Early CHILDHOOD
Nominated Architect Andrew Duffin NSW reg. 5602
ABN 16 002 247 565
SYDNEY 4 Glen Street, Milsons Point NSW 2061 +61 2 9922 2344
MELBOURNE Suite 401 / 325 Flinders Lane Melbourne VIC 3000
BRISBANE Level 38 / 71 Eagle Street, Brisbane QLD 4000
www.nbrs.com.au
A Community Alliance for Regional Education – early childhood
The Envision Student Partnership by NBRS is a three month research and design program, with a focus on developing sector-based knowledge leadership in architectural design.
This unique program, led by NBRS since 2010, encourages students to investigate collaboratively and provides them with an opportunity to experiment through an interplay of research and design. Previous programs have investigated:
• Bringing balance and productivity back in the workplace
• Trauma informed mental health hubs
• Residential care for younger people
• Future transformational health environments
• The adaption of existing school buildings to provide 21st century learning environments
• Ways to invigorate the university environment to facilitate the creation and development of ideas
• Holistic frameworks for the design of positive, low-cost residential development
• Positive influence on childhood development through architecture
In February 2023, Olivia Li and Jackson Le joined our Melbourne office with the objective of exploring the need and opportunities to improve the accessibility of Early Childhood Facilities in regional Victoria. With a clear understanding of the issues, the response focused on a case study in Shepparton and an alliance that catered to a variety of community connections. This culminated in a vision for an Early Childhood Centre which is more accessible, integrated and contributes to the communities social values and well-being. The research piece also has a particular focus on raising the profile of Educators.
Research Team
Olivia Li
Envision participant Student of Architecture
Johnsen Lim Associate for Education, NBRS
Jackson Le
Envision participant Student of Architecture
Stephanie Ferguson Associate for Education, NBRS
Macella Salzmann
Practice Lead and Sector
Lead – Education, NBRS
Andrew Duffin Director and Chief Design Officer, NBRS
INTRODUCTION
If it takes a village to raise a child what does an Early Childhood Centre look like in 2023?
The importance of Early Childhood Education has been well documented however there are a number of current challenges arising from various sources that are hampering its effectiveness.
In 2022, the Dan Andrews Labor government of Victoria announced a $9 billion package over 4 years to recast the pre-prep education in Victoria with free 30 hours childcare services. This initiative will see the creation of numerous Kindergartens across the state of Victoria and the country, as other state governments follow with similiar programs.
This government initiative looks to address affordability concerns, however, as this research presents, there are a number of other issues that need consideration.
This Envision program questions the current approach to Early Childhood Centres and offers a model, based in a regional Victorian community, which looks to address concerns such as staff shortages, accessibilty, community engagement and the profile of Early Childhood Educators.
1.
The Importance of Childhood Education
Bronfenbrenner’s Ecological Systems Theory
Best Start Best Life Program
Deserts and Oases: How Accessible is Childcare in Australia?
What About Early Childhood Educators?
2. RESEARCH
If children experience positive relationship-building interactions with caring adults at home and in childcare settings, they will thrive.
Active for Life, Thrive by Five
The Importance of Childhood Education
The early years is one of remarkable brain development for children and represents a crucial window of opportunity for education. The size of a child’s brain reaches 90 per cent of an adult’s by the age of five. Talking, reading, playing and singing with babies and toddlers is vital in shaping thinking and emotional patterns for life and influencing learning, relationships and resilience.1 Brain science has shown us that the early years establish the trajectory for a lifetime. Strong brain architecture built in early childhood enables a healthy fulfilled life. In other words, investing in children from the time they are infants until they are school age pays dividends for the rest of their lives. UNESCO believes early childhood care and education (ECCE) that is truly inclusive is much more than just preparation for primary school.
1
Jay Weatherill, CEO, Thrive by Five
It can lay the foundation for good health and nutrition, learning and educational success, social-emotional learning, and economic productivity throughout life and be one of the best investments a country can make as it promotes holistic development, gender equality and social cohesion.2
Early Childhood Education can also be a great equaliser for children, helping them start formal learning on an equal par with other children.
High quality early childhood education has a big impact on children from disadvantaged backgrounds as the education they receive provides the stimulation and development triggers that may not be readily available at home or within their surroundings.
