Bedrock: April, 2011 (Vol 16 / No.1)

BED ROCK Vol 16 #1, April 2011

How to feel powerful

Reaping the flood’s aftermath Training on target

The Independent Education Union early childhood education magazine PRINT POST No. PP255 003/02 117 ISSN 1326-7566

BEDrock

Vol 16 #1 April, 2011

executive editors dick shearman

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of the NSW/ACT Independent Education Union (NSW/ACT IEU) and the Queensland Independent Education Union (QIEU).

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Our power and passion Your Union has always been focused on the professional as well as the industrial.

communities we live in. As a Union, we need to help some of our decision-makers understand that.

Wages, conditions and the crucial campaigns in the sector such as the Teachers are Teachers in NSW and collective bargaining in Queensland are keeping us busy; Dick Shearman however, we continue to work for standards and status across the early childhood sector.

Elsewhere, Queensland’s Will Jones examines Ghandi’s relevance to early childhood education.

We also explore the vital role Newcastle’s Possum Place plays in allowing the city to recruit or retain nurses and other medical staff for its health system.

Terry Burke

This issue of Bedrock brings those elements of our work together with a thought-provoking article on empowerment.

The term might sound a bit ‘touchy-feely’ but it has real meaning for our everyday lives, as Journalist Suzanne Kowalski-Roth explains.

You don’t get much more practical than that.

The early childhood sector is obviously important to those of us who work in it. But it is equally important to the broader

The Buzz

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Queensland news

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10 minutes with

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Power play in early chilhood

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Latest news in childcare Compensation for extra hours Alicia Flack-Kone

Suzanne Kowalski-Roth explores empowerment

Reaping the flood’s aftermath

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Staying on target

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Possum Place

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Climbing the tree

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Training is essential for ECS educators Supporting the health service Where 30 years service is the norm

Growing a generation

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Kidsmart 2011

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Giveaways

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Greenover

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Guidance versus management Computers, fun and the ELYF

Children and Nature Network

Enjoy the read.

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Empowerment and pay parity

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Staying on target

A long association...

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KidSmart 2011

contents

Contents

Still on the subject of empowerment, we turn our attention to January’s floods and the role of a mobile children’s service in helping an isolated communities keep their heads above water.

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the

buzz Teachers are Teachers: NSW campaign for pay parity To keep up-to-date with campaign activities, see what your colleagues in the sector are doing to advance the equal pay cause, send emails to politicians and get tips for visiting politicians to advocate for pay parity. Visit www.teachersareteachers.org.au

Dealing with floods and trauma Early Childhood Australia has put together a list of resources to help children and families deal with the loss and trauma caused by the natural disasters around Australia. They include a guide written for Early Childhood Australia for the 2009 bushfires which is full of advice about understanding children’s emotions and perspectives and practical ideas to help sufferers work through emotions, change and loss. There is also information about how childcare benefit is affected.

Visit the link at: http://bit.ly/h4NlJm

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Ask Lisa

Hello Lisa

Working with parents The Raising Children Network offers some practical tips on how best to work with parents and how to provide a family centred service. Although it’s a parenting website the helpful section on ‘Working with Parents’ covers how to communicate effectively with parents and how to best offer help. This Australian parenting website also has links to family support services.

Find them at http://bit.ly/ftg0I4.

New Zealand cuts subsides Almost half (48.8%) of New Zealand childcare services could lose staff or have less qualified staff and some parents could face fee rises of up to $80 a week following budget cuts to early childhood education, according to New Zealand Labour MP Sue Moroney. A survey by Labour revealed most parents would pay an extra $20-$45 a week. The cuts, which kicked in on 1 February, are expected to save the Government around $280 million over four years. Around 93,000 children will be hit by the lower subsidies. But New Zealand’s Education Minister Anne Tolley questioned the survey, saying “it was a very small sample, and probably mainly union members”. For more information visit http://www.labour.org. nz/node/2976 Source: http://bit.ly/ewMCK9

1:4 ratio in NSW The 1:4 ratio is now mandatory in NSW centres and mobile childrens’ centres. The better ratio comes after a long battle by children’s advocates and has been in place from 1 January 2011.

Focus groups and qualifications upgrade If you would like to find out more information about upgrading your qualifications as part of the Federal Government’s National Quality Framework then visit http://bit.ly/eBWVXT.

My organisation placed me on the modern award from the commencement of this year. No discussion. No negotiation.

I had given them my agreement and the childcare workers’ agreements but nothing was ever discussed. I suppose I will talk to the coordinator first and ask if there is room for negotiation. What do you think I should do?

Regards Jenny

Dear Jenny, You have the right to collectively bargain with your employer to improve your working conditions and salaries.

Your employer cannot refuse to bargain with you or your representative provided that 50% of employees covered by the agreement want to bargain with their employer.

The Union can represent you in any discussion with your employer.

If teachers employed at your service want an agreement they should appoint the IEU as their bargaining agent. We will then be able to act on their behalf. An organiser would be happy to visit your service to speak to the teachers about the reasons an enterprise agreement is needed to protect your working conditions and provide for future pay increases.

Start by talking to the other teachers employed in your service about your concerns and then organise a meeting with the IEU. It would also be good to raise the subject with your employer by letting them know your preference for an IEU enterprise agreement and suggest they meet with the IEU to discuss your situation.

