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The expanding

appetite for CHILD CARE

Special needs:

Including special educational needs in childcare settings

Print Post 100009307

LDCPDP:

helping childcare centres to meet

qualification requirements

2012 winners, left to right: Louise Simpson representing Buninyong Preschool, and Amy Douglas.

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general news

President’s report

C

urrently, there are significant discussions occurring around the affordability of child care for families as they struggle with the demands of workforce participation and the cost of accessing a quality education and care program for their children.

Over the past four years, we have witnessed the erosion of federal government subsidies through the reduction and freezing of the Child Care Rebate (CCR) and, over the past 12 years, the erosion of the Child Care Benefit (CCB) as the CPI increases have failed to keep pace with the rising cost of care.

Significant increases in costs have been apportioned to government’s own legislation introduced in 2012, the National Quality Framework (NQF). The Australian Childcare Alliance (ACA) unequivocally supports the intent of the NQF to ensure quality provision of early childhood education and care (ECEC), but we do believe that with the increase in regulations, the rising costs associated with implementation should have been supported by the government of the day – not the families.

The freeze of the CCR will continue for a further three years, and the income thresholds for CCB eligibility will be maintained at their current levels for three years. The ACA has actively criticised the freeze on the CCR over the past years, as we have witnessed firsthand the impact this has had on working families. While we are unable to determine the long-term financial impact of the income threshold freeze on the CCB income thresholds, it is positive that the rebatable hourly fee will continue to be indexed annually.

The other thought-provoking consideration that is being prepared for introduction to Parliament is the high-profile Paid Parental Leave (PPL) scheme.

ACA unconditionally supports a PPL scheme for new mums, as it provides them the opportunity to spend those valuable months with their new bub while assisting with the ongoing financial responsibilities of the household. ACA believes that it is vital for the PPL scheme and the ECEC subsidies for families to be intrinsically linked.

We are eagerly awaiting the release of the Productivity Commission (PC) draft report. ACA has confidence that this report will provide significant proposals to heal the financial hurt that has been

occurring. Subsidies were introduced in the early 1990s to drive female workforce participation, and for many years our country experienced of this benefit of this through fewer welfare payments and additional tax input. We need to ensure that with any proposed changes adopted from the PC recommendations, the intent of the original commitment to facilitate female workforce participation through an affordable, quality ECEC sector is upheld.

The Long Day Care Professional Development Programme (LDCPDP) funding for long day care services to provide professional development is most welcome, and we acknowledge the tenacity of Assistant Minister Sussan Ley for her diligence in determining that the funds would be expended to benefit all educators in the sector, while increasing quality outcomes for children.

A positive outcome from our advocacy is that Certified Supervisor certificates, plus other changes, are now being implemented, which will reduce paperwork and ensure that services can operate in a less stressful environment with the Certified Supervisor decision.

ACA also welcomes the extension of the transitional arrangements, allowing educators who are actively working towards an approved ECT qualification to be considered an ECT until 1 January 2018.

Be ready in July for two ACA surveys – the annual ‘What Parents Want’ survey, and a member survey. We thank all who participate in these surveys as it provides vital and current information to inform our submissions to government and other regulatory bodies.

Look forward to seeing you all at the ACA/Childcare Queensland National Conference in July.

Gwynn Bridge President, Australian Childcare Alliance Email: President@australianchildcarealliance.org.au

Australian Childcare Alliance

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 1

contents

Training + recruitment Guide to qualifications in early childhood education 50 Stay up to date with this comprehensive guide to the education requirements of the sector.

Long Day Care Professional Development Programme 56 The new program that is striving to better the industry by providing educational opportunities for those in the sector.

General news President’s report 1

No time to slow the pace of early learning quality improvements 60

State round-up 3

The effective management of staff

Once-in-a-generation opportunity for reform 8

How do you create a well-oiled childcare centre machine?

The week that was 10

65

2014 Early Years Exhibition and Conference 13

Fundraising

Educational resources, programs + planning

Making fundraising a win-win in early childhood education and care settings 69

Maths is everywhere: Using everyday practices to include mathematical concepts 15 Children’s behaviour: one of the world’s most interesting phenomena 20 How best to deal with children who display negative behaviour.

Special needs

It’s not just about selling chocolates and baking cakes when it comes to raising funds for your centre.

Nutrition + menu planning The organic way 74 What are the options for centre owners and operators when it comes to offering organic foods?

Including children with special educational needs in preschool settings: fun matters 26

Play areas + sustainable practice

Incursions

of learning 78

Bringing the world to them: exploring incursion programs 30

The importance of the outside space is something that is often disregarded – and it shouldn’t be!

Child-educator health: A shared journey

Finance, business + property The appetite for childcare centres 34 Solving the childcare centre puzzle when it comes to buying and selling.

Striving for Best of Class performance 37 How do you stay afloat in an environment that is becoming intensely competitive?

Making super simple 43 A guide for employers to the new regulations introduced at the beginning of this financial year.

Editor: Giulia Heppell

Cover image: www.thinkstockphotos.com.au

Designed by: Alma McHugh

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2 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

general news

State round-up Program outline Friday 24 October • Positive leadership: Therese Joyce • Social media in the workplace: Tony Fell, The Zalt Group

W

• Getting it done is important to your business: Peter Johnson, The Time Retriever

elcome to the July edition, from all of us at CCCAV. The recent announcement of the Long Day Care Professional Development Programme (LDCPDP) has been at the forefront of our minds. It is a great outcome for the sector after concerted representations to government by CCCAV, through ACA, about the inequity of the Early Years Quality Fund from which it stems. This, and the recent amendments to the National Regulations, which will remove some of the more vexing problems of the NQF, makes us feel that our efforts have not been in vain.

• I think we need to talk to you about Johnnie’s behaviour: Jo Crosbie, Irabina Childhood Autism Services

Our staff and conference manager have been working hard to put together a fantastic program for our 2014 Conference and Exhibition, which will be held at the Pullman, Albert Park. Your conference registration fees (which will be fully covered by the LDCPDP) include morning tea, lunch, afternoon tea, parking at the venue, entry to the Exhibition and, for Friday registrations, a networking cocktail party after the last of the conference sessions. In addition, the Pullman has agreed to a special rate on accommodation for conference delegates, subject to availability.

• Where’s the evidence? Karen Kearns, International Childcare College

The Conference and Exhibition will be held over two days on Friday 24 and Saturday 25 October.

This year, our theme is ‘Are we there yet?’, reflecting the enormous change that our early childhood education and care sector has been undergoing in recent times, and continues to undergo. The change in focus provides us all with an opportunity to broaden our knowledge for the benefit of the children in our care. It is always beneficial to take some time to step away from the day-to-day routine, be inspired by others, think about the bigger picture, return refreshed and invigorated to our workplaces, and give us the opportunity to be inspired in applying this knowledge.

• Setting children up for success – getting it right in the early years: Shona Bass, Early Life Foundations

We hope that our Conference and Exhibition will provide this opportunity for all delegates, as the program has been developed with this in mind.

A Registration Brochure should have arrived in your inbox by the time you read this. If not, please go to www.cccav.org.au/early-years-conference-2014 for more information about the program and registration.

• Bullying in the workplace: Tony Fell, The Zalt Group • We would have to be idiots not to place our child in this childcare centre: Peter Johnson, The Time Retriever • The role of the educational leader: Rhonda Livingstone, ACECQA • In tune with wellness: Galina Zenin, Bonkers Beat

• Resilience, self-esteem and independence – an early childhood focus: Jo Lange, Oz Ed Net • Teamwork – more than just getting on: Anthony Semann, Semann and Slattery

Saturday 25 October • Change – we don’t need to just survive it, we need to crave it: Anthony Semann, Semann and Slattery • Pink cars and Lego cities – Project-based learning in early childhood settings: Luke Touhill

• Using play-based activities to develop number sense in the early years: Jennifer Bowden, Mathematical Association of Victoria • Focus on reflective practice: Dr Anne Kennedy • Mindfulness in working with children: Shona Bass, Early Life Foundations • Building authentic relationships with Aboriginal families and communities: Annette Sax, Yarn Stong Sista • The importance of play: Dr Michael Carr-Gregg

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 3

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As all topics are relevant to services across the country, and as the LDCPDP covers travel and accommodation costs associated with professional development, we hope to meet many of you from interstate as well as from Victoria.

Frank Cusmano Chief Executive Officer Child Care Centres Association of Victoria, Inc Suite 6, 539 Highett Road, Highett VIC 3190 T: (03) 9532 2017 | F: (03) 9532 3336 E: info@cccav.org.au | www.cccav.org.au

If there has ever been a period where early childhood education and care has been in the news as much as it is currently, or has had so much government attention, we’d like to hear about it!

In the past few months, we have lodged submissions in response to the Productivity Commission Inquiry into Child Care and Early Childhood Learning; Senate inquiry into the immediate future of the childcare sector in Australia; and Senate inquiry into the delivery of quality and affordable early childhood education and care services; and we have also given evidence at a Senate hearing covering both inquiries.

We are also busily completing our submission in response to the review of the National Quality Framework, and have been attending the peak body and public consultation sessions associated with the review. With so many inquiries happening at once, we hope that there is a meeting of the minds so that we don’t end up with conflicting reports recommending different legislative frameworks and policy priorities.

Regardless, the success or otherwise of these inquiries is dependent upon how government chooses to respond to them, and which recommendations they adopt, so we are continuing to work closely with all levels of government to ensure that they are clear on our members’ desired outcomes.

We were pleased to see some very positive changes to the National Regulations take effect on 1 June 2014. One of the most significant wins for Child Care New South Wales was the change to Regulation 135, which means that services in New South Wales

4 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

can now replace their early childhood teacher with a diploma-qualified or primary school teacher qualified person during periods of short-term absence – bringing us in line with other jurisdictions. While it’s frustrating that it took so long for common sense to prevail on this issue, it does show the importance of advocacy on behalf of our members.

It has been an absolute delight to continue our close involvement with the Australian Child Care Week & Awards. At the time of writing, Australian Child Care Week was in full swing, with incredible activities and events being held right across the country, celebrating early childhood education and care, and the critically important role it plays in positively shaping the future of our next generations.

It was wonderful to see so many services using social media to share their events and activities, inspiring others and celebrating their successes. With more contemporary award categories on offer for the Australian Child Care Week Awards this year, along with a brand-new floating venue at Darling Harbour, Sydney, we are sure that the celebration dinner on 13 September 2014 will be a hit for services and sponsors alike!

The professional development workshops we offer via our annual training calendar have been very successful again this year, with strong attendance from members and non-members alike. With the Long Day Care Professional Development Programme funding expected to be released in the coming weeks, we are sure that participation in important professional development opportunities – from online training, to face-to-face workshops – will continue to grow, benefiting educators, services and children alike.

Lastly, our thanks to Assistant Minister for Education, the Hon. Sussan Ley MP, our inspiring and energetic workshop speakers and the hundreds of educators, owners and other early childhood education and care representatives who gave up their precious weekend to make the 2014 Early Years Exhibition and Conference in March such a success.

Brianna Casey Executive Officer Child Care New South Wales

PO Box 660, Parramatta NSW 2124 T: 1300 556 330 F: 1300 557 228 E: info@childcarensw.com.au www.childcarensw.com.au

@ChildCareNSW Child Care New South Wales

general news

Programme (LDCPDP), changes to ‘right of entry’ legislation in Queensland, risk management and amendments to regulations, and the streamlining of the rating and assessment process.

The highlight of the Childcare Queensland (CQ) calendar is fast approaching, with the 2014 CQ National Conference set to be held at RACV Royal Pines Resort on the Gold Coast from 25–27 July.

This is a special year for CQ as we celebrate our 10th anniversary since the amalgamation of the Queensland Professional Child Care Centres Association and the Childcare Industry Association of Queensland. It is pleasing that we will have the opportunity to share the occasion with so many friends from across the sector at the Conference. We want to thank our members, and those from interstate, for their support. It is clear that they have recognised the strength of the program, and, as a result, 2014 will be a record-breaking year.

In addition, we are pleased to announce the launch of the College for Australian Early Childhood Educators (CAECE) Pty Ltd. The establishment of a registered training organisation is in response to member feedback on the quality of training available to the sector.

CAECE will initially deliver the Certificate III in Early Childhood Education and Care (CHC30113), and the Diploma of Early Childhood Education and Care (CHC50113). Over time, CAECE will provide other courses, such as community sector management and professional development workshops, to support the ongoing quality improvement journey of our educators.

The third Kindergarten Advisory Support Services (KASS) Workshop Series has been an enormous success, highlighting our educators’ passion for playbased learning.

More than 600 educators have already attended, and, as a result, we have scheduled additional sessions in Mackay, Hervey Bay and Mount Isa. The fourth and final KASS Workshop Series will commence on Saturday 13 September 2014 in Cairns.

Our second set of Member Meetings for 2014 commenced on Monday 16 June 2014 in Brisbane.

We encourage all members to attend the face-toface meetings to gain the most out of networking with other approved providers. This set of meetings will focus on the Long Day Care Professional Development

CQ recently hosted a workshop for Approved Providers on risk management in services. We would like to thank the team at Guild Insurance for supporting the session and presenting practical advice on how to avoid hidden dangers.

On Wednesday 3 September 2014, we will celebrate Early Childhood Educators’ Day in recognition of the contribution of educators to the lives of children, families and to the broader community. This is an opportunity for families and services to thank their educators as we reflect on the positive roles that they play, and show appreciation of each other for our ongoing passion for this sector.

On behalf of the Committee, we wish you continuing success. As always, should members require assistance, they should contact the CQ Office on (07) 3808 2366 at any time.

James Blake General Manager Childcare Queensland PO Box 137, Springwood QLD 4127 T: 1300 365 325 (if outside Brisbane) T: (07) 3808 2366 Web: www.childcareqld.org.au

Childcare Queensland

Congratulations to Chancery Lane Montessori Preschool, which was recently awarded Excellence rating by ACECQA. This was followed by Melissa Wray from Chancery Lane Montessori Preschool being declared Australian Family’s SA/NT Early Childhood Director of the Year. Also, congratulations to Ali Serhan from Emali Learning Centres for his nomination in the SA NT Ernst & Young Entrepreneur of the Year Awards.

These are just some of the examples demonstrating that our Long Day Care Centres in South Australia are continuing to develop and demonstrate excellence in so many areas.

Childcare SA welcomes the professional development training grants from the $200 million Early Years Quality Fund. This is a benefit that will impact positively on the careers and professional capabilities

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 5

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of every educator in long day care. Centres and families will benefit greatly from the resultant personal and professional growth of staff members. Childcare SA has formed a steering committee to assist in the development of training packages that support professional development in areas such as leadership and management, and in the overview of available training from recognised organisations.

In an astonishing decision, the South Australian Government has refused to pass on all of the recently announced nationally granted reforms and concessions to the National Quality Agenda (NQA), despite the fact that most states have supported the changes. This stubborn South Australian determination towards preserving the NQA unchanged will reach its crisis point on 1 January 2016, when the carer to child ratio for two- to three-year-olds in South Australia goes from 1:10 to 1:5, which will increase the cost of care for this age group by about $15 per day per child.

Parents cannot afford cost increases of this dimension. The South Australian Education Minister, in a moment of great common sense, had previously publicly agreed to a more affordable 1:8 ratio, but subsequently recanted. While we all support higher quality, it has to be affordable or parents and families will miss out on the benefits.

Affordability is the elephant in the room, but it is rarely discussed or considered.

In 2013, we made a commitment to support our members with information, training and ideas in the area of sustainability. This year has seen the long day care sector being able to access WOW Training: Wipe Out Waste – a longstanding initiative of KESAB and Zero Waste. Participants were able to attend the twohour workshop free of charge, receive a grant of $200 towards purchases related to waste reduction, and to have the opportunity to apply for grants of up to $8000 to assist with reducing waste at their sites. Due to overwhelming demand, there will be another 10 sessions offered over the coming 12 months; however, the major grant will not be available. Many centres were also able to participate in screenings of ‘Project Wild Thing’, and we hope to have the opportunity to meet the creator of this in September in Adelaide.

We continue to profile services that have been engaging in recycling, animal welfare, revegetation projects, displays, resource and facility upgrades, and to share this information with our members.

This year, we have continued our commitment to those in managerial roles within our centres, and held the first of our Directors Hubs with a presentation from Guild, which looked at ways of assisting services to 6 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

assess how vulnerable their centres are to a major disruption or disaster. It then provided participants with practical tools and tips for ensuring that they are well prepared to manage the unexpected. We will be providing several more sessions during the remainder of the year.

Kerry Mahony President Childcare SA PO Box 406 Hindmarsh SA 5007 T: 0407 580 645 E: info@childcaresa.com.au www.childcaresa.com.au

I hope that you all had an enjoyable Easter and took advantage of the public holiday breaks. We are now almost halfway through the year, and haven’t we seen quite significant things happening in our sector?

Childcare Western Australia (CAWA) and the Australian Childcare Alliance (ACA) continue to work hard and passionately to represent the best interests of our members, educators and families.

In March this year, Lisa and I, as the Western Australian representatives of ACA, went to Canberra along with other state representatives to lobby on behalf of families and members. We met with a large range of politicians to explain the current issues facing the sector and families. The areas of concern we raised were: • affordability for families • vulnerable and disadvantaged families • workforce • planning and viability • regulatory burden.

Most meetings were positive, with most of the politicians very aware of the above concerns that the providers and families are facing.

CAWA and ACA will continue to fight for our members and families. There is much that is being done on a daily basis nationally and locally with ACA and CAWA, and we encourage our members to have a voice and to contact the CAWA office if they have any issues or concerns that need to be raised or addressed.

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Equal Remuneration Order (ERO) – Wage Claim by United Voice and Australian Education Union The Australian Childcare Centres Association (ACCA) through Livingstones is representing the Australian Childcare Alliance and, at the same time, all State Associations’ members. www.fwc.gov.au/index. cfm?pagename=caeremuneration.

Maggie Dent Workshops: Between 18 and 19 March 2014, CAWA, in partnership with CTAS, hosted two workshops with Maggie Dent.

These workshops were a great success and were very well attended.

CAWA National Quality Standard (NQS) Workshop: On 8 April 2014, CAWA hosted and ran an NQS workshop on: • Assessment and Rating – Lead Assessor • Risk Management – Guild Insurance

• increase your access to current and up-to-date information, resources, and discounted workshops • successfully lobby both in our state and federally for better outcomes • employ the services of an industrial relations firm to participate in the ERO • represent and participate at key stakeholder meetings • become a voice in the industry • offer webinars.

If you have questions about your membership or benefits, please contact our office on 1300 062 645 from Monday to Friday, or you may send us an email at info@childcarewa.com.

Our members are the visible embodiment of our commitment to change and improvement.

It is through your passion for, and dedication to, your profession that the Association flourishes. Your membership means a great deal to us.

Renew or join now:

• Educational Program and Practice – Penny Major (CA)

CAWA Membership prices:

• Physical Environment and Sustainability – Jenni Magenta

• First full centre membership $350

• Leadership and Team Building – Chris Barrett • Panel of ECRU for owners/managers to ask questions – ECRU. This workshop was filled to capacity, and we hope that all who attended left with information of value. CAWA would like to thank all participants, facilitators, suppliers and, of course, our main sponsor, Guild Insurance.

• Additional centres $60 each.

Rachelle Tucker Executive Officer Childcare Association of WA Inc PO Box 196, South Perth WA 6951 T: 1300 062 645 | M: 0433 498 147 E: info@childcarewa.com www.childcarewa.com

Australian Family Early Education & Care Awards: Congratulations to the Western Australian Finalists for 2014.

CAWA Membership: Renewal for membership was 1 July 2014. As a member, you join with the large proportion of other providers who share your enthusiasm and commitment to this sector. The Association was established in 1972, and its position statement is: ‘Commitment to keeping members informed with current issues, supporting members with concerns and sourcing material that would benefit the successful running of a service, and that the Association will maintain a positive working relationship with all members, and work towards achievable goals.’