2 UNESCO What you need to know about early childhood care and education
One of the best investments a country can make as it promotes holistic development, gender equality and social cohesion*
Remarkable period for brain development *
It can lay the foundation for good health and nutrition, learning and educational success, social-emotional learning and economic productivity throughout life*
Brain science has shown us that early years establishes the trajectory for a lifetime**
A great equalizer for children, helping them start formal learning on an equal par with other children***
High quality learning has a big impact on children from disadvantaged backgrounds – provides stimulation and development triggers***
The size of a child’s brain reaches 90% of an adult’s by the age of five***
* UNESCO What you need to know about early childhood care and education
** Thrive by Five: Why the early years are so Important
*** Jay Weatherill, CEO, Thrive by Five
Bronfenbrenner’s Ecological Systems Theory
This theory looks at a child’s development within the context of the system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex “layers” of environment, each having an effect on a child’s development.
This theory has recently been renamed “Bioecological Systems Theory” to emphasize that a child’s own biology is a primary environment fueling their development. The interaction between factors in the child’s maturing biology, their immediate family/community environment, and the societal landscape fuels and steers their development.
Changes or conflict in any one layer will ripple throughout other layers. To study a child’s development then, we must look at the immediate and larger environment.1
1 Semantic Scholar Dede Paquette, J Ryan 2001
From Chrono to Micro
PROPOSEDELC
ChronosystemBroaderPoliticalandSocialInfluences Changesovertime
CHILD
Microsystem DirectAttatchment
Macrosystem PublicPolicy , MassMedia ,Services SocialandCultureValueExosystem ExternalEnvi ronment MassMedia , andso on Mesosystem Schools , Neighbours .Safet y ExternalEnvi ronment
If we design our centres with better conections to community and exposure to societal landscapes, can we offer a better environment for a child’s development?
These are big changes, but they just make sense – giving our kids the very best start in life and delivering early education and care that actually works for families.
Daniel Andrews 2022
Best Start Best Life Program
(a VIC Government initiative)
In 2022, the Andrews Labor government pledged to deliver an ambitious overhaul of early childhood education and care with a $9 billion investment over the next decade to save families money and support women to return to the workforce.
The current childcare system has been set up to work against working families. Many families have done their sums and realised the extra wages don’t add up when weighed against the cost of childcare. Being a stay-at-home parent is a legitimate choice – but it should be one that’s made based on what works for individual families, not one forced by the limitations of a child care system.
A lack of access to affordable childcare in Victoria takes almost 26,000 parents (generally women) entirely out of the workforce and costs the state economy $1.5 billion per year in lost earnings alone.1
The Best Start Best Life program has three major initiatives:
• Making kindergarten free across the state
• Delivering a new year of universal Pre-Prep for four year olds
• Establishing 50 government operated childcare centres
The program will provide much needed financial relief for family budgets and give parents a choice to return to the workforce.
Solving the affordability concerns regarding Early Childhood Education is a great government initiative, however this research piece will delve a little further into the other issues surrounding Early Childhood Education.
1 Deloitte Report – Article for SkyNews.com.au by Joseph Huitson Digital Reporter, 1 September 2022
Deserts and Oases: How Accessible is Childcare in Australia?
(The Mitchell Institute, Victoria University)
The Best Start Best Life initiative followed a report released by The Mitchell Institute of Victoria University titled “Deserts and Oases: How accessible is childcare in Australia”. The Mitchell Institute examined access to childcare in over 50,000 neighbourhoods across the country and found that when it comes to access to childcare, where you live matters.
About 9 million Australians, 35% of the population, live in neighbourhoods classified as a childcare desert, defined as a populated area where there are more than 3 children per childcare place aged 4 or under.
This research was a first of its kind filling the evidence gap by examining access to childcare in Australia.
An interactive map was produced colour coding the spatial accessibility. Red and orange representing deserts (0–0.3 childcare places per child) and yellow and green oases (0.6–1 childcare places per child).
The implications of the research showed that current settings resulted in the low provision or an absence of provision in many areas. About one million Australians have no access to childcare at all and the population centres most likely not to have any childcare accessible within a twenty-minute drive are towns with a population under 1,500.
www.vu.edu.au/mitchell-institute/early-learning/childcare-deserts-oases-how-accessible-is-childcare-in-australia
www.vu.edu.au/mitchell-institute/early-learning/childcare-deserts-oases-how-accessible-is-childcare-in-australia
When examining the relationship between cost and relative access, it was found that areas with the highest fees have the highest levels of childcare accessibility, suggesting that providers are not only establishing services where there are greater levels of demand, but where they are likely to make profits.
