhood environment.

The study has relevance to Australia where many courses are birth to eight or birth to twelve, and recent ACECQA changes which enable a teacher with a certificate III in ECEC to be recognised as equivalent to an Early Childhood Teacher. It provides insights to what school teachers retraining may think and experience. It also highlights the continual challenge in showcasing employment in ECEC as education rather than childminding, and the potential benefits in promoting the cognitive complexity of working in an early learning environment.

Find out more: www.tandfonline.com/doi/abs/10.

1080/10901027.2020.1735585

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THE LONG-TERM EFFECTS OF UNIVERSAL PRESCHOOL IN BOSTON Guthrie Gray-Lobe Parag A. Pathak Christopher R. Walters Working Paper 28756

This study adds to our understanding of the long term effects of preschool by using a randomised research design to estimate the impacts of preschool on post-secondary outcomes in Boston, Massachusetts. It considers more than 4,000 4-year-olds who were randomly assigned, or not assigned, to preschool between 1997 and 2003.

It should be noted that the preschool program was intensive — 6 hours per day for 180 days per year (1,080 hours) in comparison to Australia’s 600 hours in the year before school.

The study finds that enrolment at preschool improves outcomes such as graduation from high school (providing a 6 percentage point increase), SAT test outcomes (9 percentage point increase) and college admission.

Similar to other analyses, such as of the Head Start program, it finds that there are minimal impacts on academic grades throughout elementary, middle or high school, although there is an impact on student behaviour with less likelihood to be suspended or incarcerated. The effects of preschool are found towards the end of school with preschool attendees likely to fare better academically, and less likely to be engaged in criminal activity. This was particularly the case for boys.

This research provides insights relevant to the Australian context as we look to embed preschool performance measures in our system. It confirms earlier research that test scores may not be impacted by preschool attendance but that the non-score effects of preschool, particularly behavioural, support school completion and ongoing education success. It reaffirms the importance of preschool to all children, but particularly those most vulnerable and least likely to complete education.

Find out more: www.nber.org/papers/w2875

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PHYSICAL ACTIVITY WITHOUT THE STAR JUMPS

How we can integrate a play-based approach

BY DR YESHE COLLIVER

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While health departments are fighting the obesity epidemic from early in life, educators are under increasing pressure to incorporate physical activity into as much of the program as possible. This article may assist educators to inspire children to initiate more physical activity, sustained over longer periods, which may result in longer lasting outcomes.

t the same time that health departments across the country are battling the obesity epidemic from early in life (Delaney et al., 2019), educators are under increasing pressure to incorporate as much physical activity into the daily program as possible. But more often than not, interventions to increase physical activity are adult, rather than child-led, which sits uncomfortably with the play-based approach of our national curriculum framework (DEEWR, 2009), and the long history of early childhood education and care (ECEC).

A

Yet, there are ways that physical activity can be increased without contravening the play-based ideology of the Early Years Learning Framework (EYLF). A recent comprehensive scoping review (Mak et al., 2021) found that ‘fun and enjoyment’ were a central feature of effective interventions, following another large analysis of all interventions in ECEC (Gordon et al., 2013), which showed that including unstructured play was a key feature of successful interventions.

A key problem with many interventions is that while they may get children moving more during the intervention, not many show that children remain as active a year later (Mak et al., 2021). So, it’s vital that we as educators program activities that are both challenging and fun; fun enough to make children want to keep returning to that activity, developing mastery and movement complexity. And that is where we can re-align physical activity with the play-based approach of the EYLF. From birth, the rocking or waving we associate with infants is called spontaneous motility movements. These movements

serve no external outcome, and it’s believed the body is simply activating new movements and neural pathways.

Early childhood is a period where young children are rapidly acquiring a range of physical capabilities — from crawling and cruising to climbing and catching. Young children have a strong innate drive that helps them acquire these skills, but a wide range of data from developed nations show that children are playing outdoors less, are exposed to less physical risk in their free play, and are being watched by adults more.

LOOKING FOR OPPORTUNITIES IN THE PHYSICAL ENVIRONMENT Along with these external impediments to physical movement have come general increases in anxiety, likely to internally impede children’s exploration of their body’s capabilities. So, one approach to immediately increase physical activity is to assess the physical and social environment for what impediments can be removed, allowing children’s innate tendencies to explore and extend their physical capabilities.

