Swings & Roundabouts - Issue 35 (Spring 2017)

SPRING 2017

ECC PREFERRED SUPPLIERS HOW THEY CAN BENEFIT YOU!

DESIGNING FOR INCLUSIVENESS AND YOUR ECE FUTURE

ZERO TO HERO – WHY PHONICS IS IMPORTANT PLEASE SHARE THIS MAGAZINE!

If you know anyone who would like to read the interesting and informative articles in Swings & Roundabouts, pass it on!

ISSN 1179-688X (Print) • ISSN 1179-7517 (Online)

PO Box 5649, Lambton Quay, Wellington 6145

Inside

this issue...

7

FROM THE EDITOR

8

CEO'S MESSAGE

9

MEMBER'S PAGE

10 MEET YOUR ECC HEAD OFFICE TEAM 12 CENTRE PROFILE: GIGGLES AND SCRIBBLES

Hi

Editorial Enquiries publications@ecc.org.nz Advertising Enquiries Catherine Norton Waterford Press Ltd PO Box 37346, Christchurch, New Zealand.

Phone: 03 983 5526 Email: catherine@waterfordpress.co.nz

16 MALE PARTICIPATION IN ECE

32 IT’S TIME TO CELEBRATE IN EARLY LEARNING SERVICES

18 ZERO TO HERO – WHY PHONICS IS IMPORTANT

34 REUNIFICATION DRILL

21 ECC MEMBER BENEFIT SCHEME

14 OPEN LETTER FROM EC TO THE ECC

Editor

30 DESIGNING YOUR ECE FUTURE

20 5 GROWTH IDEAS

13 SO YOU KNOW

Trudi Sutcliffe

15 ECC RESPONSE TO THE EC LETTER

28 INCLUSIVENESS ENABLED THROUGH BEAUTIFUL HUMAN SPACES

Production Co-ordinator Luke Lynch Graphic Designers Liki Udam, Anton Gray, Ash Mullins, Donne Threadwell Subscription Enquiries Early Childhood Council PO Box 5649, Lambton Quay, Wellington 6145 Phone: 0800 742 742 Email: admin@ecc.org.nz www.ecc.org.nz

36 THE FUTURE OF CHILDCARE CENTRES IN NZ 39 ARE YOU CONFUSING LEADERSHIP WITH CONTROL? 40 RESOURCE REVIEWS 46 LAST LAUGH

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September 2017

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Early Childhood Council Your number 1 stop for all your ECE centre needs!

We provide a great range of services to help advance your business, develop your staff and ensure your success. We care about early childhood education and the people who work in this unique sector.

ECC member helplines (employment, policy & Financial advice) Member beneit scheme discounts A large range of tools and templatess Discounted workshops and annual conference attendance Keeping you informed on sector issues and news Representation at the highest level

www.ecc.org.nz or ring 0800 742 742 The Blue Book online & ecemploy proudly brought to you by the ECC, the largest representative body of quality, licensed early childhood centres in New Zealand

ecemploy A Specialised ECE Sector Recruitment Website

ecemploy is a website dedicated to assisting employers in the early childhood education sector to find the right people to work in their organisations; and people seeking jobs in the early childhood education sector to find the right job Your one-stop-shop for managing your portfolio, planning and appraisals.

This tool is used by many early childhood teachers to achieve full teacher's registration, obtain and maintain their practicing certificate and provide support with on-going professional development planning and the appraisal process. It is available online, or in hard copy.

Online - annual subscription www.thebluebook.co.nz

Hard copy folder* www.ecc.org.nz

*The hard copy does not contain all features of the online version.

www.ecemploy.co.nz

FROM THE

EDITOR Welcome to the spring 2017 issue of Swings

and Roundabouts. This issue has something for everyone from teachers to those in management. Whether you’re reflecting on your teaching practice or your centre’s practices or the wider issue of what is valued in ECE you will find an article of interest.

If you attended the ECC Conference 2017 held recently in May, you may have heard the ECC’s CEO Peter Reynolds talk. Peter discussed the year that was in early childhood education and the ECC’s predictions for the year ahead. This was somewhat similar to some of Peter’s CEO Message in the June/Winter Swings & Roundabouts issue. The Education Council has responded to Peter’s address where Peter spoke on some of the Education Council’s recent changes. The ECC has replied to the Council’s letter. Have a read of both letters, reflect, and come to your conclusions.

Male participation is a topic we’ve covered a lot in the last few years of Swings & Roundabouts, and in this issue Russell Ballantyne has written another opinion piece on this issue. Do you have male teachers working alongside you, and if so how do you support them? Do they get opportunities to network with other male teachers? Do they

Trudi

Plus we have an article on healthy celebration food options and be inspired by a centre who has incorporated inclusiveness in its architectural design in the article Inclusiveness enabled through beautiful human spaces.

If you are an ECC member make sure you read the Preferred Supplier spread in the middle of the magazine. Find out who the ECC preferred suppliers are and how their services or products could either make a difference to your bottom line or your teaching or management practises.

We love hearing your feedback about articles you’ve read in Swings & Roundabouts or even ideas on articles you’d enjoy reading in our magazine. Contact Trudi, publications@ecc.org.nz to share your thoughts and opinions.

Trudi Sutcliffe Editor publications@ecc.org.nz

tend to be stereotyped by others and asked to do DIY around the centre or expected to hang by the carpentry table? After reading this article I asked myself whether I had ever encouraged a male to become an ECE teacher. I realised I had, but only a few times. Have you?

In your literacy programme or teaching practices do you encourage the learning of phonics? Read Zero to hero – why phonics is

Maxi Nappy Disposal

How prepared is your centre for a natural disaster? Island Bay Childcare shares the success of the reunification drill they recently carried out. This article could be a great starting point for discussion in your own centre and with your families as you review your own civil defence strategies and plans.

Proven protection from germs & odours ^

100 times more e ective at odour prevention than nappy sacks Unique twist and lock system wraps each nappy in a fresh por provides an exceptional barrier to lock away odour

Future article themes we are looking for include:       

Anti-bacterial protection is presen and not the other components of this product.

so important for getting off to a better start at school, an article on why phonics has a place in early childhood education. Do you think it’s important for the age group you teach? Are you confident to use phonics in your teaching? The authors suggest some resources for those wanting to learn more.

tommeetippee.co.nz

0800 726 436 September 2017

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CEO's

MESSAGE

SO, WHAT’S UNDER THE POLITICAL TREE FOR ECE SANTA? Every three years New Zealand enjoys its

is no indication this will change moving

very own political silly season. A time when

forward.

we get to write our wish list to the various political parties and see what makes it to their respective policy promises in the lead up to the General Election.

changes to Regulations increasing license sizes that has meant a small reduction in paperwork and compliance requirements.