The report found the provision of childcare in Australia is unequal and the most disadvantaged communities have the least access to childcare.
There is also an association between the accessibility of childcare and female workforce participation. Female parents with a child aged under 5 years who live in a childcare desert have lower levels of workforce participation.
There is an immense body of evidence highlighting the value of quality early childhood education. The Mitchell Institute suggests that in terms of access, Australia is not fully able to take advantage of this evidence base.
Access to quality childcare is increasingly critical to Australian children, families and the economy. There is a need for a new approach to ensure all families have the access they need to help children thrive.
What about Early Childhood Educators?
For many years now governments have been looking to increase the supply of Early Childhood care and Education services, in an endeavour to ensure the greatest impact on children’s learning outcomes and successful transition to formal school. There have been numerous reforms and government initiatives introduced over the last decade focused on enhancing professionalism and leadership, attracting and retaining a diverse workforce and increasing the level of qualifications of the workforce.
However, in September 2022 in Victoria, thousands of early childhood educators packed Melbourne’s Federation Square to call for better pay and conditions. “Centres are turning away children because they don’t have enough staff and most educators said the shortages were affecting the quality of care and education.”1
While in July 2022, the Sydney Morning Hearld reported “The latest data from the national early childhood education regulator reveals that 8.1 per cent of childcare providers operated with a staffing waiver in the first quarter of 2022 because they could not meet the legal requirement for suitably qualified early childhood teachers on staff. Four years ago, the figure was 3.9 per cent.”
The article is also quoted as saying “Jobs data indicates the shortage is likely to get worse and could affect the sector’s ability to deliver on the Federal Government’s promise to lower childcare costs, which is in turn, expected to increase demand”. National Skills Commission data also shows that in May 2022, the number of vacancies in early childhood education and care hit a record 6648 positions. The figure has more than doubled in the past three years.2
Centres are turning away children because they don’t have enough staff and most educators said the shortages were affecting the quality of care education.
1 The Age – Childcare ‘a mess’, Nicole Precel, 7 September 2022
2 Sydney Morning Herald – Desperately short of qualified staff, childcare centres ask to bend their rules, Adam Carey, 27 July 2022
Although the Best Start Best Life Program looks to address the affordability concerns of families, unless the government addreses these staff shortages and high turnover rates, the realisation of these policy goals are in jeopardy. The success of the reforms will be dependent upon there being a sufficient number of qualified Early Childhood teachers who are willing and able to work in these facilities.
A study by QUT in 2016 “Building a Sustainable Workforce in Early Childhood Education and Care: What Keeps Australian Early Childhood Teachers
Working in Long Day Care”1 found that job security, a passion for teaching and opportunities to exercise pedagogical leadership attracted staff to the profession and collegial relationships and a strong sense of professional identity retained these teachers. However the following reasons were identified as why staff are leaving the profession; the low rates of pay, poor work conditions, low professional status and the stressful and physically demanding nature of the work itself.
www.theage.com.au/national/victoria/childcare-a-mess-early-learning-educators-demandbetter-pay-conditions-20220907-p5bg0a.html
1 QUT – Sharon McKinlay 2016
Interview with Sally Rose
Perspectives of Key User Groups
The Benefits of Early Childhood Centres as Community Hubs
Interview with Jacinta Barnes
3. PERSPECTIVES
Stakeholder engagement is a collaborative approach to co-design which enables us as architects to develop a brief that unites a broad range of user groups. Our ability to listen, understand and engage, enables us to draw out insights and opportunities.
By conducting a series of interviews, we were able to establish some common themes or challenges that Early Childhood Centres face in today’s climate.
This chapter summarises interviews with two key stakeholders;
• Jacinta Barnes, Manager, Business Development Team, KU Children’s Services
• Sally Rose, Manager, Early Years, Shepparton City Council
It is evident from the approach taken and the design response in the following chapters that the insights from these interviews were critical to the thinking process.
Interview with Jacinta Barnes, March 23
Manager, Business Development Team, KU Children’s Services
You have probably heard the term “The environment is the 3rd teacher”, well it is true for children, but it is also true for staff as well.
How do you attract Educators to a centre?
