Bedrock: August, 2012 / Vol 17 / No. 2

The Independent Education Union early childhood education magazine

Is technology an appropriate learning tool in early childhood education?

Encouraging dads to get involved Steps to a better agreement

PRINT POST No. PP255 003/02 117 ISSN 1326-7566

Vol 17 #2, AUGUST 2012

BEDROCK

BEDROCK Vol 17 #2 August, 2012

executive editors john quessy

NSW/ACT Independent Education Union and terry burke Queensland Independent Education Union design/layout

Iva Coric

EDITOR Sue Osborne

publication mailing address

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Intending subscribers and advertisers are invited to direct enquiries to Kayla Skorupan at the IEU on (02) 9779 3200 or email: ieu@ieu.asn.au

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CONTENTS NSW news

4

Ask Lisa

5

Queensland news

6

16

7

Technology Feature

7

Teachers are Teachers

11

Steps to a better agreement

12

Getting dads involved

14

QIP: Evolving and improving all part of the plan

16

Children’s rights: What are they and what have they got to do with me?

18

Exciting future for our profession: Q&A with Tonia Godhard

20

Giveaways

22

Greenover: The weather Good for more than a whinge

23

23

editorial

John Quessy

Terry Burke

Welcome to the August issue, in which we examine the often controversial issue of technology use in early childhood settings.

Should very young children be exposed to computers at all, and if so, how much is too much? A practitioner and academic talk about the pros and cons.

Why should you negotiate an agreement for your centre, and how do you get the best possible outcomes? We provide some practical advice and a case study to help you.

Do centres work hard enough to include fathers in their activities? Newcastle University Professor Richard Fletcher believes some centres could be doing more to get dads involved, which would ultimately lead

to benefits for children, and the community at large. He provides some ideas to help dads feel more confortable getting involved in their children’s early education.

How are you coping with QIPs and the NQF? These major changes inform almost all of our stories in Bedrock. Indeed, we examine how IEUA-QNT representatives approached Federal Education Minister Peter Garrett to address workload issues caused be the extra demands of these standards. We also take a close look at how one centre on the NSW Central Coast is managing its QIP. At Bedrock we love to receive your letters to the editor, feedback and ideas for stories.

Send your contributions to bedrock@ieu.asn.au

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Assessment tool

NSW NEWS

The National Quality Standard Assessment and Rating Instrument used by authorised officers during visits to services is now available for services to download. “The instrument is a useful resource for services as they prepare for their assessment and rating,” according to AECQA. The process used by authorised officers during their visit is outlined and it offers services a useful heads-up on what to expect.

Download the tool: bit.ly/IlkT1O

STRESS LESS

Sun seeker How much sun is enough to prevent Vitamin D deficiency? This handy map (also available as an app) lets you key in your location and find out how much is needed at particular times of the year.

Details: www.sunsmart.com.au/vitamin_d/ how_much_sun_is_enough

Stress? What stress? Anybody working with young children, knows that despite the satisfaction and rewards, it is a stressful occupation which can have serious health impacts. If you’re finding yourself in the overload zone and needing to take a breather, here’s a useful brochure that can help you refocus on bringing your stress levels back into the manageable zone. The brochure covers the old favourites like good nutrition, breathing and exercise, but also talks about body care, taking short breaks, making time and technology work for you and the power of positive thought and communication. http://www.kidsmatter. edu.au/ec/resources/enewsletter/ kidsmatter-early-childhood-enewsletterissue-2/ (Download from the Managing Stress section)

Snapshot of childhood The first ever national snapshot of early childhood development in Australia is entering its second stage this year. The Australian Early Development Index (AEDI) collected data in 2009 for 261,147 children in their first year of school. The results of the first stage are available online with results for the whole survey period due in 2013. The AEDI gives information about how children are faring and also community profiles. Maps show the proportion of developmentally vulnerable children in a community. Results from the 2009 survey showed that 85.7%

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of all Australian children were in some form of non-parental care and/or educational programs in the year before school and that 77.4% of children are successfully making the transition to school. Some 4.4% have special needs status, while 10.5% of all children were identified by teachers as needing more assessment.

There’s a wealth of data and resources available at: http://www.rch.org.au/aedi

D

ear Lisa,

The director at my long day care centre stated at the staff meeting that if parents are late picking their children up then staff are only paid if any late fees are paid by the parents.

I would like to know what the Modern Award states about staff staying back for parents. As soon as I ask any questions the director says she doesn’t know.

ASK LISA Contact Lisa on (02) 9779 3200 or email lisa@ieu.asn.au

Also, I only work part-time. Am I entitled to programming time each week?

M

D

ear M,

In regards to the amount of programming time early childhood teachers employed in long day care centres are entitled, The Educational Services (Teachers) Award 2010 states: Schedule B.3.2 Non-contact time

“An employee responsible for programming and planning for a group of children will be entitled to a minimum of two hours per week, during which the employee is not required to teach or supervise children or perform other duties directed by the employer, for the purpose of planning, preparing, researching and programming activities.”

Entitlements under this Award are pro-rata for part-time staff. This means that if you work two days per week you would be entitled to 48 minutes per week for programming and planning.

In relation to remaining on the premises beyond your allocated shift due to caregivers who are late picking up their children: Schedule B.4.1 overtime rates (a) An employee will be paid overtime for all authorised work performed outside of or in excess of the ordinary or rostered hours at the rate of time and a half for the first three hours and double time thereafter. (b) Notwisthstanding clause B.4.1(a) part-time employees who agree to work in excess of their normal hours will be paid at ordinary time for up to eight hours provided that the additional time worked is during the ordinary hours of operation of the early childhood service. No part-time employee may work in excess of eight hours in any day without the payment of overtime.

Lisa

LETTER TO THE EDITOR Bedrock hits the road We were delighted to receive our copies of Bedrock (April edition) today.

What a beautiful magazine of exceptional quality, with both the design and content making it an easy read.