During the past year, your membership and participation has helped the Association to:

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 7

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Once-in-a-generation opportunity for reform

BY THE HON. SUSSAN LEY, ASSISTANT MINISTER FOR EDUCATION

As I travel around the country, I never cease to be inspired by the hard work and dedication to quality education and care shown by Australia’s childcare services and educators.

I

believe that the current national consensus on the need for a high-quality childcare system that is also affordable, flexible and accessible is acknowledgement of the important role you play in not only delivering the best outcomes for our children, but also for our nation’s prosperity.

This is exactly why the Abbott Government tasked the Productivity Commission to undertake the largest review of the childcare system since the 1990s as one of our first priorities after being elected.

And I’m excited! This is a once-in-a-generation opportunity to reform child care in this country, and I look forward to continuing to work with you during the Productivity Commission’s next round of consultation following the release of its draft report.

Allowing you to focus on care and education In the meantime, we’ve also been putting unnecessary and excessive childcare red tape under the microscope and coming up with solutions to relieve the pressure it puts on your ability to do your job.

Let me start by saying that we recognise the importance of the National Quality Framework (NQF) and Early Years Learning Framework to delivering highquality education and care, and we’ve been crystal clear about our commitment to their intent.

However, I’ve seen firsthand that the NQF is forcing many services and their educators to sacrifice time on the floor because they’re stuck in an office filling in unnecessary paperwork.

Ongoing representations from peak body the Australian Child Care Alliance and its various state branches have also brought to my attention the significant cost this imposes on a childcare service.

A report into NQF red tape by the national regulator, the Australian Children’s Education and Care Quality Authority (ACECQA), late last year found 8 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

that it can cost a long day care centre with 75 places and 15 staff an extra $140,000 per year to administer the NQF. This was on top of the one-off costs associated with implementing it.

Sussan Ley

It’s no wonder that the same report found that, of the 97 per cent of the services surveyed who considered the NQF a regulatory burden, almost 80 per cent said it was significant.

Other telling examples of unnecessary NQF red tape include one in five long day care services struggling to find an early childhood teacher, a 43 per cent increase in the number of temporary staff waivers, and about two-thirds of all services still waiting to be assessed and rated with just 12 months to go before the first deadline lapses. I’m sure that you’ve had firsthand experience with at least one of these examples, if not all.

My fundamental view is that if we’re going to invest in an NQF, it needs to be actually deliverable with achievements that we can meet together.

Let’s not forget that, in addition to improving the quality of child care in Australia, an equally important objective of the NQF was to ‘improve the efficiency and cost-effectiveness of the regulation of services’.

That’s why, alongside the Productivity Commission, the current NQF Review is looking closely at whether the NQF is achieving its objectives and how it can be improved to ensure that this occurs.

I am also working closely with my state and territory counterparts to introduce immediate regulatory changes to make your job easier. We’ve already announced changes removing the requirement

general news

for supervisors to have to apply for a certificate to continue doing their job, introducing measures to ease the pressure on services struggling to find the qualified educators needed to meet stricter ratios, particularly in regional and remote areas, and streamlining the assessment and rating process.

We’ve also used the remaining $200 million from Labor’s inequitable Early Years Quality Fund to support thousands of long day care services with the cost of training staff to meet NQF standards, including the often-overlooked, but expensive, issue of backfilling.

It will help with those add-on costs that come with keeping your professional development upto-date, such as textbooks, modules and online learning resources.

by the previous Labor Government, and simply continuing to top up payments on the nation’s credit card is unsustainable.

The Abbott Government has increased its overall investment in childcare fee assistance to $28.5 billion over the next four years in order to make sure that we maintain our world-class childcare system while we plan for a more sustainable future.

Real opportunities for reform I believe that there is a real opportunity for long-term reform to the current childcare system, and for a new set of policies for a new generation.

And, as those leading the delivering of these services, you have an important role to play!

We also understand that many services – and parents attending their centres – are frustrated with the complexity of the current payment system. The Productivity Commission is sure to put forward ideas to improve this.

I look forward to continuing to meet many of you in the months and years ahead, and can always be contacted at assistant_minister@education.gov.au.

Regards, Sussan

However, on the topic of childcare assistance payments, it’s also important to acknowledge that we have been left with a significant budget mess

Sussan Ley is the Federal Assistant Minister for Education and the Member for Farrer.

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 9

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The week that was Murals inspired by Tony Harris’s Wombat book reading at Cardiff Busy Bees Preschool – before and after

Dom Romeo of Child Care New South Wales provides a round-up of some of the great Australian Child Care Week events that took place in June.

T

here was a time when people believed that ‘children ought to be seen and not heard’. Australian Child Care Week provides the opportunity for children, along with the dedicated people who see, hear, feed, educate and care for them professionally, to be seen and heard; and for the work and play undertaken year-round to be recognised by and celebrated within the greater community and beyond.

While early childhood education and care services engaged countless families and community members across the country in activities and events made all the more special by the shared experience, this was the first year that they were able to contribute stories and photographs on an Australian Child Care Week Facebook page. The page’s feed was all the more entertaining thanks to Sam the Bear, the adorable teddy made available to a number of services by presenting partner Child Care Super.

We were able to follow many learning and play activities via Sam’s participation: his relaxing cuppa on arrival; kicking the ball, defending goals and partaking in half-time oranges in soccer games; threading fruit kebabs and creating ‘healthy food faces’; gardening… Sam even earned his first aid certificate, after carefully listening to paramedic Clair at Ready Set Grow, Cannington!

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It was most pleasing to see the support of local members and councillors among certain communities: John Barilaro MP, State Member for Monaro (NSW), opened Australian Child Care Week at Bungendore Kids Zone; Frank Beveridge, Mayor of Charters Towers (Qld), breakfasted at Charters Towers Childcare; and Reg Gulley MP, State Member for Murrumba (Qld), helped Little Champs Early Learning Centre celebrate its 10th anniversary.

Speakers from various walks of life were invited by many services to share knowledge and experience with the children: police officers spoke of ‘stranger danger’, firefighters led fire drills, the RTA delivered workshops on road safety, and journalists interviewed children about what Australian Child Care Week meant to them – some filing their stories for publication the very next day.

Hairdressers created ‘crazy’ hairdos, scientists led experiments, vets brought pets, and many visitors brought their vehicles, which also proved a treat: there were police cars, ambulances, fire engines, garbage trucks, cattle trucks and tractors. And while the helicopter pilot parent wasn’t able to attend in his chopper, his youthful audience was still enchanted by his tales of what he does and how he does it.

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Many services held cultural and community events: among the authors, librarians and parents invited to read to children, author Tony Harris read from his Wombat series of books, selling copies afterwards to raise funds for an orphanage in India.

Parents from overseas and guests from Indigenous communities spoke of their respective cultures, sharing song, dance, food, costume, art and knowledge. For some services, hosting Indigenous guests and creating rainbow serpents was the prelude to NAIDOC Week events to follow.

to engage with their communities, with picnics, morning and afternoon teas, barbecues, and lunches accompanying many of the other events throughout the week. Often, professional chefs from the local communities were in attendance, preparing local produce – sometimes from services’ own edible gardens. In addition to excursions to postal centres (to see how postage works, and to mail a surprise letter home to families) and to local schools in preparation for the next stage of their own journey, there were excursions to sushi shops and restaurants.

As Refugee Week coincided with Australian Child Care Week, some services took the opportunity to explore what a ‘refugee’ was, and draw pictures and write letters to children in detention. Other services put together care packs to give to children in local hospitals, and hosted or visited members of care homes.

Fittingly, Australian Child Care Week culminates with a celebratory awards dinner. You haven’t missed it – it’s held in September. So, although the week is over, Australian Child Care Week proceedings have really just begun. Not only are there awards to be judged and presented at the celebratory dinner – it’s worth noting that this year, only a couple of awards categories deal specifically with Australian Child Care Week; most recognise the good work undertaken by early childhood education and care services year-round.

Some services were visited by professional sportsmen and sportswomen who helped teach about healthy lifestyles. Gross motor obstacle courses and ‘lap-a-thons’ also highlighted the importance of play-based learning and physical development.

Given the ubiquity of the World Cup, soccer players were prominent among the sporting professionals who visited some services.

Of the many art shows and artworks created, the group projects that were produced by Laugh and Learn Early Learning Centre were particularly impressive. They engaged children and parents in the production of a fingerprint leaf tree and a ‘wish weaver’. The fingerprint leaf tree is a painting of a tree whose foliage consists of fingerprints of the children; the dream weaver is a weaving frame threaded with ribbon containing the wishes each family has for their child’s future.

If you or your service would like to enter, you can do so online until 25 July. Finalists will be announced on 18 August, with the Awards Dinner taking place on 13 September.

For more information, visit the Australian Child Care Week website: www.australianchildcareweek.info.

Also impressive was the embracing of technology demonstrated by many services, as they established relations, engaging and interacting with other services across the country. Children were able to make new friends and say hello via Skype and iPads. Also impressive was the range of sustainability projects on display – children understanding the importance of water in our lives, and especially in the gardens that they helped to tend – many of them ‘edible gardens’ that contributed to the healthy foods that they shared. Some services introduced worm farms, with presentations on how they work, how worms behave, and how best to take care of them.

Author Norman Lindsay has been credited with the observation that the way to appeal to children is via their stomachs – hence his book The Magic Pudding. It was certainly the way for many services

Sam the Bear has arrived at Treelands Care and Education. He’s just having a cup of tea to relax before his busy week. Image courtesy of Bec Carey

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 11

general news

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Caring for your children’s feet

I

f anyone understands the importance of young, growing feet, it’s Surefit. This Australian-owned family business has been proudly supplying Aussie kids with quality-fitting shoes for 30 years.

Established in Melbourne in 1984, Surefit continues to develop its children’s footwear with strict core values: ‘Quality Materials; Functional Styling; and Approved Surefit Last’. Their values ensure that your child walks with comfortable and correct-fitting shoes on their vulnerable, growing feet.

The Surefit ‘Preventive System’ has helped many children avoid horrible foot problems in their adult years.

Arch-supported insoles are used for the prevention of flat feet, broad last allows for increased side-to-side stability, and a firm heel counter provides further stability and rear foot motion-control. Surefit only uses rubber outsoles, providing good flexion, which allows the shoe to move and adapt with the child’s natural movement without restriction – not to mention durability, while still being lightweight. All of these benefits provide protection for your child’s vulnerable, growing feet and can potentially save parents thousands of dollars on future orthopaedic costs.

In 2008, Surefit identified that the Canadian-based brand BEEKO shared the same core values and passion for children’s footwear, with the added excitement of fashion, colour and a great bubblegum-scented outsole, sometimes tempting kids to take a bite!

We highly recommend the functional Surefit and fashionable BEEKO shoes for all your children’s footwear needs, including the all-important school shoe.

Check their website, www.surefit.com.au, for current styles and your nearest stockist.

Preventive Footwear Arch support for the prevention of flat feet

Firm heel counter providing stability and rear foot motion control

Midsole provides good flexion allowing the shoe to move and adapt with the child’s movements without restriction

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Preventive footwear that protects vulnerable growing feet

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PANTONE BLACK C

12 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • X

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2014 Early Years Exhibition and Conference

Emily and Cathie Colless, authors of Yum Yum… Where Does It Come From? with Laurie Lawrence, founder of ‘Kids Alive’

The 2014 Early Years Exhibition and Conference was held at Rosehill Gardens, Sydney, on Saturday 15 and Sunday 16 March 2014. Federal Assistant Minister for Education the Hon. Sussan Ley MP delivered a rousing keynote address to delegates on the second day of the event, paying tribute to the early childhood education and care services that work so hard to give their communities quality early childhood services, and outlining her vision for a sustainable future for the sector.

‘T

here is a buzz in this room, which no doubt reflects the energy and enthusiasm of everyone here for the important work you all do. You all share a passion for helping children to be the best they can be. I have no intention of ever taking for granted your passion and enthusiasm for the difficult work you do. With almost every child in Australia attending some form of child care or early learning service before they enter school, it’s important that we get policies right.

No pressure, but what an exciting role you have in building the nation’s future.’

‘I am working to get the best outcomes for children to assist their learning and development, and for their families to promote greater workforce participation.

We need to move on from kneejerk responses and policy made on the run, and put the whole sector on sustainable footing for the future. We need to take a considered and informed approach to reduce regulation that I know is stifling innovation and growth. I really think we have a once-in-a-generation opportunity to do these things.

Twenty-four workshops were held over the twoday conference, covering topics ranging from cultural competency and social media to school readiness. With 21 energetic and inspiring speakers sharing their expertise, ideas and observations, delegates were provided with new ideas and resources to take back to their services in order to continue delivering on their commitment to excellence in early childhood education and care – a great outcome by all accounts.

‘As hardworking and dedicated educators, you are literally starting off Australia’s next generations.

Delegate feedback after the event highlighted the continuing strong interest in professional development

– Excerpt from Assistant Minister Ley’s keynote address – delivered 16 March 2014.

It was wonderful to see the Assistant Minister taking the time to talk to delegates and exhibitors, hearing firsthand about the challenges and opportunities facing the sector, particularly from the perspective of rural and regional areas.

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general news

Clare Hollings and Lauren Reinhardt of North Shore Speech Therapy

related to the Early Years Learning Framework, with early childhood consultant Katarzyna WieczorekGhisso’s three workshops on the rewards and challenges of an educational leader, school transition, and meaningful documentation and effective planning for learning extremely well attended.

Similarly, the practical and relevant advice provided by Clare Hollings and Lauren Reinhardt from North Shore Speech Therapy about children’s communication development was incredibly well received, with an overwhelming number of requests for follow-up resources and professional development opportunities.

The leadership workshop delivered by Queensland Education Leadership Institute CEO Dr Stephen Brown also received glowing reviews, with his enthusiastic delivery and challenging content driving delegates to change their approaches to leadership within their services.

Dr Stephen Brown, CEO, Queensland Education Leadership Institute, with Brianna Casey, CEO of Child Care New South Wales

products and services available to the early childhood education and care sector.

It was wonderful to see so many visitors and delegates interacting with exhibitors, starting conversations that have already led to longer-term partnerships. The benefits of quality early childhood products and services to children were highlighted by the Hon. Sussan Ley MP during her keynote address: ‘Parents now understand the importance of the early years, and the children naturally respond to opportunities for learning, because much thought has gone into providing an appropriately stimulating environment. And we know the benefits from early childhood learning are even more significant for children from disadvantaged backgrounds.’

The 2014 Early Years Exhibition and Conference was organised by Exhibitions Group Pty Ltd, and supported by Child Care New South Wales, Care for Kids, Kidsafe, and Belonging.

Laurie Lawrence was at his colourful and dynamic best, sharing his ‘Kids Alive, Do the Five’ message with delegates, complemented by the important risk management workshop delivered by Guild Insurance’s Christie Boucher.

Delegates also spoke glowingly of the ‘What about the dads?’ workshop, delivered by social worker and counsellor Simon Santosha. Simon’s practical ideas about how services can become more father-inclusive were incredibly valuable at a time when many fathers are more involved in the lives of their children than ever before, including single and separated dads.

With almost 100 exhibitors on site throughout the event, delegates were able to sample, purchase and learn about some of the latest and greatest 14 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

The Hon. Sussan Ley, Federal Assistant Minister for Education, with Tony Harris, author of the Wombat series of children’s books, and Nesha O’Neil, President of Child Care New South Wales

educational resources, programs + planning

Maths is everywhere: Using everyday practices to include mathematical concepts

BY DR MARIANNE KNAUS

We use mathematics every day in some way. Think about the many ways that you refer to mathematical knowledge in daily life: telling the time, buying a coffee, setting the table, driving to work, checking the weather, making a cake.

K

nowledge about mathematics is an essential life skill – a tool for living. On a regular basis, children encounter mathematical experiences that require the meaningful use of numbers, measurements, shapes and spatial thinking. They begin learning about mathematics long before they start formal schooling.

When parents and educators provide the necessary language, meaningful experiences and opportunities, they can enhance children’s early mathematical learning.

Mathematics for children under five years of age is often overlooked or misunderstood. Early childhood education researchers Julie Sarama, PhD, and Douglas H. Clements, PhD, from the University at Buffalo, suggest that: ‘Teachers need to learn that appropriate mathematics for young children is wider and deeper than usually realised.’

The foundation for children’s mathematical development is established in the early years of childhood. Sarama and Clements propose that to assist children’s learning of concepts, educators should use learning trajectories, which move through levels of thinking following a sequence or learning path. Promoting learning that is just beyond the child’s present level of operating by using effective teaching strategies and guidance assists the child to move to the next level of understanding.

The potential for mathematical learning occurs in a range of settings; at home, at childcare and even while shopping or at the park. Children are naturally curious and are keen to learn about their world, including mathematics, and educators are ideally placed to enhance children’s early mathematical learning.

Young children construct their own understandings as they observe and participate in everyday life. These everyday practices are an important part of children’s lives. According to researchers Marilyn Fleer and Bridie Raban of Melbourne,‘Children in their home and community have developed a series of everyday concepts that help them make sense of their everyday lives. These everyday concepts are part of their everyday practice.’ The seeds are planted in early infancy and teaching, and learning is a gradual process.

Children are constructing a great deal of informal knowledge based on their experiences. Juanita Copley, author of The Young Child and Mathematics, states, ‘These constructed ideas are unique to each child and vary greatly among children the same age.’ Children’s understanding of mathematics can be like a puzzle: they are constantly making connections over time, putting the pieces in place. The educator’s role is to observe, to find out what it is that they do know and understand, and to try to help them put the pieces together.

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educational resources, programs + planning

Over time, and with experience, everyday concepts are transformed into abstract concepts. To support the development of abstract thinking, the educator needs to understand mathematical concepts and recognise the potential of everyday events to help provide the links for learning. To think abstractly is when thought replaces action. The path to concept development moves from informal understanding to formal knowledge. It is essential that educators extend everyday concepts into a deeper understanding, leading to more abstract concepts.

Play and participation in everyday life can provide the context for mathematical understanding. It is important to use everyday experiences as a starting point for embedding mathematical concepts. Children discover best through personal and meaningful opportunities when the learning is grounded in firsthand experiences. Everyday experiences are informal and occur naturally in the course of the day.

Examples for spatial awareness might include when a child is painting, referring to how they have covered the whole area. When setting the table in preparation for lunch, comment that the spoons go next to the plates. Folding the washing can incorporate a number of concepts as items are grouped together; all the washers are in one pile and the smocks in another, and pairs of socks are matched up. When cutting the fruit, talk about halves and quarters, introducing fractions.

What is significant is the use of the teachable moment to make connections to mathematics concepts.

Language can be used as a tool for teaching mathematics concepts, and research suggests that when educators guide and shape conversations, a higher level of learning takes place. Children hear mathematics language used every day. Words such as bigger, round, half and heavy are words not only used in a mathematical context, but in everyday speech.

There are also words that are specific to mathematics, such as fractions, centimetres, graphs and percentage. Educators need to use mathematical language in meaningful contexts for children to be able to make the link between the spoken word and what the word means. Many concept words are learnt when they are used in daily experiences, such as: ‘You have three pieces of fruit’; ‘The book is on top of the cupboard’; and ‘The rope is very long.’

When educators model these words in the right context many times, the child will eventually grasp an understanding of these concept words. The use of language for learning mathematics is supported by the Early Years Learning Framework (EYLF), which states, ‘Educators require a rich mathematical

16 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

vocabulary to accurately describe and explain children’s mathematical ideas, and to support numeracy development.’

The Vygotskian approach (based on the ‘tools of the mind’ concept concieved by Russian psychologist Vygotsky) encourages adults to take the lead in using communication tools with infants, toddlers and preschoolers, and to respond at a higher level than the child’s present one. Scaffolding learning in this way means that the interactions change as the child grows.

Communication tools include talking, singing songs, reading books and telling stories. Through stories, we can engage children’s interest and curiosity, and help children to understand abstract concepts.