Looking at the physical environment, ask yourself: ⊲ Are there areas that could be opened up more to inspire more vigorous movement? ⊲ Are there opportunities to take risks and fail? ⊲ Do educators respond to children’s risk with anxiety and limits, or with slightly greater challenges and excitement?

It’s vital that we as educators program activities that are both challenging and fun

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THINKING ABOUT DIFFERENT ATTITUDES TO PHYSICAL ACTIVITY In my work with Educational Leaders, I frequently encourage them to look at educators with different attitudes to physical activity as they would educators with cultural background differences. This typically provides leaders with a mental framework to approach those differences respectfully and focus on children’s outcomes rather than blaming the educator for their attitudes. It can be useful to use health and other physical movement policies like Munch & Move™ as a way to focus on commonalities between educators as they work to implement the healthiest environment possible.

One key way to encourage less active children is to celebrate their new physical achievements

BREAKING UP PLAY TIME AND MODELLING VIGOROUS ACTIVITY Another strategy found in a recent large study (Razak et al., 2018) is to break up your free play time into more frequent bouts, even if the overall play time doesn’t increase, as more free play is associated with reduced body mass. So if you typically plan for several hours of free play before lunch, it may help to break it up with 15 minutes of outdoor skillsbased play activities, then more free play, then circle time — as children are more likely to return to free play afterwards in more a vigorous way. Same goes for afternoons: intersperse post-rest-time free play with some games or small group activities to boost overall physical activity.

Simply allowing for more time, more frequently, for free play isn’t the entire solution. Educators often tell me how some children in their room are just less predisposed to physical activity. For children who move less, it is insufficient to simply remove physical barriers to moderate-to-vigorous physical activity: we must also actively promote it. This is where it is important to look at the delicate topic of how much educators themselves are modelling moderate-tovigorous physical activity, since this is likely to impact how much children are inspired to spontaneously move.

BUILDING IN OPPORTUNITIES FOR RECOGNITION AND MOTIVATION, AND CONSIDERING FMS

It’s important that educators look at both the amount of movement, and the number of skills. Looking at children against a list, like the Fundamental Movement Skills (FMS)1 can highlight who might show areas for improvement. Doing so may provide new insight about the children, and provide some very specific activities to plan and program over the coming weeks to encourage mastery. And FMS play is best without focusing solely on skills: we all have memories where we broke into a sweat playing without realising it, and we all know that the ‘fun and enjoyment’ aspect of interventions is vital if children are going to develop endurance and cardiovascular health over time.

LEARNING TO LOSE — THE BENEFITS OF COMPETITION

Another strategy is adult-initiated, playful activities which help children see progress they’ve made compared to their own previous skills (not those of other children — this can lead to exclusion). One key way to encourage less active children is to celebrate their new physical achievements — whether it’s a photo on a wall, an item in a newsletter, or something celebrated with their friends at Circle Time.

Another comes from the scoping review (Mak et al., 2021, p. 5): include what we call a ‘mastery motivational climate’ (a challenge to try to master a new skill, like a cartwheel or a roll). Not only is this strategy efficacious in studies, but the new skills are likely to foster further activity with more difficult movements, as well as a sense of achievement and competence, inspiring more movement overall.

Game elements involving rules and competition are another effective component of interventions. As educators trained in the philosophical ideals of giants like Rousseau and Froebel, our child-centred sensibilities are often alarmed by competition, but learning to lose is an important part of selfregulation, which will predict a suite of positive adult outcomes like income, low personal debt and being in a stable romantic relationship (Moffitt et al., 2011). Competition can be against yesterday’s performance rather than another child, so find ways to document children’s personal bests using measuring tapes (a great path to numeracy activities), wall charts (for literacy practice) and photos. Videos of children’s past FMS can be great to look back on with the child to see progress.

1 https://www.wslhd.health.nsw.gov.au/Healthy-Children/Our-Programs/ Munch-Move/Fundamental-Movement-Skills

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BUILDING IN IMAGINATION AND PRETENCE What you might have noticed about the above findings is that they can be sprinkled with that special fairy dust of pretence that is common to play. Both games and mastery challenges, while adult-led, should still involve some overarching imaginary story (consider the introduction of some trolls or ballerinas as a starting point). Many reliable experiments now show that pretending allows children to persevere more with repetitive tasks2, pay attention, control impulses3 and focus more4 than when they are not pretending. And these skills are all helpful during games and challenges like obstacle courses or trampoline tricks.