The article ‘Growing with Grandad’ is really well written, showing educators and teachers how to implement the Grandad’s Garden (GDG) principles.

I have no doubt that many children and teachers will be enriched due to the possibilities presented in your article.

We are humbled and grateful that you have honoured GDG and us in this way.

We are now taking Bedrock with us in our travels and have shared the article already with early learning teachers, managers, executives, book shop owners and suppliers.

Brian and Moira Andrew Brian Andrew is author of ‘I Grow in Grandad’s Garden’ featured in the April edition of Bedrock.

Bedrock welcomes your contributions. Send letters to bedrock@ieu.asn.au. The editor reserves the right to edit all letters.

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QLD NEWS

recompense or reward. The increased costs resulting from the introduction of universal access have resulted in parents paying higher fees. Attempts by some kindergartens to save costs by limiting the working hours of employees other than teachers have also resulted in increased workloads.

A visit to the Minister Increased workloads for early childhood education employees and problems with the introduction of universal access were highlighted to the Federal Education Minister Peter Garrett in a meeting with IEUA-QNT representatives in March. In the meeting with the Minister IEUAQNT Senior Officers John Spriggs and Ros McLennan advocated for a series of enhancements for the early childhood education sector.

Due to the inadequacies of the funding scheme teachers in early childhood settings face the threat of teaching additional hours without sufficient

National Quality Framework The IEUA-QNT supports measures to maintain high quality early childhood education. However, the ‘quality assurance’ aspect of the NQF has created an administrative load which did not previously exist for community kindergartens. The time requirements to meet the quality assurance requirements are being imposed on employees in addition to the requirements of the QKFS and universal access.

The implementation of new job titles (ie nominated supervisor) and the legislated responsibilities for these positions are unreasonable.

Further, they do not reflect the realities of work in kindergartens. It was explained to Federal Education Minister Peter Garrett that, under the legislation, the management

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Jon and Ros explained to the Minister that the universal access requirement to provide a minimum of 600 hours of an educational program for a child in the year immediately before compulsory schooling was problematic.

The long standing provision of the Early Childhood Education Award (Qld) that the maximum number of hours for a teacher teaching an educational program was 27.5 per week already represented the highest number of teaching hours for a teacher in an educational setting in Queensland.

Attempts by some kindergartens to increase the total quantum of teaching hours were clearly unreasonable.

committee and nominated supervisor (previously known as director) were both equally liable for the legislated responsibilities of kindergartens.

However, it was pointed out that while the nominated supervisor may argue for a provision to be taken, the decision as to whether to enact and fund a provision lay with the management committee. As such, the final responsibility was out of the control of the employee.

Mr Garrett indicated that he welcomed further formal correspondence regarding suggested wording that may better describe the different levels of responsibility of a ‘nominated supervisor’ as opposed to an ‘approved provider’ in such practical circumstances.

Mr Garrett was also sympathetic to our Union’s representation that the changed legislation prevented the role of ‘nominated supervisor’ from being performed on a jobshare basis. This contrasted with the previous director positions, where job sharing has been done successfully and often.

While Mr Garrett was interested in knowing why universal access is perceived as being a ‘cost increase’, he indicated that the Federal Government has provided all states with the flexibility to deliver the requisite hours, as long as the universal access commitment was achieved overall. It was recognised that while the Federal Government contribution to this initiative was almost $1 billion, the use of that funding had been determined by state governments. This matter will be further addressed by our Union with Queensland Government Education Minister John-Paul Langbroek.

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Technology is part of life

I

f anybody is lukewarm about using computers in the early childhood setting, they haven’t met someone like Louise Murfet, Director of Jacaranda Preschool in Sydney’s Caringbah. The self confessed ‘IT department’ at Jacaranda, Louise is proud to have been using computers in the preschool for close to 18 years, Bedrock Journalist Suzanne KOWALSKI-ROTH writes.

This early adopter has blazed more than a few trails with the help of a management committee president in her first year at the preschool (way back in 1992) who shared her vision.

“We believe if you have technology in the room it’s the same as a puzzle, painting easel or play dough table, and because of that we don’t get children sitting there all day,” Louise says.

“Yes, there are some children who when they first start at the preschool don’t want to leave the computer.

But we gently encourage them to move on as we do with every activity,” she says.

You can’t go anywhere without there being a computer screen.”

“What we have to realise is that children see this every day so isn’t it better to make it part of their everyday experience than to say ‘Oh, you only can do that on certain days’?”

There is a five-minute timer that goes on when children sit down at the monitor. The children access the monitor in pairs and sometimes a queue builds.

From the early days of just one computer wheeled from room to room, to now where there is a computer in every room with ipads about to be integrated into daily practice, Louise has been sharing her passion for technology with staff and generations of children.

The children can choose the program they use or a staff member directs them to one (the preschool is part of the KidSmart program they accessed through the IEU). Children can print from the computer to the office’s printer but they need to be reminded to press the button only once.

The preschool’s approach is practical. Technology is simply another learning tool and an essential part of daily life.

“Early childhood education should be about life, not about getting ready for school or getting ready for anything. Technology is part of life.

Louise Murfet

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The emphasis on self-regulation at Jacaranda is striking. With stories abounding of adults starving themselves while they play games and internet addiction clinics emerging around the world, Jacaranda’s approach may offer the key to empower children to manage screen time independently.

“Self regulation is really important in the way we do things. Sometimes children can do that intuitively but sometimes they can’t. To be able to say ‘no’ and move away from a screen is a skill. It’s like driving. You need to learn how to do it.”

For Sandra Rigby, teacher at Jacaranda, the computers provide a place for social interaction and she’s continuously surprised by how the children reinvent technology for their own ends.

“So much language comes out because they’re instructing others.

They’ll often do an activity wrong to invite others in to play with them.”

“Self regulation is really important in the way we do things. Sometimes children can do that intuitively but sometimes they can’t.”

Sandra also notes the way children get a lot of confidence and pleasure from technology. “Often we have to put chairs behind the seat because they’re wanting to learn from each other. If they have a problem they’ll often ask the children who are there or they’ll come and ask the teacher.”