This year is no different. Although thanks to

The passionate drive toward 98%

the so-called Jacinda-mania, the implosion

participation has increased attendances

of the Greens, and Peter Dunn’s decision to

for some. The Early Learning Information

step down, we now see an election season

system (ELI) and Communities of Learning

that is promising to be anything but boring.

(CoL) have been introduced.

But how are we going to feel the day

But many ECE services struggle to

after the General Election result is clear?

stay afloat. We have seen increases in

And what might we see by way of an ECE

compliance-related costs related to the

landscape? If we had to pick the things

Food Act, a bit of Health and Safety, and

we most wish for when opening our post-

the promise of reductions in unnecessary

Election ECE parcels, it would be to increase

compliance from the Ministry of Education

the per-child funding rate, ensure ECE is

that we are waiting to be delivered.

treated like a valued, equal partner around the Community of Learning tables, to address sector discrepancies in teacher pay, and get the “points of pain” addressed by the Ministry of Education.

But is an ECE-utopia achievable?

Looking back, many have historically viewed a National-led government as one that should be friendly toward private ECE

Former Education Minister Hekia Parata’s mantra of 0 to 18 gave the ECE sector hope that our place around the education table was more than as an invited poor cousin, but rather as an equal partner. But the rhetoric didn’t always meet the action, with Communities of Learning (a great idea, by the way) so far failing to fund or support ECE involvement.

providers. Let’s be reminded the whole

I wonder what about the positives started by

ECE sector is private, whether community-

National would they continue? Communities

owned or privately-owned, there is no public

of Learning wouldn’t take much investment

ECE sector in New Zealand. We have seen

to really support ECE involvement. And will

a period of economic stewardship that

the funding review continue at all? Will we

has cost the ECE sector. We estimate over

have a new, simplified funding system by

$100,000 for each and every service. The

2020 as promised?

per-child rate of subsidisation has been cut back since 2008 in order to fund the Government’s targeting policies. And there

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There have been positives too, including

September 2017

The “other side” is also making promises.

Labour promises more funding to offset

per-child subsidy rate cuts, and a return of funding to support the 100% teacher goal. The additional funding still looks like it is being invested in a targeted fashion, meaning some parts of our sector may benefit over others.

Tinkering with the 100% goal and lifting the 50% regulatory threshold both sound interesting, but at a time when there is a significant teacher shortage, this doesn’t make a whole lot of sense.

My cynicism continues to worry about where the dollars to pay for it all might come from.

And I wonder if a return to the days of the ECE sector strategic plan sounds good.

Of the minor parties, both the Greens and New Zealand First are advocates for community-owned services and, in particular, stronger investment in Playcentres and Kohanga. I fear these policies undermine parent’s choice and seek to threaten the viability of the substantial part of the sector that seems out-of-favour with these minor party views. There is, to date, insufficient detail on the policies offered by other minor parties to comment.

Voting on 23 September will reveal the make-up of the incoming Government, whether National-led or Labour-led. And in the days and weeks that follow, we will get to see the level of influence the minor players have on the ECE policies and statements we have heard to date.

If it wasn’t for the fact that this Election, like all others before it, plays with the futures of many thousands of preschool-aged children and the viability of our sector, it would all be rather funny really.

Whatever the outcome, the Early Childhood Council will continue to represent your interests and promote quality ECE in New Zealand.

MEMBERS PAGE THE FOLLOWING EARLY CHILDHOOD CENTRES JOINED THE EARLY CHILDHOOD COUNCIL RECENTLY:

2017 POLITICAL PARTY EDUCATION POLICY POSITIONS

Little Rugrats, Woodville

Confused on who to vote on for this year’s

Three Bears Kindergarten, Auckland

upcoming election and which party is

Rangi Ruru Preschool, Christchurch

The Willows & Pennylane Childcare, Christchurch

ECC has researched and complied New

Whippersnappers Early Learning Centre, Lincoln

Rising Stars Preschool New Plymouth, New Plymouth

Small Pukekos Early Learning Centre, Kaiwaka

Tots Love Country, Hamilton

Kingsview Early Learning Centre, Queenstown Bright Beginnings, Auckland

Little Acorns Childcare, Awapuni Pleasant Point Pre-school, Pleasant Point Golden Kids Inc Early Learning Centre, Golden Bay Spotted Frog, Auckland Crossways Community Creche, Wellington Love and Learn Care and Education Ltd, Whanganui Kaurilands Kindergarten, Auckland

FOOD ACT NATIONAL PROGRAMME CONCERNS

promising what in education policies? The Zealand's 2017 Political Party Education Policies positions. To view, go to www.ecc.org.nz (find under News).

Kristin School, Auckland Helpet Trading Limited, Paraparaumu Beach (provisional) The Garden Early Childhood Centre, Tauranga (provisional) Cosmo Kids, Auckland (provisional) Kanuka Corner Ltd, Wanaka (provisional) Young World, Auckland (provisional)

MEETING SUMMARY WITH THE MINISTER OF EDUCATION ON THE ISSUE OF PAY PARITY Recently the ECC and other sector representatives met with the Minister of Education on the issue of pay parity and the

Little Doves, Auckland (provisional)

widening gap between pay in Kindergartens

The Blue Cottage, Papamoa Beach (provisional)

and the rest of the sector. To read more go to www.ecc.org.nz (find under news)

NATIONAL EXECUTIVE The ECC would like to welcome and

The ECC continues to hear from members that there are variable fees and services for verification and have had unsatisfactory responses from MPI and the Minister in regard to our enquiries.

congratulate our new ECC National

MPI previously advised the ECC that a childcare centre should expect a verification inspection under the Food Act National Programme Level 2 to take around two hours and cost no more than $500.

The ECC National Executive

The ECC recently met with the Minister of Food Safety to discuss ongoing issues with the Food Act implementation across the ECE sector. The ECC believe there are some areas of the Act and its implementation that could be altered to make it less costly and cumbersome on childcare centres so they can get back to their core business, providing quality early childhood education to New Zealand children. To read more go to www.ecc.org.nz (under news)

Tim Lainson (Secretary)

Executive members and well as acknowledge and thank those who are here for another term and the commitment they bring to the ECC. 2017/2018: Theresa Dodd (President) Maree Moselen (Vice-President)

Lonnie Parker (Treasurer) Dianna Jenkinson (Executive member) Mira Mautner (Executive member) Nazneen Gluga (Executive member)

LOOKING FOR THE RIGHT PERSON TO JOIN YOUR TEAM? Between now and 31st March 2018, ECC members can place job vacancy adverts FREE on our new ecemploy website.