“…We need to make these facilities attractive to staff. The design of the Center from the point of view of the Educators and staff is critical…”
“…staff are attracted to a center or facility that demonstrates to them that the children’s needs have been thought about in the design… the term “The environment is the 3rd teacher”, is true for children but it is also true for staff as well…”
“…staff will want to know there is an area they can go within the building where they can have their lunch and tea breaks, network with their colleagues…”
Are there other aspects which need to be considered when designing an Early Childhood Centre?
“…The entrance to the facility is so important. It needs to be warm and inviting, reflect the local communities’ culture and easy to navigate…”
Have you heard of any alternative solutions for childcare in remote townships?
“…bricks and mortar are not always the solution for outlying areas and we need to look at alternatives such as family day care or mobile services which travel out to a community hall for a day. It means the child still gets access to an Early Childhood Education but their families don’t have to bring them all the way into town…”
Interview with Sally Rose, March 23
Manager, Early Years, Shepparton City Council
Being part of a community hub means that you feel safe in this space and are therefore happy to access other services as they are needed.
What do you see as the biggest issues regarding Early Childhood Care and Education?
“In both Childcare and Kindergarten, staffing is the biggest issue…they are not really promoting early childhood education and care as a value of its own… they are promoting it as we need to make it cheaper and we need to let people go to work, which doesn’t make it attractive to staff …”
What is it in the workplace that would make the staff feel valued?
“…If it was our first priority to value the service and therefore value the staff it might be as simple as a decent sized staff room…”
What are your thoughts on community hubs?
“…the glue that keeps Mooroopna “Our place” centre together is the middle part of the building which is a community space containing maternal health, a pediatrician, speech pathology and outreach program…a continuity of learning and access from coming in with a newborn baby and maternal and child health, moving through to play groups, child care, kindergarten and then the seamless transition into the school…”
“…Being part of a community hub means that you feel safe in this space and are therefore happy to access other services…”
We note Tatura is considered a desert area according to the Mitchell Institute report, do you think there is any benefit in connecting it to some of the other child care facilities within the city?
“… a centre in Tatura which is connected to other city centres and generate a collegial feeling rather than being out there on their own that could be of benefit…”
Do you see diversity within your Early Childhood Centres?
“…We have approximately 9% Indigenous population attending the centres and a similar figure within the staff… connections with our Aboriginal families is very much relationship based and not so much about infrastructure or process driven engagement. Trust is important in that relationship…”
Perspectives of Key User Groups
Training and retaining staff is difficult
Attracting educators to the profession is difficult
Providing quality childcare is a rewarding community service
It is rewarding to watch children grow and develop
There are a number of challenges with the Australian Early Childhood Education systems that is hampering its effectiveness.
Long day care centers offer hours between 7.30am–6pm which results in shift work or long hours
PROVIDER
There are not enough centres to keep up with the population growth and urban expansion
They cost too much
PARENT
CHALLENGES
Parents are time poor and the centres are a sole destination
Early Childhood Centers provide positive learning experiences
There is a level of stress and anxiety about leaving your children in care while you go back to work
Low professional status
EDUCATOR
Educators are passionate about teaching
Low rates of pay
Our children are safe and well cared for at an Early Childhood Center
Stressful and physically demanding work
Poor working conditions
Enjoy a collegial work experience
The Benefits of Early Childhood Centres as Community Hubs
Case Study: Dingley Village
Neighbourhood Centre
In recent years there has been a shift to co-locating Early Childhood Centres with complimentary services and referring to these developments as community hubs.
Community hubs offers a range of services on the one site which builds social cohesion. Generally geared to young families, they provide an environment where parents and children can connect, share and learn.
Commonly Early Childhood Centres are paired with libraries, maternal health, community halls and other educational facilities such as schools, the focus being on providing social and health services to prepare young students to learn and to assist families.
Precedence studies such as Dingley Village Neighbourhood Centre, show practical examples of the applied design principles of community hubs. A clear breakup of the public, privilege and private spaces. An urban presence and public plaza secured private zones with co-located shared spaces such as gathering zones and library facilities.
Though Early Childhood Centres are physically present on these sites the connections to the complimentary services are often limited by safety and security concerns. While the benefits are all geared towards the children and families and don’t always provide opportunities for Educators.
The model proposed in this Envision research piece looks to bridge the gap for Educators whilst also considering the opportunities afforded when networking a system beyond its immediate boundaries.