One of the most significant aspects to teaching mathematics is to know the content well. According to Rudd et al in ‘Mathematical language in early childhood settings: what really counts?’, to be able to effectively teach mathematics, educators need to ‘know the content, and be able to communicate the content in a meaningful way, which inspires critical thinking and active engagement in the learning process for children’. In my book Maths is all around you: Developing mathematical concepts in the early years, there are five chapters that focus on the content for an effective early childhood mathematics curriculum, including the specific concepts of pattern, number, measurement, geometry, statistics and probability.

educational resources, programs + planning

This book is intended for early childhood educators in both preschool settings and the first years of school who would like to explore and investigate maths concepts to enrich children’s experiences and extend their current thinking and learning. Based on the philosophy and pedagogy of the EYLF, it recommends a balance of incidental spontaneous experiences combined with specific planned activities incorporating mathematics concepts. Underpinning this is a strong emphasis on a play-based approach.

Chapters cover each of the strands of the Australian Mathematics Curriculum and how these might be experienced by children in early childhood settings.

Examples of the principles, practices and learning outcomes from the EYLF that link to the various maths concepts are incorporated throughout.

Marianne is a researcher and lecturer at Edith Cowan University. She currently coordinates the mathematics programs in the undergraduate and postgraduate early childhood courses. Marianne has experience working in a variety of early childhood settings and taught early childhood programs at NSW TAFE for 11 years. Her current research is investigating childcare educators’ perceptions of teaching mathematics and the factors that may

influence or inhibit their teaching of mathematics.

The research aims to determine whether professional development intervention on the teaching and learning of mathematics can impact positively on the amount and type of mathematics taught in the educators’ childcare centres.

References Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Upper Saddle River: Pearson.

Copley, J. (2001). The young child and mathematics. Washington, DC: National Association for the Education of Young Children.

Department of Education, Employment and Workplace Relations.

(2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Retrieved from http://foi.deewr.gov.au/system/ files/doc/other/belonging_being_and_becoming_the_early_years_ learning_framework_for_australia.pdf Fleer, M., & Raban, B. (2007). Early childhood literacy and numeracy: Building good practice. Commonwealth of Australia: Australian Government Department of Education, Employment and Workplace Relations.

Perry, B. & Dockett, S. (2005). What did you do in maths today? Australian Journal of Early Childhood, 30(3), 32-36.

Rudd, L., Lambert, M., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education, 36, 75-80.

Sarama, J., & Clements, D. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.

Help kids to read, play and learn with books

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he Australian Early Development Index shows that one in five children start school behind – poorly equipped to benefit from social and learning opportunities.

• create environments and experiences that support language and literacy growth

Sharing stories from birth gives children a great start to life. The 3 ½-hour Let’s Read online professional development course will support you to:

This course will help your centre to address the Early Years Learning Framework (EYLF) and National Quality Framework (NQF).

• foster emergent literacy with children – from babies to preschool-aged children

Enrol now in the Let’s Read eLearning course or choose from centre-wide eLearning packages: www.letsread.com.au/professionals/training

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Children’s behaviour: one of the world’s most interesting phenomena

BY KIRSTY FANTINI, EARLY YEARS TRAINING AND CONSULTANCY

W

hile it has been researched for decades, we, as educators, still find children’s behaviour to be one of the main challenges of our day.

We identify with parenting styles, and the fact that they have changed over the years. There have also been significant changes in lifestyle, the changing family support network, diet and technology, and we have seen an increase in medical diagnosis surrounding challenging behaviours – all of which are factors that have a huge impact on children’s opportunities to enjoy a healthy and active existence.

Children’s behaviour can be challenging; however, we need to be aware of what is age-appropriate, what is learnt behaviour, what may be behaviour of concern and which behaviours are evident because of our environment. Educators need to see behaviour as a learning opportunity both for themselves and for the child. This can be a time to teach empathy, communication, problem-solving and self-regulation, all the while supporting and protecting the child’s sense of self. It is never a time to engage in a power struggle.

To respond appropriately and guide behaviour effectively, educators must understand the origin of the behaviour; where has it come from?

We know that an 18-month-old who bites another child on a daily basis is a challenge; however, this is an age-appropriate behaviour. At this age, the child has limited vocabulary to express his or her needs, emotions and frustrations. They are sensory learners and extremely egocentric – the world revolves around them – so it is common that a child will bite at this age, and we understand why.

Our strategies should include supporting the child’s language through the introduction of sign, ensuring that educators understand each child’s cues so they can step in and support the child at the right moment, encouraging social interaction, providing enough resources, and engaging with the children at all times in an effort to prevent such behaviours.

But what happens if the child who bites is four years old? At this age, the child has age-appropriate

20 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

language skills and therefore can express their feelings verbally, but what happens if they are still using physical means to get their way, such as biting, hitting, pushing et cetera? These behaviours are not only challenging, but they now also become a concern because of the child’s age. How do we deal with these behaviours?

What do we consider? Is it the parent’s discipline style?

Are we reinforcing negative behaviours unknowingly? Is it about their sense of identity? Do they feel important?

Are there other developmental or health concerns at play, such as autism?

Let’s consider parenting and discipline for a moment. Research has shown that there are strong correlations between parenting styles, a child’s temperament and their behaviour. It was concluded that insecure parent-child relationships and/or parenting styles that are harsh, inconsistent and coercive are related to poor outcomes in children, and these children may be at greater risk for conduct disorder and antisocial behaviour in early and middle childhood (Prior, Sanson, Smart & Oberklaid; 2001).

This makes me wonder about these children’s senses of self and how we approach their behaviour. If children are experiencing poor parenting relationships, are they likely to experience lower senses of self? It raises the questions: Do these children behave in this way because this is the only time they experience attention, even if it is negative? Or, could this possibly be learnt behaviour – actions and language that they have observed? Could it be that they don’t feel understood or important?

As we explore these possibilities, do we ever consider the way we respond to behaviour? Do we make all children feel important?

For those children who display antisocial behaviour, it is important for educators to critically reflect on why this is occurring, and to ask themselves the appropriate questions. Consider the child’s temperament, their family context, and how they see themself and start to gain a deeper understanding of why this may be presenting itself.

We need to also consider our expectations, and whether they are realistic. It is a common occurrence that children with challenging behaviours tend to be ‘more challenging’ at group times. The usual strategy used by educators is to have the child sit near them or with another educator, or even to chase them around

ike or

educational resources, programs + planning

the room, all of which reinforce this negative behaviour.

Educators are actually unknowingly providing oneon-one attention for this behaviour and it therefore continues. For behaviour guidance to be effective, it must take a preventative approach. The strategies must occur before the behaviour, such as informing the child of the expected behaviour at group time, providing ongoing praise and reward when you see desired behaviour, and having a realistic expectation for that child, as that child may only be capable of attending for five minutes.

It is also important that educators reflect on themselves and their environments. Some questions you may pose are: • Does our environment allow children to express themselves freely and take managed risks?

• Do children have enough time to engage with experiences without being told to pack away?

• Are experiences meaningful and purposeful, enticing children to become engaged?

• Is our room visually chaotic and cluttered?

• Are our expectations realistic?

These are all very significant factors that impact on any child’s behaviour, whether they are behaving antisocially or testing the boundaries; and, as educators, it is up to us to ensure that our attitudes, interactions and learning environments support children’s learning, wellbeing, development and behaviour, rather than exacerbate any negative behaviours.

All children want to be encouraged, to be supported and to feel important!

Reference: Prior, M, Smart, D, Sanson, A and Oberklaid, F. 2001. ‘Longitudinal predictors of behavioural adjustment in pre-adolescent children’. Australian and New Zealand Journal of Psychiatry, Vol 35 (3), pp 297–307.

Kirsty Fantini is the owner of Early Years Training & Consultancy, a registered training organisation (RTO) delivering nationally recognised Certificate III and Diploma of Children’s Services qualifications across Australia. http://earlyyearstraining.com.au.

• Do we, as educators, become deeply involved with the experiences and activities with children, or are we too busy?

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Le Please contact us on (07) 3217-0088 if you’d like to know more about our products or services, or take a look at our new website at www.speedyschoolsupplies.com.au – we’d love to help!

We stock a broad range of Art, Craft, Learning and Stationery Supplies for Primary Schools, Kindys & Childcare Centres and Community Groups.

Telephone: (07) 3217-0088 Email: service@speedyschoolsupplies.com.au Website: www.speedyschoolsupplies.com.au

325065AE_Speedy School | 2075.indd 24

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 21

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Grow and Learn Together Children are developing all the time, through everyday situations. Grow and Learn Together is Raising Children Network’s new resource that shows what’s happening for children as they grow and develop. See why and how play and exploration are powerful ways for developing children’s learning.

Visit raisingchildren.net.au/growandlearn – it’s free!

Raising Children Network is optimised for smartphones so you have access to reliable information when you’re on the go!

Everyone loves a story Storytelling promotes literacy and language and gets children ready to start reading. Watch and listen to our popular videos to find out about the importance of storytelling – great for parents and early years professionals! raisingchildren.net.au/articles/storytelling_videos.html

About Raising Children Network raisingchildren.net.au is the complete Australian resource for parenting through pregnancy and newborns and right through to teens. More than 5 million people visit the website each year.

Getting Kids into Healthy Food Video Guide

Like us on Facebook and join thousands of others to keep up to date with our extensive range of parenting articles. You can also connect with other parents, carers and professionals, and have your say on a wide range of topics. facebook.com/RaisingChildrenNetwork

Looking for practical and everyday ideas for how to involve and engage children in making healthy food choices? Raising Children Network’s new video guide shows how to help children understand where food comes from. For inspiration about meals and lunchboxes that are nutritious, easy to prepare and affordable, visit our Getting Kids into Healthy Food Video Guide at raisingchildren.net.au/articles/healthy_food_video_guide. html. It’s at your fingertips on your mobile or desktop – and it’s free!

Raising Children Network’s new video guide shows how to help children understand about healthy eating and where food comes from.

It’s a great resource to share with colleagues, family and friends.

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special needs

EarlyAQtion – providing vital support to young children with ASD

E

very year, a growing number of children are diagnosed with autism spectrum disorder (ASD).

This complex and lifelong condition now affects approximately one in every 100 children, making it more prevalent than cerebral palsy, diabetes, deafness, blindness and leukaemia combined.

No two children with ASD are the same, as symptoms vary enormously from person to person.

The similarities are that autism impacts all areas of a child’s life and the way in which they cope in everyday situations.

It is a lifelong disability that affects the way a person communicates, socialises with others, interprets information from their senses, and adapts to their environment.

The cause of ASD is not yet fully understood, and while there is no cure, early intervention, therapy and education delivered by professionals with expertise in ASD can make a significant difference.

Helping young children with ASD through our centres…

Autism Queensland is a lead agency in the provision of targeted services to people with ASD and their families, and we have been providing these targeted support programs for more than 35 years.

Our EarlyAQtion programs are flexible and individualised early intervention services for children under seven years old with a diagnosis of autism.

They are delivered from centres in Brisbane, Rockhampton, Gladstone, Mackay and Cairns, by a trans-disciplinary team of teachers, speech pathologists, occupational therapists, psychologists, social workers and teachers’ aides.

Through the EarlyAQtion services, Autism Queensland provides long- and short-term centrebased group programs for children below school-age: short-term, intensive programs conducted in the child’s home or early childhood setting; and week-long small group sessions during the school holidays. Teams from each of our centres also deliver outreach programs to all locations throughout Queensland, including rural and remote communities.

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…And in yours Autism Queensland can also come to you.

We can provide an autism consultant who is based at your centre who can provide ongoing flexible support to your staff and the attending children with ASD. We can develop group programs in collaboration with your early childhood team to meet the needs of the children with ASD attending your centre, and additionally provide individual support for these children through targeted programs addressing developmental and independence skills.

Also available are multidisciplinary assessments, and targeted, short-term staff support, providing assistance with individual planning; positive behaviour support plans and behaviour interventions; development of transition plans; assistance in designing and implementation of environmental and curriculum adjustments; and coaching and mentoring.

Additionally, Autism Queensland’s Training Services offer scheduled and customised workshops for your teams on a range of topics relating to ASD. Visit www.autismqld.com.au for more information on our EarlyAQtion services, email EarlyAQtion@autismqld.com.au or call us on 07 3273 0000.

Autism Queensland EarlyAQtion Early Intervention Services Tailored, flexible services for childcare centres and kindergartens Autism consultant Group programs – developed in collaboration with your early childhood team Individual support for children with ASD Multidisciplinary assessments Staff support Professional development

Structured, individualised early intervention for young children Delivered by therapists and education professionals with expertise in ASD for young children diagnosed with an ASD through our centres in Brisbane, Cairns, Mackay, Rockhampton and Gladstone.

We can provide: Long and short-term centre-based group programs for under school-age children Short-term, intensive programs conducted in the child’s home or early childhood setting Week-long small group sessions in the school holidays.

CONTACT US: EarlyAQtion@autismqld.com.au 07 3273 0000

Autism Queensland invites you to join us at the BCEC from September 9th-11th next year for APAC15, the fourth in the popular Asia Pacific Autism Conference series.

Hear from international and Australian experts in ASD, learn about world-first research outcomes, attend symposia sessions, workshops and poster presentations.

Register your interest now at

www.apac15.org.au

REGISTRATIONS OPEN SOON

Accredited and Non-Accredited Training Services (workshops) for teachers and other professionals, parents, families, employers and anyone interested in ASD. Our workshops on topics about ASD will help increase understanding, skills and expertise in working with people with ASD. They are delivered by our experienced professional trainers and learning facilitators.

We offer scheduled and customised workshops where we tailor the content to suit your needs/audiences and come to you.

Autism Queensland is also a Registered Training Organisation registered with the Australian Skills Quality Authority (ASQA).

CONTACT US NOW TO DISCUSS YOUR TRAINING NEEDS. 07 3273 0000 WORKSHOPS EMAIL:

LEARNING@AUTISMQLD.COM.AU RTO EMAIL:

RTO@AUTISMQLD.COM.AU

special needs

Including children with special educational needs in preschool settings:

fun matters

BY DR DAVID ARMSTRONG, UNIVERSITY OF SOUTH AUSTRALIA

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arly childhood educators often highlight children classified as having special educational needs (SEN) (or ‘additional needs’) as some of the most professionally rewarding children to work with. In many cases, practitioners working in preschool settings have highly significant later positive influence on a child’s life, making a tangible difference to their future through early identification, and timely, targeted practice.

This is one of the reasons why states across the English-speaking world have increasingly professionalised and regulated early childhood/ preschool provision via policy initiatives, such as Australia’s national early years learning framework.

SEN: a diverse banner Children who fall under the banner of special education make up an incredibly diverse population, encompassing everything from physical disabilities, such as hearing impairments, to complex developmental disorders like autistic spectrum disorder (ASD). In addition, children with disabilities such as Down syndrome tend to have co-occurring health problems and/or disabilities. These can compound the barriers that they face to participation and learning in setting.

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This diversity in the population of children described as having SEN arises at least partly because special education is an expansive educational category that is often geared to suit funding purposes related to laws around disability and about preventing discrimination. Such categories do not always tell us much about how the specific condition or syndrome affects a child’s everyday functioning, and what we might actually need to do to help a child flourish.

Finding out a child’s needs: a detective story This unhelpful distance between labelling and practice often makes it very difficult to predict the needs of a child. Practice with children with SEN can sometimes seems like a detective story, where figuring out what will reliably work in particular circumstances is a major victory on the road to a happy ending.

It is consequently unwise to generalise about individuals (for example, ‘Children with ASD don’t like physical contact’), and it is wise to seek out and call on a range of detailed information about a child. Thinking about a child’s: a) strengths; b) areas for development; and c) likes/dislikes is a strong starting point for this process of enquiry.

Structured conversations with caregivers and other professionals involved in a child’s care plan or who

special needs

have conducted assessments previously can be enormously helpful.

Good-quality professional learning and what it might look like

‘Cross-disciplinary practice’ is the formal, technical term for working with others involved in the delivery of early childhood intervention services. Other literature in the SEN area also refers to ‘multidisciplinary’ practice, where professionals from several disciplines (psychology, education, health) work together for a common cause in the interests of a child or their family, or both.

Equipping ourselves with the latest knowledge, skills and confidence is also vital in shaping the best response possible to a child with SEN. Professional learning – as opposed to professional development, continuous professional development, staff development or simply ‘training’ – is the current internationally preferred term.

Team around the teacher: remember to look after your own welfare Educators working in this context often also forget their own professional and personal needs. Working with children who have disabilities can be fulfilling and immensely satisfying; however, it can also be physically and psychologically exhausting.

To help protect our welfare, it is important that professionals call on senior colleagues in setting and other allied professionals or wider colleagues for everyday support, and also particularly at key decisionmaking points – for example, around a child’s transition into formal schooling or into a specialist setting. In challenging situations, educators need intensive, timely support from senior colleagues to positively respond in the best interest of a child: leadership might need to trigger ‘team around the teacher’.

SEN attracts many commercial entities across Australia and the English-speaking world that are keen to tap into public funding allocated to professional learning. Many are reputable; some are not.

International research into what makes for high-quality, effective professional learning for educators indicates that it is: • developmental: happening over an extended period (rather than a one-off session) • motivational: attended by motivated staff who are committed to learning, rather than individuals acting as volunteers, who feel obliged or who have been forced to attend • theory-rich: fosters a deeper understanding of the theory/theories (‘the why’) that underpin specific practices in setting (this is not just about teaching ‘skills’)

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 27

special needs

• enquiry-based: stimulates deeper learning based on enquiry so that practitioners can explore and test out their new knowledge in a controlled way in their own practices • encouraging of critical reflection – Why are things done like this? What could improve the way that things are done? – and promotes the ability to selfidentify personal professional learning needs • challenging existing practice: (‘the way things are done’) in a non-confrontational way by showing effective alternatives • conducted off site: many educators also report that professional learning conducted at least partly off site – for example, at their nearest university – is particularly beneficial because this helps them to think about their workplaces in different, more critical, ways.

You should consider the above attributes if you are thinking about investing in your professional learning; does the event or course of study match up here in any way?

When a child might or might not have SEN: identification, assessment and labelling Early childhood or preschool settings are often the first place where caregivers will raise concerns about a child’s development that could be related to a possible, but as yet unconfirmed, disability. In some cases, these worries can be unfounded; in others, caregivers rely on often accurate intuition that a child is ‘different’ from his or her peers. Some caregivers can occasionally also underplay the difficulties that a child is clearly presenting, often for a variety of complex reasons (negative cultural attitudes to disability can be one reason).

In some cases, caregivers themselves may have disabilities that affect their judgement, and may themselves need support from professionals to make important decisions about children in their care.

Whether it is ethical and helpful to advocate labelling children (often for life) with a disability, condition or syndrome is a fundamental question for professionals. One suggestion by scholars in this area is that labelling must be done cautiously, with a clear purpose of benefiting the child. It should also be open to review as the child grows and transitions into formal education. When working with other professionals in this endeavour, it is also important to consider that they might have a very different perspective to that of an early childhood educator.

Clinicians and health professionals, for example, are probably going to be using medical tests and health 28 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

assessments to determine whether a child has, in all probability, an underpinning medical or genetic cause for disability, condition or syndrome. These concerns are not directly related to a child’s educational needs, and the early childhood educator might need to work carefully with other allied professionals to ‘translate’ these for an educational context.

In many cases, it is reasonable to say that we do not need to intervene at all, and that the child with SEN simply requires consistently high-quality opportunities for learning, which are carefully designed to meet their needs in a targeted way.

This is almost a radical suggestion, given the current emphasis on classroom ‘intervention’ in educational policy and in many education systems across the world when considering children with SEN.

Conclusion: keep the structured fun It is vital to emphasise that most children with SEN – like their typically developing peers – are likely to benefit from an engaging, structured and fun environment.

They are, after all, children. One danger of the current emphasis on national standards and national professional frameworks mentioned in the introduction to this article is that they can unfortunately take our focus away from delivering this in an authentic, meaningful way.