What could be better to help you locate that special someone for your team. ecemploy is a website dedicated to assisting employers in the early childhood education sector to find the right people to work in their organisation.

The offer of a free advertisement on ecemploy is available to financial members of the Early Childhood Council only.

Contact membership@ecc.org.nz or phone 0800 742 742 option 3 for further

Annabel Sloss (Executive Member)

information on this special offer to ECC

Dr Darius Singh (Executive Member)

members. www.ecemploy.co.nz

September 2017

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Meet your ECC THE EARLY CHILDHOOD COUNCIL HAS HAD SOME EXCITING CHANGES TO HEAD OFFICE OVER RECENT TIMES. MEET THE TEAM WORKING HARD TO OFFER TOP NOTCH SERVICE AND SUPPORT TO YOU OUR ECC MEMBERS.

Kelly-Ann Barrett

Marketing officer

Kelly-Ann, works closely with our CEO, Peter Reynolds, to shape the long term direction of the Early Childhood Council (ECC) and further develop our membership value offering.

management, administration and tutoring.

Outside of Kelly-Ann’s role at ECC she is an avid community gardener, and part time Garden Specialist with the Garden To Table Programme.

Kelly-Ann was drawn to the ECC through a

Kelly-Ann would be very interested in feedback

personal interest to support centres in providing

around your experience as an ECC member or

high-quality education offerings to New

any particular concerns or questions you may

Zealand’s children. With a Bachelor in Marketing

have in regard to signing up your centre.

and International Business with Victoria

Kelly-Ann works part-time and can be

University Kelly-Ann’s professional background

contacted by email: information@ecc.org.nz

includes; marketing, advertising, digital project

or 0800 742 742 option 2

Tracey Miles

Admin/Accounts Officer Tracey joined the ECC National Office in

Waikato Times, Toyota NZ and more recently

October 2016 and is responsible for the

as the accounts person for Kevin Dee Realty.

smooth running of ECC office (including accounts management) including all accounts receivable and payable, event

Originally from Hamilton Tracey has lived in Wellington for the last 23 years, is married

registration, publication purchases and

to Shane and has a teenage son, Jackson.

general enquiries.

Tracey is in the office Monday to Thursday

Tracey has over 20 years experience in

9:30 am to 2:30 pm and can be contacted

all aspects of accounts work in various

by email: admin@ecc.org.nz

industries including working for The

or 0800 742 742 option 1.

Gina Moran

Membership Officer

Gina joined ECC National Office in November

Gina’s background is in IT as a Mainframe

2016 and is responsible for the upkeep of the

Computer Operator on various systems

ECC Membership Database and the ECemploy

working for MSD, EDS, and River Island in

website.

If you need to update your Membership profile, reset passwords add/remove staff or anything to do with your Membership centre details then Gina is the person to contact.

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September 2017

the UK. Gina also worked for IPWEA as their Membership Administrator for 8 years.

Gina lives with her husband Daniel on the sunny Kapiti Coast where she enjoys gardening, walking, biking and doing lots of travelling within NZ and overseas.

Gina also looks after ECemploy. Currently all

Gina is in the office Monday – Wednesday. You

ECC Members can advertise jobs for free till

can contact Gina by email: membership@ecc.

March 2018!!! Give Gina a ring to find out more.

org.nz or by phone 0800 741 741 option 7.

head office team Trisha Lealiifano-Mariota Events Co-ordinator

Trisha is responsible for managing the multiple

Victoria University, Bachelor of Commerce

events (Workshops, webinars and conference)

from Otago University and a Graduate Diploma

that ECC provides for centre managers and

in Teaching endorsed in Early Childhood

teachers. If you have any queries about any of

Education from Victoria University. Trisha

the events that ECC is running or wish to have

has been part of the ECC staff since February

a workshop in your Centre for your staff, she

2015.

is the person to contact.

Trisha is married to Martin Mariota and has

Trisha is an ECE-qualified teacher with

one son Joziah.

relieving experience in the Kindergarten sector

Trisha works part-time and can be contacted

as well as teaching at the Aoga Amata Porirua

by email: events@ecc.org.nz or

EFKS. She has a Masters of Education from

phone 0800 741 741 option 9

Lucy Taylor

Senior Communications Officer Lucy provides advice and support to the Chief Executive on media, social media and lobbying.

quality early childhood education services that are cost-effective and appropriate to the needs of the local community.

She has over ten years experience in government communications roles with positions held at the Ministry of Health, Foreign Affairs and Trade, and most recently the New Zealand Defence Force.

Before working in communications she was a journalist at Radio New Zealand.

She believes early childhood education lays the foundations for ongoing education.

Ultimately, the way we educate our youngest children, and value the providers and the teachers, benefits society long term both economically and socially.

Lucy is a Mum to a 5 and 3 year old and has an interest in early childhood education and the rights of all New Zealand children, and their families, to access

Lucy is excited to join the ECC team and support this important sector. She works around 15-hours a week and can be contacted by email: comms@ecc.org.nz or phone 0800 742 742 option 8

Katina Beauchamp

Policy Officer

Katina is the ECC’s Policy Officer. Her role includes leading the development of the ECC’s various policy positions on topics affecting centres; helping to prepare submissions and responding to the many queries our members have with legislation and compliance rules.

Katina is a qualified ECE teacher with a Masters of Arts focusing on language barriers in ECE. Katina’s career includes a practicing teacher, head teacher for over

nine years, research assistant, therapy assistant and has participated in school boards of trustees for a number of years.

Her centre experience includes Montessori.

Katina lives with her husband, Matt, in Wellington.

Katina works on Wednesday, Thursday, and Friday and can be contacted by email: policy@ecc.org.nz or phone 0800 742742 Option 5

September 2017

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Sonya Cookeson, owner of Giggles and Scribbles, shares her passion for ECE and the special characteristics at Giggles and Scribbles with Swings & Roundabouts.

Giggles and Scribbles Early Learning Centre is located in Lincoln and is licenced for 75 children and caters for children aged from 12 weeks to 6 years. Local families from around Lincoln and from away as far as Little River and Rolleston attend Giggles and Scribbles, which is open from 7.30am5.30pm Monday to Friday.

What is special about your centre and what is your philosophy?

We are an upmarket, privately owned and operated centre, providing top quality facilities in a purpose built building.