Once we have at least 50% of teachers on board, the IEU will write directly to your employer, stating that the majority of teachers have appointed the IEU as bargaining agent and your employer is compelled to negotiate with us according to the Fair Work Act 2009.

If your employer refuses our written request we can take the matter to Fair Work Australia.

Lisa.

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Queensland news

Queensland

State Government funding falls short The Queensland Government has threatened the future viability of community kindergartens because of inadequate funding under the new Kindergarten Funding Scheme (KFS).

Despite persistent advice from IEUA-QNT and others that the current level of funding is woefully inadequate - particularly for the vast majority who don’t receive additional remote-area or Social Economic Indexes funding - the Queensland Government has given no indication that this funding will be increased.

IEUA-QNT has consistently made the Minister for Education and Training, Geoff Wilson, aware of the adverse impacts resulting from Government’s inadequate funding, both for kindergartens and parents.

IEUA-QNT Senior Industrial Officer John Spriggs said the KFS does not take into account the extra costs resulting from the implementation of ‘universal access’ in community kindergartens.

“The Government’s level of funding still leaves a gap of over $100 per child compared to the original DECKAS funding for an ‘average’ city kindergarten,” Mr Spriggs said.

“But more significantly, the KFS does not take into account the extra labour costs incurred as a result of the introduction of the 15 hours of universal access,” he said.

Once the increased labour costs are acknowledged, the same average community kindergartens face a shortfall of between $300 and $400 per child per annum.

Education Minister: ‘Compensate staff for extra hours’ Queensland Minister for Education and Training Geoff Wilson supports compensating teachers and early childhood assistants working additional hours.

In 2010 collective bargaining negotiations some employers proposed teachers who worked more than 27.5 contact hours per week should not receive additional recompense.

This is despite a clause in the Queensland Early Childhood Education Certified Agreement 2009, covering kindergartens represented by ACSEA, which says: “The ordinary hours of duties for a teacher shall not exceed 37.5 hours per week of which not more than 27.5 hours shall relate to the teaching of an educational program”.

However the Minister has written to the IEUA-QNT stating that early childhood education employees “should not be required to work additional hours without the employer providing additional recompense or compensation”.

“I encourage you to continue your negotiations with the relevant parties to achieve a positive outcome for the sector,” Mr Wilson says.

Kindergarten Funding Scheme requirements will make it compulsory from 2012 to present a 15 hour per week 40 weeks per year kindergarten program.

This increase will require additional staff and longer work days. The IEUA-QNT will continue to advocate for all to be appropriately compensated for extra hours worked outside the prescribed 27.5 contact hours.

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“I choose to work in long day care for a reason.”

10 minutes with Alicia Flack-Kone Education is the point

She became active in the IEU and an articulate spokesperson for workmates and a range of causes.

Alicia says the IEU’s Teachers Are Teachers campaign will be interesting in the ACT because of the make-up of the sector.

Alicia responded to frustrations about Union meetings she perceived as preoccupied with issues affecting Catholic and independent schools by “trying to help them find a stronger early childhood voice”.

Predominantly, its preschool teachers are employed by the Education Department where equal pay is already a fact of life but, in long day care, wages lag far behind.

Most long day care operators in the Territory staff their premises with diploma rather than university-educated directors.

She threw herself into campaigns around wages, reconciliation and the plight of children in detention.

Five years ago, she entered a new phase in her life, marrying, moving to Canberra and having a child of her own.

“I choose to work in long day care for a reason,” she says, “and that is to show that qualifications and education are important to our work and to the children we work with.

While most people move to the capital for a job, she and her husband went for what, in the absence of much water, they describe as a land-change.

“That’s why the campaign will be important here. The ACT is an interesting situation, and a positive one in terms of establishing the value of our qualifications.

“I love it,” she says. “I like the space, I love seeing the sun on the mountains in the morning and we have both come to appreciate the land. It has been good for us.”

“Wages are definitely an issue in long day care.”

Which doesn’t stop her missing the ocean, just occasionally.

Alicia carved out a reputation as a teacher, trainer and activist during 10 years with the highly regarded Lady Gowrie Child Care Centre in inner-Sydney Erskineville.

She has enjoyed the work, her colleagues and the driving philosophy at the SDN Bluebell Early Childcare Centre in Belconnen for the last three years.

It was a place where mission statements about equality, multi-culturalism and social justice were translated into everyday work.

Bluebell shares her understanding that children are always negotiating - negotiating their places and where they belong, with peers, their social groups, families and, not least, with their teachers.

“It gave me a strong grounding in the concepts of equity and social justice and how they apply in education,” she said.

Alicia spent five years at Lady Gowrie teaching and the other five as training and resources officer.

SDN attempts to employ qualified teachers as directors and “practitioners” at its centres.

“In the ACT, their philosophy is setting the benchmark,” Alicia says.

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Power play in early childhood How are you feeling today? Powerful or disempowered? Bedrock Journalist Suzanne KOWALSKI-ROTH explores empowerment in early childhood.

Do you feel driven to articulate your work to those you meet or do you feel disengaged and embattled?