THE IMPORTANCE OF ADDING CONTEXT Finally, while teaching FMS seems to be one of the most common features of effective interventions, educators can provide meaning to them by showing how they relate to the sports that Australian children are surrounded by. That is, sport is still a central part of Anglo Aussie leisure culture, and one that is revered in mass media. In some of our recent studies (e.g., Colliver et al., 2021), we showed that just by asking adults to contextualise and break down their everyday uses of literacy and numeracy in front of their four-year-olds, children chose to play with literacy and numeracy more in free play time at centres5, and also demonstrated greater skills than their peers6.

We can apply these literacy and numeracy findings to FMS by educators demonstrating their use in sports that children see, either at the service or on the sports field. Simply inspiring children to master a new movement fits in well with sociocultural theories of children’s drives to participate in adult life, as well as the play-based ethos of the EYLF. And it’s likely to sustain the physical activity much longer than the average adult-led intervention that next graces your centre, and may even set the child on a course of being more excited to get active and skillful with their body.

2 https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12695?casa_ token=X2BySdF6dnYAAAAA%3AK8AvvltItkIk5xDXzNWgaMSVdEy_ EXlxgMbPFftO3feK2i6q5arz6IdtBT-3TUnhwYFfK9Vpp3A7U5I 3 https://pubmed.ncbi.nlm.nih.gov/26835841/ 4 https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12314 5 https://www.tandfonline.com/doi/ abs/10.1080/03004430.2016.1248958?journalCode=gecd20 6 https://www.tandfonline.com/doi/ abs/10.1080/09669760.2020.1779668?journalCode=ciey20

Pretending allows children to persevere more with repetitive tasks, pay attention, control impulses and focus more

ABOUT DR YESHE COLLIVER: Dr Yeshe Colliver is an Honorary Lecturer at the Macquarie School of Education. He has worked in ECEC for nearly a decade in multiple cities across the world including Osaka (Japan), Ulsan (South Korea), Wakayama (Japan), Concepcion (Chile), Granada (Spain) and Honiara (Solomon Islands). Through his work and life overseas, he has acquired an interest in natural learning that we have evolved with. His career has reflected a belief in two premises: that all social problems can be addressed most effectively through education, and that early childhood is the most crucial period in life.

REFERENCES: • Colliver, Y., Arguel, A., & Parrila, R. (2021, 2021/01/02). Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668 • Gordon, E. S., Tucker, P., Burke, S. M., & Carron, A. V. (2013, 2013/09/01). Effectiveness of Physical Activity Interventions for Preschoolers: A Meta-Analysis.

Research Quarterly for Exercise and Sport, 84(3), 287-294. https://doi.org/10.1080/02701367.2013.813894 • Mak, T. C. T., Chan, D. K. C., & Capio, C. M. (2021). Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review.

International journal of environmental research and public health, 18(3), 867. https://www.mdpi.com/1660-4601/18/3/867 • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698. https://doi.org/10.1073/pnas.1010076108 • Pocovi, N., Colliver, Y., Pacey, V., Liao, J., O’Laco, E., Shepherd, R., & Scrivener, K. (2019, 2019/11/01/). Analysis of infant physical activity in the childcare environment: An observational study. Infant Behavior and Development, 57, 101338. https://doi.org/10.1016/j.infbeh.2019.101338 • Razak, L. A., Yoong, S. L., Wiggers, J., Morgan, P. J., Jones, J., Finch, M., Sutherland, R., Lecathelnais, C., Gillham, K., Clinton-McHarg, T., & Wolfenden, L. (2018, April 04). Impact of scheduling multiple outdoor free-play periods in childcare on child moderate-to-vigorous physical activity: a cluster randomised trial [journal article]. International Journal of Behavioral Nutrition and Physical Activity, 15(1), 34. https://doi.org/10.1186/s12966-018-0665-5

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6 TIPS FOR COMMUNICATING DURING CHALLENGING TIMES

C TIP ELA S

The pandemic has brought with it many waves of fear and uncertainty, particularly for staff and families in our sector. Having a plan for how to communicate with families can help to alleviate fear and confusion on both sides, which can lead to better partnerships and less likelihood of staff facing opposition to policies.