Apps can help children with special needs control their own learning and increase language, Louise says.

language development are especially useful for children with Asperger’s Syndrome.

Technology is simply another tool says Louise. “They’re learning lots of things, the physical things, the fine motor skills and the hand/eye coordination — but it’s just another tool.”

One thing is clear. Without the right framework or leadership, technology could be a disaster in early childhood. Think suspect content or the inducement of zombie-like states. But with the right leadership, the right amount of support and training for staff and an attitude that accepts some staff like it and some staff are resistant – technology has the ability to enhance the early childhood experience. To be part of life, but one that can empower children rather than entrap them if used in the right way.

Apps that help children recognise emotions and which focus on

CLASSROOM APPS • http://itunes.apple.com/au/app/touch-andlearn-emotions/id451685022?mt=8 • http://certificationmap.com/5-great-ipadapps-for-early-childhood-teachers/

SPECIAL NEEDS www.appolicious.com/curated-apps/2828-earlychildhood-special-education-autism-apps FOR THE TEACHER AND DIRECTOR Explain Everything for the ipad – used to make daily documentation easy www.explaineverything.com/

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Too young to get switched on?

I

t doesn’t take much Google research to discover there are two strongly opposed camps when it comes to young children using technology Bedrock Journalist Sue OSBORNE writes.

Some believe young children should be playing in the sand and computer use will stunt their development, turning them into social incompetents.

Others argue children will be unable to cope with today’s digital world unless they are immersed in technology before they learn to walk.

Joanne Orlando is a lecture in education at the University of Western Sydney, researching how apps contribute to children’s learning.

A former writer for Playschool, she has developed an interest in technology from her roots in television.

While she admits to being a fan of technology, she recommends teachers take a common sense and balanced approach.

“It’s true there are two schools of thought. Some people are really keen to embrace technology while others worry that children will sit at a computer or ipad all day and not develop language skills by socialising with their peers and adults,” Dr Orlando says.

“There’s been lots and lots of research on this and there’s no evidence of technology use hindering children’s language or literacy development.

“Thinking around technology is slow to change.

“Technology offers us the opportunity to present children with information or new knowledge in a variety of different ways that we haven’t had access to before.

“Different ways of doing things may resonate with different children – some people like to hear stories, some children like to see them – having these different forms of presentation made available to us through technology can only be an advantage.

“Putting a child in front of an ipad or a computer isn’t really going to make a difference to their learning unless the activity is supported by the teacher.”

“It’s supplementing and extending what we do.”

When teachers are planning to introduce technology to a centre, Dr Orlando recommends they have a strong sense of what outcome they wish to achieve, and what resource is going to support that outcome.

And of course there need to be limits on how long a child is sat at a computer.

“There’s this concept of ‘flow’ when someone can be sat at a digital device for a really long time without realising how much time is passing, so adults need to be aware and make sure there is a balanced learning environment.”

When considering what digital resource to use, consider what it brings. Does it provide new or varied ways to introduce information and learning?

Dr Orlando says teachers could use an interactive whiteboard or ipad to bring children together for activities and create a sense of community.

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T

he following list of recommendations has been complied

by Annalise Hart, an infants teacher at St Paul’s Primary School, Albion Park, who has developed a special interest in technology to enhance reading and writing for younger children.

Apps to consider

“They can scaffold children’s learning by providing different information in a variety of ways.

“Putting a child in front of an ipad or a computer isn’t really going to make a difference to their learning unless the activity is supported by the teacher.”

Dr Orlando says centres don’t need to purchase hardware with colourful keyboards or decoration for their children.

“Barbie laptops are not necessary for young children, it’s what’s on the screen that engages them.”

Teachers need a reasonable level of confidence with technology themselves if they are going to work with it, Dr Orlando says.

Annalise presented a workshop on technology and young children at the NSW/ACT IEU We Connect Conference in June. She says many of the application below can be used in an early childhood setting.

Her recommendations: BOOKS

“There are so many new things coming out all the time, no one can expect to be on top of everything.

COMPUTER PROGRAMS

“It’s really important teachers are willing to share their knowledge with others in the centre and other teachers they may meet.

2Simple

Larry Lizard Series Books (Lazy Larry Lizard and Look Out Larry)

ComicLife

ReadMe Stories Grimm’s Rapunzel – 3D Interactive Pop-up Book

“Teachers should also be open to learning from the children themselves. Children have an amazing amount of knowledge from using apps at home.

“You have to be a pretty confident teacher to be willing to allow this inter-generational sharing to happen.

APPS

“Parents can also share their knowledge about what their children like to play with at home - it’s a way of strengthening the home/centre bonds.

Dexteria - fine motor skill development

“Children are allowed to bring a favourite toy from home to the centre, so why not let them share a favourite application.”

Dr Orlando’s current research is about how young children use applications at home, at the shops, in the car etc.

“I think this connection with technology between the home and the centre is a really important part of early childhood education.”

Pictello By AssistiveWare, a great app to make photo albums and talking stories Nighty night – bedtime story where you turn the lights out to put the animals to bed Monkey Preschool Lunchbox – basic letter and number skills LANGUAGE DEVELOPMENT Talking Tom including Talking Tom Cat 2, Talking Ben the Dog, Talking Larry the Bird and Talking Gina the Giraffe There is some great apps by Duck Duck Moose including: Trucks, Draw and Tell, Peek-a-Zoo, Puzzle Pop, Musical Me! Word Wagon, Park Math, Baa Baa Black Sheep, Fish School, Itsy Bitsy Spider, Old MacDonald and Wheels on the Bus Old MacDonald for iPad By Royal Institute for Deaf and Blind Children Toy Story, and Animal Hide and Seek Adventure.