Can you empathise with this NSW early childhood teacher who replied in answer to a call for comments for this article: “Quite honestly I don’t have the time to think about empowerment and I certainly don’t feel it”.

We’ve all been there at some point – indeed other comments received from the NSW IEU’s recent Teachers are Teachers survey point to the exhaustion of those working in early childhood while telling the tale of a committed profession which reaps high rewards in job satisfaction.

But there comes a time when the ‘nice ladies who look after children for not much money’ image needs to be shed.

As NSW IEU member and early childhood advocate Gai Lindsay says: “We’ve all gone to the same unis, we’ve all done the same degrees, we’re professionals but for too long we’ve basically subsidised the cost of early childhood education by our own niceness”.

How to get empowered?

Research into early childhood teacher empowerment by Dr Jenny Johnston, Lecturer in Primary Education at Southern Cross University, reveals a number of ways those working in the field can advance their profession and reap benefits like appropriate pay.

Although the context of Dr Johnston’s research was early childhood teachers working for the Tasmanian Department of Education, key findings have relevance for other teachers, particularly those in NSW currently fighting for pay parity with primary school colleagues.

Dr Johnston found that when teachers empowered themselves through joining a union or professional association they were able to be proactive in voicing concerns rather than reactive to the agendas of employers or governments.

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Teachers are also empowered in other ways, including ongoing learning and professional development and by encouraging themselves and others through taking part in decision-making processes.

The complexity of teacher self-perception could act as a barrier to empowerment. While dentists look into people’s mouths and attend to their difficulties they don’t go through the rest of their lives associating themselves with dentistry, says Jenny Johnston.

“Jenifer Nias got it right when she said: ‘There is not a lot of separation of work and the person for teachers. This blending of the lines between me and the job I do is really difficult for teachers”.

Perhaps that is one explanation for why so many early childhood professionals stay in the field rather than hot footing it to primary schools where guaranteed holidays, release time and higher pay are on offer.

Indeed, the lack of pay parity was “almost like a slap in the face” for Brenda Pobjoy, Lecturer in Early Childhood Education at Southern Cross University she felt most keenly when she moved from long day care into a preschool.

“I didn’t quite appreciate the pay cut I was going to be taking. To me it was a really sad reflection on how people view children,” says the former Preschool Director.

For Brenda the road to empowerment as a Director involved supporting colleagues to build confidence and to reflect on achievements.

“For too long we’ve subsidised the cost of early childhood education with our niceness.”

The first steps Need some inspiration?

Look no further. Being an early childhood advocate has made Gai Lindsay feel connected to her colleagues and to the lives of children and parents, she tells Bedrock.

What is empowerment to you?

Another path is through communications.

Fran Press, Charles Sturt University Teacher/Education Lecturer, spoke to an IEU Early Childhood campaign launch about the importance of teachers articulating the work they do to anybody who will listen.

For Brenda the Early Years Learning Framework is a golden opportunity to do just that.

“The EYLF has been such a great tool as it’s an opportunity to have a language we can communicate with.”

But, what language and self-perception will be communicated? And, is it empowering?

“We need to be talking about teaching as opposed to providing a service,” says Brenda.

She also notes that teachers and directors have been known to do themselves a disservice by trying not to make anybody feel bad by not identifying themselves as leaders - the pointy end of the nice persona.

“In the early childhood sector I’ve always found there was a lack of interest in recognising teachers as having any higher qualification.

“It’s not a matter of having to ignore the fact that people have higher qualifications or sometimes greater experience — it’s about valuing everybody for what they bring to the team.”

It’s saying there are no excuses, you just have to get out there and make the difference ...it’s about saying if not me — then who? And just taking that first step — it’s easy once you do.

What helped you take it?

Having the ‘what if’ dream — what if what we do makes a difference and actually change the culture of early childhood in Australia?

What have been the professional and personal plusses to being involved?

Being an advocate has opened career doors that wouldn’t have opened otherwise… once you take that step you develop a whole new view of yourself and what you’re capable of. You also develop wonderful collaborations with your peers.

It’s a wonderful step to take.

Perhaps it’s time to get together, shed the niceness, articulate the work the profession does and seize the day. In the words of one activist — You have power — Use it!

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Reaping the flood’s aftermath The floodwaters may have subsided but the consequences of January’s inundation will affect communities around Moree for years to come writes Bedrock Journalist Sue OSBORNE. No one is better placed to see the damage than Gwydir Mobile Children’s Service Director Wendy Baldwin.

The Service covers 1000km a week providing preschool for 85 isolated children.

It runs out of halls in Moree Plains, Narrabri and Gwydir Shire, and is also accessed by parents from Walgett Shire.

IEU Member Wendy says their experience of the floods has been different from what most people would have seen on mainstream media.

“After 10 years of drought we had the most magnificent wheat crop you have ever seen,” she says.

“This was going to be our year. Then the floods came. It wasn’t the worst flood we’ve had by any means. But it was the timing. Lots lost their crop or it was downgraded.

“Instead of the harvest taking two weeks it has taken 10 weeks. Harvest time means everyone starting at daylight and finishing at 10 at night, day after day.

“The wives can’t go anywhere, they’re cooking three meals a day for contractors, and the kids are up till 10 taking them their food.