Practice, instead, becomes about demonstrating everybody’s synthetic adherence to a range of rapidly shifting professional criteria, professional standards or other clunky, bureaucratic measures. In some circumstances, educators fall back defensively to documenting what needs to be done on NEPs, IEPs or spreadsheets rather than calling on real conversations with the child and their caregivers to design learning opportunities that are educationally sound and enjoyable for a child with SEN. In aiming for the inclusion of children with SEN, we should fundamentally consider what matters in their world and offer educational experience that connects fun with learning.

Dr David Armstrong is Lecturer in Special and Inclusive Education at the University of South Australia. Dave worked in the United Kingdom, as a researcher and specialist teacher supporting children and young people with disabilities, before permanently moving to Australia in 2012.

Dave welcomes any enquiries you have about your professional learning needs and those of your setting, and has three books on SEN and inclusion that might be of interest. For more information, visit www.unisanet.unisa.edu.au/staff/homepage. asp?Name=Dave.Armstrong

special needs

special needs

Autism SA is NDIS ready – are you?

S

ince 1964, Autism SA has been the recognised leader in helping families and individuals living with autism spectrum disorder (ASD).

Our founding members were families driven by the desire to ensure that they had access to the best information, education, treatment and support. We have remained true to our beginnings to ensure that people with ASD get the most out of life.

People with ASD are at the centre of everything we do – we provide individualised and person-centred services and support. Whether you are a person living with ASD or a family PROOF # member, carer or a professional looking for the latest information about ASD, Autism SA can assist you.

3

: 1300 363 480

Proof for a simple text layout is offered free of charge plus one subsequent change. Any changefrom thereafter will incur Autism SA andahas given families the ability to $25 +GST fee per continue tochange. access highly valued ongoing services.

Autism SA can provide the following services to ORDER CONFIRMATION assist parents and families: Autism SA aims to improve life outcomes for people with ASD by providing and facilitating the very best • Assistance in coordinating or managing life & ART APPROVAL information, connections, expertise, education, stages, transitions and supports: Fax: 1300 363 481

services, support and a strong representative voice for people in our community.

With the introduction of the National Disability Insurance Scheme (NDIS) and the prevalence of autism spectrum disorder in Australia now reaching one in 100, expert knowledge, awareness and exceptional service delivery has never been more in demand.

AUTISM SA

INFO LINE

1300 288 476 MONDAY TO FRIDAY 9AM-4PM

www.autismsa.org.au

1300 AUTISM

Autism SA has seen a number of children under six years old with ASD transition to the NDIS over the past year. This has enabled those clients and families to purchase vital therapy and consultancy

X • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

• Consultancy and plan coordination • Assistance to integrate into school or other educational program: • Short-term consultancy and 1:1 facilitator support in schools • Assistive technology specialist assessment, setup and training • Assistance with travel/transport arrangements: • Included in weekday, weekend respite, overnight care and school holiday programs • Development of daily living and life skills: • Day support, respite, school holiday programs and overnight care • Early intervention supports for early childhood: • Occupational therapy, speech pathology and consultancy • Specialised assessment of skills, abilities and needs: • Occupational therapy, speech and mealtime assessments • Therapeutic supports: • Occupational therapy, speech pathology To find out more about the NDIS, visit www.ndis.gov.au.

For general queries in relation to the NDIS, visit www.autismsa.org.au. Autism SA infoline: 1300 288 476.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 29

incursions

Bringing the world to them: exploring incursion programs In the often highly structured interior world of the early childhood centre, a child’s perspective can become extremely narrow. In order to develop a resounding impression of the world – and an understanding that fun and learning can originate from myriad sources – a child needs to interact beyond the childcare centre and the educators employed there.

Implementing a diverse incursion program in your early childhood centre can help to broaden a child’s horizon.

I

ncursion programs involve outside educators bringing specialised and tailored programs to learning centres. These programs, designed to introduce specific knowledge and skills from the outside world into the classroom, provide a safe, controlled environment in which a child can learn and play differently. The incursions can be practical or abstract; designed to encourage a child’s logical, creative, social or emotional development. These incursion programs can be a method for shaping a child’s development beyond what a childcare centre can realistically provide on its own.

30 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

In consultation with you and your centre’s educators/teachers, these external practitioners will develop a program for your centre that combines play and learning. These diverse programs can introduce children to the world of nature and science, art and craft, or music and movement.

Activities-based incursion programs such as these encourage children to explore a world of culture and learning beyond what they experience day-to-day in an early childhood centre. And the advantage is that these sessions can be brought to you, eliminating the hassle of coordinating an excursion.

Nature- and science-based incursions allow children to explore and understand nature – the weather, animals, plants – and the importance of sustainability and respectful human interactions with nature, while staying within the boundaries of the centre. These incursion programs can often include travelling zoos, gardening activities, recycling programs, and movement-, art- and music-based programs designed to teach sustainability and natural processes like plant growth and water cycles. As children are encouraged to learn about and interact with nature, their developed understanding reduces hesitation, fear and ignorance of the natural world.

Programs involving art and craft are key to creative development in children. As creativity in both learning and playing is absolutely essential to a child’s development, a rich and diverse art and craft program

incursions

can really encourage growth. Not only does art and craft encourage creative thinking, it also increases a child’s logical and sensory reasoning. The more a child creates, the more they understand about the way certain shapes and textures can be combined to create something new and unique. Hosting incursions that involve painting and drawing, sculpting and building, and also cooking, encourages a child to use their imagination to create – and allows them to revel in the success of the final product. Thus, these ‘creation’ projects can also be essential for social and emotional development. Asking an artist or arts and crafts teacher to host a lesson in your centre is just one way to get the creative – and crafty – juices flowing.

Music and movement incursions tend to be looser in structure – based on emotional, spatial and creative understanding. These programs introduce children to the expansive world of music, and encourage participants to express themselves using their bodies or instruments. As children develop new ways of working through and expressing emotions, they tap into creativity and emotions, and develop a logical understanding of how an action (hitting an instrument, or kicking their leg) can produce a specific

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...‘creation’ projects can also be essential for social and emotional development reaction (a sound or movement). These activities can be valuable as abstract creative exercises and physical exercises that encourage children to move and play using their bodies in a particular way.

There are so many options for an educator that is considering introducing incursions into its early childhood curriculum. By connecting with specialised practitioners, an educator stands to gain a great deal of insight – and a different perspective – into a child’s development and understanding. Simply put, incursions are an easy, safe and effective way of bringing the outside world into the classroom.

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 31

finance, business business++property property finance,

A strong leader for the childcare sector

T

otal Childcare Solutions has established itself at the forefront of the childcare industry in Australia through forward-thinking business planning.

Led by Founding Director John Wall, the company’s growing management team has more than 40 years of experience, is passionate about quality learning outcomes, and strives to ensure that all children in their care have access to the best start in life.

The family-owned business has assisted over 300 owners and investors to date in managing their childcare centres effectively.

‘Our core belief is that managing relationships effectively is the key to a successful childcare business – happy staff make for happier children, and happy children means happier parents, so this makes child care easy and rewarding for everyone,’ says John.

‘We operate under seven quality standard solutions to ensure the quality of child care. We specialise in childcare management, new centre start-up, consultancy and centre acquisitions.’

John remembers the impact that different aspects of his own childhood has had on his life: ‘I’m 55 and I remember having fun with my siblings in the great outdoors; but sadly, today, many of our children don’t get to experience the natural environment like we used to,’ he says.

‘It’s invaluable to offer a child that kind of positive experience, and we strive to create fun environments that also challenge children’s mindsets.’

John has worked for many of Australia’s highly respected and well-recognised childcare organisations, including taking an active role in shaping the industry as the sole Australian childcare expert in the internationally renowned consultancy network, the Gerson Lehrman Group.

He began his career in Hervey Bay with Russell Hutchison at Hutchison Childcare Services, where he gained expertise in childcare management while learning the best way to maximise a centre’s financial returns.

Now, for more than 15 years, John has specialised in strategic analysis and development of sustainable childcare centres, focusing on encouraging happy children and healthy bottom lines.

‘The childcare industry has evolved, and we’ve come a long way in my 17 years, including setting

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new standards in 2012, so I think our industry is now the strongest it has ever been, and offers exciting and fulfilling careers,’ he says.

John believes that Total Childcare Solutions Australia can uniquely engage with a broad spectrum of clients, from leading franchises to the smallest childcare centres.

‘For buyers or sellers in the industry, I believe that we have the answers. We genuinely want to support businesses, and take pride in bringing buyers and sellers together to work collaboratively, cut the red tape and make the sales process easy for both parties,’ he says.

Business partner Fiona O’Donnell explains the close relationship that all of the staff have with each centre: ‘Like us, our clients are educators, centre managers and owners, and our vision is to make good things happen for other people,’ she says.

John has been nicknamed the ‘Grandfather’ of the Australian childcare industry, and both his own and the company’s reputations for leadership are renowned.

‘I think that the key to our success is that we genuinely care for other families; we know how to help centres reach their goals, and see our reward in getting those results.

‘It’s not simply a business – it’s a calling.’

For more information, visit: www.totalchildcaresolutions.com.au.

Thinking of Selling?

We have genuine buyers ready for the immediate purchase of your centre

Total Childcare Solutions Australia is a family owned and operated childcare management company with first hand practical experience in childcare sales.

We are not agents, we are childcare professionals that understand the importance of connecting the right buyer with your centre for a quick and friendly sale.

With Total Childcare Solutions Australia you’ll sell your centre at the best possible price in the shortest possible time. There are no corporate costs, no board approvals required and the interests of families and children of the centres are our highest priority.

We have genuine buyers ready for the immediate purchase of your centre We have over 40+ childcare centre owners, as well as private investors and Unit Trusts that are looking to increase their portfolios.

Our buyers are educated in the industry, they know the processes and are ready to pay a true premium price.

Contact John Wall and his team at Total Childcare Solutions Australia now for a no obligation, completely confidential discussion to discuss your options.

Phone 1300 851 331 or email John Wall on john.w@totalchildcaresolutions.com.au

www.totalchildcaresolutions.com.au info@totalchildcaresolutions.com.au | Phone 1300 851 331 QLD | ACT | NSW | VIC | SA

Australia

finance, business + property

The appetite for childcare centres

BY JOHN WALL, TOTAL CHILDCARE SOLUTIONS

During the late 1990s and certainly up to 2007, we saw a proliferation of childcare centres every couple of years in most areas across the country. That was because of groups like Hutchisons, Peppercorn, ABC and Kids Campus – all the ‘corporates’ had a very strong acquisition growth through building.

We were building centres all over the country – even I was involved in 50, 60, 70 a year.

I

t was very fragmented back then; and when we saw the demise of ABC in 2007, we saw over 300 development applications terminated in one year. We saw developers getting very scared. Instead of building childcare centres, they would build townhouses – anything but childcare centres. So, the tap was turned off almost immediately for developers wanting to build and develop childcare centres.

During the mid-2000s, we saw the corporates owning approximately 25 per cent of the total number of long day care centres in Australia – including the ABC group, which owned around 18 per cent – so, the market of 70 plus per cent was monopolised by mums and dads.

34 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

Each mum and dad operator owns one to two childcare centres. Today, we have around 7000 long day care centres in Australia. Mums and dads own approximately 80 per cent of that, and the corporates today – which includes the G8 Education – own about 11 per cent. So, today, we still have the main market owned by mums and dads.

From 2007 to 2012, we saw the weighted average occupancy across the country increase by about five per cent – five points. That might not sound like a lot, but when you look at the sensitivity analysis

We’ve seen the appetite for our sector increase because we have been able to rightsize the industry in many different ways since 2007

finance, business + property

per average childcare centre, one per cent is worth about $25,000 to the bottom line. So, we didn’t see any building until around 2012, when we saw a total of 44 childcare centres built in Australia that year.

We’ve seen the appetite for our sector increase because we have been able to right-size the industry in many different ways since 2007; and since the demise of the ABC group, that right-sizing has seen this organic weighted average occupancy growth in childcare centres happen for mums and dads without them really altering their businesses. That was a good thing for the sector.

This is what’s created the appetite that we have for child care in Australia today. Everybody wants in.

Is it a good time to sell today? Why would you sell today? One possible answer could be because we’ve seen the valuations – that is, the multiple of earnings – increase quite significantly over the last two to three years as the appetite for the sector has grown.

From a due diligence point of view, one of the biggest things that we always try to use to prove and support a due diligence report is a needs analysis. This

It’s a real childcare puzzle, and we’re seeing a lot of mums and dads out there really confused about what a good price is defines a catchment area, gives an understanding of where the children will come from and how many children are available for care in that area, and then provides a competitive market analysis to see how strong the need is for that area.

I write due diligence reports on a regular basis. Due diligence reports are like valuations: the banks require a due diligence report as part of their lending criteria when they’re financing childcare centres.

From the days of writing due diligence reports back in the early 2000s – which just involved putting your head over the back fence and seeing if there were any kids there – to today, we’re seeing that most areas of the country are showing some very, very high needs. This is different to what we saw back in the early 2000s, when we would see need before it was gobbled up really quickly with a whole heap of development within the next year or so.

It’s very easy today to be able to demonstrate to banks and to buyers that a childcare centre can be bought on a very high valuation, and that you’re able to support the earnings of that childcare centre because of the need that’s out there – we don’t have enough childcare centres to fill that need today.

It’s a real childcare puzzle, and we’re seeing a lot of mums and dads out there really confused about what a good price is. They ask questions such as: When is a good time to sell? What is a due diligence report?

Do we want to sell or not sell the childcare centre?

These questions are asked because the appetite for our sector is very strong, and the appetite is strong because we’ve seen the right-sizing of our industry.

We’ve seen the organic growth of the weighted average occupancy right across the country; and we’ve seen the need for child care increase in most areas of Australia, meaning that supporting forecast earnings into a childcare centre is very easy today.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 35

finance, business business++property property finance,

Your six simple steps towards super success

If you’re feeling that your super could be in better shape, here are some nifty ways to boost your balance – without feeling the pinch!

1. Find lost super There are billions of super dollars in lost or forgotten accounts. So, if you’ve ever changed jobs, there’s a chance that some of this money could be yours. HESTA members can use our simple online super search tool to locate any super accounts in their name using their tax file number. It’s a quick four-step online process.

Go to hesta.com.au/superfinder to claim yours.

2. Combine multiple accounts If you have more than one super account, consider consolidating. Having just one account can help save on unnecessary fees, which can eat away at your balance over time. It’s easier than ever to roll your other accounts into HESTA. Use our online tool, hesta.com.au/superfinder, to find any old accounts in your name. Then, to roll your accounts into HESTA, simply download a rollover form from hesta.com.au/rollover and send it to any old funds. Be aware, other funds may ask you to provide certified proof of identity. And remember to consider the benefits (like insurance) of each of your funds to work out which fund suits your needs best.

3. Get free money from the government If you’re eligible, the government will add 50 cents to every $1 you contribute (after tax) to your super, up to a maximum of $500. The maximum co-contribution reduces with every dollar you earn over $33,516, and cuts out after $48,516. Visit hesta.com.au/cocontribution to find out if you’re eligible.

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4. Top up with a tax refund If you’ve received a tax refund, investing it in super can be a tax-effective way to save. By topping up early, you can also make the most of the benefits of compound interest (interest earned on interest). For example, $20 per week can make a big difference when you retire. Plus, if you’re eligible, a tax return paid into super may also attract a free top-up from the government – described in step three!

5. Pay rise? Use it to boost your balance Consider contributing some of your higher salary into super. Or, if you get a bonus, think about putting some of it straight into super to boost your savings.

6. Contact the HESTA education and advice team Our team of super experts runs seminars in workplaces and in the community, Australia-wide. We explain super investments, contribution strategies, insurance through super and transition to retirement, and help you manage your money. Members can also get oneon-one advice through HESTA if they need it. Find out more at hesta.com.au/advice.

With more than 25 years of experience and $27 billion in assets, more people in health and community services choose HESTA for their super.

Issued by H.E.S.T. Australia Ltd ABN 66 006 818 695 AFSL No. 235249, the Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321. This information is of a general nature. It does not take into account your objectives, financial situation or specific needs so you should look at your own financial position and requirements before making a decision. You may wish to consult an adviser when doing this. For more information, free call 1800 813 327 or visit hesta.com.au for a copy of a Product Disclosure Statement, which should be considered when making a decision about HESTA products.

finance, business + property

Striving for Best of Class performance

BY PATRICK FLANAGAN AND BRAD LOFTUS

On 23 July 2014, more than 400 young Australian athletes will be attending the opening ceremony of the 2014 Commonwealth Games in Glasgow before they compete against some of the best athletes in the world. The journey to Glasgow is not driven by luck, but rather by hard work and a constant search for continuous improvement to reach the Best of Class benchmark of an elite athlete.

S

o what does this have to do with operating a childcare centre? Just like all elite sport, the childcare sector is becoming intensely competitive, and is subject to significant levels of change. One of the keys to success is to understand which financial goals are worth shooting for, and then developing the right strategies and tactics to attain the desired outcomes.

How do I measure my relative position?

In a competitive environment, it is only natural to want to look around at others in the same sector to gauge your own progress and level of success. In business, benchmarking can be a good way to find this gauge.

The problem is, however, that easily accessible sector benchmarks may not be the most relevant to your business, and often only give you an indication of ‘average’ performance.

One of the keys to succeeding in a competitive environment is to find areas within your business where cost and time efficiencies can be improved, or where the resources you have engaged are underperforming. By comparing the costs of your business

(as a percentage of income) to the same data from businesses within the sector, you can identify not only areas where you perform well, but, more importantly, areas that can be improved.

So, benchmarking gives us a picture of where we are placed, just like a scoreboard at a sporting event.

Benchmarking is, however, not just limited to cost analysis. Examining sector performance and efficiency ratios is also an essential tool to help gain an understanding of how your business can improve.

Examples of these ratios include: • fees generated per staff member • fees generated per child • occupancy rates.

It is important during this process to ensure that you are comparing apples with apples. Questions that you need to consider include the following: • Am I comparing my centre to those in the sector with similar characteristics?

• Are there characteristics of my centre that do not fit sector norms?

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 37

finance, business + property

• Are there items that need to be adjusted (for example, proprietor’s drawings, management fees and leasing charges) to ensure that I am comparing the right information?

It is best to have a broad range of data available for comparison. Data needs to cover variations, such as the size of centres, centre locations, age group mix and whether a centre owns or rents its premises. When data is not tailored to a specific circumstance, analysis can quickly become unreliable. For example, there is no point in comparing the financial data of a large regional centre with that of a small suburban centre.

Each centre varies in its profile for reasons such as corporate structure, financing mix and the participation and remuneration of owners. It is important to ensure that adjustments are made to your data so that it is comparable to sector averages.

For example, it is important that a centre, where an owner is performing the role of a centre director for a minimum wage, is not misconstrued to be overperforming. In this case, a market rate should be imputed to the data to ensure comparability. If these adjustments are not made, then decisions may be compromised when identifying areas for improvement.

Best of Class benchmarking Often, the process of benchmarking only provides the user with affirmation that their business is producing ‘average’ performance; or, where performance is above the benchmarks, there is no ‘measuring stick’ to gauge how far above average the business is.

Unlike other benchmarks ‘Best of Class’ doesn’t compare you to the middle of the pack. It instead measures your performance against the leaders of the sector. Comparing your cost and revenue profile, and performance ratios to those of an efficient sector

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leader can provide greater insight into what you are doing well, and areas that require improvement.

By way of example, a centre that has had historically strong results needs to be monitoring its revenue to direct staff cost ratio, and its revenue per teaching staff, to ensure that it is effectively factoring the increasing cost of staffing into its service pricing.

This is an area that the best performers in the sector understand, and are constantly managing to ensure that they are receiving the best return for their efforts.

Despite having passion, commitment and talent, a young athlete will struggle to make the leap to the elite level if they lack quality performance feedback, resources and support. In order to reach their goals, they also need to understand, measure and control all aspects of their training and performance. In business, by defining ‘success’ and obtaining a clear focus for your efforts, you will ensure that time and money are directed to the tasks that will give you the best return on your investment. Relevant benchmarks for the best performers are a reliable ‘measuring stick’ needed to ensure that these assessments are as constructive as possible, and provide a road map for future wins in your business.