1 CREATE OPEN AND TRANSPARENT TWO-WAY COMMUNICATION, ENCOURAGE COLLABORATION

2 BE REASSURING AND HELPFUL IN YOUR TONE

Ensure that recipients are able to respond to your communications and invite them to ask questions if they need to.

Use words that are supportive, understanding and sympathetic such as ‘We understand’ and ‘We’re here for you’.

3 LEAD WITH EMPATHY

4

Imagine how the other person might be feeling, start the communication by letting them know that you understand their situation.

COMMUNICATE FREQUENTLY AND CLEARLY Let people know when they will next hear from you.

Try to be informative and helpful. Ask someone else to review what you’ve written before you send it out so that you can clarify anything that they find confusing.

5 BE INCLUSIVE Consider how you can reach all audiences.

Some families may not be confident in accessing digital platforms such as Facebook, others may not have a good understanding of English or be able to read confidently.

6 ADDRESS CONCERNS OPENLY AND MANAGE EXPECTATIONS Don’t avoid talking about the challenging issues – it’s better to acknowledge them early than to ignore them and hope they’ll go away. If you don’t know the answer to an issue, acknowledge this and tell people what you are doing to find the answers.

Taken from the Amplify article 'Tips for communicating with families during challenging times' by Tracey Long.

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PART

2

HOW TO IMPLEMENT CRITICAL REFLECTION USING THE SCHEMED APPROACH

BY DR DEBRA WILLIAMS

In our last edition of Rattler Dr Debra Williams explored what Critical Reflection means for your service and what should be considered. In this edition, Debra delves into how we can implement critical reflection using the SCHEMED approach.

n this three part series we consider how critical reflection is operationalised in ECEC. Research inquiry has supported the use of the ‘SCHEMED’ implementation approach. Through this approach critical reflection is understood conceptually (Korthagen, 2017), not “tagged on” (Barton & Ryan, 2014), and forms a way of working and learning. This helps educators to operationally understand the concept of critical reflection, and practices associated with it (Wilson, 2013); supports educator understanding of the purpose of critical reflection (Liu, 2015); and provides an implementation approach for critical reflection within ECEC.

I

The acronym SCHEMED outlines the seven components of effective implementation of critical reflection — structure, collaboration, heart-centredness, equipping, mentoring, empowering and distributed tasks.

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CRITICAL REFLECTION IS BEST IMPLEMENTED WHEN YOU:

1

USE A STRUCTURED APPROACH

Structure provides clarity and the opportunity to achieve objectives and deliver outcomes. This does not happen by chance, and must be planned for. Structure needs to be provided to enable critical reflection to be implemented correctly, including prompts, questions, activities, and organised discussion for educators to think about their practice. Constructions can occur based on context, service values and educator strengths.

Educators are often caught up in day-to-day responsibilities, so structure is needed to plan for sharing perspectives on how well the ECEC centre is doing, how educators are doing, and the effect educators are having on those around them. We also need to allow for critical reflection on aims, responses, feelings, and performance to achieve the desired outcomes. As an inside-outside process, educators need to engage in critical reflection to build professional capital and examine theory and practice authentically for individual and collective educator growth. Critical reflection thereby becomes the wheel driving transformative practice and a force for unifying theory and practice. It is best carried out by getting educators together to discuss how it can most effectively be implemented in their service as part of a normal working day.

3

FOCUS ON HEART CENTRED VALUES

Effective ECEC centres remain true to their core values and principles. Educators are asked to reflect on these values which are central to the centre’s operation. This involves reflections that may be both personal and professional.

As Watkins and Donnelly (2014) note, a reflective heartcentred environment is inclusive, person-centred, and values based.

2

MAXIMISE THE BENEFITS OF COLLABORATION

4

EQUIP AND EMPOWER TO ENHANCE PRACTICE

Collaboration has been cited as a primary factor in teachers’ ability to implement change in their instruction as they move forward toward more effective pedagogical strategies (Gajda & Koliba, 2008). Collaborative critical reflection identifies what needs to change and why so that tasks can be distributed based on educator strengths to enhance both teaching and student learning (Ronfeldt et al., 2015).

Through collaboration, tasks can be distributed to enable the team to deliver the best outcomes based on educator strengths with high quality collaboration shown to enhance teacher and student learning (Ronfeldt et al., 2015).