“Because the roads are wrecked, and there are no school buses, some parents are driving their kids to school on a 240km round trip a day.

“It’s super stressed and we already had four parents with depression.”

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The Preschool provides a lot more than education to its members. Wendy says she and her staff are often the only people the parents can talk to about their problems.

“Everybody in the community is suffering due to the drought or the flood, so they have no one else to turn to.

“We are on the look out for depression and domestic violence.

“We run a play-based curriculum anyway, but during the floods we just let the kids play in a really laid back, relaxed way.”

But Wendy says country life is not all doom and gloom.

“These are extraordinary people and they breed extraordinary kids. They may have a meltdown but they bounce back.

“This was going to be our year. Then the floods came.”

“I get tired of stereotypes showing country people as stupid bumpkins or ‘salt-of the earth’ drovers. These are smart, innovative people who care a lot about education.”

The service is parent-run and Wendy says parents go to great lengths to keep it going.

“It’s their service, they feel ownership of it - which is great for the kids. It’s their roads and houses, their snakes and spiders.”

Wendy has been working for the service for 20 years this year and says her passion and admiration for the communities she serves remains as strong as ever.

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Staying

on target “It doesn’t matter how much equipment you have, or how many policies there are, if your team is lacking in passion they will struggle to provide a nurturing environment for children”.

Dianne MILLER has 40 years experience in the early childhood sector. She is Co-director of Kindilan Child Care Centre, Tuncurry and Challenge Busters, an organisation providing seminars for parents and educators on communication, understanding children, programming, the Early Years Learning Framework and team building. She believes staff training must be carefully targeted to achieve the best results.

impressionable minds. This is the most important job in the world. This is the fire in my belly that has kept me going all these years.

What do you really need?

The most valuable piece of advice I could give is to have a training budget and spend it wisely.

When fellow early childhood teacher Karen Brown and I formed Challenge Busters in 2007 it was our intention to inspire and reignite people’s passion for the work that they do.

This may seem glaringly obvious yet it’s easier said than done. It requires a shift in thinking and attitude when it comes to assessing what the needs of staff and your centre are and how you will pay them.

Our motto is ‘connecting people’ because early childhood is about relationships, just as life is about relationships.

You need to look at your purpose for staff training and development. Sadly, in many services the funds allocated to staff training are minimal compared to other expenditure, and training is not considered a priority.

Why did I start writing and presenting seminars as well as working as a Director?

Some people would say I’m ‘crazy’ but I feel strongly about empowering people to be the best they can be, especially when it comes to working with our precious young children.

I believe that the essential ingredient in the provision of quality care is a well-informed, enthused and cohesive staff.

It doesn’t matter how much equipment you have, or how many policies there are in place, if your team is lacking in passion they will struggle to provide a nurturing environment for children.

It is a privilege to be in the company of young children and to be in a position to have such an impact on their young,

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Yet having a team that feels informed, inspired, appreciated and respected is the most valuable asset for your centre.

Shared passion If your plan as a director is to instigate change and improvement in your service, I believe that the people who need to attend innovative seminars are the people who have the power to make the changes - that is the majority of your team.

As a Director and business manager, I would rather spend $400 on one seminar that informs 10 staff on the same topic than send 10 staff to 10 different seminars.

If only one staff member attends the workshop then there is no one to share the passion with, and the newly found enthusiasm wanes.

Often there is no planned time for all the staff to get together to discuss the information from the seminar or how to implement it into their service.

This method of staff training is particularly ineffective when we send those quiet, shy or new staff to seminars expecting that they will motivate and train the rest of the team.

How many of your staff are prepared to stand up at a meeting and present what they have learned to the rest of the group?

If a seminar was two hours long how can this information be passed on to the rest of the staff at a short meeting or during working hours?

Assess what your centre’s needs are and train the majority of your staff in the same topics.

It is vital that your team has the same goals for the centre and that there is a sense of belonging. At our Centre we regularly have training in teamwork, bonding and understanding each other as well as others. We also have an annual weekend conference for all of us.

What teachers want Professionals learn from people who practice what they preach. This makes the training feel real.

It’s not just theory but back to the basics with commonsense thrown in. We try to make learning fun and interesting.

There is plenty of information out there about what we are supposed to be doing in early childhood but what people want is the ‘how’ to do it.

Training should include: n Documentation teachers can use n Advice on getting through paperwork n Commonsense combined with theory nH ow to deal with team issues yet still have time with the children.

I feel blessed that I have staff prepared to take on new ideas and challenges and be creative. However this hasn’t happened by accident.

It stems from an ethos maintained over many years under which they always felt valued.

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Always learning … youngsters helped photograph Amanda and friends

Newcastle plays its Possum card Possum Place is more than a childcare centre. It is also a deal-clincher in securing badly needed medical specialists for the Hunter Valley writes Bedrock Journalist Jim MARR. Set in bushland adjacent to John Hunter Hospital, Possum Place provides subsidised early childhood education to the sons and daughters of hospital employees, across extended hours.

when it is not fully subscribed by employees.

That has never occurred in the 10 years Amanda Holt has been director.

“We’re over-subscribed,” she says. “Anyone from outside can just forget it.”

Possum Place has 53 daily places for babies to five-year olds, equating to access for around 100 of Hunter New England Health’s 15,000 employees.