Joanne Orlando

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TEACHERS ARE TEACHERS CAMPAIGN

TEACHERS ARE TEACHERS

Full steam ahead

FUND EQUAL PAY FOR EARLY CHILDHOOD TEACHERS. 10262_IEU Campaign_PostcardS_04.indd 1

25/10/10 3:19 PM

W

hile early childhood members have been flatout over the last few months coping with writing QIPs, exploring the roles of Educational Leaders and Nominated and Certified Supervisors and generally becoming familiar with all things NQF, the Teachers are Teachers campaign has chosen to simmer slowly in the background, until members were once again able to focus on that important topic – themselves.

And what issue is one of the most important to early childhood teachers? Pay, or specifically why, despite all these extra demands on us, do we still earn less than other teachers?

The IEU has been focusing on two major things – working out how to best gain traction with the petition that everyone signed last year and working on getting more workplaces sorted with workplace agreements that deliver real wage gains.

Arrangements to present the petition to State Parliament and ensure our issue is debated are now going ahead full steam. We are working to organise a briefing session at Parliament House for MPs, so they can be exposed to the facts and figures of our campaign – most importantly the fact that the 4500 early childhood teachers in NSW can be earning up to 20% less than their counterparts in primary schools and DEC preschools.

When this briefing session has been finalised we will need members to hassle their own MP in to attending – the more politicians we can expose to our message as possible, the better.

We also need to keep raising the issue of teacher’s pay and NSW teacher’s pay in particular, now that the Federal floodlight has been turned on to childcare and childcare worker’s pay by the Prime Minister. All educators deserve better pay in Australia; but it is teachers, especially teachers in NSW, who we are most at risk of losing as our older ones leave the industry and are not replaced with younger ones because of the pay disparity.

“Schools have been forced to apply for an exemption because they cannot recruit early childhood teachers for their youngest students.”

The IEU requested statistics from the Department of Education and Communities about the number of services operating without a teacher. Hundreds of services who are legally required to have a teacher were operating with an interim approval at the end of last year and many of these now have waivers under the NQF for the requirement to have a teacher.

Possibly one of the saddest parts of those lists is looking at the number of preschools which have waivers. Schools would not consider having anyone but a qualified teacher in front of their classes. However, preschools have been forced to apply for an exemption because they cannot recruit early childhood teachers.

This is why we must get equal pay for all teachers, regardless of the age of the children they teach. We need it so that early childhood teachers get the pay they deserve, but we also need it so that children get the teachers they deserve, at the time they need them the most.

The Union is committed to the campaign for equal wages for early childhood teachers and will not rest until we have won this one.

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Steps to a better agreement T

he conditions of employment of teachers and directors who do not have a registered agreement in place with Fair Work Australia are currently governed by the provisions of the Educational Services (Teachers) Award 2010.

The salaries and conditions under this Award contain minimum standards and are inferior to many of the conditions of employment that early childhood teachers fought for and enjoyed under the previous industrial relations system, the NSW industrial Relations Commission.

The Union has over 300 agreements in the early childhood sector with both stand alone and multi centre agreements. All of these agreements have provided for improved salaries and have protected and or improved conditions of employment for teachers and teacher directors.

The IEU has developed template agreements for services. These template agreements can then be easily modified to reflect the particular working conditions of your service. For example, if your centre has different conditions, the agreement can be modified to ensure that these conditions are contained within it.

The salaries that are currently payable under the Educational Services (Teachers) Award 2010 are the rates of pay applicable prior to the introduction of the modern awards plus the increases awarded by Fair Work Australia. However by July 2014 the only applicable rate of pay will be those contained in the modern award.

Preserve your conditions An agreement will ensure that your working conditions are preserved and that you will continue to receive annual increases. The average increases in our agreements are between 4% and 6% per annum.

Protect your salaries and conditions 1. You should approach you employer indicating that you want to negotiate an agreement. Your employer cannot refuse to discuss an agreement provided that at least 50% of teachers at your service want an agreement.

2. Once your employer agrees they are required to advise all of teachers at the service that they are about to negotiate an agreement by providing all the employees to be covered by the agreement with a representational rights letters.

3. You can obtain a copy of the IEU template agreement and a copy of a representational rights letter at www.ieu.asn.au and go to the ECS sector.

4. Once you and your employer have agreed on what is to be contained in the agreement including your salary increases, advise your IEU organiser of the changes that are required. The IEU will then make any of the necessary changes to the agreement.

5. All staff covered by the agreement need to vote on the agreement.

6. Once the vote has been taken the agreement needs to be filed with FWA with the relevant paperwork. The IEU will assist you with this.

Without an agreement in place your working conditions can be changed by your employer. For further information contact the IEU.

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Collectivism key to success T

he implementation of the Fair Work Act in 2009 was the catalyst for a new collective approach to bargaining which has been highly successful for five preschools in the Bega region, Bedrock Journalist Sue OSBORNE writes.

Tathra, Bermagui, Bega, Pambula and Narooma Preschools joined forces to negotiate a common agreement, even though they all had separate management committees.

Tathra Director Jane Courtney says she had been aware of the isolation of community-based preschools, and when the Fair Work Act came in, she jumped at the opportunity to network with the other preschools.

“With all the preschools so close together, I could see problems if we had different working conditions in each preschool,” Jane says.

The directors agreed to form a collective to negotiate a new agreement with their committees.

“The IEU was fantastic, they stepped us through the process. The committees were all extremely positive too – they could see staff were an important asset and they wanted the best for the kids.

“We were so much stronger working together and I highly recommend preschools joining forces like this to negotiate an agreement.

“It gives you strength in numbers, and its better for recruiting staff if everyone offers the same conditions, especially in regional areas.

“It’s a matter of providing fairness and equity.”

Following the negotiations, the preschools have continued to meet on regular basis.

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Getting dads involved

“

It’s not just putting up a retaining wall or fixing the plumbing but doing things with children.

”

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E

arly childhood professionals recognise the importance of fathers being actively involved with their young children. However, many procedures in early childhood settings may act to unintentionally reduce father’s involvement. Bedrock Journalist Fiona STUTZ spoke with University of Newcastle’s Dr Richard Fletcher about how to include fathers to the benefit of both the centre and to the child.