Educators who engage in sustained professional development geared specifically toward higher-order thinking can improve their teaching practices. Further, equipping educators with a voice and empowerment based on strengths facilitates responsibility. Equipping educators supports engagement, mission, and success (Anderson & Jefferson, 2017).

Improving one’s practice is not only important to an educator’s personal growth and satisfaction in their work but important for an educator’s learning. By dedicating time to critical reflection, and improvement in an educators’ practice, we can stay true to our educators, help them become the best they can be, and make generative changes in practice to create rewarding professional experiences. Equipping educators with a voice and empowerment based on strengths facilitates responsibility and positions them to be engaged and to be successful (Anderson & Jefferson, 2017).

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5

ADOPT MENTORING

Confidence develops through mentoring support in the legislated ECEC context with systems guidance in procedures, policies, frameworks, the code of ethics and practice. Mentoring promotes authentic practice and is most meaningful when there are established signposts towards best practice (Aiken, et al., 2014) with mentors helping to achieve goals (Glass & Minnotte, 2010).

Educators need to take the opportunity to engage in professional development through systematic investigation of practice with the help of a ‘mentor’ or critical friend inside or outside the ECEC centre to be supported and challenged.

Cunningham (2012) suggests if teachers are able to discuss and analyse problems that arise in their classroom with others, this helps their analysis of situations. This could lead to improved classroom practice, sustained and systematic improvement and the kind of reflective practice partnerships that makes the relationship between reflective practice, change and improvement explicit. Confidence develops through mentoring support in the ECEC context with systems guidance in procedures, policies, and frameworks.

6

ENCOURAGE EMPOWERMENT

Empowerment through encouragement supports development and motivation, and whilst motivators may change over time, it is important to understand what motivates educators (Davila & Pina-Ramirez, 2014).

Educators draw on many theories to inform and guide their practice, and like different lenses, these theories enable educators to see the world from different perspectives to make sense of and respond to different circumstances and contexts. By adopting a critically reflective approach to pedagogical practice, understanding is deepened, and educators are empowered to do better. Educators thereby become “more effective through critical reflection and a strong culture of professional inquiry” (DEEWR, EYLF, p. 14), to understand why to improve what they do.

Critical reflection makes what is implicit made explicit, for it is in realising one’s strengths and potential that new opportunities emerge for continuous improvement, maximisation of outcomes and enhancement of workplace performance.

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7

MAKE USE OF DISTRIBUTED LEADERSHIP AND ROLE ALLOCATION

Utilising a collaborative, strength based (Rath & Conchie, 2009), distributed leadership model (Bolden, 2011) supports critical reflection.

This builds confidence through support, promoting effective delegation of tasks, helping educators to develop though sharing, encouragement, empowering, conversing, and discussion within the legislative context.

The SCHEMED implementation approach allows theory and practice to come together and through this approach growth is enabled and educators are supported to feel valued and empowered with greater motivation to deliver best practice outcomes.

The SCHEMED method can be a systematic and structured approach to effectively integrate critical reflection into the workflow of an ECEC centre, organisational structure, and individual educator’s working day. Effective implementation of critical reflection is achieved when the approach is Structured, Collaborative, Heart-centred, educators Equipped, educators Mentored, educators Encouraged, and tasks Distributed. This approach can serve as a benchmark to improve both the quality and consistency of reflective practice in ECEC, supporting implementation of a highperformance learning culture in ECEC with embedded consistent critical reflective practice across the centre.

REFERENCES • Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse, RRN4CAST consortium. (2014). Nurse staffing and education and hospital mortality in nine European countries: A retrospective observational study. Lancet, 383, 1824-1830.

Retrieved from https://doi.org/10.1016/S01406736(13)62631-8 • Anderson, M., & Jefferson, M. (2017).

Transforming schools: Creativity, critical reflection, communication, collaboration.

London, England: Bloomsbury.

• Barton, G., & Ryan, M. (2014). Multimodal approaches to reflective teaching and assessment in higher education. Higher Education Research and Development, 33(3).

Retrieved from https://doi.org/10.1080/07294 360.2013.841650 • Bolden, R. (2011). Distributed leadership in organizations: A review of theory and research.

International Journal of Management Reviews, 13, 251-269. References - Scientific Research.

• Cunningham, C. L. (2012). Critically reflective leadership. The Australian Journal of Teacher Education, 37(4). Retrieved from http://dx.doi. org/10.14221/ajte.2012v37n4.5 • Dávila N., Piña-Ramírez W. (2014). What drives employee engagement? It's all about the 'I'.