It is one of 16 such facilities operated by NSW Health.

Originally devised as a means of attracting and retaining nurses, they have become trump cards in the international medical recruitment dogfight.

Currently, Amanda says, there are 160 children on the waiting list. Some families sit on that list for five years without their sons or daughters ever getting through the door.

Possum Place is full all year round. According to the NSW Health website it offers places to the general community

That can make for its own difficulties in a tight-knit sector where people talk and swap notes, often.

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“We do recognise special circumstances. If someone I know or love has a heart attack I would like to think there would be a qualified specialist available.”

Fairness and equity are key considerations, Amanda says, but every now and then HR gets on the blower and strings have to be pulled.

On a different day every week, she turns up in her Teachers Are Teachers T-shirt, just to make sure nobody misses out on the message.

Two “occasional” places are saved every day to cover shift work requirements and ease in special cases.

And, yes, she says, the branding works.

She reports some “very interesting” discussions with supportive parents and people out and about around Newcastle.

Recently, they found a slot at short notice for the child of a cardiac specialist from Jordan.

“Look,” Amanda says, “we do recognise special circumstances.

If someone I know or love has a heart attack I would like to think there would be a qualified specialist available, if needed.”

“We are lucky here because we have a very good rapport with our families,” she says.

Dealing with families — local, inter-state and international — is a big part of her role but it is not the biggest.

“The families are very appreciative of the work our people do and they take time to listen. We did a survey recently and were surprised by the high quality of responses to questions about early childhood education.

That honour goes to staffing which, she estimates, chews up 60-70% of her working week. It doesn’t bother her - Possum Place has a good reputation and much of that is down to her employees.

“I think it is quite unusual the high degree of notice our families had taken of the things we talked about at parent meetings and, also, the things our staff talk to them about in day-to-day contact.”

The centre also operates a vacation care facility at nearby Kotara School. Between them the two services employ 39 staff across shifts spanning 6am to 6.30pm.

Amanda also promotes the message in professional groups she participates in, including Early Childhood Australia, the Newcastle Directors’ Forum and an early childhood reading group at Newcastle University.

Amanda says the wages aren’t great but there are other advantages to working at Possum Place. Staffing ratios, opportunities for advancement and recognition of qualifications are examples of its commitment to quality.

At her instigation, Early Childhood Australia has formally invited both the IEU and LHMU to an upcoming Newcastle meeting “so they can get in everyone’s ears”.

All staff are qualified to a minimum of Certificate 3 and they are encouraged to extend their qualifications. Amanda herself is heading back to university to complete her masters degree.

Amanda started her early childhood career with four years “in the coalmine” at Possum Place, before cutting her director’s teeth at Shortland Preschool and the Abermain Early Learning Centre.

In the 0-2 room, four staff work with 10 children at a ratio of 2.5/1. For the two-to-three year olds, there are three teachers for 16 kids, and four for 27 in the three-to-five year-olds’ room.

She still misses the direct contact teachers have with the youngsters.

The Centre provides release time to develop programs and childrens’ individual portfolios.

Her most memorable teaching job, though, remains a challenging, rewarding year she spent at Special Education — Newcastle University, a centre for 0-to-5 year olds with ‘additional needs’.

“If I’m having a bad day in this job I just go and hang with the kids,” she says. “It’s my escape valve.”

“There are real advantages to working here,” Amanda says.

“We have a supportive environment and we provide excellent resources for children, parents and staff.

“Staff get opportunities they wouldn’t get in other centres.

“Obviously, we would like more money and our staff deserve more money, absolutely, but, at the same time, I don’t think anyone goes into early childhood education because they are driven by money.”

That said, the IEU Member is an enthusiastic supporter of the Union’s Teachers Are Teachers campaign.

“We worked one-on-one with children and their families,” she says.

“It was, without doubt, the best 12 months of my professional career. I learned more there than at TAFE or university.

“Ideally, I think every teacher should spend at least 12 months in special education.”

She attended the Newcastle launch and pumps out the message at every opportunity. Besides the posters in her office and the mailouts to families and supporters she is, strategically, in the face of mums, dads and punters on the street.

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Still climbing

up that tree

Look up Caves Beach on the internet and it will come as no surprise to learn all three teachers at the town’s Uniting Care Preschool have worked there for almost 30 years, writes Bedrock Journalist Sue OSBORNE.

But there’s a lot more to their longevity than the beautiful surrounds of the NSW central coast seaside resort that they work in.

Co-directors Anne Mason and Lisa Dixon and special needs teacher Jenny Maguire put their long association down to great communication, and a shared approach to the direction of the Preschool.

“We all think along the same lines and have a similar teaching philosophy,” Anne says.

“We usually agree about what to do and get on pretty well.”

The three teachers share reading materials and enjoy in-services to keep abreast of the latest changes in their profession and have stayed on the same “wavelength”.

All the Preschool’s staff job-share, including the secretaries and childcare assistants. Anne and Lisa have been jobsharing for 23 years – and agree it has contributed to their success.

And for about 12 years the women have “been excited” by the Reggio Emilia philosophy of teaching, attending the Newcastle Reggio Emilia group together.