Being ready for school is an important goal for children as they develop. Previously it was considered if the mother and early childhood employees did their job well then that was enough.

However, according to Dr Fletcher research shows that fathers have an important role in early childhood settings and in getting their children ready for school.

“There is more evidence about how specifically father’s influence children development,” Dr Fletcher says.

“We have evidence now that if fathers read to their children starting very early then those children do better in learning to read at school.

“We have evidence that when fathers talk to their children that their children’s expressive vocabulary improves more than if the fathers just leave it to the mums to do the talking.

“So all of the evidence we have doesn’t replace mothers but it does say that getting children ready for school is really a team effort and fathers have a role.”

Though early childhood settings are eager to see dads get involved, often they inadvertently deter fathers from having a role in their child’s learning.

“It’s not about the attitude of the staff, it’s about the things that they don’t notice that are happening around them that deter dads. Often dads don’t know stuff about how childcare centers work for example.

“So if you’re only dropping off or picking up occasionally, they might not be clear about what the rules are about where the child’s bag is left, where do you pick up those drawings that were beside the bag, where their shoes are, things like that.

“And those sorts of procedures which are often well known to the mums because they are there frequently.”

One strategy early childhood settings can use to ensure fathers feel included is to speak to the dads themselves.

“Ask dads directly, not in a survey that you send home, but speak to them when they come and talk to them about what they might be interested to do in the centre.

Dr Fletcher has recently undertaken research around engagement strategies that have been used in centres which have changed from basic mother centres to centres which incorporate numerous activities that fathers can now attend.

“The two-year project in South Australia… with new children’s centres which included health and education services as well as early childhood services … took a proactive approach to engaging fathers so they started to count how many fathers attended things and used that to benchmark; they created public events around fathers, celebrating fathers in various ways.

“They specifically tailored their activities for parents to make it clear by their advertising by having men involved.

“You don’t have to have a male staff member for every female staff member but you could often get men to help organise an event for fathers which makes it a more comfortable environment for a lot of men if there are other men there.

“Rather than wonder if they will be the only one, they took practical steps like looking at their advertising and made sure that they had images and language that related to fathers, and then they followed up once fathers came by educating them about the importance of their involvement for the sake of the children.”

Developing more effective father-inclusive programs and services in an early learning setting is not only beneficial to the centre, but can also lead to a positive effect for fathers and their relationship with their children.

“Often then the response will be ‘why would I do that?’ so there is an education role for staff there. Second thing is that often it isn’t clear to the dads from what’s visible because if you use words like parent or family dads don’t usually think you mean them.”

Dr Fletcher says some centres have engaged fathers by creating photo displays of fathers taking an active role around the centre.

“It’s not just putting up a retaining wall or fixing the plumbing but doing things with children and use that as evidence to other dads that things are happening.

Specifically inviting fathers at intake for example rather than leaving it to the mums to do all the arrangements. Those sorts of arrangements are pro-active arrangements to get fathers involved.”

Often fathers believe they are not particularly important in a child’s upbringing, Dr Fletcher says. “Although when you talk to the staff they often comment how the children react when the dads do hang around for a while.

“So I think one of the gaps is the fathers’ understanding of how useful it might be for them to be involved. We’ve had examples in the Hunter Valley of dads coming along to centres to talk about something they were interested in or to show children raising birds, gardening, playing a musical instrument – all of those things are quite possible for a dad to be involved in a very constructive way in a childcare area.”

Richard Fletcher is a senior lecturer in the Family Action Centre, Faculty of Health, The University of Newcastle, NSW. He has been conducting programs and research with boys, fathers and families for over 20 years. His current research includes: Using video feedback with fathers, father-child play and self regulation and father’s role in families with post-natal depression. His book ‘The Dad Factor: how Father-Baby Bonding Helps a Child for Life’ was published in 2011. He can be contacted at richard.fletcher@newcastle.edu.au

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Evolving and improving all part of the plan

A

n outdoor daybed, a leafy cubby corner, and a covered spot to sit on couches and enjoy the garden in comfort. These are a few of the features children can look forward to as The Entrance Pre-School Kindergarten works through its Quality Improvement Plan. IEU member and Pre-School Director Megan Balfour tells Bedrock Journalist Tara DE BOEHMLER what it was like to be chosen for early assessment.

When Megan stepped into the Director role in 2010, after working at the Pre-School on and off for 14 years, profound changes were already underway for early childhood services.

“At this time it was becoming apparent that the Early Years Learning Framework (EYLF) was what we would be using.

“We had started programing with the EYLF as our new playground went in so we’ve really been working towards our Quality Improvement Plan (QIP) since then.”

Megan says although the Pre-School wasn’t sure of the new Standards, staff were “working towards what we felt was inclusive, with natural spaces, based on the EYLF”.

As Director of the 45-year-old community-based centre in The Entrance, which is identified as one of the states most disadvantaged areas and includes a high number of children with additional needs, Megan is no stranger to detailing the Pre-School’s case and characteristics. But usually this is to win grants in order to make physical improvements to the centre.

“Community-based centres have never gone through accreditation,” Megan says. “We have a risk assessment which is part of a licensing system but never something like this, so it’s a huge thing.

“We were told at meetings that community based childcare centres weren’t going to be seen at least for the first round.

So when we got our letter to request our QIP it was a shock.”

Megan and her team were discussing Area 3 of their Quality Improvement Plan at a staff meeting during school holidays when they received notification they would be assessed.

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“It was confusing because we were asked to have it in by 30 April. But it was a mistake and when we got back to PreSchool after the holiday we had another letter waiting for us saying it wasn’t due until 25 May. “This was a much better timeline for making sure we were doing the right thing because this is about ensuring policies, regulations and national law are all in line with your practice. It’s not just assessment, it’s also compliance and the regulations alone are 348 pages long.”

Megan says there was also some initial confusion over the QIP template, as a result of multiple drafts.