Context
Shepparton: A Case Study
CARE – Early Childhood
Education Hub
Arts & Culture Hub
Allied Health Hub
Parkland Hub
The CARE Model – Beyond the City Centre
4. THE APPROACH
68,522
POPULATION
CONTEXT
The research has informed a summary of the challenges facing the key user groups. Having examined the various perspectives of key user groups and explored the benefits of early childhood centres as community hubs our approach to a potential solution is to select a region and undertake a case study. When assessing the various regions of Victoria to conduct a case study the following factors were considered –remoteness, district centres, landscape, median age and childcare accessibility. We understand the issues surrounding childcare accessibility are more prevalent in regional areas and possibly more complex than city and suburban zones. We were also seeking a regional area which had a clear need for accessible childcare and might offer a solution which could be applied nationally.
Shepparton was selected based on its population of 68,522, its median age of 39 and population growth rate of 0.9% which matched both the state and national rate. It is understood that 38% of households were couples with children.
39 MEDIAN AGE
0.9% GROWTH RATE
Shepparton is the 5th largest city in regional Victoria with 3 main urban areas. It is a city on the floodplains of the Goulburn River and Greater Shepparton is known as the food bowl of Australia. Its main industries are agriculture and associated manufacturing, though it is also famed for its dairy industry which makes up a big part of the area’s economy.
The population of Shepparton consists of 73% Australian born and offers a multi-cultural heritage. Festivals are celebrated regularly within the city and art installations are visible across the district.
The region offers a variety of lifestyles, with urban centres and country towns all within half an hour’s drive of the CBD. A central business district with professional services, several university campuses, a major hospital and a major centre for infrastructure and civic services, Shepparton is a well-established city with strong options for growth.
Greater Shepparton
Greater Shepparton Greater Shepparton
District Centre
Median Age
Shepparton: A Case Study
The Mitchell Institute’s ‘Deserts and Oases: How accessible is Childcare in Australia’ data stated –
In Shepparton between 2.14 and 3.59 children compete for each childcare place, depending on the neighbourhood.
Out of 73 neighbourhoods, 11 are classified as childcare deserts and 0 are childcare oases . ABC News, Mitchell Institute
Childcare places per child
www.abc.net.au/news/2022-03-22/mapping-australia-s-childcare-blackspots/100894808
CARE – Early Childhood
Having studied the urban landscape of Shepparton we applied our understanding of the benefits of community hubs to map out 4 areas with major infrastructure which became the genesis of the CARE early childhood model.
Creating early childhood facilities connected to a variety of complimentary services is not uncommon and there are many community hub precedents available. However, the CARE early childhood model proposes a slightly different approach.
It is conceived as a district wide concept or network model where the city hub centers are all available for any enrolled student. We understand the need for stability when educating young children, however, creating an alliance provides opportunities for flexibility, not just for children and families, but for Educators and providers as well.
The city hubs – Each node within the city has a particular focus and is keyed into major infrastructure. Rather than trying to provide every center with access to complimentary services and scattering them individually around the city, which potentially diminishes the offerings, we have flipped the idea and interlinked these centers and provided some significant community connections associated to the adjacent major infrastructure.
By grouping the centers, a student may have swimming lessons on Tuesday’s and book a place at the Parkland Centre. A parent may be able to set up in a We Work facility on Thursday’s and book a place at the Arts and Cultural Hub, or a parent may need access for maternal health or a child speech pathology and attend the Allied Health Centre on Monday’s.
One of the centers is nominated as an Educational facility. The intention here is to raise the profile of Early Childhood Educators. By placing it adjacent to tertiary educational facilities and a University with a Bachelor’s degree in Education and Early Childhood. The expectation is to foster a working relationship, where university students have direct access to practical experience and mentoring, and the Shepparton childcare center network gains the benefit of highly skilled and educated teachers. Lecture theatres, study areas and libraries could be provided within the Childcare Centre to facilitate lectures not only with the university but parents as well. Also, existing Early Childcare Educators may wish to enroll in further studies and this too could be facilitated within the Childcare Centre as part of their employment. As the centres are all interlinked this would not just be available to those teaching at the Educational hub but across the whole network.