No-one questions a business owner’s effort and passion for their business, but we challenge you to answer the following: • Do you make time to regularly step back from your business, to analyse it?

• Are your financial and business goals defined?

• Do you understand what you can do to deliberately achieve these goals?

Patrick Flanagan is a Director, and Brad Loftus is Manager of Business Solutions, at RSM Bird Cameron, Sydney. Website: www.rsmi.com.au.

finance, finance,business business ++ property property

When was the last time your business had a fitness test?

W

e recently sat down with a client who is five years away from retirement. The key issue we discussed was whether the sale value of their childcare business would be enough to fund their retirement. Unfortunately, based on recent business performance, the answer was no. So, the question became, what do you need to sell the business for and how are we going to get you there? This helped us to establish the underlying profit required to achieve the necessary sale price. We then measured the client’s results against our Best of Class Benchmarks to see whether the profit that was required could be achieved, and if so, where efficiencies and improvement could be found. This process helped us to identify the following: 1. the staffing of the centres was not optimised 2. pricing of the service had not been monitored over recent years, leading to a degradation of margin 3. head office overheads were excessive 4. interestingly, the business was overperforming in relation to occupancy costs.

The above analysis helped to give our client clarity around the key issues affecting their business and to

form intelligent strategies, which would give them the best return for their effort. As we head into the new financial year, we are working with them to: • get more strategic with their staff rosters • improve their marketing to ensure that attendance in the centres is more consistent, and utilisation improves • critically analyse their pricing tactics and the trajectory of their costs • optimise their accounting and head office function so that their management team can work on improving the business instead of processing tasks (for example, bookkeeping).

This process has ensured that our client is focused on improving the performance of their business to bridge that gap to the best performers in the sector.

By focusing on ‘Working on the business, not in the business’, our client is taking steps to secure their investment, and in the process make their retirement more secure and enjoyable. If you would like to find out how you can move toward being a Best of Class performer, please contact Brad Loftus or Pat Flanagan at RSM Bird Cameron on 1800 101 296.

RSM health+

www.rsmi.com.au/pharmacy 1800 101 296

Child Care

Looking for an accountant who knows your industry?

RSM Bird Cameron can help you make important business decisions with confidence.

Make sure your child care business measures up.

Contact us today for sound tax planning & information management advice for your child care business Ph: 1800 101 296

BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME33NUMBER NUMBER22••2014 2014••39 X BELONGING

finance, business business++property property finance,

7 tips when selling your childcare centre Sean Collins is the founder of Collins Acquisitions, which acquires childcare centres on behalf of G8 Education, and has had experience buying for several other leading childcare groups both in Australia and North America over the last 10 years.

1. Don’t accept an offer with finance conditions In today’s market, an offer conditional upon finance is simply not necessary. There are far too many buyers out there in the position to pay a premium price without these conditions. G8 Education is a great example of not requiring funding for the purchase.

2. Good occupancy is crucial Occupancy in child care is the most important factor when assessing its worth. Good buyers such as G8 Education will ignore the historical occupancy if the centre is now trading in a good position.

3. Long lease If your lease is drawing to a close, you may like to get some comfort knowing your landlord’s willingness to extend the lease for a new buyer. Without this, your business isn’t worth much at all.

4. Experience in completing a sale With so many factors that need to take place in a sale, it is important that the buyer has had experience completing the sale. Your landlord and staff need to feel comfortable with the purchaser, and the process needs to be seamless.

5. Price isn’t everything There is no point in taking the highest offer if they can’t complete the sale. Too often, we see companies offer a high price but can’t deliver. Read between the lines and see what conditions the offer includes.

6. Be happy with the buyer’s character If you don’t get along with the buyer, don’t sell to them. The process can be very communicative, so a good relationship is crucial.

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7. Plan after the sale Don’t sell the business if you don’t know your next plan.

It is really important to have the next stage in your life figured out. Whether that is a new development, retirement or another venture.

finance, business business++property property finance,

Business banking specialists

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our banking partner should be your perfect business partner. Not only should they be as committed, passionate, and determined as you are, but they should also think the way that you do and leverage their expertise to lift your business to new heights. Most of all, they should possess the professionalism and integrity to support your business in absolutely everything they do.

As a Bankwest customer, you can expect all this and more. Your dedicated team are there to make everything easier. Their brief is to consistently exceed your expectations by delivering the answers, insights and information you need. All this, together with direct access to senior Bankwest executives in your area and tailored solutions from our extensive team of specialist experts, makes Bankwest your perfect banking partner.

At Bankwest, we understand that there’s no such thing as a ‘one-size-fits-all’ approach to business banking. We support your business with effective solutions by being as innovative, flexible and ambitious as you are. We work closely with you to gain a clear understanding of your business objectives so we can

deliver tailored solutions designed to help you achieve your goals.

Speak with a business banking expert today on 13 7000.

Understanding Local Business At Bankwest, our Business Relationship Managers are experts in the industries and local areas that they work in.

They are focused on understanding your business objectives and the local market, so they can deliver the most suitable and innovative solutions. Whether you require day-to-day banking support or a more customised solution, we will work with you to reach the best outcome for your business.

Speak with a business banking expert today.

Abraham B Cohen Senior Manger Bankwest Commercial

π 0416 20 21 22 µ abraham.cohen@bankwest.com.au µ bankwest.com.au/business

Bankwest, a division of Commonwealth Bank of Australia ABN 48 123 123 124 AFSL/Australian credit licence 234945.

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BWA-Ad189 200614

finance, business + property

Making super simple

BY PAULINE VAMOS

As an employer, navigating the world of your employees’ superannuation can be a complex and confusing task. Knowing how much to pay, when and where is important, because if you get it wrong, additional fees, penalties and charges can apply.

T

his guide, while not a substitute for legal advice, will outline general information on the basics of paying superannuation, as well as some of the recent changes announced by the federal government, which may impact upon your business.

To which employees do I need to pay superannuation?

In general, you must pay superannuation to an employee if they are 18 years or over and earn $450 or more in a calendar month. This is the same regardless of whether the employee is casual, full-time or parttime; however, if you have employees under the age of 18, then they must work at least 30 hours in order to be entitled to the Superannuation Guarantee (the SG is explained in this article). Temporary residents are also entitled to the same contributions as permanent resident employees.

Contractors do not need to be paid superannuation; however, the line between contractor and employee can be a little blurry, and will depend on a number of factors related to their work, wages and role. If in doubt, contact the Australian Taxation Office (ATO) or use its online employee/contractor decision tool to help figure it out.

How much do I need to pay?

Up until 30 June 2014, the minimum rate you must pay your employees – also known as the Superannuation Guarantee (SG) – is 9.25 per cent of their salary/ wages. From 1 July 2014, the SG will rise to 9.5 per cent.

Over the coming years, this will gradually increase to 12 per cent. In the recent federal budget, the government announced a new timetable for these increases. It is proposed that the SG will remain at 9.5 per cent for four years (until 30 June 2018), and then increase by 0.5 per cent each year until it reaches 12 per cent on 1 July 2022.

Note that the rate is applied on the day that you pay your employees, not the period over which you pay them. This means that if you pay your employees on 1 July 2014, you must pay the SG at 9.5 per cent, even if the salary period was prior to this date.

The ATO’s online Superannuation Guarantee contributions calculator makes calculating the amount of SG that you need to pay easier, and you can print out a copy of the calculations for your records.

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 43

finance, business + property

When do I need to pay superannuation?

Employers are required to pay SG contributions at least quarterly. The ATO sets cut-off dates for each quarter, which are outlined in the table below.

Payments made after these dates will incur additional fees and charges; however, many employers find it easier to pay the SG more frequently.

Quarter Period

Payment cut-off date

1

1 July – 30 September

28 October

2

1 October – 31 December

28 January

3

1 January – 31 March

28 April

4

1 April – 30 June

28 July

Where do I pay the contributions?

Your employees are free to nominate a superannuation fund of their choice, using the choice of fund form supplied by the ATO. In order to receive contributions, it must be a complying superannuation fund or retirement savings account. The ATO keeps a register of complying funds, which you can access on its website (www.superfundlookup.gov.au).

efficient transaction environment that SuperStream promises to deliver.

You may also want to consider using a clearing house. This is a service that allows you to send all of your employees’ contributions and data via a single transaction, which are then distributed to the various funds. You can also check with your default fund to see if they provide this service. Small businesses with 19 or less employees can also use the government’s Small Business Superannuation Clearing House.

What is a default fund and how do I choose one?

If your employees do not choose a fund, or do not provide all of the required information on the choice form, then you will need to pay their contributions to your employer default fund, which you will list on the form.

A default fund is where your employees’ contributions are directed if they don’t nominate a choice of fund.

As of 1 July 2014, all default funds must be MySuper authorised.

The ATO will be issuing a new choice of fund form on 1 July 2014. Make sure you give all new employees who commence work from 1 July 2014 a copy of this form, as it asks for extra information that you will need to use to pay contributions.

If your employees are covered by an award, then you must nominate a default fund specified by the award. This is also the case for employees covered by Enterprise Agreements. If your employees are covered by neither, then you can nominate any MySuper fund as your default fund.

How do I make contributions?

The way employers make contributions is changing as of 1 July 2014, with the implementation of the SuperStream reforms. The new arrangements require employers to enter all of their employees’ superannuation contributions and data electronically. For some employers, this will require them to update their payroll software or processes, or potentially outsource to a clearing house or other service provider. For those already using a service provider to pay super, ask the provider if they will be able to meet the new arrangements on your behalf by the required date.

Under the recently announced changes, employers have until 1 July 2015 to make sure that they are compliant; but the earlier that you are ready, the sooner you will benefit from the smoother, more

44 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

Once you have selected your preferred default fund, contact the fund or visit its website to find out what you need to do before you can include it on the choice of fund form and make contributions.

Where can I find out more?

A good first step is to contact your current provider if you have any questions. The ATO website also contains a wealth of information for employers to help make it easier for you to make sure that you’re paying superannuation correctly. If your employees want to know more, then the www.superguru.com.au is your one-stop shop for detailed, but easy-to-understand super information.

Pauline is the CEO of the Association of Superannuation Funds of Australia.

training + recruitment

Changes to the way you pay super From 1 July 2014, the government’s new data and e-commerce standards commenced. They no longer allow Super Guarantee (SG) contributions to be made by cheque or paper for employers with 20 or more employees (see table below).

T

hankfully some superannuation funds provide online services that meet the new standards, and that also help to reduce the amount of time taken to process SG contributions. For example, Child Care Super offers a Super PaySmart Solutions Service, which includes both an online contribution and a clearing house facility. These provide a number of benefits that already free up a considerable amount of time for many childcare centre owners and payroll managers.

Who

Electronic payments commence

Employers with 20 or more employees

1 July 2014

Employers with less than 20 employees

1 July 2015

Meet the new e-data requirements with Super Paysmart Solutions Regardless of whether you’re a large or small employer, we can help take the headache out of making super payments for your employees.

Child Care Super offers two electronic options that will help you easily meet the new data and e-commerce standards. Employers can watch a free Super PaySmart Solutions demonstration video at childcaresuper.com.au/super-paysmart.

Never forget your Super Guarantee payments again An online solution may also help to avoid penalties for late SG payments. Child Care Super provides a free SMS payment reminder service for your quarterly SG contributions. Employers can register now at childcaresuper.com.au/employers.

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Child Care Super is here to help. For further information, please call 1800 060 215 or visit childcaresuper.com.au.

Disclaimer: This article contains information of a general nature only.

It is not intended to constitute the provision of advice.

Before acting on any information you should consider its appropriateness having regard to your objectives, financial situation and needs. Prior to making a decision in relation to any financial product you should consider the relevant Product Disclosure Statement (PDS) in deciding whether to acquire or continue to hold the product. The PDS is available from childcaresuper.com.au Child Care Super’s Clearing House solution is provided by MercerSpectrum. MercerSpectrum and the online service are products issued by Mercer Outsourcing (Australia) Pty Ltd. ABN 83 068 908 912. AFSL 411980.

Guild Trustee Services Pty Limited ABN 84 068 826 728, AFS Licence No. 233815, RSE Licence No. L0000611 as Trustee for Child Care Super (part of the Guild Retirement Fund) Fund Registration No. R1000030, ABN 22 599 554 834.

‘I halved my time making super payments!’

Our online clearing house services will give you back your time and help you comply with the new ATO requirements.

Presenting Partner

To watch a free demonstration video, visit childcaresuper.com.au/super-paysmart or call us on 1300 365 899

Child Care Super’s Clearing House solution is provided by MercerSpectrum. MercerSpectrum and the online service are products issued by Mercer Outsourcing (Australia) Pty Ltd. ABN 83 068 908 912. AFSL 411980. Before deciding about any financial product you should consider the relevant PDS obtainable by calling Child Care Super on 1800 060 215.

Guild Trustee Services Pty Limited ABN 84 068 826 728 as Trustee for Child Care Super ABN 22 599 554 834.

training + recruitment

Committed to recruitment

O

ur mission is to provide a unique service for each individual client based on their specific staffing requirements. Our client partnerships are based on the fundamentals of mutual respect and open communication. To WhiteCollarBlue, service is first and foremost, and we aim to position ourselves as the people solutions provider of choice.

With a personal approach, strong attention to detail and innovative recruitment practices, we guarantee to provide people solutions that work, so that you can focus on growing your business and your brand, leaving you to concentrate on providing highquality education and care.

We are ambitious for our people, and passionate about creating value for our clients.

WhiteCollarBlue is able to offer practical advice, backed by our childcare industry knowledge and experience.

Top reasons for utilising WhiteCollarBlue for your permanent and temporary staffing needs: • Large and varied candidate pool: we find and develop relationships with the highest quality of candidates, all with skills, qualifications and experience.

• Outsourcing recruitment allows you to focus on your core business development, and training and retaining your current staff members.

• Specialist recruiters with childcare industry experience and knowledge: ongoing advice and relevant market expertise, ensuring that suitable staff are presented to you.

• Thorough screening and reference checking procedures, skills testing and other assessment tools: improving the chances of making effective hiring decisions.

• Time- and cost-saving benefits: saving you marketing dollars, and the time and effort required to source, recruit, screen and reference check quality candidates, who meet and reflect your service’s core values and philosophy.

WhiteCollarBlue acts swiftly, with a personal approach for both clients and candidates, ensuring that our candidates have access to a variety of opportunities, and are supported throughout the entire recruitment process.

We make certain that all of our exceptional candidates are provided with the opportunity to increase their skills and experience in either permanent or temporary roles.

Our point of difference is in maintaining that our candidates are matched with employers based on both parties’ values.

Client testimonial: ‘I found the childcare recruitment team at WhiteCollarBlue to be professional and efficient, with knowledge of the early childhood industry. They acted promptly with both my temporary and permanent staffing needs; they have continuously provided me with great, quality candidates.’ www.whitecollarblue.com.au Tel: 1300 559 662

X 48••BELONGING BELONGINGEARLY EARLYYEARS YEARSJOURNAL JOURNAL••VOLUME VOLUME33NUMBER NUMBER22••2014 2014

‘We believe children deserve the very best in life, including the Educators who are entrusted with their Education and Care’.

Early Childhood Education Recruitment WhiteCollarBlue is dedicated to the recruitment and placement of exceptional, High Quality Early Childhood Professionals on a Casual, Block or Permanent basis; for the growth and success of your business and brand.

Call Today 1300 559 662 • Early Childhood Teachers • Directors • Diploma Qualified Educators • Certificate III • Trainees • Cooks • Administrators

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*Mention Belonging Magazine for an exclusive discount

training + recruitment

Guide to qualifications in early childhood education The National Quality Framework (NQF) sets out minimum qualification requirements for educators working in children’s education and care services. One of the Australian Children’s Education and Care Quality Authority (ACECQ) key roles is to determine approved qualifications for educators and to assess applications for equivalence from individual educators. Following the recent publication of their new online qualifications checker, this article from ACECQA looks at why improving qualifications across the sector is such an important element of the NQF.

E

ducator qualifications and educator-to-child ratios are key dimensions of quality in early childhood education and care.

Evidence on drivers of quality in early education and care shows that more highly qualified educators have a greater understanding of child development and health and safety issues, and lead activities that inspire and engage children, which improves learning and development outcomes.

According to the OECD (2012) Starting Strong III: Early Childhood Education and Care, positive social interactions between a child and an educator, and a safe and engaging environment, are crucial to learning outcomes. Educators with higher qualifications and standards of training are better able to engage children, and use strategies to extend and support learning, which will provide improved learning environments and sensitive care.

Professor of Early Childhood Education at the Australian Catholic University, and Director of Early Learning and Research at Goodstart Early Learning, Professor Deborah Harcourt supports additional research that demonstrates a correlation between staff qualifications and children’s pre-reading progress and social development.1 ‘All the evidence tells us that children who attend high-quality learning programs, characterised by qualified and engaged educators, achieve better 1 National Institute of Child Health and Human Development (NICHD) Study of Early Child Care

50 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

outcomes in terms of their cognitive, social and behavioural learning and development by the time they transition to primary school,’ Harcourt says.

Implementation of the new early childhood educator qualification requirements, which came into effect through the NQF, was a major milestone in quality reform; and, while challenging for some services, it has established a new benchmark for quality.

Children now have access to more highly qualified educators in early childhood education and care services, and more children will have access to early childhood teachers.

As a minimum, all educators that count towards ratio requirements in long day care centres and preschools must have, or must be studying towards, an approved Certificate III qualification. In addition, at least 50 per cent of educators in these services must have, or must be studying towards, an approved early childhood diploma or degree qualification.

ACECQA National Education Leader Rhonda Livingstone says that the importance of qualifications and further professional development for educators was recognised during the development of the National Quality Standard.

‘Drawing on my experience as an educator and director of early childhood services, I know that not one day in the life of an early childhood service is the same, and I recognise that it’s necessary to have a strong body of knowledge to inform curriculum decision-making and our work with children and families,’ Livingstone says.

training + recruitment

‘While having qualifications is not the only contributor to the effective delivery of programs, it provides educators with a strong foundation from which to make curriculum decisions and support children and families.’

Other key factors also influence quality education and care, including the ability of the educator to structure an environment that promotes engagement for children; understanding of curriculum; and knowledge of how children learn and develop.2 This is an important reminder for providers to consider knowledge, skills, attributes and commitment to quality improvement, as well as qualifications, when employing educators.

Early Childhood Australia CEO Samantha Page says that while there were some educators resistant to the new qualification requirements, those who have pursued formal recognition of their skills and knowledge – such as through recognition of prior learning – felt more confident when they held a qualification that acknowledged their experience as educators.

‘We can’t rely on luck [when it comes to] whether an educator is skilled or not, and you can’t base it on the length of time someone has been teaching.

Someone may have 30 years’ experience but may not be doing a good job, compared to someone with five years’ experience,’ Page says.

‘Children are going into care earlier and earlier, and for longer periods – we can’t afford to do nothing.

‘The qualification requirements improve the quality of service delivered to children and provide a professional identity for educators.’

Improving the effectiveness of early childhood education and care will take time and, for some services, may be challenging. It requires a range of initiatives, including increasing the number of qualified educators and continuing professional development opportunities, but in time the sector can achieve better outcomes for children by improving overall quality.

Early childhood education resources can be found on page 52.

2 Australian Council for Educational Research, Early Childhood Education, Pathways to quality and equity for all children, Australian Education Review, Volume 50, 2006 1

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PROFESSIONAL DEVELOPMENT HANDBOOK | CHILDREN’S SERVICES CENTRAL

Building a strong and professional sector

Professional Development PD PACK

ommunity Child Care Co-operative (NSW) is a not-for-profit organisation established in 1978 to promote, support and advocate for quality education and care services.

This special package has been created to inspire you, to guide you, and to help you to deliver a quality service to your community.