“But once we got our head around the EYLF and we saw the seven areas that the QIP and the National Quality Standards were going to focus on was easy for us to just break it down and start working on it.

“The main thing for us is making sure our philosophy reflects what we are doing and saying. Our biggest document is our philosophy and that’s got to be reflected in our QIP.” Megan says the philosophy has been evolving since 2010, with the final draft completed this May. “We’ve included things that are very unique to this centre but also that are part of the EYLF.” For each Quality Area detailed in the Pre-School’s QIP, Megan has developed a reference folder that stays in the centre. These include newsletters, photos, flyers and materials representing the centre’s activities.

“The folders are for my evidence, so that when they come I can back up what I say and not just rely on visual evidence,” she says.

One of the Pre-School’s QIP goals for ‘Area 1: Educational program and practice’ was to make sure everyone knew “why they were doing what they were doing”.

“Our Certificate 3s are learning about theorists, which would never have been something you would have thought of as part of the QIP.

“Even those with no formal training in child development are learning why and how.

“I throw the staff curve balls at times, like asking them why they‘ve had to learn about the UN convention on the rights of the child. There’s a section on play in there. They learned about it in a staff meeting and had to take it away and read it. It’s the basis of our philosophy – and why we do things. It makes us delve a bit deeper.”

Megan says a highlight of the process has been the support staff are giving one another.

“Educators of all levels are really embracing learning.”

Megan says one staff member who left after 20 years said the process had inspired her to go on and study “because she loved learning about the EYLF”.

“She’s 60 and while she was originally concerned about all the change, she took on learning about the EYLF and has absolutely loved learning about it and the theorists and why we do it. She told me before she left that she’s now been given the confidence to study.”

But Megan says the task has not been all smooth sailing.

“It’s been a difficult process as there has been a lot of change. I won’t say it’s been easy. We’ve had people come back from maternity leave and walk straight into a different format, with different documentation and the EYLF language.”

Time management has been a challenge, with Megan juggling all the usual tasks, issues and meetings with the QIP process. Then there’s the ongoing struggle to get parents engaged and involved, in line with the centre’s own philosophy and QIP ‘Area 6: Collaborative partnerships with families and communities’.

“They really want to be involved but often don’t take the time to read the newsletters or communications in the centre,” Megan says.

“We had a survey that came back saying they didn’t know what their children were doing at Pre-School, yet we send regular newsletters explaining about the curriculum and what’s happening.”

Megan says part of the centre’s solution has been taking the pressure off.

“We’ve just taken the onus off them and let them know the information is there and if they take the time they will find out.

“The QIP process has made a difference to us.

It’s made staff more aware about connecting with families.”

“We keep them up-to-date through home communication sheets and staff also try to see every parent in the afternoon to make sure they connect by looking at the photos or by reading about the group times and the daily reflections. Then they can talk about what’s happened with their child at home.”

Working on the playground proved an effective way to involve parents, management committee and the children. And Megan has found parent management committees to be effective in passing information on.

“The QIP process has made a difference to us. It’s made staff more aware about connecting with families and reflecting that this is happening. We try our best and that’s what counts.”

Staff also take seriously their role in the community as advocates for the children and families.

They help connect organisations and services with families who need them and they educate about childcentred approaches in the community, sometimes by holding workshops at the local community centre.

Megan has also been making the most of her own support network and

recommends this approach for others getting acquainted with the QIP process.

“I go to lots of support and meetings and network with other centres, Megan says. “I’m really fortunate that I’ve got support from the other directors.

“We have a quarterly meeting for directors of community based centres along with guest speakers and sometimes a representative from DOCS.” She says it’s a good idea to “get training and any related in-services and utilise them”.

“For us it comes down to finding the balance between both documentation and letting children play and be children - in Being, Belonging and Becoming – and learning how to be themselves and have fun.

“We work hard and the QIP on top of it is a huge process. Because it’s a living document needing to be updated every six weeks, as soon as we’ve done the seat and lounge out there it’s all going to change again.

“As we meet QIP goals and objectives in all seven areas the document will evolve again,” Megan says. “It is a continual process of self reflection and self improvement and we are embracing moving forward and seeing how we go.

NATIONAL QUALITY STANDARD SEVEN QUALITY AREAS • Educational program and practice • Children’s health and safety • Physical environment • Staffing arrangements • Relationships with children • Collaborative partnerships with families and communities • Leadership and service management. x 17 x

H

uman rights are children’s rights too.

International human rights instruments recognise that children as well as adults have basic human rights. Children also have the right to special protection because of their vulnerability to exploitation and abuse.

In November 1989 the United Nations General Assembly adopted the Convention on the Rights of the Child (the CRC). The Convention on the Rights of the Child is the most widely ratified human rights treaty in the world. (Australian Human Rights Commission, 2012) The topic of children’s rights in Australia, despite the concerted efforts of passionate advocates and articulate champions and our ratification of the Convention in 1991, remains a too little discussed part of our community life.

Our signing of the convention went largely unnoticed by the vast majority of the population and even a cursory analysis of public conversations about rights and children would suggest it is far from being the stuff of daily conversations or embedded in the hearts and minds of our citizens.

It is far more likely that the popular shock jocks of talk back radio make a mockery of the subject, mistaking children’s rights for an attack on parents and political correctness gone mad. The Honourable Alastair Nicholson said it well in this comment he made at the Lionel Murphy Memorial Lecture in 2007: “Children are useful for photo opportunities, but when it comes to measures that are needed for their welfare or where it is suggested that there should be some recognition of their rights, there is usually opposition or at best indifference” (Nicholson, 2007).

All this is particularly distressing when we understand Australia’s obligation as signatories to the Convention on the Rights of the Child (CRC).

When our Government made this landmark commitment and joined most other nations across the globe, we accepted a number of obligations including: to make the convention widely known in Australia by both children and adults (Article 42) and to make sure the rights in the CRC are available to every Australian child (Article 2(1)) (United Nations General Assembly, 20 November 1989).