Here at Giggles and Scribbles we believe our job is not just to prepare children intellectually for school but also, and perhaps more importantly, to develop them emotionally and socially. We aim to work alongside families to help develop and instil solid moral values that will prepare children be kind, thoughtful and decent human beings.

Our philosophy focuses on providing children with the skills and tools to play with and alongside other children; to be able to make friends and retain them, valuing the enrichment of friendships. We believe in the value of teaching children to be kind, empathic and to have the ability to selfregulate their emotions.

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September 2017

Introducing:

Giggles and

Scribbles

What do you most love most about your job?

It would have to be the children and families that I am fortunate enough to spend my day with. I love being a part of a child’s journey through early childhood; watching them grow into confident individuals and helping to nurture their life long love of learning.

What has been your biggest challenge?

My biggest challenge has been maintaining a healthy work/life balance - overseeing two busy centres while still being a full time Mum to my three young children.

What inspired you to open a centre?

What are the highlights of opening your

I opened my first centre up in Tai Tapu in 2008. At the time my eldest son, Max, was 3 and I was struggling to get him into a local childcare centre as they all had large waiting lists. I have always been passionate about Early Childhood Education and decided to open my own centre to meet the demands of the community.

centre and what are you most proud of?

I opened my 2nd centre, Whippersnappers, in 2011. Whippersnappers thrived and we constantly had a waiting list, especially in the Preschool. With this demand and the growth in Selwyn, I felt that there was a need for another centre here in Lincoln so I opened Giggles and Scribbles in June 2015.

Unlike some of the smaller centres that you can get closer to town, here at Giggles and Scribbles we are lucky that we have the space to provide our children with oversized facilities, in particular the outdoor spaces where they can run around, climb, dig and just be children.

Any suggestions or tips for others thinking of opening a centre?

You need to have a true passion for Early Childhood Education, the right location and good staff.

GROWING UP IN NEW ZEALAND Now We Are Four: Describing the preschool years 2017 Now We Are Four: Describing the preschool years provides insight into the health and wellbeing, and social and emotional functioning of New Zealand four year olds.

This latest report, part of the The Growing Up in New Zealand study, paints a unique and representative picture of the cohort children over the course of their preschool years.

Their stories provide evidence to inform policies to support all families and communities and have a positive influence on the environments that together shape their wellbeing. The report draws on a number of data collection waves which capture key transitions for the children between the ages of two and four years.

Using information from direct observations of the children and interviews with their mothers, the report paints a dynamic picture of what it is like to be a child growing up in 21st in New Zealand.

To read the report go to: www.growingup.co.nz

MUMPS There has been an increase in cases of mumps reported in New Zealand over recent months. Auckland is facing an unprecedented outbreak of mumps with almost 40 schools and five early learning services affected since January. Waikato and Wellington have also experienced an increase in mumps cases.

The best prevention against mumps is immunisation with 2 doses of the measles, mumps, rubella vaccine (MMR).

Vaccination is free in New Zealand.

Staff, educators, parents and caregivers can help prevent mumps spreading in the community by ensuring that their immunisations and their children’s immunisations are up to date. If they are unsure, encourage them to check with their family doctor.

Read more at https://education.govt. nz/early-childhood/ministry-priorities/ early-learning-bulletin/mumps-andinfluenza-information-from-the-ministryof-health

SO YOU KNOW

EC-MENZ HALF-DAY PLD OPPORTUNITY Respectful people, places and things ● Regional workshop series open to men and women in ECE ● Hands-on learning experiences presented by experts in the field ● Just $20 per person.

WELLINGTON Saturday 4th November Contact Robin at robin@childspace.co.nz for more information and to register.

AUCKLAND Saturday 11th November Contact James at jamespihkal@icloud. com for more information and to register.

CHRISTCHURCH

CONTINUOUS QUALITY IMPROVEMENT AND SERVICE REVIEWS WORKSHOPS Recently the ECC has started offering a new workshop for centre managers, Continuous Quality Improvement and Service Reviews.

This workshop examines the principles of continuous quality improvement, the role of the ERO review compared to a wider quality improvement approach. Models are applied and tested so you can choose what is right for your centre.

You can register for this course on the ECC website, www.ecc.org.nz

Managing Your Child’s Asthma Helping your child live a healthy life with asthma When your child is diagnosed with asthma it can be distressing and confusing. At times like this it is difficult to take in information and might be hard to remember what has been said to you by the doctor and nurse. You may leave the doctor’s office or hospital feeling overwhelmed and wish that you had asked more questions.

Saturday 18th November Contact George at Kidsfirst Kindergartens Beckenham, on (03) 332 2647 for more information and to register.

DUNEDIN Saturday 18th November Contact Russell on rsballantyne@xtra. co.nz for more information and to register. www.ecmenz.org

information. The booklet, which is also an e-brochure, explains about asthma, its symptoms, triggers and treatment. It also includes tips on managing asthma day-today, and what to do in an emergency.

Because everyone learns in different ways the Foundation has also produced this as an on-line learning resource, featuring all the information in an interactive and fun learning environment. The online resource features real life stories from families who have coped with asthma in their tamariki.

The new resource will be available at the beginning of September 2017.

Ask your doctor or nurse for a copy of the booklet, or visit www.asthmafoundation.org.nz.

With this in mind, the Asthma and Respiratory Foundation NZ has produced a new booklet for parents and whānau who have a child with asthma, Managing Your Child's Asthma. It has been designed keeping health literacy at the forefront – it is simple to use with easy-to-read, concise

September 2017

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At the 2017 ECC Conference, CEO Peter Reynolds outlined a number of issues facing the sector in the lead up to this year’s General Election.

Among those issues were concerns about the Education Council’s approach to setting practicing certificate fees and the likely confusion that may arise for centres between their employer responsibilities and the breadth of issues covered by the new Code of Professional Responsibility. As a result of the statements made, the Education Council have asked that the following letter be published to readers of Swings & Roundabouts. The ECC Executive have accepted this request and asked that Mr Reynolds’ response to the request also be published alongside.

16 June 2017

AN OPEN LETTER FROM THE CHIEF EXECUTIVE OF THE EDUCATION COUNCIL Many of you will have heard your CEO’s address at the ECC Conference in Wellington at the end of May. Peter used this opportunity to share with you his thoughts on changes in education policy.

We support many of the points he made.

However, mid-way through his address - in a section dedicated to the Education Council - Peter suggested we are attempting to “…undermine the independence and responsibilities of (ECE) employers…” through the work we’ve been doing around the draft Code and Standards.