Here is an opportunity to use your LDCPDP funding.

C

We inform and inspire the education and care sector and influence government policy, practice and programs. We believe children should have access to quality education and care services that meet the needs of their communities.

We build and maintain a strong education and care sector in New South Wales by providing educators, directors and management with resources, support, qualifications and skill development opportunities.

Contact us and be inspired!

Phone: 02 8922 6444 Email: info@ccccnsw.org.au Website: www.ccccnsw.org.au

PD Pack • Eight hours mentoring One-on-one mentoring for your service’s director by a professional learning facilitator delivered to your service. 8 hours in total.

• Two hours professional development analysis Your professional learning facilitator works with you to determine your service’s professional development needs.

• Two professional development sessions Sessions delivered at your

service for your entire staff team. Two x 3-hour sessions especially tailored to your service’s needs.

Cost: • Metropolitan Sydney: $2,200 (the area bordered

by Sutherland/Hornsby/ Penrith).

• Outer metropolitan NSW: $3,000 (Central Coast/ Newcastle/Wollongong).

• Rest of NSW: $3,800 (north of Newcastle, west of Blue Mountains, south of Wollongong).

Email info@ccccnsw.org.au or call us on 02 8922 6444 or 1800 157 818

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training + recruitment

Resources Visit the ACECQA website and try the new online qualifications checker to see if you hold a recognised qualification under the NQF. Watch videos on the website to hear from experienced educators who have gained their first formal qualification in early childhood education.

Qualification requirements for educators who are educating and caring for children: From 1 January 2014:

Centre-based services in remote and very remote areas can meet these requirements by accessing an early childhood teacher, for example through information technology, rather than having an early childhood teacher in attendance, until 1 January 2018. The early childhood teacher must be accessible at least 20 per cent of the time that the service provides education and care.

All family day care coordinators will need to have an approved diploma-level education and care qualification or above.

Long day care and preschool services providing care to less than 25 children (based on approved places) must have access to an early childhood teacher for at least 20 per cent of the time that the service provides education and care.

All family day educators will be required to have (or be actively working towards) an approved Certificate III-level education and care qualification, or equivalent.

When long day care and preschool services are provided to 25 or more children on any given day, services must ensure that an early childhood teacher is in attendance for a minimum:

When long day care and preschool services are provided to between 60 and 80 children on any given day, the service must ensure that a second early childhood teacher is in attendance for:

• six hours on that day (for a service that operates for 50 or more hours per week); or

• three hours on that day (for a service that operates for 50 or more hours per week); or

• 60 per cent of the operating hours (for a service that operates for less than 50 hours per week).

• 30 per cent of the operating hours (for a service that operates for less than 50 hours per week).

A service may choose to comply with these requirements by engaging a full-time equivalent early childhood teacher.

A service may choose to comply with these requirements by engaging a second early childhood teacher for half of the full-time equivalent hours at the service.

Within each long day care centre or preschool, half of all educators who are required to meet the relevant educator-to-child ratios will need to have (or to be actively working towards) an approved diploma-level education and care qualification or above. The remaining educators will all be required to have (or be actively working towards) an approved Certificate III-level education and care qualification, or equivalent.

A new educator without an approved qualification can be counted towards educator-tochild ratios for a three-month probationary period.

This applies only for centre-based services that educate and care for children of preschool age or younger. It does not apply in South Australia and New South Wales. Note: a probationary period is not extended if the educator moves to another service operated by the same approved provider.

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By 1 January 2020:

When long day care and preschool services are provided to more than 80 children on any given day, the service must ensure that a second early childhood teacher is in attendance for: • six hours on that day (for a service that operates for 50 or more hours per week); or • 60 per cent of the operating hours (for a service that operates for less than 50 hours per week).

A service may choose to comply with these requirements by engaging a second full-time equivalent early childhood teacher.

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Over 100 years of positive outcomes for children and educators

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&K CEO Michael Tizard says that the early childhood sector is rapidly changing.

The C&K philosophy upholds that every child has a right to play, and to a happy and fulfilling childhood.

‘With the introduction of the National Quality Standards and other staffing and administration requirements, the sector is working towards higher standards, and expectations are growing,’ he says.

Educators are empowered to build early childhood services where children belong, learn and contribute to a community of learners.

‘Early childhood educators are being recognised for the important work that they do and the important skills that they have in helping children reach their full potential.’

‘C&K has always advocated for the benefits of learning in nature.’

‘This means that quality, up-to-date and professional training has never been so important.’

The C&K College of Early Childhood draws on over 100 years of experience in providing children with the best-quality education and care.

‘We have seen many changes during that time, but the C&K philosophy of putting children first hasn’t changed and has always been embedded in everything that we do, especially our training,’ Mr Tizard says.

Mr Tizard says that the sector is also seeing a move back to its origins, with more play immersed in nature.

‘As technology grows, this is more important than ever, and we are passionate about equipping educators with the skills to utilise technology in the right ways.’

‘We have studied how educators can incorporate technology into the classroom so that it complements existing tools and platforms, and allows children to explore, create, problem-solve and discover.’

C&K is ready to embrace the changes ahead to ensure that early childhood educators continue to help children reach their full potential at any time and place.

At C&K, children come first in everything that we do.

The C&K College of Early Childhood is committed to building an early childhood workforce that will give Australia’s children the highest quality education and care to help them develop to their full potential.

We’d love you to be part of this.

Why C&K?

More than 100 years of practical experience

Certificate III and Diploma of Early Childhood Education and Care

Australia wide training

The C&K philosophy is embedded in our training

Government funding opportunities and payment plans

VET-FEE HELP available

Flexible delivery options

Enrol with the C&K College today 1800 177 092 | ckcollege@candk.asn.au | www.candk.asn.au/ckcollege The C&K College of Early Childhood Registered Training Organisation Provider Code 5025

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Spotlight on early childhood success

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hen starting out in a career, it can be hard to know what your options are. A number of questions come up: Where to study? Which course will suit me? Will I be prepared to enter the workforce once I graduate? Talking to students who have been through the same decision-making process as you can help more than you think.

Fahrin Kurji is starting her early childhood career after completing her Bachelor of Early Childhood Education at Holmesglen.

A well-travelled student, Fahrin grew up in Kenya, before being accepted into a London university, where she studied chemistry. A notable achievement in itself, she found that London and chemistry were not her true calling. While she was back home doing voluntary work, teaching the Islamic faith to children, Fahrin’s brother suggested that she make a career out of teaching children, and a new direction in her life was born.

‘I decided to study [early childhood education] so I could get a qualification and help children to reach their potential,’ Fahrin says.

Fahrin’s sister, who was already studying in Australia, suggested that she try a course down under. After detailed research into the country and its educational institutes, Melbourne and Holmesglen came out the clear winners.

Fahrin loved the idea of learning in a more intimate setting with teachers who are experts in their field.

‘The teachers at Holmesglen are very supportive.

They have a diverse range of experience working in the field, and they share the experiences with us.’

She completed her Associate Degree and enjoyed it so much that she went on to complete the Bachelor of Early Childhood Education. Nominated for 2013’s Holmesglen Outstanding Higher Education Student, her passion and eloquence when talking about her career path saw her act as a student ambassador, delivering speeches at both graduating ceremonies for the Certificate II in Children’s Services and the Bachelor of Early Childhood Education.

The experience gained throughout her studies has helped her to be prepared for a dynamic future working with children.

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Fahrin Kurji

‘The placements have been amazing. The degree, in particular, gives good experience in children’s development that I would not have known otherwise.’

Fahrin is currently taking every opportunity to make her dream of educating children around the world a reality. Taking a leading role with early childhood classes, as well as organising holiday camps at her local mosque, Fahrin is well on her way to a global career.

‘I want to visit developing countries and small villages to help give those children the opportunities they deserve.’

Fahrin’s success story is just one of many created every day at Holmesglen.

Discover your course and career options by talking to staff, students or attending one of Holmesglen’s Open Days – held on the third Wednesday of every month.

You, too, can start making a difference in children’s lives.

For more information: T: 03 9564 6267 | E: earlychildhood@holmesglen.edu.au

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Long Day Care Professional Development Programme In December 2013, the Australian Government announced that it would make the single biggest investment ever in professional development for childcare and early learning educators in long day care by redirecting funding from the Early Years Quality Fund to a new professional development program.

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he Hon. Sussan Ley MP, Assistant Minister for Education, released guidelines for the new Long Day Care Professional Development Programme (LDCPDP) on 5 May 2014, and applications opened on 19 May 2014.

The LDCPDP will provide Child Care Benefitapproved, centre-based long day care services with assistance to meet the qualification requirements under the National Quality Framework, and to improve practice to deliver quality outcomes for children. The key objectives are quality and equity.

The government wants all long day care services and their educators to benefit from high-quality training and development opportunities that contribute to improved early learning experiences and outcomes for children in the years before they commence formal schooling.

The LDCPDP responds to concerns in the sector that quality and tailored professional development activities can be difficult to access for a variety of reasons, including: • difficulties associated with releasing staff to attend professional development activities (backfilling) • the costs of training • the costs of travel to attend activities, particularly from rural and remote areas • training available not matching the needs of staff.

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To address these issues, the LDCPDP will have sufficient flexibility to meet educators’ needs and will provide additional support for known workforce challenges; for example, early childhood teachers and qualified long day care educators working in rural and remote areas.

Services will have flexibility in how they use LDCPDP funds, including to backfill staff while they attend training or undertake a practicum as part of obtaining a qualification; paying fees related to the enrolment of educators in courses to increase qualifications; or attendance at sector conferences to increase networking and mentoring. The professional support and development will also assist services to meet the requirements of the National Quality Standard and to implement approved learning frameworks, such as the Early Years Learning Framework. The LDCPDP Guidelines include information on eligibility, and what the funding can and cannot be used for.

These gudielines are available on the Department of Education’s website at www.education.gov.au/ldcpdp.

Any questions about the programme can be emailed to LDCPDP@education.gov.au. Alternatively, providers can call the LDCPDP hotline on 1800 020 212 between 9 am and 5 pm (AEST), Monday to Friday.

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training + recruitment

Endless options for children’s services

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unter TAFE Children’s Services provides a large range of educational programs for the early childhood education and care sector across the Hunter and Central Coast regions. From a Statement of Attainment, Certificates II, III and IV, a Diploma or a Bachelor in Early Childhood Education and Care, your options are endless! Delivery options are comprehensive, ranging from face-to-face classes (either full- or part-time) and work-based delivery, to online or blended flexible study. Whether you’re looking to gain employment or upskill, Hunter TAFE Children’s Services covers early childhood education and care, as well as school age education and care (OOSH), which aim to provide learning programs to meet sector and individual student needs, including: • high school students opting to study children’s services qualifications as part of the HSC • existing workers wishing to upgrade their skills and knowledge • those seeking to gain employment in the sector • those wanting a teaching qualification via our Bachelor of Early Childhood Education and Care (birth to five years old).

You can study Children’s Services at Hunter TAFE Cessnock, Muswellbrook, Ourimbah and Glendale campuses. Students have access to purposebuilt facilities with state-of-the-art classrooms, comprehensive library collections both on site and electronically, and learner support services.

Hunter TAFE Glendale and Ourimbah campuses accommodate a Children’s Services ‘Play Session’, which runs on weekdays. Teaching staff look beyond the traditional classroom to deliver quality training.

Our highly qualified, industry-experienced teachers are focused on their professional development in order to meet the needs of students and expand the knowledge and skills base of the section. Hunter TAFE Children’s Services has extensive experience and expertise in customising programs for a business’s particular service needs. Those taking advantage of the Long Day Care Professional Development Programme can use the funding to study with Hunter TAFE. Hunter TAFE is committed to the highest-quality education and learning programs. All courses offered are aligned with the National Quality Framework, and the most current industry sector recommendations, requirements and emerging research.

Long Day Care Professional Development Program Funding available for staff training X Y

Z

Children’s Services

Over $200 million of funding is available to Long Day Care Centres for training and support for educators over a three year period.

LDC Centres will receive funding based on their full time equivalent staffing profile and their location. LDC Centres need to complete a simple online application to receive this funding.

Once funding has been approved services are responsible for ensuring that funds are spent on activities outlined in the guidelines.

This funding can be used for: • Formal Training - Nationally recognised training packages - Higher Education – Bachelor of Early Childhood Education and Care - Recognition of Prior Learning • Conferences, Events, Workshops and Forums & Informal Training Hunter TAFE can customise training needs to suit your Long Day Care Centre

(02) 4979 1401 or

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Call 131 225

MA14069

jan.ferry@tafensw.edu.au

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 57

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The changing face of professional learning

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ince 1895, KU Children’s Services has been committed to staff development and professional learning.

We believe that, above all, a quality professional learning program fuels the quality of early childhood education programs, and contributes to an informed, engaged, motivated and professional early childhood workforce.

So what’s changed?

Like all areas of quality education, innovation is constant within KU’s professional learning offering.

In 2012, we moved away from traditional shortsession based training, towards more sustained and collaborative delivery styles, including: • Professional learning communities • In-Residence Programs • Series of interactive workshops By delivering sustained, long-term learning opportunities, KU Professional Services ensures that educators’ learning is immersed in an ongoing process of reflective thinking, which is relevant to educators and teams.

What are Professional Learning Communities?

Through KU Professional Services, educators are supported to engage in Professional Learning Communities (PLCs); a collegial group of educators, who meet, share and draw on each other’s knowledge, experience and perspective, reflect on their successes, and challenge conventional wisdom on early childhood practice.

Each PLC is facilitated by a ‘critical friend’, an experienced professional with expertise and knowledge of current research in a particular field.

Previous KU Professional Learning Communities have explored topics as diverse as planning and documentation; technology in the playroom; sustainability; infant and toddler pedagogy; and a specialised learning community for cooks and chefs within early childhood settings.

Expert support and learning in-residence The KU Professional Services’ In-Residence Program brings subject matter experts ‘in-residence’ at centres, providing staff teams with a valuable

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opportunity to consider, examine, question and improve quality practice within their day-to-day interactions with children.

Having experts available ‘in-residence’ to model practice in the presence of children and staff enhances shared learning for teams, and enables focused team dialogue and learning. The InResidence Program also allows for additional reflection and training to be provided outside the operating hours of the service, building on the interactions and practice observed throughout the day.

In-residence opportunities facilitated by KU Professional Services include key learning areas such as art exploration and practice, music and movement, maths, science, and early literacy.

Sustained learning and reflection The implementation of workshop series, as opposed to one-off professional learning sessions, allows educators to implement strategies, and reflect and improve their practice on an ongoing basis, while connecting and sharing their experiences with other like-minded early childhood professionals.

The KU Professional Services’ workshop series are facilitated by experienced professionals, offering insights, knowledge, and igniting critical reflection within individual educators and teams.

Interactive workshops offered through the KU Professional Services program includes series such as Guiding Children’s Behaviour; Circle of Security; Introduction to Marte Meo; learning environments; and Aboriginal and Torres Strait Islander perspectives.

KU Professional Services At KU, we believe that the evolution of professional learning is as constant as learning itself, as is our commitment to ensuring that educators are supported in their delivery of high-quality educational programs for children.

To find out how the KU Professional Services offering can be tailored to meet the needs of your service, contact professionallearning@ku.com.au.

Learn with Australia’s most experienced early childhood educator KU’s extensive professional development program is now available to all early childhood educators.

Experience the KU difference today.

ku.com.au/professional-services

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No time to slow the pace of early learning quality improvements

BY HEATHER FINLAYSON

Australia’s early learning and care sector has changed a great deal since I qualified as a kindergarten teacher in the 1980s; and the National Quality Framework (NQF) and the Early Years Learning Framework for Australia (EYLF) have really sped up the pace in the past three years.

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hen asked to think differently and explore alternative ways of working, one easy reaction is to slow down and question the relevance and importance of new approaches.

Facing unfamiliar language and new responsibilities can be confronting, and can challenge one’s sense of professional identity. But it is worth remembering why all Australian governments agreed to the quality reform agenda in the first place.

Australia has lagged well behind other developed nations in early learning: • A mid-2000s Organisation for Economic Co-operation and Development (OECD) study found that Australia had the fourth-worst ratio of carers to children and no mandatory qualification requirements for educators.

• In 2008, UNICEF ranked Australia 20 out of 25 OECD countries, with our nation meeting only five out of 15 early childhood services benchmarks.

• In 2012, Australia was ranked 28th of 45 countries on its commitment to the availability, affordability and quality of early learning.

• In 2012, one in five Australian children started school developmentally vulnerable according to the Australian Early Development Index, with children from low-income households twice as likely

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Aye Aye Mu nurtures her young charge in the garden at Goodstart Forest Gardens, Cairns

to be developmentally vulnerable than children from high-income households.

Bearing these statistics in mind, the question is: which of Australia’s children should we leave behind?

Why slow the pace of change that is improving the quality of their early learning?

There is plenty of evidence that quality early learning and care makes a big difference to a child’s long-term outcomes through a holistic approach to their learning. Proof can be seen every day in early learning centres when a great educator interacts with a child in an intentional way to make a huge difference to that child’s life.

Recent studies have shown the benefits of quality early learning: • A 2013 Melbourne Institute study confirmed that children who participated in a preschool program achieved much higher NAPLAN Year 3 results in numeracy, reading, spelling and writing than those who didn’t.

• In 2012, COAG found that children’s literacy and numeracy rose accordingly when they experienced one, two and three years of preprimary education. One year is better than none, two is better than one, and children with three years of pre-primary education had the highest levels of literacy and numeracy.

• International tests of Year 4 students in reading (PIRLS) and maths and science (TIMMS) showed that children who attended more than three years of early learning before starting school scored on average 50 points higher than those with no early learning, and 30 points higher than those with just one year of early learning.

This evidence reinforces the need for early childhood professionals and the Australian community

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to maintain their commitment to the quality reform agenda for early learning.

interactions with children enable skilled educators to support children’s daily development and learning.

The national reforms are evidence-based and will raise the quality of early learning. Three key aspects of the reforms are qualified staff, higher staff-to-child ratios and improving the quality of the early learning.

The early learning and care sector has come a long way in the past three years. We have some way to go before we can claim to have embedded superior quality in everything that we do.

The quality of the interactions between a child and an educator has a significant impact on a child’s development. Building relationships and interacting with children is the ongoing work of early childhood professionals. Through these relationships, educators come to understand each child’s overall development, their interests and abilities, how they live at home and how they learn. Nurturing relationships inform educators as they intentionally plan and implement educational programs, and as they make considered decisions about experiences, activities, routines and events – both planned and unplanned – that happen in the environment to best support children’s learning.

Today, however, we have the NQF to encourage continuous improvement of early learning services, and the EYLF to define the principles, practices and outcomes essential to ensure that all children receive high-quality learning experiences.

Every day, early childhood professionals draw on the knowledge gained through these relationships to respond to children and support them in their involvement and engagement with learning. Quality

Julianne increases job opportunities with new qualification

As a sector, we can be proud of our achievements so far, but we must continue to challenge ourselves and strive to be the best we can be for Australia’s children.

Heather Finlayson is a qualified early childhood teacher with more than 20 years’ experience as a practitioner, manager and policy analyst, and General Manager Strategy, Planning and Development at Goodstart Early Learning, Australia’s largest provider of early learning and care services with more than 640 centres in all states and territories.

Inspired educators Rich childhoods Strong communities

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Be one of the first educators in Australia to hold the latest qualification.

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Gain the latest qualifications available for educators in Children’s Services at TAFE SA.

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urrently employed at Port Pirie Child Care Centre following her studies at TAFE SA, student Julianne Madigan has enrolled in the new Diploma of Early Childhood Education and Care.

‘I was continuously supported by my lecturers at TAFE SA, so it was an easy choice to re-enrol there,’ says Julianne.

As Julianne is currently employed in the industry, she will gain recognition for her work experience, and, accompanied with gap training, she will gain her Diploma in a reduced time.

TAFE SA can assist you to upskill into new industry qualifications. Visit www.tafesa.edu/children.