Public Manager, 43, 6-9.

• Fook, J. (2002). Social work: Critical theory and practice. Approach to practice. London, England: Sage.

• Fook, J., & Askeland, G. A. (2006). Challenges of critical reflection: Nothing ventured, nothing gained. International Quarterly: Social Work Education, 16(2), 1-4.

• Gajda, R., & Koliba, C. J. (2008). Evaluating and improving the quality of teacher collaboration: A Field-Tested Framework for Secondary School leavers. NASSP Bulletin, 92(2), p. 133153. Thousand Oaks. CA: Sage.

• Glass, C., & Minnote, K. L. (2010). Recruiting and hiring women in STEM fields. Journal of Diversity in Higher Education, 3(4).

Retrieved from https://doi.org/218229.10.1037/10020581 • Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development. Teachers and Teaching: Theory and Practice, 23(4), 387-405 • Liu, K., (2015). A design framework for online teacher professional development communities. Education Review, 13(9), 701-711, 2012. doi:10.1007/s12564-012-9230-0 • Rath, T., & Conchie, B. (2009). Strengths based leadership. NHRD Network Journal, 2(5), 146–147. Retrieved from https://doi. org/10.1177/0974173920090531 • Ronfeldt, M., Owens Farmer, S., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal. Retrieved from https://doi. org/10.3102%2F0002831215585562 • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY. Basic Books.

• Watkins, A., & Donnelly, V. (2014). Core values as the basis for teacher education for inclusion.

Global Education Review, 1(1), 76-92. Retrieved from https://files.eric.ed.gov/fulltext/ EJ1055223.pdf • Wilson, V. (2013). Research methods: Mixed methods research. Retrieved from https://doi. org/10.18438/B8801M • Zhang, C., Fan, H., Xia, J., Guo, H., Jiang, X., & Yan, Y. (2017). The effects of reflective training on the disposition of critical thinking for nursing students in China: A controlled trial.

Asian Nursing Research, 11, 194-200. Retrieved from https://doi.org/10.1016/j.anr.2017.07.002

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ABOUT DR DEBRA WILLIAMS Debra has an extensive background over many years in Early Childhood Education and Care in NSW, QLD and VIC in varied roles including validator, consultant, lecturer, facilitator, advisor, mentor, publisher, Director, Accreditation Supervisor, and Manager. Her research interests include critical reflection, pedagogy, learning and leadership.

Debra is the National Compliance and Development Manager for Hillsong Child Care Centres.

Sticky fingers Why children take things that aren’t theirs (and what to do about it)

BY ADELINE TEOH

When I was four, I took a roll of Lifesavers from the impulse stand at the supermarket. My mother, distracted by the checkout process while wrangling my little sister and I, didn’t notice until we got home.

Later, I came to understand it was also wrong because the lollies belonged to the shop and we hadn’t paid for them.

According to Jennifer Hawken, clinical psychologist at The Kidman Centre at the University of Technology Sydney, it’s quite common for young children to ‘steal’ before they know what stealing is.

Stealing is an adult label for taking something that we know doesn’t belong to us. Young children are impulsive, and may not have developed a great understanding of the notion of ownership and property. Children under the age of three take things because they don’t fully grasp the difference between what’s theirs and what is someone else’s.

Children of preschool age are starting to build an understanding of the need to respect items that belong to others, but it’s not until children are of primary school age that they start to develop a proper respect for the property of others and an understanding of what stealing really means.

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Ideally, families and educators should introduce conversations about stealing and ownership before the behaviour manifests

Reasons for young children taking things include: ⊲ poor impulse control ⊲ wanting to continue play at home, so they take a toy from a friend’s or centre’s collection ⊲ revenge, if something has been taken from them; and ⊲ wanting the item but not having the money to buy it or being reluctant to ask for it.

The good news is that most children grow out of it once they pass the age when they’re “biologically egocentric,” says Jennifer.

For those who don’t, motives differ from attention-seeking behaviour to failure to learn that stealing is wrong, especially if they have not been directly taught, or they have witnessed behaviour elsewhere which suggests stealing is okay.

Occasionally, stealing may indicate emotional development or family problems. If a child feels neglected, for example, stealing may make them “feel proud of something they've done,” says Jennifer, particularly if they lack positive reinforcement at home. Theft is potentially a symptom of social isolation or displaced anger or anxiety because of major life changes.