This statement isn’t something he’s shared with us in our regular meetings, during the Code and Standards working party he has been involved with, or in the official response made on behalf of the ECE sector to our Code and Standards consultation.

In that submission, the Early Childhood Council said “…we generally find the draft code to be well-thought out and presented.” We believe that’s because we’ve been inclusive and collaborative with representatives across the sector in creating the new Code and Standards.

The submission goes on to say “The ECC applauds the Education Council for seizing on the opportunity to rationalise and simplify the Practising Teachers’ Criteria.” Again, we’d like to acknowledge that this has landed well because of the work we’ve done to reflect the opinions of many of our stakeholders, not merely our own.

There were several other points made, too, and all were insightful and constructive. Exactly the kind of feedback we were hoping for in our consultation, in fact.

Peter’s speech also touched on our proposal to change teachers’ fees. His views on that subject were entirely new to us as he’d chosen not to take up our invitation to be involved in the creation of the fee changes proposal before consultation with the profession began.

While we respect everyone’s opinions - that is the nature of consultation, after all - we do believe it’s only fair to give us the chance to respond to any concerns or feedback before we’re criticised in public. And particularly when that criticism doesn’t paint a full picture of all the facts.

Your Chief Executive’s speech included one line that we must refute strongly; he said that the ECC “…want you to succeed in the face of efforts from too many agencies trying to help you to fail.”

It’s our aspiration to become the professional body for the whole sector and we fully appreciate we’re not there yet. It’s going to take time and a continuous demonstration of real benefits before we can hope for our wish to become a reality.

But we have no shareholders to satisfy, no empires to build, and no axe to grind. Our success can only be measured by the success we help teachers achieve for learners. “Trying to make you fail…” means we fail too.

The only way we can hope to succeed is by working with the profession and with the other bodies working on teachers’ behalf. Step one in this kind of constructive relationship is trusting that we share the same aims.

The sooner we all behave in that way, the sooner we can start to make a real, positive, lasting difference to our learners, which is why we’re all here, isn’t it?

Dr Graham Stoop Chief Executive Education Council of Aotearoa New Zealand

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September 2017

ECC RESPONSE TO EDUCATION COUNCIL

Hi Graham, We thank the Education Council for their continuing dialogue over issues of concern to our members.

I’m more than happy to arrange for the publication of the Education Council’s open letter in a forthcoming edition of Swings & Roundabouts, subject to the approval of my board (our President Theresa Dodd is cc’d in on this e-mail).

I too welcome and value the working relationship the ECC has enjoyed and (hopefully) continues to enjoy with the EC moving forward. A couple of observations though…

The ECC has made no secret of its concerns that the Education Council’s proposed Code blurs the line with traditional employer responsibilities. This was conveyed to the EC in our correspondence on the Code. And has been the subject of a scheduled meeting I attended this morning with Pauline and others. I believe a very productive way forward has been agreed to discuss and consider the concerns of our members with a view to identifying possible solutions moving forward.

While I’m unconcerned with the inference in the EC’s open letter that the issues raised in my speech at conference are somehow my own personal views, I would ask you to bear in mind the speech reflects the expressed views of our membership. We survey our members regularly on the issues that impact on them; we talk to many daily and we receive their views through various media. As I would hope you would expect, my Board would never expect me to stand in front of our membership and express a personal view rather than reflect the views of the wider ECC membership without making it very clear it was a personal view.

Had you joined us for the final conference session on Sunday morning, you would have heard more detail of our member’s concerns first-hand. The Education Council’s policies and practices regarding the proposed practicing certificate fee increase and its management of registration and practicing certification were by far the issues causing delegates at the conference the most concerns. We are collating the issues and feedback received and it is my hope to share this with you shortly, as I believe there are opportunities within these concerns the EC may wish to consider and may be willing to collaborate with our wider sector over.

I fully acknowledge the fact that your request to meet with me, I assume to discuss the fee proposal, did not occur by my request. It is unfortunate that I was ill that day and had to cancel a number of meetings. Efforts to reconnect following that date were equally unsuccessful as it seemed we were both busy or away. Unfortunate. It’s not quite the same thing as “choosing” not to take up our offer, but I take your point.

I would also welcome the opportunity to discuss the observation made that the Education Council has “no shareholders to satisfy”.

While I suppose it is possible to form this view technically; in reality I would have thought every registered and certificated teacher in New Zealand is a shareholder in the Education Council? But this is an aside and perhaps, on this occasion, does indeed reflect my personal opinion.

One final point I’m obliged to make, perhaps to help your Board understand where the ECC is coming from. We are not a professional body for teachers – that is the mandated role of the Education Council, and one we welcome. The ECC is a membership body for childcare centre owners, governance committees and managers. We do not represent teachers. Many of our members are teachers and many are not. We do recognise the critical importance (in particular ECE-qualified) teachers play in the design and delivery of a quality ECE service. But our focus is on supporting our members. In doing that, we do have an axe to grind where those who have the power to influence the way our sector operates do so in a fashion that our members find, in their view, unfair or unreasonable.

Best regards, Peter Reynolds Chief Executive Officer Early Childhood Council

September 2017

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WHY MALE PARTICIPATION WILL HELP TO REDEFINE WHO WE ARE….

BY RUSSELL BALLANTYNE

This year we had 44 men attend our EC-MENz summit – which was held at Karaka Learning Centre in May. This is an annual event and the only time where males outnumber the females in any early childhood event.

Every time I come away from this event, I am even more convinced that our sector is losing something very valuable by not having more male teachers. I have seen so many talented, fun loving individuals sharing their teaching stories of endeavour and adventure. I have heard so many stories of the differing pathways taken and the life skills accumulated which cloak these men in the way they express and deliver the learning experiences they bring into our centres.

The men who come to our summits revel in the company of others. They enjoy the male connection and that is why we structure games and down time to ensure participants have an opportunity to talk and share stories. We do this because the men working in ECE are isolated. We know from research that men tend to stay in the sector if they are supported by other men. That means that men are in undergraduate classes, male trainees are posted with male associates and there are men in the same centre. With this they feel less isolated and are more likely to discuss issues and occurrences with those that are less likely to judge them. Most men, feel they have to justify why they want to work in ECE in an effort to get approval from the gatekeepers – our women. This is something that most women don’t have to worry about but is a barrier to participation for our men. Our men need the approval of our women as historically it’s their turf and they own it.