First hand experiences But Lisa says even back in the 80s they always had a strong focus on a play-based curriculum and lots of first hand experiences for the children.

“We’ve always emphasised a lot of outdoor play. From way back, we loved the wonderful interaction with the natural world for the children.”

The Preschool has its own free-range chickens, guinea pigs and frog pond, and learning about environmental care is intertwined in the children’s daily activities.

“We’ve all spent a lot of hours to make this a beautiful environment – that affects the children’s behaviour and it affects us, another reason why it’s an easy place to work in.”

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That connection with nature does seem to resonate with the children.

Up to 10 parents using the Preschool for their children attended when they were youngsters.

Good memories Not only do they remember their teachers, Lisa says during the orientation many mention climbing a tree in the garden to view birds’ nests.

“The climbing tree is still there, its branches are well worn from so many children climbing on it.

“It’s lovely when people we have taught come back and say they want their own children to come here - that they have good memories of the place.”

The Preschool caters for 39 kids a day aged three to five – some of the parents have moved to Caves Beach for a sea change, and commute to Sydney for work.

Lisa says the community involvement in the Preschool is still strong.

Lisa Dixon (left) Jenny Maguire (centre) and Anne Mason.

“It’s lovely when people we have taught come back and say they want their own children to come here.”

For a decade the Preschool has been exchange coordinator for a program for American high school students, with the Preschool’s present and past families hosting the teenagers for a weekend, running a breakfast barbecue and giving them a taste of Aussie life.

“It’s a fundraiser for the Preschool, but it’s also a wonderful community event that all the families get involved in.”

The children also put on a sing-along for elderly people at the neighbouring church several times a year, attended by family and friends.

Special needs

Campaigning trio Anne and Jenny have been IEU members for many years.

Jenny has attended about 10 IEU early childhood conferences. Lisa says while she was not a member for a period, she always read Bedrock, and other Union information the others brought into the Preschool.

“At the moment so much is going on I realise the importance of being a member,” Lisa says.

“The new enterprise agreement and the campaign the Union is running have highlighted some important issues.’’

Jenny has not always been a teacher at the Preschool, she spent many of her earlier years there as a childcare assistant.

When regulations changed she decided to take a degree as a mature aged student, and obtained qualifications as a special needs teacher.

The trio are right behind the Teachers are Teachers campaign, wearing the T-shirts to work, sending off postcards and attending the meeting in Newcastle.

“This provides a unique extra service at the Preschool which attracts some families,” Jenny says.

They are hopeful of a good hearing from the MP, as his daughter attended the Preschool.

They plan to visit their local MP, Member for Swansea Robert Coombes, to discuss the need for pay parity.

“We can provide extra support to the children. Some have language difficulties and I work with them in little groups, which is a real benefit.”

BEDROCK the IEU early childhood education magazine 17

Guidance V management

— growing the next generation Ghandi’s seven deadly sins Wealth without work Pleasure without conscience Science without humanity Knowledge without character Politics without principle Commerce without morality Worship without sacrifice

We need to consciously guide them to grow their unique character qualities.

It is said that behaviour is taught and not caught. Indeed the ancient saying of ‘spare the rod, spoil the child’ had nothing to do with corporal punishment.

The Hebrew translation actually says “spare guidance and one spoils the child”. (The Hebrew ‘shepherds crook’ being ‘lost in translation’ and substituted by the word ‘rod’.)

Glasser believes that five things drive all human behaviour: love and belonging; safety and survival; fun and enjoyment; competence and recognition; and freedom and choice.

Therefore, when anyone is ‘acting out’ we can use these as our cornerstones to better understanding what is going wrong for the child. Is the behaviour telling us something about love and belonging or safety and survival?

As teachers: n Are we truly listening to our children? n How do we connect with them?

Ghandi’s seven deadly sins are still pertinent in today’s context, writes Will JONES, Creche and Kindergarten Curriculum Advisor, Cape Gulf and Far North Queensland, and IEU member.

n What do we truly know is in their thoughts, hearts and minds?

This is one my favourite opening slides when delivering any workshop to early childhood education and care professionals. I suspect it is relevant to a great many other professional disciplines.

n Is that behaviour a cry for help?

Often when members come to behaviour management/ guidance workshops they are at the end of their patience and spiritual resolve. Therefore they are a bit bewildered about the relevance of the Ghandi poem with respect to their role as teachers.

n Do we know what is driving their behaviour? n What are they trying to tell us by their behaviour?

When managing behaviour in the immediate we all need to move beyond the mere management of children’s and indeed our own behaviour. ‘Management’ is our immediate response — what we said, what we did, and why we did it.

In this management phase we need to ask ourselves some key questions: n What is happening?

But who our young people become when they stand before us at 18, able to vote and be asked to serve their country, will depend on the quality of their relationships with and alongside their families, their teachers and their classmates.

n Why is it happening?

Family and society can’t just expect that they will grow to be respectful, courageous and resilient human beings, possessing professional and personal integrity, by some kind of ‘osmosis’.

n What can I realistically do about it?

As teachers we need to model with our deeds the way we lead them into adulthood.

n We have a reason. What is that reason?

We need to provide ‘quality worlds’ (Glasser). These need to empower relationships crucial in sustaining our classrooms.

n What lifelong lesson do we need to consciously teach, model and guide?