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Recognition of your work and life experience to fast-track your qualification

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Flexible and online learning options

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Ongoing support through your learning journey

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Flexible timeframes negotiable to allow for your early completion

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Dynamic learning approaches, such as workplace projects, online research and portfolios

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Connections with your workplace for recognition and to build upon your learning Contact us to gain new industry qualifications:

08 8735 1536 P TRGCSVEnquiries@tafesa.edu.au E

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Education at work and education for work

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here is a growing demand for early childhood educators in both childcare centers and family day care schemes. Employers are finding it increasingly difficult to recruit educators who have the new Early Childhood Education and Care qualifications, which reflect the current needs of the industry.

The introduction of the new Early Childhood Education and Care qualifications creates a new industry benchmark, a positive step towards providing a pool of quality, job-ready Early Childhood graduates.

The Malka Group (TMG) is proud to not only offer the new qualifications, but as an important added bonus, they have included the 10392NAT – Emergency Asthma Management, and 10313NAT – Anaphylaxis Awareness (at no added cost), and HLTAID004 – Education and Care First Aid units; all delivered together with the new qualifications. TMG also offers RPL (recognition of learning and experience) to experienced early childhood educators.

The Malka Group is one of Australia’s leading private training providers for individuals, businesses, community groups and government. We have a 15-year track record of success in designing and delivering government-funded, nationally recognised training qualifications. We offer over 60 qualifications (at Certificate, Diploma and Advanced Diploma level) across a range of industries.

Where can I study these new qualifications?

The Malka Group has training facilities in Box Hill, Werribee, Broadmeadows, Melbourne’s CBD, Noble Park, Oakleigh, Narre Warren, Dandenong, Point Cook, Tullamarine, Ballarat, Ringwood, and other venues across Victoria.

knowledge needed to assist in the implementation of educational and engaging programs for infants, preschoolers and primary school-aged children within a children’s service.

CHC50113 Diploma of Early Childhood Education and Care The Diploma of Early Childhood Education and Care relates to workers who are responsible for developing and evaluating children’s services programs. Workers at this level are responsible for the supervision of other staff and volunteers, and in most Australian states, it is the highest qualification required at director or service manager level.

What is the difference in the new programs?

• Mandatory work placements (for example, 120 hours, 240 hours).

• Workplace assessment is mandatory for most units.

• Enhanced simulated assessment and scenarios for competencies such as child protection.

• Cultural competency, inclusion and diversity are core in all qualifications.

• Working effectively with Aboriginal and/or Torres Strait Islander children, families, co-workers, and clients is core in all qualifications.

• New performance evidence describes volume and frequency of assessment; for example, ‘Interacted with at least five families from a diverse range of backgrounds; provided care to at least three children with varying needs across a range of ages.’

• Language updated to reflect National Quality Standards.

• Providing care for babies is mandatory.

Individual learners are supported to achieve their career goals and secure employment in a childcare centre or family day care scheme. For employers, The Malka Group offers traineeships (for eligible employers) and customised training delivered in your workplace.

This means qualified, quality educators and access to the Commonwealth Employer Incentive for you.

• A new unit addresses holistic child development from birth to six years.

What are some of my choices?

CHC30113 Certificate III in Early Childhood Education and Care

To discuss how to enrol, or to obtain further information, please contact our friendly staff on: 03 9890 3350 or 03 9749 7616 or visit our website at www.tmg.edu.au

The Certificate III in Early Childhood Education and Care will provide you with the skills and

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• A new unit addresses how to use approved learning frameworks.

• A new cultural competency unit, CHCECE001 Develop cultural competence.

Early Childhood Education & Care Qualifications – A rewarding Career NEW!

The Malka Group registered Training organization #21694 is now offering the following NEW qualifications:

CHC30113

Certificate III in Early Childhood Education & Care The Certificate III in Early Childhood Education and Care will provide you with the skills and knowledge needed to assist in the implementation of educational and engaging programs for infants, pre schoolers and primary school aged children within a children’s service.

CHC50113

Diploma of Early Childhood Education & Care

The Diploma of Early Childhood Education and Care relates to workers who are responsible for developing and evaluating childrens services programs. Workers at this level have responsibility for the supervision of other staff and volunteers, and in most Australian states it is the highest qualification required at director or service manager level.

Included in the qualifications are: 10392NAT

Emergency Asthma Management 10313NAT

Anaphylaxis Awareness HLTAID004

Education and Care First Aid Visit our website to see all our other qualifications www.tmg.edu.au EAST 29 Ellingworth Parade, Box Hill WEST 3 Comben Dr, Werribee NORTH 11-17 Pearcdale Pde, Broadmeadows

T. 03 9890 3350 T. 03 9749 7616 T. 03 9309 4545

The Malka Group Pty Ltd Trading as The Malka Group – TMG Training and Consulting | Registered Training Organisation #21694.

Training delivered across Victoria. This training is delivered with Victorian and Commonwealth government funding. People with disabilities are encouraged to apply for the training. Enrolment for eligible students is under the Victoria Training Guarantee and may impact access to further government-subsidised training. Enrolment fee may apply.*Eligibility Criteria 1. You must meet citizenship/residency requirements. 2. You must not have completed the same or higher Australian qualification than you wish to enrol in unless aged 19 or younger on 1st January this year. 3. You must not have commenced or not be scheduled to commence more than two Victorian Government subsidised courses this year (excluding Apprenticeship); and 4. You must not be currently enrolled in two or more Victorian Government subsidised courses (excluding Apprenticeship).

ENROL NOW! Visit our Website www.tmg.edu.au

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Early Years Learning Framework in early childhood

HBA Learning Centres

Are you looking to make a difference?

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t HBA, we support the Early Years Learning Framework (EYLF) and encourage our learners to apply this to their routines in both theory and practical experiences. We’re always happy to give support to our learners, whether it is a conversation over the phone, email, or via the forum (a site available to our learners for materials and direct contact to trainers). Below are just a few examples of how you can incorporate practices in early childhood to support the EYLF outcomes: • Acknowledge the child; for example, responding to a child’s emotions and engaging in meaningful discussion about real life experiences and their happenings.

HBA is proud to be offering the Certificate III in Early Childhood Education and Care (CHC30113) This qualification is necessary for any individual looking to work with children. HBA’s CHC301113 course is offered via Self-Paced Delivery, allowing you 12months to complete this course in your own time at home.

Priced at only

$1350

• Listen to children; for example, getting down to a child’s level, asking open-ended questions.

• Plan and set up suitable opportunities for children to collaborate in a group; for example, developing meaningful discussions in group time or group activities.

• Expose children to different language-rich experiences/forms; for example, books, posters, signs, labels, audio media, verbal, written, formal and informal/colloquial, fun and serious styles.

• Teach children routine practices; for example, role modeling the correct behaviours.

• Provide access to various forms of materials to support motor skills; for example, providing children with a wide range of open-ended materials and equipment for activities.

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For further information contact us at

1300 721 503

www.hbalearningcentres.com.au

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The effective management of staff

BY KATARZYNA WIECZOREK-GHISSO

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

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

The effective management of staff is feasible when you have the right staff to start with; therefore, strategic recruiting is at the heart of any successful business.

Whether it is a new or established centre, making rash decisions to fill vacant positions can be detrimental; thus, forward planning is highly recommended.

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

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

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

Once applications are culled, an effective way to assess candidate potential is through conducting interviews using questions derived from outcomes, which should be listed in the relevant position description. Aside from determining whether they are adequately qualified, it is especially important to assess each candidate’s professional attitude, as well as their ability to work in a team environment, take or give direction, be flexible and spontaneous, and manage their time effectively, as these attributes are essential in any workplace.

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

Most managers breathe a sigh of relief when the recruitment process is finalised, as they may perceive that their ‘work is done’; however, this couldn’t be further from the truth. One of the first tasks following the orientation process is to determine the impact BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 65

training + recruitment

In their studies of behavioural sciences, Blanchard and Johnson (1981) observed how people relate to others in a workplace environment and analysed their levels of productivity of the new candidate on the current staffing team.

While their employment provides the opportunity to reposition staff members according to their strengths and interests, it also opens the door for potential conflict, which can arise if the new recruit is not effectively transitioned.

In their studies of behavioural sciences, Ken Blanchard and Spencer Johnson (1981) observed how people relate to others in a workplace environment, and analysed their levels of productivity. Published in The One Minute Manager, the concept of ‘different strokes for different folks’ offers interesting insight into effective ways to maximise staff performance. Put simply, staff members in any workplace vary significantly in their personalities, characteristics, knowledge and strengths; therefore, in order to be effective, employees need to be positioned in roles that complement their skill levels, and to be supported by managers who tailor their approach according to staff ability. According to Blanchard and Johnson, staff members are more likely to be effective in any workplace when: • they feel good about themselves and their work output • they receive support and are well resourced in their role • they are recognised and rewarded for their efforts • their work is assessed based on quality, rather than quantity.

The work of Blanchard and Johnson reinforces the principle of rewarding staff, which is fundamental to effective workplace management. Everyone likes a pat on the back for a job well done, and the provision of feedback is an important component of

66 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

maintaining standards and encouraging professional development, especially that of new candidates.

Thoughtful, personal and sincere appreciation can inspire staff to achieve high levels of performance, which often exceed expectations. Suggested strategies to encourage this are outlined below: • recognising an individual’s accomplishments in front of peers, in committee or management meetings, in newsletters and centre mail-outs • supporting individuals to devise professional development plans that are focused on their interests, or on areas where they would like to improve their skills or knowledge • encouraging and enabling individuals to seek support and guidance from other colleagues • providing opportunities for team members to develop leadership skills and to take initiative when such opportunities arise • providing tangible rewards for individuals and teams when they have made significant progress on a specific task or project • providing ongoing, consistent and constructive feedback.

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

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

continued on page 68

on

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Online resources broadening students’ horizons

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CTARC is excited to announce the launch of ebook learning materials for the accredited Statement of Attainment courses such as Safe Food Handling.

Simply enrol online and you will be able to instantly download the ebook learning materials as a PDF document. Students can choose to complete the fields within the ebook document and email the assessment tasks back to ECTARC, or print out the learning materials and mail to ECTARC. Enrol online today at www.ectarc.com.au, or call 02 4223 1111 for more information.

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 67

ME reputa and tra and ca MEGT AQIS B

training + recruitment

continued from page 66

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

Responding to issues in a proactive manner ensures that staff feels valued, especially where grievances are heard and resolution actioned. Ignoring what may be perceived as minor will lead to an increase in stress, anxiety and, consequently, compromised work performance. Members of staff who have their needs met and who are effectively supported and challenged are more likely to maintain a consistent approach to their workplace practices. The establishment of strong relationships where lines of communication are open

and respectful, and where staff members have regular forums in the way of weekly/monthly/quarterly/ annual meetings conducted as a strategy to reflect on success and monitor issues, will go a long way towards preventing staff turnover.

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

Katarzyna Wieczorek-Ghisso, B. Teach, B.Ed., M.Ed. (Early Childhood), is an early childhood specialist, university lecturer and director of the Early Childhood Consultancy Network. For more information, visit www.earlychildhoodconsultancynetwork.vpweb. com.au.

Upskill. Share ideas. Be inspired Building Foundations for Early Learning Professional Development Workshop • Developed in consultation with the Department for Education and Child Development, and the Standing Council on School Education & Early Childhood • Focusing on Early Years Learning Framework & Australian Early Development Index (AEDI) • Flexible delivery method (including after-hours, weekends and online).

“There is a lot of information and ideas in the manual; and if we all use this with children and families – WOW!” To enrol, contact Belinda Spry belinda.spry@tbbcinc.com.au or phone 08 8362 6066. www.thelittlebigbookclub.com.au/courses

325064AE_The Little Big Book | 2075.indd 24

68 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

T

he Little Big Book Club is pleased to introduce Building Foundations for Early Learning, a professional development workshop that aims to inspire and upskill early childhood practitioners about the importance of early childhood development.

Participants are provided with up-to-date research, and hands-on activities and resources to evaluate the effectiveness of their current practices, and to incorporate new ideas to ensure better outcomes for families and children.

Now is the ideal time to enrol in this workshop, with federal government funding available to support professional development in long day care centres.

Visit www.thelittlebigbookclub.com.au/courses for further details.

11/07/14 1:56 PM

fundraising

Making fundraising a winwin in early childhood education and care settings

BY MARY ECKHARDT, MOVE WELL EAT WELL – EARLY CHILDHOOD

Financial sustainability and systems that support fundraising occupy much of the time and energy of directors, managers’ committees and boards in the not-for-profit and for-profit community sector.

F

or some early childhood education and care services, fundraising takes up significant space in the yearly calendar; for others, there is a nervous reliance on increased enrolments, fees and government funding.

Many early childhood education and care services will consider fundraising not only to strengthen their operational budgets, but equally to support the children in their care, their families, community and specific causes.

Developing a centre-based fundraising policy is always a good place to start, with guidelines that support your organisation’s mission and goals.

The Funding Centre is an enterprise at OurCommunity.com.au, Australia’s Centre for Excellence for the nation’s 600,000 not-for-profits and schools providing advice, tools, resources and training.

This online resource has a policy bank that includes a template for an ethical fundraising policy.

The top tip from this resource for successful fundraising is to mix and match, and select multiple forms of fundraising to suit your needs: ‘Many organisations run into trouble because they only have one or two sources of funding, or because they only have two or three people really involved in raising money.

If any of the sources or any of the people go away, the organisation will likely find itself in trouble … The trick is to be creative and make the fundraising initiative work for you.’

Whether your service is raising funds for the budget or for charitable purposes, the following types of fundraising options can be pooled together.

Fundraising options to mix and match • Special events – fairs, celebrations, sports events, dinners, concerts • Sponsorships – cash, goods, services, facilities

• Memberships/alumni • Community/business partnerships • Sales – auctions • Crowdsourcing campaigns (for examples, visit GiveNow.com.au) • Donations – family, community, corporate (for example, computers, cameras, gardens, excess fruit and vegetables, herbs, furniture, bikes and active play games) • Bartering – goods and services • Raffles/games of chance • Discounts – services, goods, cash • Grants: government, local, state and federal • Philanthropic – corporate/foundations.

Select fundraising options that take into account your centre’s mission and its curriculum, and that support your calendar of events and ensure buy-in by staff, families and the community. Promotion of your fundraising event should include the motivation behind the event and, if appropriate, link the event activities to learning outcomes for the children within your service.

The following three examples are from early childhood services that have joined the Tasmanian Move Well Eat Well – Early Childhood Program. As you will see, the outcomes achieved went far beyond improving their budget.

Cygnet Community Children’s Centre Cygnet Community Children’s Centre is a small, rural, community-run early childhood education and care centre, where healthy food always has been an important issue. The centre joined the Tasmanian Move Well Eat Well – Early Childhood Award Program, and over the past three years ‘has really started to get it going!’

We developed a specific plan for the outside growing area and for the kitchen. We realised not every educator has green fingers.

We applied for a grant with the Myer Fund to develop a practical seasonal growing handbook for our age range (six weeks to 10 years). We were successful and

BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 69

fundraising

this resulted in our own handbook (to share around, of course!). We also upgraded our garden through a range of grants: The Foundation for Rural and Regional Renewal, for which we allied with the local kindergartens of two primary schools, paid for new vegetable beds.

The joint grant also resulted in yearly visits to each other’s gardens, which also helps our children to be ‘school ready.’ A successful grant from the Huon Valley Council paid for fruit trees and plants, wine barrels, re-landscaping, water hoses and an extension of the storage shed for putting away garden tools. All works have been done by our children’s parents. The Centre allied with three local schools to put on the table a fundraiser called ‘Cygnet on a Plate’. Local chefs and cooks came together to cook a gourmet dinner with local produce, and most of our local businesses were involved in one way or another. It became a massive success, with a profit of $20,500, of which 10 per cent went to our Centre. It also resulted in stronger relationships between all schools and the Centre for other events, like a theatre play and chess contests.

At the moment, we are organising the second ‘Cygnet on a Plate’, which will pay for a renovation of our kitchen, and will fund kitchen equipment for small hands so cooking with our children will be even more fun! The outside playground is one of our biggest assets. We strongly believe in imaginary play and have designed the playground accordingly.

Whenever the weather permits, the children are outside enjoying themselves with skate cars, balance bikes, climbing frames, balancing planks and sandpits.The Centre has been successful in a grant with the Tasmanian Community Fund to upgrade the sandpits. We have big, deep sandpits that are great for real digging. And when it rains or the sun is too hot, a grant with the Bendigo Bank has paid for blinds and shade sails, so children can be outside no matter what!

family of two who had lost their mother after a four-year battle with cancer, and, most recently, the Centre has a mother who has been diagnosed with breast cancer.

We hosted a family fun night featuring a netball game and skills. Our community is very sports- and activity-driven, and we tried to tie in an activity that would spark the support of many families. The night was all about raising funds through fun events and physical activity for all ages. The event was not about competition; it was about having fun with families in a fun and healthy way. We all warmed up, had a small game of mixed ages netball and finished with some warming down. We had a barbecue with donated meats and wholemeal breads from local businesses. We also had bottled water donated by a local supermarket.

The night was a huge success, with about 15 families attending and a total of about 70 people enjoying the fun.

As we are a small service of around 40 enrolled families, we were very happy with result. We had lots of feedback about the night, including the following testimonies: • ‘It was great to have a family fun night that involved the children in sport’ • ‘Maddi (who is three) loved being able to play real netball!!’

• ‘It is nice to have a fundraiser that doesn’t always just involve food. Great night for all the family’ • ‘The face painting was good but I loved the pushups with Sarah.’

Fundraising links and resources •

Our Community – GiveNow.com.au www. ourcommunity.com.au

•

Junior Landcare Yates Garden Grants www.juniorlandcare.com.au/grants-2/yates-creative-gardening-grants

•

Junior Landcare Coles Garden Grants www.juniorlandcare.com.au/grants-2/coles-grants

•

Complete Schools Fundraising Handbook – How to make the most money ever for your school, preschool or kindergarten www.fundingcentre.com.au/book/book-schools-fundraising

Coastal Family Day Care Scheme set out to address some lunch box problems that they were having and developed a booklet, ‘Lunch Box Ideas at a Glance’.

We now distribute nationally to childcare services and schools. (Currently, we have sold 20,000.) All our families get one free in their registration packs and our educators use them in their practice. I never expected them to be so successful, but the simplicity of it and the useful pictures seem to be what works. You can see it on our website, Coastal Family Day Care.

•

Brain Child A-Z List of Fundraising Ideas http://brainchild.org.au/support-us/fundraising-ideas

•

Move Well Eat Well Fundraising www.movewelleatwell.tas.gov.au/families/limit_sometimes_foods/ fundraising

•

Healthy Fundraising – Careforkids.com.au www.careforkids.com.au/childcarenews/2013/october/22/ fundraising.html

•

Healthy Fundraising Ideas – Cancer Council Fundraising Ideas www.cancercouncil.com.au/wp-content/ uploads/2010/11/09271_CAN3042_HealthyFundraising_FINAL.pdflow-res-for-web.pdf

Scottsdale Child Care Centre

Mary Eckhardt is Manager of Move Well Eat Well – Early Childhood Award Program, Department of Health and Human Services Tasmania. You can get in touch with Mary by emailing mary.eckhardt@dhhs.tas.gov.au.

Coastal Family Day Care

Scottsdale Child Care Centre has been highly motivated to raise funds for cancer research and support.This is partly due to a child at the service who is fighting cancer, another

70 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

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nutrition++menu menuplanning planning nutrition

Helping children grow towards a healthy future

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arly childhood settings provide ideal environments to help children develop healthy eating and drinking habits, and include active play into their daily lives. No matter whether food is provided by settings or parents provide lunch boxes, good food and nutrition is essential to help children grow, develop, learn well, and establish lifelong healthy habits.

We are bombarded daily with advertisements, media articles, internet ads and advice from friends and family. How can you decide what advice is true and evidence-based?