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September 2017

This is the reality of a sector in which gender exclusion has been so dominant that it has become the norm and to think differently to this takes a much greater level of understanding that has yet to happen. I have been told by some in positions of influence that “we are over gender issues now – that was so much the ‘90s” (in reference to the girls can do anything campaign). But in reality we are not – because things in ECE are no different now than they were in the 90’s (still 2% male teachers). Let’s be honest, whilst women have made some gains there are still large disparities between male/female wages and participation rates in many industries. We need to also talk about Company Directors and many other glass ceilings yet to be broken by females.

Gender issues are still there and we need to do more to change this. But we need to look in our garden too.

Jan Peeters (2007) supports the construct that early childhood education historically is seen as women’s work and that as such the workforce constantly “reproduces its own patterns in recruitment and training (pg 17”). In short the status quo perpetuates the status quo and unless something drastic happens to challenge this, it will remain so. I have really engaged with Cameron’s (2006) call for more critical reflection in early childhood services on men’s roles and experiences. This will help define the issues and really focus in depth on what are the processes and messages that are preventing more men from considering early childhood as a legitimate career. In 1999 Cameron, Moss and Owen pointed out that the solution to seeing working with young children as women’s work was ensuring the visibility of men and women, both as categories and in their infinite variety. There is the fear that

as long as we have so few men there will be the expectations that they will be expected to do “mens” roles – which will be very stereotypical and limited. To guard against this it is important to get more men in their infinite variety so that our children will see that men can fulfil a wide range of tasks and skills – something each of our annual summits illustrate beautifully. So if we can achieve a greater participation rate for male teachers in our sector it’s clearly a win/ win for gender constraints – women are not bound to the nursery and men can move away from the tool bench…..magic!!!!

References: Cameron , C , Moss, P, &Owen, C (1999), Men In the Nursery: gender and Caring work, London, Paul Chapman Cameron, C (2006 ) “Men in the Nursery Revisited: Issues of male workers and professionalism” in Contemporary Issues in Early Childhood, Vol 7, Number 1 Peters, J ( 2007) “Including Men In Early Childhood Education: Insights from the European Experience” in New Zealand Research in Early Childhood Education Vol 10

About the author Russell Ballantyne is President of EC MENz and has been teaching in ECE since 1983. He’s worked in a variety of roles, kindergarten teacher, head teacher, Senior teacher, General Manager and Visiting lecturer and is now a Centre Owner/Teacher at Early Childhood on Stafford in Dunedin. Russell has a strong passion about children experiencing gender diversity daily.

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ZERO TO HERO

Why phonics is so important for getting off to a better start at school

By Tom Nicholson and Sue Dymock

Recently one of us gave a talk to some

use some basic phonics for their spelling

improved.2 Correctness is important

parents about phonics. It was called Zero

and reading. We know this because they

because essays that have spelling mistakes

to Hero: Phonics for Parents. Many of the

sound out words when reading and because

receive lower marks from teachers than

40 parents at the seminar were worried

they use invented spelling – which is spelling

essays without errors.3

about their children’s progress and lack

by sound –something we must encourage

of phonics skills. They were right to worry.

beginners to do. To become great spellers

More than a third of our school children are below National Standards in reading and writing. Due to our huge shortage of literacy specialist teachers in schools, children who fall behind will stay behind. Parents and early childhood teachers can stop this from happening and the best way is to learn some basic strategies for teaching phonics.

Phonics is ten times more effective than other ways of teaching.1 Children who succeed in school intuitively

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September 2017

(and readers), though, they need more advanced phonics. In a recent study of year 3 students we found that many children were inventing spellings but did not know how to move forward. Here are some

Phonics should be an important part of the early childhood education experience, starting with the alphabet. It has been well known since the 1960s that the ability to recognise letters of the alphabet prior to the beginning of reading instruction is the single best predictor of year 1 reading and spelling

examples: “I bilt a snoeman”, “my friend

achievement.4 Teaching the alphabet is the

gros vegdabills”, “lisins” for “licence”, “tikit”

first step in learning phonics. You can start

for “ticket”, “skwetting” for “squirting”, “diled” for “dialled” and “poleas” for

by purchasing plastic alphabet letters or an alphabet card (like the chart on the following

police.2 After teaching them simple phonics

page). Teach the names of the letters (the

strategies their correct spelling dramatically

alphabet song is good for this). To avoid

reliance on memory, ask children to name the letters not just vertically but horizontally as well. There are lots of different ways to learn the shapes of letters such as copying them (cover-copy-compare), writing them in sand, and making them with play dough.

You can teach how to write the letters using the book called Teaching Handwriting (there is a PDF copy on Google if you type in the book title plus “Ministry of Education”).

Another important skill is to learn Turtle Talk. This is where you teach children to say words slowly, stretching them out. It helps them to figure out that spoken words are made of phonemes, the smallest sounds in the language, and that we blend sounds together to make words when we speak.

Young children are naive about phonemes.

If you ask them what are the three sounds in cat they will say meow, meow, meow instead of /k-a-t/. Once children know the names of letters and understand that letters can represent the sounds of words they can begin to write. The spellings may not be totally understandable but they will sound like the target word, e.g., ran for “rain”.

Once children know the letters of the alphabet and their sounds they can begin to read and spell two-letter combinations like at, in, up, us, on. Then move to three letter words making word families like sun, fun, run. Show children how to read like a turtle, saying each sound slowly, and then saying them more quickly until they all come together as a word. When they spell “sun” they should also say it slowly like a turtle so they know there are three letters to write.

There are lots of word families like this with similar patterns for making lots of words: ag, at, et, op, ot, in, ill, up, un. The company Smart Kids has a product called Teaching Phonics Effectively that has all the letters and phonics patterns.

S..........................U..........................N S............U............N S..U..N a compulsory national phonics check and

References

results are showing steady improvements.

1. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

In New Zealand we have found that combining phonics with the current Big Book approach is better than using phonics and Big Books on their own7 – phonics adds extra value to what the school does. Phonics may not give complete accuracy in reading and spelling but it usually puts you 90 percent there in terms of accuracy; the last 10 percent will come with lots of reading and writing practice. We want our children to be heroes, not zeroes, and phonics will enable our little ones to become heroes.

Learning simple phonics skills as a school beginner has an inoculation effect in that it reduces the chance that you will need remedial tuition later in your schooling.5 A study in Scotland found that children taught intensive phonics in their first year of

About the authors

school and who were later tested for reading

Professor Tom Nicholson is a specialist in

and spelling in Year 7 were years ahead

children’s literacy at Massey University’s

of a control group who had not received

Institute of Education, Auckland campus.

such intensive instruction. These results

Dr Sue Dymock is a senior lecturer and

convinced the English government to change

director of the Hamilton Reading Centre

their teaching to intensive phonics. Each

at the University of Waikato.