So as an early childhood educator, how can you determine why a child has ‘sticky fingers’?

Remember that very young children are still learning how to navigate the ‘rules’ of property and possessions and may not understand that what they are doing is upsetting to anyone else.

Jennifer advises educators to remain calm and talk to the child away from other children. “You should speak directly, letting the child know that the behaviour is not okay, but not interrogating them, lecturing them, humiliating or labelling them. Talking to the child that way is going to make them shut down. You're not going to get the relevant, important information that you need.”

If you don’t know what happened, ask open-ended questions about what happened and why, so the child’s account can help you piece together the possible contributing factors.

If you do know what happened, the key is to be a good listener. Jennifer suggests something like, “’Troy says you took his hat — he may have been worried he’d lost it. Is there a reason you needed that hat?’ That's encouraging the child to talk. It's taking time to listen to help you understand the factors that might have contributed to that feeling.”

It’s not necessary to involve parents or carers for minor incidents, but if the behaviour persists, it could be time to open a conversation with the family.

Kate Damo, CELA Early Education Specialist and former preschool Director says in these siutations, "you have to have a good relationship with the family and work together, as they are often the ones who find the objects in pockets and bags.”

Kate notes that educators need to take a culturally sensitive approach, as families might attach shame to these actions. Be sensitive to how a parent may receive the information, she advises, but ensure you talk to families about not punishing or shaming children.

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Jennifer Hawken recommends arranging to talk at a scheduled time in a private space when both parties are calm.

Bring a colleague for support, if required.

“During that conversation, explain the circumstances, and be really careful that you're emotionally separating the parents from the child's behaviour.

Collaborate on a solution based on why the behaviour has recurred.”

Bear in mind that what is driving the urge to take the item always needs to be considered. In some instances, we can think about ways to teach the child the skills they need to manage a situation better. This could include situations where they wish they had something that is someone else's, or that belongs at the service — could the child be given the opportunity to borrow a few items over a period of time in the way a book is borrowed at a library? In other instances, for example when a child is taking food because they are hungry or taking someone’s toys to express anger, we could talk to them about other ways to express their emotions.

Ideally, families and educators should introduce conversations about stealing and ownership before the behaviour manifests, “a preventative rather than reactive point of view,” Jennifer says.

Above all, good role models count for a lot. “Honest behaviour is really important, both for educators and for parents. The child is vicariously learning.”

Remember that children in an early education and care setting are still developing an understanding of ownership and property, and often act on impulse. There are many reasons and motivations behind why a young child may be taking things, and it’s vital that we first find out the ‘why’ behind the actions, so that we can address them in an appropriate manner.

CURRENT EVENTS Our events aim to inform, influence and inspire our members and the early education sector.

GOVERNANCE & COMPLIANCE FOR NSW EARLY EDUCATION PROVIDERS

EARLY EDUCATION

LEADERS PEER NETWORK

GOVERNANCE & COMPLIANCE FOR NSW EDUCATION & CARE SERVICES AND PROVIDERS

BE PART OF THE FIRST NSW EARLY EDUCATION LEADERS PEER NETWORK

Effective governance and leadership within the sector underpins the success of individual services and collective impact on successful outcomes for children, families, and services.

Many early educators feel isolated. Worse, some are leaving the sector due to factors such as burnout, stress and lack of support. Through research, early educators have told us that they need better support and an easier way to come together to solve problems and stay up to date with the latest thinking. The Early Education Leaders Peer Network is a place to draw on each others knowledge and feel connected, without being judged.

As a Peak Body for Early Childhood Education and Care, Community Early Learning Australia (CELA) has been appointed by the NSW Department of Education to deliver an interactive program of training and resources to support those responsible for governance and compliance in NSW Education and Care services.

How you will benefit • You will gain insights to help you elevate the quality of your practice and leadership knowledge.

• You will gain access to a likeminded network focused on collaboration through accessible platforms where challenges can be shared, innovation explored, and new ways of thinking ignited.

• You will be part of a peer-to-peer network / community to enhance professional growth.

REGISTER NOW

JOIN NOW

www.cela.org.au/governance-compliance

www.cela.org.au/early-education-leaders-peer-network

1800 157 818 | MEMBERSHIP@CELA.ORG.AU | WWW.CELA.ORG.AU