Accessing respected information, advice and support NAQ Nutrition (NAQ), the Queensland division of Nutrition Australia (a national non-government, non-profit, community nutrition education organisation) delivers programs, services and support across Queensland and the Northern Territory. NAQ’s vision is, ‘To shape the health and wellbeing of our community through informed food choices. Food is life. Food is you.’

NAQ’s Food Foundations program supports and provides professional development for early childhood educators around food/early life nutrition/menu planning/food safety – helping them to support children to develop healthy eating habits, and also to assist settings with meeting requirements under the Early Years Learning Framework and National Quality Standard.

Currently, NAQ is delivering the LEAPS (Learning.

Eating. Active Play. Sleep) early years project across Queensland. This project provides free professional development, and a support service for educators, supporting and guiding them in implementing the Get Up & Grow recommendations and guidelines in their work, and empowering educators with strategies to help them to effectively communicate these messages to parents.

LEAPS (funded by Queensland Government Department of Health) is being led by the Queensland University of Technology (QUT), in partnership with NAQ and the Australian Council for Health, Physical Education and Recreation (ACHPER), and will be completed by mid-2015.

The LEAPS program includes: • Module 1 – online pre-reading • Module 2 – face-to-face professional development day • Module 3 – online reflective activity linking to your

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setting’s quality improvement plan.

Upon completing all three modules, participants receive a certificate of acknowledgement. The program is now being adapted to ensure that it meets the needs of all population groups. The LEAPS support service provides ongoing information and advice to assist early childhood educators with the successful implementation of the Get Up & Grow guidelines and recommendations (www.naqld.org/product/leaps-training).

Toombul Early Learning Centre, North Brisbane, hosted a LEAPS face-to-face training day. Eighteen of their educators participated in the program.

They reported: ‘Since completing LEAPS training, our educators are introducing new routines into their program to reflect the advice and recommendations received; for example, older children are now serving their own food; and educators report that children are trying a greater range of foods compared with previously.’

Five fast food and nutrition promotion tips 1. Offer and talk about new and different types of vegetables at meals and snacks; eat them yourself.

2. Grow some vegetables; use them in cooking activities.

3. Use Get Up & Grow recommendations and guidelines as a key reference point in setting policies/daily practice and providing evidence for meeting the National Quality Standard.

4. Story time is an opportunity to start conversations with children about food and healthy eating.

5. Use a variety of methods to communicate healthy food/nutrition messages to families and carers using your service – posters; e-newsletter articles; holding a ‘nutrition/healthy eating’ week; programming fun learning activities; healthy fundraising activities.

NAQ’s Food Foundations program (www.naqld.org/category/food-foundations) can assist with more ideas and strategies.

Contact Us: Queensland/Northern Territory: Email: info@naqld.org | Phone: 07 3257 4393 Website: www.naqld.org Early childhood nutrition programs in other states/territory: www.nutritionaustralia.org Authors: NAQ Nutrition Staff – Nicole Bentley; Aloysa Hourigan; Charlotte Morrison.

Contact Details p 07 3257 4393 f 07 3257 4616 e foodfoundations@naqld.org w www.naqld.org

Is your Early Years Service a subscriber to Food Foundations?

Subscriber Benefits:• Access to professional nutrition advice • Discounts on all Food Foundations publications and services • Full access to the Food Foundations resources on the website • Monthly e-newsletters • Free membership gift

nutrition + menu planning

The organic way ‘What’s your meal plan like? Is it organic?’ This is probably not a question you were asked by parents some years ago.

T

he organic industry is experiencing rapid growth, and IBISWorld predicts that it will double in the next five years.

This demand is being driven by consumers who want more ethically produced food, and to know where their food comes from. Anecdotally, we know that shoppers start buying certified organic when there is a health crisis in their family, or when they’re starting a family.

The Australian Organic Market Report 2012 shows that the majority of organic shoppers buy organic because it’s chemical-free, additive-free and is environmentally friendly.

It makes sense to assume that the same consumers who are driving the demand for organic would like their kids to eat organic outside of the home, and when they are in your care.

Incorporating organic food into your centre’s menu gives you the opportunity to offer a point of difference.

It also shows that your business cares.

What is certified organic food?

Certified organic food has been grown and processed without synthetic pesticides, herbicides, hormones and antibiotics. It’s grown without genetically modified organisms (GMO), and it’s pasture-fed, free-range, sustainably fished and biodiversity-friendly.

74 • BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014

Businesses certified with Australian Certified Organic are annually audited to make sure that they meet the Australian Certified Organic Standard – the rulebook for organic production. Australian Certified Organic is the most recognised organic certification logo on Australia’s shelves, and appears on over 14,000 products.

Why choose organic for kids?

What we feed our children matters for life, from a health perspective, and for long-term behavioural habits. Leading by example in and outside the home instils great habits and attitudes towards food.

From the prenatal period to around age eight, children experience significant growth – physically, cognitively, socially and emotionally. Gaps in nutrition or exposures to chemical additives in food, water and the environment can impede development, and are thought to be linked to allergic reactions, asthma and attention deficit hyperactivity disorder (ADHD).

Owing to their smaller bodies, young children are more vulnerable than adults to chemical exposures – they have a less mature system for detoxifying and excreting toxins.1, 2 Research by RMIT University shows that eating an organic diet for just one week reduces the levels of organophosphate pesticides in your urine by 90 per cent.3

nutrition + menu planning

The study was the first to compare the differences in pesticide residues in adults who consume organic and conventional food. Up until now, there have been very few studies comparing organic with conventional diets in Australia.

For centres that are looking at incorporating organic food into their meals, Christina advises to connect with a certified organic local supplier. She says, ‘We have two suppliers that we work with to supply both our centres (Haberfield and Leichhardt).

Researcher Dr Liza Oates says that conventional food production commonly uses organophosphate pesticides, which are neurotoxins that act on the nervous system of insects – and humans – by blocking an important enzyme.

‘If you are passionate about organic [produce] and what we feed our children, you just make it a priority – start a veggie garden and watch the benefits unfold.’

The researchers are now turning their attention to 14- to 16-year-olds to understand how many pesticides are in their bodies, and the affect that they have on their health, behaviour and brain function.

Compared to a decade ago, it’s now much easier to source organic food in bulk. It’s available in most supermarkets and health food shops, and with nine retail stores and cafés, Wray Organic is one of Queensland’s largest organic franchises. But if that’s not enough, wholesalers Eco Farms (Sydney) and United Organics (Brisbane) supply the eastern seaboard.

Online stores such as Aussie Farmers Direct, Daintree Organics and Organic Angels also deliver.

Stepping into organic child care There are lots of examples around the country of child/day care centres incorporating organic food into their menus.

The full-time, qualified cook at My Stepping Stones Early Childhood Centre in New South Wales prepares meals daily by using fresh, certified organic produce.

Christine Tomarchio is the centre’s director and says that sourcing certified organic is their first priority – a purchasing policy driven by the centre’s owner.

She says,‘We cover and manage the cost by sourcing locally through reputable certified organic suppliers, buying in bulk online through the supermarkets, and financially through the childcare fees.

Getting started If you are a childcare centre owner or educator wanting to use organic food, here are some tips: • Make sure you’re getting what you pay for. Look for a certification logo on products, such as Australian Certified Organic, to make sure that it’s really organic.

• Don’t confuse terms such as free-range, hormonefree or natural with certified organic.

• If budget is a consideration, think about at least introducing certified organic foods that the children will eat the skin of, such as some types of potatoes, grapes, apples and strawberries. This reduces their exposure to pesticides.

• Review your nutrition policy and look at how you might incorporate certified organic food.

• Access the Australian Organic Schools program.

It’s freely available to all schools and education centres, and has some fantastic activities (including gardening) that connect young children with food.

For more information, visit organicschools.com.au.

References: 1. Vorhees, C and D Bellinger, 2005, ‘Protecting children from environmental toxins’, PLoS Medicine, 2 (3): 203-208.

2. Maryse, F et al., 2009, ‘Attention-Deficit/Hyperactivity Disorder and Urinary Metabolites of Organophosphate Pesticides’, Journal of Pediatrics.

3. http://austorganic.com/organic-diet-cuts-pesticides-by-90/

‘Having an organic meal plan keeps it seasonal and increases variety. The children get to indulge and expand their tastebuds. I enjoy the fact that every child here has an important input into the organic veggie garden. The children are passionate about their garden; they are protective of it – they don’t damage or tread on it – they take turns watering and harvesting their garden and they get excited when they pick a tomato and then see it on their plate at lunch.’

Christine says, ‘Parents constantly tell us that their fussy eater is no longer fussy, and that it’s no longer a battle at the dinner table.’

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Healthy bones action for all ages

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ou’re never too young – or old – to get into Healthy Bones Action Week, which runs nationally from 3–10 August 2014.

Start by upping your daily intake of milk, cheese and yogurt for a calcium boost that helps develop and maintain strong bones. Then, add regular weightbearing exercise and safe sun exposure for vitamin D. According to Dairy Australia, children need to grow their dairy intake as their bodies grow and develop.

Unfortunately, new data from the CSIRO has revealed that more than two out of three children between nine and 16 are not meeting the Australian Dietary Guidelines for the dairy food group.

The statistics don’t get any better with age.

Alarmingly, nine out of 10 women aged 19–49 years do not consume enough calcium-rich dairy foods to keep their bones healthy.

And, two in three Australians over the age of 50 have osteoporosis or osteopenia (thinning bones), but many Australians do not know that they suffer from poor bone health until they sustain their first fracture.

This year, Healthy Bones Action Week is encouraging women around Australia to help spread awareness about the very real risk of osteoporosis, and the three easy steps that most people can take to keep it at bay – calcium-rich dairy foods, exercise and sunshine.

Just jump online (www.healthybones.com.au) and send a ‘Stronger Together’ message to your girlfriends, mum and sister to raise awareness of the very real risks associated with osteoporosis. You’ll even go into the daily draw to win a $100 supermarket voucher every time you share a message.

And while you’re on the website, you can also download the new Healthy Bones Action Week colouring-in page for the children in your care, and check out a range of kid-friendly dairy recipe ideas.

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This Healthy Bones Action Week, help spread the good health message: • Share: Send a ‘Stronger Together’ message • Talk: Remind your loved ones that osteoporosis is preventable • Act: Take three key actions for strong bones: 1. milk, cheese and yogurt for calcium 2. weight-bearing exercise 3. safe sunshine for vitamin D. To celebrate Healthy Bones Action Week, Dairy Australia is giving away 70 $100 supermarket gift vouchers (that’s 10 vouchers every day from 4–10 August!). To enter, and for recipe ideas and more information, visit healthybones.com.au

Three ways to get more calcium in your day 1. If you’re bored with cereal, mix it up with brekkie cups by simply pouring your favourite cereal into a cup or jar, top with yogurt and some chopped or canned fruit.

2. If your family are risotto fans, replace a third of the stock with milk for a really creamy result that is packed full of calcium.

3. For dessert, keep a box of custard powder and some UHT milk in your pantry, and you’ll have a healthier emergency dessert kit on hand whenever you need it!

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play areas + sustainable practice

Child-educator health: A shared journey of learning

BY KIRI COMBI, BACKYARD IN A BOX

How can educators extend beyond conventional approaches to nutrition and health to establish healthy lifestyle patterns for children through physical environments? And how can this improve educator health and wellbeing?

A

ccording to the National Health and Medical Research Council (NHMRC), ‘The prevalence of overweight and obesity among Australians has been steadily increasing for the past 30 years. In 2011–12, around 60 per cent of Australian adults were classified as overweight or obese, and more than 25 per cent of these fell into the obese category (ABS 2012). In 2007, around 25 per cent of children aged 2–16 were overweight or obese, with six per cent classified as obese’ (DoHA 2008).

A 2009 report by the Organisation for Economic Co-operation and Development (OECD) predicted that there would be continued increases in overweight and obesity levels across all age groups by 2019 in Australia to around 66 per cent of the population (Sassi et al. 2009).

In her book, Young Children and the Environment, Julie Davis points out, ‘Many of our contemporary environments have become “obesogenic”, promoting sedentary lifestyles and over-consumption of food’ (Davis 2010).

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I developed a passion for the natural environment in my early years in Perth in the late 1970s. I grew up in Redcliffe, one of the lowest socio-economic suburbs in Perth. We didn’t have a lot – mind you, we had more than most around us. But being financially poor forced me to look beyond the materiality of the world and toward the simple enjoyment of family, friends and the natural environment that surrounded me.

My father Omero, who still lives in Perth, is a secondgeneration Italian migrant. He still loves his garden and grows lots of food, especially tomatoes and celery. My favourite feature of the garden when I was growing up was the chickens. When my elder sister and I fought, being the youngest I would normally come off second best. I’d go out to the backyard and just sit with my chooks and talk to them, cuddle and sing to them.

They were a way for me to deal with my hurt. They were always there, and they seemed to understand the unspoken and loved me unconditionally.

When my son Jake was six years old, we bought a dog – Rusty, an English Staffordshire. Jake (now 14 years old) and Rusty are inseparable, even sharing the same bed (much to my husband’s dismay!). When Jake is feeling sad or frustrated, I see the same thing happening with him as what happened with me and my chooks. Rusty senses when Jake is feeling low, sad or frustrated, and he attends to his master so faithfully that the reciprocal love and care between the pair is a real joy to witness. This connectedness with another life form was so important for me as a child, and I now recognise this as important in the life of my own child.

play areas + sustainable practice

Early childhood environments that include play spaces with natural elements – living elements of any kind – allow for this very same experience. In 2003, I opened EcoPreschools in Seaforth, and later I opened EcoPreschools, Balgowlah, in 2006. Across two centres, and over 10 years, the play spaces had everything from sheep, chooks, guinea pigs and mice, to fruit trees, first-aid gardens, and herb and vegetable gardens.

This connectedness with another life form was so important for me as a child and I now recognise this as important in the life of my own child

Bell and Dyment (2008) point out that these types of environments are ‘particularly valuable [as they] support a range of enjoyable, non-competitive, open-ended forms of play. Greening early childhood environments with diverse landscapes creates opportunities for boys and girls of all ages, interests and abilities to be physically active.’

Along with this, there is evidence that ‘Contemporary foodstuffs, consumed in larger portion sizes than in our parents’ generation, tend to be processed and nutrientdense, high in fats and sugars. The rising incidence of childhood obesity, with its attendant physical and social health impacts, makes it increasingly important for early childhood settings to support healthy eating and physical activity’ (Davis 2010).

Thankfully, the National Quality Standard (NQS) and the National Quality Framework (NQF) have come up to speed with common-sense notions that Indigenous populations have known for centuries: simplify. We’ve become too clever for our own good – we’ve been outsmarted by our own selves. I saw something disturbing in the cold food aisle in my local supermarket last month. It was a milk carton containing scrambled eggs for an omelette, pre-mixed for convenience. How difficult is it to crack open an egg and whisk it with a fork? Not difficult. I don’t know anyone of my generation who would actually buy this ‘omelette in a carton’. But when I look toward the younger generations, there are a few with a tendency toward buying this product, even with its yellowcoloured preservative and fake chive flavour.

mum wouldn’t go to the medicine cabinet and pull out Panadol or pills; she’d go to the pantry or to the garden and make up some concoction to heal me.

I think the strangest remedy mum made involved onion. I had a persistent sore throat. Mum cut open an onion, baked it and then grilled it. After it cooled slightly, she opened the onion layers and spread it all over my neck.

I lay there for almost an hour with this warm slimy onion spread over my neck. Being 12 years of age at the time, I thought, ‘I wish I had a normal mum.’ But what I learnt and what has stayed with me almost 30 years later is that onions have an amazing capacity to draw out toxins from the body.

From that day forward, an onion was no longer just an onion to me. Its healing properties and what it could provide my body in terms of nutrient value were now of far more interest to me than just being something to chop and fry up before I ‘add the meat’.

I believe that we in the field of early childhood education have an obligation to act, because we play an important role in making sure that the transformation of play spaces actually occurs, and that it occurs in meaningful ways. There seems to be a link between our modern lifestyle and the types of food we make available to ourselves and our children, and our collective health and wellbeing.

My mother, Ripeka Areke, is Maori, from New Zealand. Mum always had a strong calling to the land.

Even now, as a grandmother, she still speaks about going home and living on the land. Whenever I fell ill,

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BELONGING EARLY YEARS JOURNAL • VOLUME 3 NUMBER 2 • 2014 • 79

play areas + sustainable practice

During my time as a licensee at EcoPreschools, I developed Backyard in a Box Educator Training and Resource Kits. The Organic Gardening box enables educators to green their play spaces, grow various plants and grasp their healing properties. Some examples include: • Aloe vera – high in minerals. Some of the 20 minerals found in aloe vera include calcium, magnesium, zinc, chromium, selenium, sodium, iron, potassium, copper and manganese. It also contains amino acids, helps with detoxification and digestion, and alkalises the body. There are so many benefits to using aloe vera. It boosts the immune system and it is great for healing the skin.

It also has antimicrobial properties.

• Coriander – helps the body to detoxify heavy metals and supports the liver in this process.

• Rosemary – contains caffeic acid and rosmarinic acid, both of which are potent antioxidants as well as anti-inflammatory agents. Rosemary is also a good source of antioxidant vitamin E (alpha tocopherol) and other important antioxidants.

• Mint – good for digestion and is a great mouth freshener.

• Basil – basil leaves contain essential oils, which have potent antioxidant, anti-inflammatory and anti-bacterial properties. It is also a great source of vitamin A and iron.

• Parsley – beneficial to the immune system. Helps flush excess fluid from the body, heals the nervous system and tones the bones. It’s also a powerful breath freshener.

• Sage – sage is anti-hypertensive, anti-diabetic, antiinflammatory and antimicrobial. It helps cleanse your blood and has been known to assist in the prevention of Alzheimer’s disease.

• Lemon balm – soothes nervous tension and anxiety, promotes sleep and speeds the healing of cold sores.

This is just a tiny sample of what’s inside Backyard in a Box. Knowledge that can be applied instantly and have real meaning is a powerful teaching tool – imagine being able to engage children with this kind of knowledge daily. Imagine teaching numeracy by counting the number of leaves of a mint plant, then linking this to child and educator health by talking about its digestive properties and chewing it after meal times – and knowing why you’re chewing it! It’s no after-dinner mint, but that’s a good thing. It’s all about going back to basics and keeping it simple.

Imagine your own knowledge and understandings

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improving, and the resultant improvements to your own health and wellbeing.

What changes can we make in our daily routines, and who do we collaborate with to act more sustainably? Early childhood educators are in the unique position of having access to young people while they are still forming their foundational likes, dislikes, wants, needs and desires. We have it within our reach to instil different principles to those that were imparted to the baby boomers, and generations X and Y. Start with your students and your daily classroom routine. If what you are modelling is real and meaningful, the children will become advocates for ‘right action’. When students begin to watch and moderate their own actions and the actions of others, you know you have instilled something special in them. Take meaningful and deliberate action in your classroom, and be excited that you’ll not only be upskilling yourselves, but you’ll also be upskilling the next generation of adults, and equipping them with tools that will carry them into healthy and purposeful lives. This is why I created Backyard in a Box. Its teaching and classroom resources help educators really focus on the important parts of embedding sustainability into their classrooms.

Sustainability has now been legislated for in early learning, primary and secondary education systems nationally. Teaching children about sustainability will create a sustainable future for new generations and enable us to finally broach the subject of entitlement with our children. Entitlement is when a person expects to prosper from the toil of another’s sweat. ‘Omelette in a carton’ is a case in point.

What you do in your classrooms day in, day out does and will continue to have an impact, and often in ways you will never know or be able to explicitly attribute to yourselves. Ebenezer Brewer (1810–1897), educationalist and lexicographer, once said, ‘Little drops of water, little drops of sand make the mighty ocean and the pleasant land.’ Without those little drops of water, how can an ocean exist at all? Be that individual drop, and together we can be that ocean.

Kiri Combi is the creator of Backyard in a Box. For more information about Backyard in a Box, email kiri@backyardinabox.com.au, or visit backyardinabox.com.au.

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