6

2. Dymock, S., & Nicholson, T. (submitted).

To what extent does children’s spelling improve as a result of learning words with the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy compared with phonological spelling strategies?

3. Graham, S., Harris, K. R., & Hebert, M. (2011).

Is it more than just the message? Analysis of presentation effects in scoring writing. Focus on Exceptional Children, 44(4), 1-12.

4. Bond, G. L., & Dykstra, R. (1967). The cooperative research program in first-grade reading. Reading Research Quarterly, 2(4), 1-142.

5. Castle, J. M., Riach, J., & Nicholson, T. (1994).

Getting off to a better start in reading and spelling: The effects of phonemic awareness instruction within a whole language program.

Journal of Educational Psychology, 86(3), 350-359.

6. Johnston, R. S., & Watson, J. E. (2005). The effects of synthetic phonics teaching on reading and spelling: A seven-year longitudinal study. Edinburgh: Scottish Education Department.

7. Tse, L. & Nicholson, T. (2014). The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools. Frontiers in Psychology, 5, 1-20.

year, schools in England now children sit

September 2017

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What are the FIVE key steps to take to help your childcare centre grow?

The Early Childhood Council asked a number of key stakeholders what they thought the top five steps were that a centre should focus on to grow. Here’s the results…

1. People first - staff & parent pride 2. Metrics that matter 3. Strategic marketing, strategic positioning or brand positioning 4. Core values 5. Working with industry experts

1. Strong external team including your banker, accountant, solicitor and other advisors 2. A bank that understands your business and your goals, and the tailored solutions to help you get there 3. Committed team 4. Relatable Brand 5. Strong community presence

1. A bus service to take the children on excursions 2. Widen your centre activities to include a holiday programme/Oscar Programme 3. Provide parenting advice/skills to parents 4. Look for expansion opportunities - purchase adjacent sites 5. Implement an Employee Benefits Scheme to attract good staff (free health insurance, David Jones vouchers, etc) 1. Grow capability across your team 2. Provide a great customer experience 3. Understand your community’s needs Theresa Dodd ECC President

4. Promote your unique selling proposition 5. Marketing - social media, social media, social media 1. Improving your marketing – being specific about your customer 2. Taking a broad view of quality and seek to continuously improve across your business 3. Communication – planned and intentional, with parents, stakeholders and staff

Peter Reynolds ECC CEO

4. Team is bigger than I; centre is bigger than team 5. Make time to work on your business; rather than spending all of it working in your business

1. Look into your staff pool and look at who can offer something different such as speaking Chinese, Te Reo or specific skills to share with the children 2. Who can your centre work together with? Maybe your local schools? Who else?

3. Feedback and communication with parents/family 4. Bi-annual surveys, Child’s Journal- share with parents/family and encourage families to add the learning happening at home and their own family stories 5. Communication is two ways. For communication to work it has to be measured in order to be effective. Work out what is best for all

Your list might look completely different, or it might look similar – up to you. Add your list to the Early Childhood Council Facebook site.

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September 2017

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September 2017

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Running a successful childcare centre and developing your teachers takes time and planning. Let us help you with a great selection of low-cost workshops.

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INCLUSIVENESS ENABLED THROUGH BEAUTIFUL HUMAN SPACES ‘Surrounded by beauty the soul grows.’ - Kimberley Crisp

Inclusive education has traditionally been defined as students with disabilities having full membership in age-appropriate classes in their neighbourhood schools, with appropriate supplementary aids and support services, Lipsky & Gartner (1996, 1999).

However we believe inclusiveness today needs to be redefined to include all through the recognition of diversity. Every child is special with unique needs that need to be integrated into what we do every day. No child should feel isolated or different rather their unique abilities and culture heritage should be supported and shared on a daily basis through a centre’s pedagogy.

When our client Rick Fourie from the

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September 2017

Creators Educational Trust dreamt about a place for all children that inspires wonder and imagination, they knew they had to allow their own imagination to be free and all inclusive. They wanted to do something that was accessible for all and naturally inclusive, a centre that inspired supportive relationships while recognising each child’s own way of interacting with their world.

In a world where dollars and cents seem to be so intertwined with every conversation around quality early childhood education, many centres are being developed for cost effectiveness rather than heart-felt philosophy. Too often generic boxes act as classrooms with resources loosely grouped

into the basic areas of family play, block play and art.

Creator’s two main philosophical threads that drove the design of their new centre were relationships, creativity and sustainability. They wanted to create a space that was flexible, connected and inspiring.

They could see a place where children and staff were able to work one on one, or within small groups or easily have large group celebrations. They could also see a place where the environment played a big part in sparking imagination and creativity.

The ongoing collaboration between the client, the architect and the consultants has delivered a beautiful human space grounded

in sustainability. The design concept is centred on the client’s philosophy: “All learning flourishes in an environment where strong, loving relationships are formed”.

During the design process, a great deal of thought was invested in how to provide an environment that encourages inclusiveness through spaces for collaborative learning, small group learning and individual retreats, all while being a connected whole.

The result from this process integrated the client’s philosophy to create an environment that supports every child’s and teachers unique needs and cultural heritage as part of the centre’s every day activities from those children or teachers who use a wheelchair, have limited hearing or sight, are within the autism spectrum or have an introverted sensitive nature.

creates complete transparency throughout the centre and promotes a sharing and open approach to life. The large eaves that create the dining room and activity space also naturally manage the temperature and glare into the rooms. A warm homely feel is created with the kitchen at the heart of the centre and the use of sustainable natural materials and resources throughout the centre.

The centre also includes a winter garden, internal water and sensory studios, a separate art studio and innovative internal movable walls that allow the spaces to be configured into any number of engaging or quite spaces with clear visual clues.

Collingridge and Smith Architects (UK) Ltd (CASA) has specialised in designing world class education architecture for over 20 years, both in NZ and the UK. CASA’s believes in creating beautiful human spaces based on research that brings together architecture and evolutionary psychology. CASA has been recognised for their achievements in sustainable early childhood architecture with their designs achieving many local and international awards. Website: www.casa-uk.com Creators are passionate about seeing every child’s unique talents being recognized and nurtured. They believe that a child, being nurtured in an environment filled with a positive presence, surrounded by passionate adults, will be filled with the sense of wonder and joy that will help them flourish through life!