cafes
EDUCATION HUB
collaboration spaces
library
Potential complementary services
lecture rooms
gallery
study rooms
rowe st
st fryers st
Shepparton Education Hub Plaza
midland highway
Showgrounds
vaughan st
stewart
edward st
nixon st
La Trobe University
Shepparton Campus
GOTAFE Fryers St Campus
ARTS & CULTURE HUB
community kitchen we work
toy libraries
Potential complementary services
community centre
Maude Streett Mall
PLAZA OPPORTUNTIES
Plaza
Shepparton Arts & Culture Hub
nixon st
Shepparton Library
fryers st marungist
Greater Shepparton City Council War Memorial
fryers st
Dance Studio
Shepparton Senior Citizens Centre
st
goulburn valley highway
Mixed Use Tenancy
Mixed Use Tenancy
st
Retail Tenancy
st
corio st
midland highway
st
st
st
st
Office Tenancy Retail Tenancy
corio st
rowe
vaughan
stewart
fryers
edward st
nixon st
maude
vaughan
welsford
vaughan
ALLIED HEALTH HUB
occupational therapy
speech
pathology
counselling
Potential complementary services
dentistry
maternal health
optometry
ear nose throat specialist
Graham Street
PLAZA OPPORTUNTIES
Shepparton Allied Health Hub Plaza
dunlop st
Mercy Health Home Care Services
Shepparton Independent Living Units
st
University of Melbourne Campus
grutzner ave
kilpatrick ave
st
st
Shepparton Medical Centre University of Melbourne
st
Shepparton Medical Suits
Shepparton Child Health Group
monash st
st mcewen st
st fowler st hill st parker st
gaylard st leffers st sarsfield st
Goulburn Valley Health
graham
lister cres
alamein
kilpatrick ave
graham
carson
litani
native flora and fauna
PARKLAND HUB
parkland activities
Potential complementary services
reserve activities art museum activity swimming lessons
Lake Victoria Pathway PLAZA OPPORTUNTIES
Plaza
Shepparton Parkland Hub
wyndham street
goulburn river
lake victoria
hayes st
swallow st
sobraon st
tom collins dr
tom collins dr
albertst
victoria st maude st
macintosh st
Aquamore Swimming Centre
Shepparton Lawn/ Tennis Club
Victoria Park
Lake Playground
Skatepark
Shepparton Art Museum
The CARE Model –Beyond the City Centre
The CARE Early Childhood model goes beyond just the city centres, it also offers the ability for The Satellite centers in Tatura, Mooroopna and Central Kiala to be key into this alliance.
Children could regularly attend these satellite centers which may be closer to home but on certain days book a place at the Allied Health Hub as they may have a medical appointment. The intention of the satellite center would be to provide generic community services such as maternal and baby health, libraries or meeting halls while the more specific infrastructure is provided at the city centers. There may also be transportation links where the service provides a bus, which would transport 4–5 year old children into the city centers for experiences such as exploration of the Native Flora and Fauna reserve with an Aboriginal elder at the Parklands Centers, or cooking with a Cultural group at the Arts and Cultural Center. These satellite centers don’t need to be limited to Tatura and Mooroopna but could be extended to other more suburban areas, but all would link back into the alliance.
The alliance could then be extended further to more remote areas where a large portion of the Mitchell Institute report nominated “deserts”. It is worth noting, when assessing the Mitchell Institute’s map, overlaying a satellite image and studying the environment landscape will give a slightly different perspective.
Being an agricultural area, the zones to the east and west of Shepparton city are a combination of farmland and bushland with less density and fewer established townships, thus resulting in large areas of red or deserts. The CARE Ealy Childhood model has catered for this with The Township Centers Transporting children into childcare centers closer to town is often not an option due to the travel distances. The proposal would be to take the educators and the service to the children. The model could offer a mobile service which sets up in smaller halls or within the existing centres in these smaller townships. Transporting educators and equipment
The concept of the CARE Early Childhood model, which is keyed into major infrastructure brings with it a level of flexibility for all of the key users. Families have the advantage of access to district wide complimentary services; Educators are members of an alliance which supports and encourages professional learning while providers, due to the scale, have options to resolve staff shortages.
Referencing the Bronfenbrenner model the benefits of the CARE early childhood model clearly move beyond the Mesosystem and into the Macrosystem. However if you consider the potential benefits to Shepparton, providing an innovation hub dedicated to the practical development of Early Childhood Education, we are now moving into a Chromosystem.
Public, Privilege, Private
The Plaza
The Function Room
The Courtyard
The Staff Hub
CONCEPTUAL DESIGN RESPONSE
There are some fundamental principles to designing an early childhood center, not the least of which is child safety. It begs the question, How you provide community access and interaction in a facility which typically wants to be completely secured?
This chapter looks at the architectural design principle of PUBLIC, PRIVILEGED and PRIVATE SPACES and how understanding and defining each of these zones enables a safe and harmonious co-location of a broad range of services.