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Children’s Rights: What are they and what have they got to do with me?

Catharine Hydon reflects on children’s rights and their place in early childhood education.

“

We seemed to have stumbled in our obligations at the first hurdle. If most of our community are largely oblivious to the rights agenda and our track record in making these rights available to every child, especially Aboriginal and Torres Strait Islander children and those in immigration detention, is eratic at best, then what can educators do? Is there any point is pursuing a rights framework in early childhood settings?

The answer surely can only be a resounding yes. Like all revolutions it starts with small actions undertaken by good people in everyday ways. Early childhood education is full of such people and there are a multitude of everyday actions we can take to bring the promise of our commitment to the Convention into reality.

Perhaps the easiest and ironically the most complex is to start talking about the rights; what they are, what the Convention says and what it means to children.

These conversations between children and adults belong in places where children live and play every day and where educators can illustrate rights in a meaningful way.

Talking about rights with families can occur when we share how we manage difficult behaviour while honouring children’s dignity or when we talk about including children with additional needs to support children’s understanding of other perspectives. It brings rights into everyday thinking and safeguards against relegating rights to academics and policy makers.

In addition to this important step, educators can take action to embed rights into their curriculum decisions through their engagement with the National Reform Agenda - in particular the Early Years Learning Framework.

The EYLF is built on our collective commitment to the Convention (Department of Education Employment and Workplace Relations, 2009) which is most clearly articulated in the high expectation principle and the expectation that educators offer children opportunities for exploring their own agency.

Educators can enact rights in everyday ways – inviting children to participate in plans for the program, in the purchase of equipment, in everyday routines and ideas for project and excursions; ensuring that children’s needs for safety and security are paramount and attended to by all staff as a matter of priority and opening up space for children to speak in their own voice about their world and sharing these idea with the broader community.

Children’s rights in practice are more about the ordinary gestures that honour children as human beings rather than large scale events or public declarations.

Educator’s knowledge of the Convention can inform actions that realise our promise to them as our youngest citizens.

There are a multitude of everyday actions we can take to bring the promise of our commitment to the Convention into reality.

”

Another useful strategy in this regard might be to use the Convention in the development of service philosophies or statement of purpose and be explicit in the explanations offered to communities about why these ideas are present and what it means for children.

These are the actions of small revolutions that in the words of Chris Sodoti at the Early Childhood Australia Conference in 2008 move us “beyond frustration, anxiety and despair and embrace the possibility of hope – or the audacity of hope, as Barack Obama calls it – if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights”. (Sidoti, 2008) Catherine Hydon runs Hydon Consulting Pty Ltd, Early Childhood Consultancy, Professional Learning and Advice E: catharine@catharinehydon.com.au W: www.catharinehydon.com.au References Australian Human Rights Commission, 2012, Children’s Rights http://www.hreoc.gov.au/human_rights/children/index. html Department of Education Employment and Workplace Relations, 2009, Belonging, Being and Becoming The Early Years Learning Framework for Australia. Canberra Nicholson HA, 2007, The 21st Lionel Murphy Memorial Lecture. Canberra: Australian National University Sidoti C , 2008, Advocacy and Leadership in Early Childhood Services: A Personal Reflection on Promoting Children’s Rights. Paper presented at the Early Childhood Australia Biennial Conference. http://www.ecaconference.com. au/2008_eca_national_conference.html United Nations General Assembly, 1989, Convention on the Rights of the Child (Vol. Treaty Series, vol. 1577 pp. p. 3).

Geneva, Switzerland: United Nations.

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dd Q& A With Tonia Godhard

Exciting future for our profession

T

onia Godhard has long been a champion of early childhood education. In a career spanning decades and including stints as a teacher, CEO, academic, advocate and now as a board member of Australian Children’s Education and Care Quality Authority (ACECQA), she has seen authorities come and go but has never felt quite the degree of excitement about the profession’s future as she feels now.

“I think the field is mature enough now to organise meetings when there are concerns.”

Education and Communities and ACECQA to explain some of the problems that are occurring and to work together to resolve those rather than complaining in the background. A cooperative environment helps us all achieve better things for young children.

Suzanne: Obviously you’re aware of the NSW IEU’s Teachers are Teachers campaign – how important are university qualified teachers to the early childhood vision for Australia?

Tonia: I’ve often been on the record promoting how important teachers are. I guess I’ve also demonstrated that commitment when I was CEO of SDN Children’s Services. We always had the required number of teachers if not more in our services. The evidence is clear that the qualifications of staff and ratios both make a huge difference to the quality of a service.

Suzanne: How can we keep early childhood teachers in the profession when they’re pay is poorer in some states?

She tells Bedrock Journalist Suzanne KOWALSKIROTH why she is feeling proud of the profession and its response to the regulatory overhaul.

Tonia: We know there’s a lack of supply of qualified staff in general and until we have conditions and pay that remunerate people appropriately we’re going to have staff turnover. That’s not desirable for children or for the profession. It’s critical we address it and I think the government is taking steps to do it.

Suzanne: Why is it such an exciting time in early childhood?

Suzanne: Do you think Australia measures up well internationally?

Tonia: The changes are national. To have COAG (the Coalition of Australian Governments) reaching agreement around the National Quality Framework (NQF) is extremely exciting because it says to me that all children across Australia deserve the same quality.

Tonia: We’ve got the OECD report which shows what we can improve. We’re making huge steps forward with the NQF’s commitment to quality. Of course you always wish you could get there faster and do better but you have to be realistic. It’s a huge achievement.

Suzanne: Do you think the profession is maturing?

Suzanne: At the beginning of your career, would you have predicted the career path your life has taken?

Tonia: I’ve been very impressed by the profession’s response to the introduction of the NQF. It’s been such a huge change and people have felt swamped. I think the field is mature enough now to organise meetings when there are concerns with the Department of

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Tonia: Never! (laughs) When I first graduated as a teacher I thought may be one day I’d be a director of a service. I can’t believe how it’s gone really. I’m very grateful and feel very fortunate.