18 18 BEDROCK BEDROCK the the IEU IEU early early childhood childhood education education magazine magazine

n How am I contributing to what is happening (a really hard, soul searching question)? n Whom else may I need to get to support me? n Every time we stop behaviour and we intervene: n What learning do we want the children to take on?

We ask ourselves ‘what kind of social/emotional/spiritual quality do we need to grow from this challenging behaviour’?

By reflecting on behaviour using Glasser’s five human behaviour drivers and applying them to individual behaviour, we can begin to identify the ‘why’ and how we may move from management to guidance.

When one drills down behaviour and behavioural challenges, it nearly always comes down to issues of respect, courage and peace: respect for ourselves, other people, places, animals, belongings, and the environment; courage to conquer, separation anxiety, try new things, have a ‘go’; and the peace of oneself and the peace of others.

At the Crèche and Kindergarten Association (C&K) Sunshine Coast Early Childhood Conference in March 2010, Professor John Edwards delivered an inspiring keynote speech entitled: ‘What we steal from children’.

He articulated perfectly the difference between management and guidance. Professor Edwards inspired us to move away from being an events manager, into becoming a systems leader.

“FAMILY AND SOCIETY CAN’T JUST EXPECT THAT CHILDREN WILL GROW TO BE RESPECTFUL, COURAGEOUS AND RESILIENT HUMAN BEINGS.” As an Early Childhood Advisor – Curriculum, I explain to teachers and families that we can choose to be a mere events manager – always putting out those behavioural bushfires.

In Term 4 you are still putting out those same behavioural bushfires because they have not gone past the immediate to the guidance step using systems leadership.

Systems leadership moves us forward and is translated into the relationships we have with our children.

Systems leadership in the classroom equates to children understanding from the moment they step inside their room that this is their class family.

There are rules and responsibilities expected of every single family member. These are clear and articulated in such a way that children know exactly what is expected from them and they know what to expect from their teachers or parents.

There is reciprocity of learning and teaching with deliberate

intention. Every area of the environment, every ritual, routine and celebration has predictable timeframes and expectations.

There is predictability even when we have flexibility, spontaneity, mystery and surprises. For children and families, knowing these are built into the systems leadership are powerful elements in any classroom.

Behaviour management is about managing events. Behaviour guidance provides teachers with a moral and ethical compass.

A compass to guide children who are ‘our present’, yet in the future will lead us, serve us, heal us, minister to us and be accountable to their own children and their children’s children.

References William Glasser, 1998, Choice Theory: A New Psychology of Personal Freedom, www.glasser.com Will Jones and Lyn Bower, 2009, Everyday Learning About Getting Along With Others, ECA publication Special thanks to Dr Marige Carter – for her systems inspiration ‘Minefields’.

BEDROCK the the IEU IEU early early childhood childhood education education magazine magazine 19

Computers, fun and the ELYF What do you get when you combine the Early Years Learning Framework, an enthusiastic and dedicated staff and KidSmart’s computer learning centres? At Wallsend Community Preschool the combination has resulted in a play-based program that makes learning a lot of fun, writes Bedrock Journalist Tara DE BOEHMLER

These concepts were clearly linked with the Early Years Learning Framework by staff member Cathy Hughes, who created a presentation showing how every outcome was being addressed using the computers.

KidSmart computers are purpose built information technology learning centres for little people, with ageappropriate programs and a child-friendly design.

Each year a number of members receive KidSmart computers for their centres, thanks to a partnership between IBM Australia and the NSW/ACT Independent Education Union.

Cathy noted that EYLF Outcome 1: ‘I am developing my sense of identity’ directly tied in with these experiences.

This outcome sees children “establish and maintain respectful, trusting relationships”, “initiate and join in play”, “demonstrate increasing awareness of the needs and rights of others”, “respond to suggestions and ideas from others” and “celebrate and share” contributions and achievements.

Wallsend Community Preschool Director and IEU Member Megan Parkes tells Bedrock her centre was in the unique position of receiving its second KidSmart computer last year.

There is now one in each of the centre’s two main rooms.

“It is a great example of the integrated and holistic nature of early childhood teaching and learning,” Megan says. “And KidSmart play is a great tool for extending the children’s learning opportunities.”

“This time the staff already had experience with the computer so we were able to focus on bringing the concepts the children had been engaging into more concrete experiences, to further extend on the knowledge and stimulate their interest.”

A popular KidSmart ‘Sorting Station’ computer program was used during implementation of an environmental program, while outside, a ‘real-life’ worm farm provided opportunities for sorting food scraps. Cathy showed how children were transferring their knowledge “from a 2D experience to a

20 BEDROCK the IEU early childhood education magazine

As this was the first time some of the children had used a computer, many opportunities arose for sharing knowledge and helping each other with mouse skills. They embraced the computer enthusiastically, and with growing confidence, while friendships flourished.

hands-on 3D approach”, linking to Outcome 2: ‘I am learning to feel connected to my world’.

programs fed physical movement and music times, tying in with Outcome 5: ‘I am becoming an effective communicator’.