5.
Public, Privilege, Private
Public – Everyone is welcome and encouraged to enter. Offers community activities and interaction.
Privileged – Invited spaces where you would go through a level of security and this could offer organised activities between the early childhood centre and the community.
Private – This would be the staff administration area and the early childhood center rooms and private outdoor playspace. Areas completely secured.
THE PLAZA
PUBLIC
When designing a precinct, a plaza is the zone that links the buildings together. It is a vibrant streetscape which is pedestrian friendly, has good navigation, spaces to sit and pause and identifies with the local context. The plaza embodies characteristics of good navigation, a sense of welcome, an activated space with good passive surveillance. In terms of an Early Childhood Centre being able to connect into the plaza with a strong entry space is important, one with an amicable presence to ensure students and parents feel welcome and invited. One that offers a visual connection to the privileged zones and a transparency with the shared facilities.
Vibrant streetscape
Natural environment woven into the built environment
Eco Kindergarten
Vietnam
LAVA
Use architecture cues as guide navigation Place identity
Local reference of cultural identity
Strong entry space Journey, Mooving Art Cows, Ross Morgan
Kindergarten in Guastalla Mario Cucinella Architects
THE FUNCTION ROOM SHEPPARTON
BLOCK
Natural light and connected to Early Childhood Centre environment
The function room embodies characteristics of inclusivity, provides options of use, We Work spaces or hot desking, connectivity, transparency, flexibility and a nurturing space that resonates with the rest of the precinct.
It is a multi-modal space that is available to the community, the early childhood parents and educators.
THE COURTYARD PRIVILEGE
The privileged courtyard is safe and secure, an in-between space with play and learning options for the invited community. Senior citizens from the aged care provider may come to this area for some intergenerational learning. Community groups may have a community garden. Ethnic groups may come and cook in the communal kitchen where students could watch and chat at a window or even participate in the kitchen environment. It is a space that encourages multigenerational experiences through different modes of interaction.
1 Intergenerational learning
Intergenerational Care Centre –Katherine Ball
Multigenerational experience and lifelong learning
garden
kitchen
THE STAFF HUB
The staff hub should acknowledge the early childhood educators’ value and importance. It is an area which is private, away from the students, with a direct connection to a private outdoor space. It is an area which provides for both socialising spaces and introverted space to read quietly. Spaces where staff and educators could enhance or advance their career with a study zone and library, an end of trip facility and possibly a space to exercise and unwind.
We know retaining staff is one of the biggest challenges facing Early Childhood centres today. To begin to combat this we first need to acknowledge their value and provide them with appropriate environments beyond the classroom.
Westmead Mother and Baby Unit
The Education Innovation Hub – Precinct Connections
The Education Innovation Hub – Site Context
The Education Innovation Hub – Functional Planning (The Shepparton Block)
6. ARCHITECTURAL DESIGN RESPONSE
THE EDUCATION INNOVATION HUB – PRECINCT CONNECTIONS
Greater Shepparton City Council currently have a vision for a Regional Health and Tertiary Education Precinct.
The Project seeks to enhance Shepparton as a significant regional hub for health and higher education. It aims to support the holistic expansion of important health and education facilities within Shepparton, leading to increased employment across the wider region, as well as the provision of improved access to health and educational facilities, and related services for the benefit of the community.
Several ideas were workshopped with the community. Below is a summary:
• More lifestyle and amenity needs to be added to the precinct to help attract staff and students
• Focus on making it a better place to learn and work
• Add some complimentary services that link education/training within the campuses to the broader community
• Improve the interface between the buildings and the streets
• Integrate the precinct rather than just a bunch of separate buildings and streets
• Add elements such as street art and Indigenous art
• Build an identity and brand for Shepparton as a regional leader in health and education
• Help retain young people in the area by providing better educational opportunities and change the perception that young people have to leave the area to get a good tertiary education
• Improve the level of higher education for people living within the Greater Shepparton Area
• Provide more opportunities within Shepparton to offer people that may have left the area a chance to come back1
By placing a node of our CARE early childhood model within the Health and Education Innovation Precinct, we are seeking to support this vision. Connecting it directly to La Trobe University, which offers a Bachelor of Education in Early Childhood and Primary, our intention is to take a more holistic and collaborative
approach that better engages and connects providers, university students, Educators, both tertiary and Early Childhood Education, and parents.