2012 AnnuAl ecs conference

Sustainable Practices: Nourishing Ourselves and Our Services AGENDA

Saturday, 8 September 9.00am - 4.00pm Mercure Hotel 818 — 820 George St, Sydney

8.30

Registration and Coffee

9.00

Welcome

9.15

Gabe Connell, IEU Vice President The Current ECS Landscape

9.30

John Quessy, IEU General Secretary Opening Address

10.00 Keynote: Professor Alison Elliot, University of Sydney Valuing, Celebrating and Promoting Culturally Rich and Authentic Learning in Early Childhood Education and Care Contexts 11.00 MORNING TEA 11.30 Keynote: Professor Pauline Harris, University of South Australia Nourishing Young Literacy Learners – Sustenance for Life 12.15 Workshops (session one) 1.15

LUNCH

2.15

Workshops (session two)

3.15

Plenary and Close

Contact Iva Coric on 02 9779 3200, Toll free: 1800 467 943 or iva@ieu.asn.au for more information.

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Giveaway 1

GIVEAWAYS

The Dad Factor Authors: Richard Fletcher Publisher: Finch Publishing ISBN: 978 1 921 462139

To enter one of these giveaways put your name, membership number and current address on the back of an envelope addressed to Bedrock Giveaway 1, 2 or 3 NSW/ACT IEU, GPO Box 116, Sydney 2001 by Friday 14 September. Envelopes not marked with the giveaway they are for will be disqualified.

Giveaway 2

Three copies to giveaway This book explores what happens after birth (a baby is primed to react to the male voice it heard in the womb); why father-baby bonding matters and how a father’s interaction with his baby can affect the baby’s brain development. Written by a pioneering researcher in men’s health and family issues, Steve Biddulph said this book is a clearly written and ground-breaking one for young dads.

See story on page 14.

Giveaway 3

I Grow in Grandad’s Garden Authors: Brian Andrew and Ellie Illustrations: Banx Self Published: Buy online at www.grandadsgarden.com.au/GG/Home ph: 07 3342 4317

Are You Listening? Fostering Conversations That Help Young Children Learn Author: Lisa Burman Publisher: Redleaf Press (available through Pademelon Press) ISBN: 978 1 933 653 46 4 One copy to giveaway

ISBN: 9780980503807 Three copies to giveaway We love this book at Bedrock so much so that we decided to approach the publishers for a giveaway after the article about the book appeared in the last edition. Check out the article and the book’s website to learn why the book is being snatched up by teachers, parents and grandparents. The book’s emphasis on kindness, gratitude, forgiveness, courage and generosity are values to nurture.

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Knowing when to listen and how to respond are skills that even the most thoughtful adults can struggle with. This book focuses on creating a culture of conversation that helps young children learn and promotes child-centred teaching methods. It help teachers “make conversation a part of your classroom’s daily routine”. Information in the book includes tips on: how to listen more and talk less; focus conversation on children’s real interests; set up a learning environment that promotes children’s conversations and document and interpret what you hear to assess children’s knowledge, plan curriculum and share children’s learning with families.

greeno v e r

The weather Good for more than a whinge

W

hat’s the one thing we all share, that nobody young or old, rich or poor, up north or down south can escape from? writes Bedrock Journalist Suzanne KOWALSKI-ROTH. It’s the weather.

With the emphasis on Being, Belonging and Becoming as part of the Early Years Learning Framework (EYLF), the weather provides a point of entry into all these three aspects of the EYLF. Exploration of the day’s weather offers an opportunity for children to revel in their senses and to connect deeply to the place and community they find themselves in.

“My understandings of belonging are an ‘assemblage’ of all these places, people and things: times, spaces, smells, sounds, colours, tastes, movement, the weather, the houses, neighbourhoods, communities, gardens,” Miriam Guigni writes in ‘Pathways of Possibilities to Engaging with the Early Years Learning Framework’ as she reflects on the places she has known.

Taking the time to explore the weather can be revelatory. It can also be simple.

Children and staff can close their eyes and feel the direction the wind is coming from or tie ribbons to sticks to observe wind direction.

They can close their eyes and really listen to what sounds emerge – dogs, birds, insects or wind in the leaves? Or perhaps they can stand in different areas in the playground with their eyes closed and feel the difference between light and shade? Do plants in the garden smell any different after rain? What is the subtle interplay of light and shadow in your service and how does it change throughout the day? Can children spot anything or anyone in the clouds?

RESOURCES Do you know your altostratus clouds (mid range, thin but extensive cloud usually before rain) from your cumulus (white, puffy clouds)?

Find images and explanations: www.weatherwizkids.com/ weather-clouds.htm Indigenous weather knowledge: Find out how some indigenous people’s observe the weather http://www.bom.gov.au/iwk/

JOKES AND RIDDLES Q: What goes up when the rain comes down?

A: An umbrella!

Q: Why don’t mother kangaroos like rainy days?

A: Their kids have to play inside.

See more at: www.hehe.at/funworld/archive/fun4you. www.enchantedlearning.com/jokes/topics/weather.shtml

IDEAS, PRINTABLES AND WEATHER APPS

The weather also offers a way to explore constant change and uncertainty and adaptation. Nobody can control the weather so we take action to protect ourselves from its ravages with umbrellas, raincoats, heating and cooling and in more extreme environments with flood, fire and cyclone proofing.

http://prekinders.com/weather-theme/

Exercising the senses is not only conducive to encouraging Being, Belonging and Becoming, it’s also a useful way to balance technology and ensure that it does not become the dominant mode of experiencing the world.

Popular iphone apps: There are scores to choose from at www.macworld.com/appguide/browse.html?cat=Weather

To download Pathways of Possibility visit: bit.ly/LexvYg

www.kidssoup.com/weather/Weather_crafts. html#freeweatheractivities Popular Android apps: www.appbrain.com/apps/countryaustralia/weather/ (a mixture of free and paid apps)

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