Children working collaboratively with their peers, sharing experiences, humour and enthusiasm was linked to Outcome 3: ‘I am developing a sense of wellbeing’, while Outcome 4: ‘I am becoming a confident and involved learner’ related to the set-up and positioning of the KidSmart computer. A table was placed next to the computer so learning could be transferred from the screen to hands-on materials. They used bins for their sorting game, shapes and blocks for a building program and a grid map for group games.

“We really embraced the EYLF as its principles have a similar philosophy to the way our preschool believes our children learn,” Megan says, adding that the KidSmart console benefits are far reaching.

A sand timer was used for taking turns. Staff role-modeled correct practice and held group demonstrations. Music

“The children really engage with the computer. They see staff using a laptop and parents working on computers at home, so it really means something to them.

“From an admin point of view, getting a service that is worth about $6000, including furniture, programs, a monitor and printer, our management committee was really excited to get that resource as a donation.”

Consider KidSmart For Your Centre Want an IBM KidSmart computer for your early childhood centre?

Teachers working in the early childhood sector could qualify to receive a computer for their centre later this year.

If you would like to participate in this project, request an expression of interest, including your centre’s name and details via email to tinas@ieu. asn.au or anne@ieu.asn.au, putting ‘KidSmart’ in your subject header.

BEDROCK the IEU early childhood education magazine 21

giveaways To win one of these books, put your name, membership number and address on the back of an envelope addressed to Bedrock Giveaway 1 or 2, NSW/ACT Independent Education Union, GPO Box 116, Sydney NSW 2001. Entries close Friday 15 April, 2011. Please note: Envelopes that have not been clearly marked with which giveaway they are entering will be disqualified.

Giveaway 1 Talkin’ Up and Speakin’ Out: Aboriginal and Multicultural Voices in Early Childhood Editors: Miriam Giugni and Kerry Mundine Publisher: Pademelon Press ISBN: 978-1-8761-38318

Two copies to giveaway A book full of depth and great insight into inequality in its myriad forms. Topics covered include gender/sexualities; Aboriginal/whiteness; ethnicity/language; abilities; refugees; spirituality/religion and politics. Director Julie Carey from Kulai Preschool — Aboriginal Corporation — said of the book “I feel this publication is so important it must be available to families and staff in all such settings across Australia and globally”.

Giveaway 2 Various titles: 1. Playgrounds that work: Creating Outdoor Play Environments for Children Birth to Eight Years by Pauline Berry.

2. Seven Skills for School Success: Activities to Develop Social and Emotional Intelligence in Young Children by Pam Schiller.

3. Many Languages, One Classroom: Teaching Dual and English Language Learners by Karen N. Nemeth.

Author: Various Publishers: Various ISBN: 1. 1-876138-10-6 2. 978-0-87659-071-3 3. 9780-87659-087-4

One collection to give away This collection.will enhance any professional library — whether you are looking to reflect on practice, casting about for new activities or wanting to improve the outdoor environment.

22 BEDROCK the IEU early childhood education magazine

greenover

Community Action Guide BUILDING THE CHILDREN & NATURE MOVEMENT FROM THE GROUND UP

If you’re casting about for ways to make your service a leading light in your community while engaging your children, colleagues, and parents in work that strengthens the connection between people and the natural world then Bedrock Journalist Suzanne KOWALSKI-ROTH may have just the (free) resource to help.

No doubt many readers have by now heard of US author Richard Louv, perhaps even read his ground breaking book ‘Last Child in the Woods: Saving our Children from NatureDeficit Disorder’ or heard him speak when he visited Australia recently. Richard Louv is also the co founder of the Children and Nature Network which is dedicated to reconnecting children and nature.

Do use open ended questions (not ‘should the educational system be reformed?’ but ‘what aspects of the educational system would you change?’)

Prepared One of the barriers to by successful implementation of any project can be the lack of understanding about roles within Civic Results a group, a cohesive vision of what the aim is, how the group will organise and govern itself and how consensus will be for the reached.

n acknowledge contributions

Children and Nature Network

The blueprint offered by the Community Action Guide: Building the Children and Nature Movement from the Ground Up (at www.childrenandnature.org see C&NN Publications 2008 on homeJanuary page) moves through how to approach engaging others; how to create an ‘initiating committee’ and the qualities of the people needed on that committee (such as innovators, connectors and motivators) and how to organise an event launch.

The project implementation checklist covers points such as how to get the word out; timing; whether or not there will be controversy around the project and offers a budget guide (unfortunately most readers in early childhood will find this completely unrealistic) which does offer the caveat that many may be able to get a community action underway with ‘few, if any, out of pocket resources’.

There is a useful section of the dos and do nots of group facilitation.

n ask for specifics and examples and summarise (“so what you’re concerned n paraphrase

about is who defines what’s best for this community?”) n redirect questions to the group n be creative n take some risks by posing provocative questions Don’t refute people’s ideas n put people on the spot n downplay thoughts and feelings n force people to speak There are guidelines for establishing safety within the group, managing disagreements, promoting equality, promoting diversity and power dynamics.

Anybody involved in environmental actions or advocacy work will be familiar with how important managing a group is to success and making it a positive experience for participants.

So even if you’re not planning any environmental action but just looking for a good leadership resource that offers a step by step, well thought out and reflective blueprint for collaborative change - this may be it.

BEDROCK the IEU early childhood education magazine 23

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