Promoting mentoring, practical experience, new ideas, partnerships and opportunities to deliver better outcomes and raise the profile of Early Childhood Educators.
1 Shepparton City Council Health, Education and Innovation Precinct – The Vision 2019
THE EDUCATION INNOVATION HUB
– SITE CONTEXT
Opportunities for the early childhood centre, by co-locating it adjacent to the La Trobe university, are all focused on the Shepparton Block which is the community hub element of the design. Multiple access points ensure the Shepparton block caters for the multiple user groups including the public, parents, staff and educators of the early childhood centre, the university students and the university lecturers. The proposal is to provide the staff hub and community opportunities whilst also expanding some of the university’s facilities into the Shepparton block. This building block addresses the public street frontage, the entry space to the early childhood centre, the privileged courtyard of the early childhood centre and the privileged courtyard of the university.
Connect design to education hub
Inviting plaza integral to design
EARLY CHILDHOOD EDUCATION CENTRE
SHEPPARTON BLOCK ADMIN
LA TROBE UNIVERSITY
THE EDUCATION INNOVATION HUB –FUNCTIONAL PLANNING (THE SHEPPARTON BLOCK)
The Shepparton block is a multi-modal building available to multiple user groups. It embodies characteristics of inclusivity, connectivity, transparency and collaboration.
The ground floor houses a publicly available café style lounge, a study space for the university students and a gallery space where relevant art exhibitions may be displayed. A multipurpose room where lectures could be held for the university students, parents could attend a course or Educators could engage in professional development studies. Smaller meeting areas are also available adjacent for community use. A community kitchen has also been provided which addresses the privileged courtyard of the early childhood centre where students can engage with invited guests and various culinary experiences.
On the first floor the staff hub has been located where Educators can retreat. As per the concept design sketches these areas would contain a kitchen, a range of gathering casual spaces, an outdoor area with BBQ, possibly a gym or yoga room and a small library. Beyond the staff hub the first floor will also cater for the university staff and lecturers encouraging collaboration between the cohorts. Offices have been provided as well as a multi-modal informal study zone.
First Floor
ELC STAFF
UNI STAFF
The staff hub Collaboration spaces Mixed university staff offices
Privileged Play
Private Play
CONCLUSION
The importance of early childhood education has been well documented, however there are currently a number of challenges facing the sector.
Access to quality early childhood education is becoming increasingly disproportionate, particularly in regional areas. Although there are several government initiatives looking to address this and some of the other challenges facing the sector, a holistic solution is required.
Our approach has been founded on a real-life case study in Shepparton, regional Victoria. The CARE early childhood model seeks to co-locate services, keying into major infrastructure and providing community hubs relating directly to family’s needs, whilst also raising the profile of early childhood educators to ensure there are sufficient numbers of qualified teachers willing to work in the sector. The model is a district wide approach to early childhood education with solutions for a variety of complex settings being the city hubs, satellite and township centres. The model is transferrable to a wide range of sites across the country.
A conceptual design outlining the various components of a community approach has been provided and the design principles of four key areas have been presented – namely the plaza, the function room, the courtyard and the staff hub.
An architectural response delves further looking at the potential of an educational hub precinct and possible connections with a university campus to promote mentoring, practical experience, the exchange of innovative ideas, partnerships and opportunities, all with the ultimate goal of enhancing the profile of early childhood educators. Architectural sketches provide a functional solution to questions of safety and security, transparency and collaboration. The ideas and concepts presented in the CARE – early childhood Envision program, although theoretical in nature, are practical solutions, which are adaptable to multiple early childhood settings.
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ACKNOWLEDGEMENTS
CONTRIBUTORS
Sally Rose – Manager, Early Years, Shepparton City Council
Jacinta Barnes – Manager, Business Development Team, KU Children’s Services
Juan Carranga – Minderoo Foundation
Melanie Karaca – Associate Eduation, NBRS
Ewan Saunders – Principal Education, NBRS
Saanya Parmar – Graduate Education, NBRS
Dinh Tran – Senior Graphic Designer, NBRS
James Ward – Chief Marketing Officer and Director, NBRS
MENTORS
Andrew Duffin – Chief Design Officer and Director, NBRS
Johnsen Lim – Associate Education, NBRS
Stephanie Ferguson – Associate Education, NBRS
Dan Anderson – Business Development Manager, NBRS
Macella Salzmann – Practice Lead Education, NBRS