Website: www.creators.org.nz

This centre that cares for eighty children is no bigger than two average homes in the area. The centre is split into two smaller home-like blocks, one for preschool children and the other for the under two-year-old children though these two blocks are joined by open glazed atrium space, giving the visual impression of two smaller centres while providing continuity internally and inviting nature in, while orientating the centre in such a way as to embrace the beautiful grove of mature protected oak trees on the site.

The traditional Māori Wharenui (meeting houses) inspired design integrates plenty of natural filtered light and ventilation.

Circulation spaces within the centre have been designed out completely, and even the entrance hall doubles as dining or activity space. Extensive use of glass

September 2017

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Designing your ECE future

BY PHIL SALES

You have probably played this game before.

You know, the one that goes, ‘where were you when you heard that President Kennedy had been assassinated?’ There are plenty of variations on this question and you can replace Kennedy with any famous person or event that ‘defines’ your generation.

A bit later, somewhere around secondary

and even ad hoc learning moments. We also

school level, I became aware of a grittier and

design promotional opportunities and other

more industrial meaning, involving technical

activities for our respective communities-of-

drawing, engineering and architecture.

interest.

Later still (and now probably well into

So, what does good design mean for us and how can we use it more effectively?

tertiary study), I began to see it used in a managerial sense, as the foundation of good business planning and all-encompassing ‘design thinking’.

The fall of the Berlin Wall was one popular

These days, the meaning of the word ‘design’

alternative, for a while.

has morphed yet again for me, and now

I am betwixt-and-between these two events, too young to remember Kennedy and too old to be thunderstruck by the fall of the wall. I do, however, recall very clearly what I was doing when I heard that Norman Kirk had died, way back in August 1974. It was early on Sunday morning and I was on my way to play squash, with my father. Even now, I can point to the exact piece of road where we were at the very time that I heard the news.

Memory has some other games that it plays on us, as well. One of these is the way in which our attitudes and awareness change over time. Right now, a good example of this is the way in which the word ‘design’ has taken on different meanings for me, over the years.

If I remember correctly, I think that I first became aware of design, in an artistic sense, when I was at primary school. It was one of those words that reeked of talent-thatI-didn’t-have and evoked aesthetic images of creativity, graphic skills and the greatworks-of-art.

relates to the structures which support good programme mapping.

You are probably aware of some of the thinking around good design principles and hopefully you are already using these principles in planning and delivery, at your own early childhood education centre.

Earlier this year, I succumbed to flattery and

Having an outcomes-based approach is

agreed to teach a new tertiary paper, called

one way to ensure that your design reflects

Leading Projects. As I write this article, the

your intended destination. You can test

last few weeks have involved drafting new

the quality of your programme design by

content for this paper and planning the

constantly asking, ‘How does this activity

classroom sessions which will go with it.

help us to reach our goal?’

Along the way, I have been thinking

An often-quoted design principle is that

about various design lessons that I have

‘form follows function’ (e.g. the outcome

encountered in the past and how I might

should influence the design, not the other

work these examples into the Leading

way around). In practical terms, make sure

Projects paper. One of the revelations that

that you understand what it is that you are

came out of this exercise was the realisation

designing and what you want to achieve.

that both polytechnics and early childhood education centres rely heavily on good design, in order to meet their respective ends.

A closely related approach is to use reverse-engineering. This is where you begin your design process by imagining that your objective has been reached and

For instance, we make changes to the

then working out what the immediate steps

design of our physical environment. We use

were that preceded this. Figure out what

design in programmes, projects, sessions

each of these steps looks like as you work backwards from your goal, towards the present day. Make sure that the design of each step is both effective and efficient, with minimum distractions along the way.

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September 2017

Talking about design principles reminds me of a fascinating industry guest who I invited to a problem solving and decision making class, a few years ago. His name was Matt and he ran a boutique design agency in Wellington. Matt was a mine of information and he shared many design insights, some of which you may find useful in developing your own design thinking.

Matt said that design used to be about ‘the beautification of an object’. His own view was that design is now more about improving relationships between people, or between people and products, processes or the environment. Interestingly, he also noted that the pulling power of aesthetics can be more powerful than functional requirements and he suggested that ‘form follows function’ should be ‘form and function follow empathy’.

Matt also talked about how his business worked with clients. He said that his team starts by expanding the client’s initial thoughts into something more coherent and contextual. They identify what the design challenge actually is (through conversations and workshops) before spending time with the users and by immersing themselves in the user experience environment. This uncovers needs and insights from which they can generate further ideas.

Matt’s team then develops prototypes (often using very low cost materials, such as desks and chairs) and explores options (by building actual models to help with their understanding), before testing and shaping the results, using customers and the feedback that they have gathered. The final part of Matt’s design process was

delivery and integration. In effect, Matt had a roadmap consisting of various stages and

About the author

activities.

Phil Sales heads up Business Development and Entrepreneurship for the Faculty of Business and Information Technology at Whitireia New Zealand [www.whitireia.ac.nz].

Matt also let us in on a few inside secrets, which helped to draw people into the design process. One of these secrets is about storytelling and Matt told us that we need to be really good at storytelling in order to engage with clients, to clarify for them and to convince them. He made the point that designing needs to be about ‘co-doing’ with the user (so that we don’t need to ‘re-do’, if we get it wrong the first time).

It is so easy to walk into the same workspace each day, knowing how we expect things to work and quite comfortable with a familiar environment that suits us.

The same comments apply to services and programmes that we offer as part of our work activity.

How often do we flip-the-model that we are used to, and physically walk-through our own centres as first time users, unfamiliar with our surroundings and looking for people to provide solutions to our own problems? How do we respond to what we see, hear, smell and touch? How often do we spend time being the child who uses our services?

There are some valuable things in what Matt has to say. You might like to try some of Matt’s ideas at your own early childhood centre by becoming-your-own-client and experiencing things as the parents and children do. Take the design challenge and

Interestingly, he also noted that the pulling power of aesthetics can be more powerful than functional requirements and he suggested that ‘form follows function’ should be ‘form and function follow empathy’.

see what you can learn from the experience!

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September 2017

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ES ic rV sE G In rn A Le y rL eA iN te A Br le cE IT’s tiMe to Celebrations, such as birthdays and cultural celebrations are particularly valued by early learning services as a way to bring children, their whānau and the wider community together.

But with so many special days to celebrate throughout the year, ‘treat’ foods can take over the focus.

Research from the University of Auckland

cultures, often with a gift, party, or rite of passage.

been very supportive of this new practice.”

- Kakano Early Childhood Centre

If cakes are provided for all birthdays they can lose their meaning as a ‘special occasion food’ and become an ‘everyday’ food for children.

“To celebrate children’s 5th birthdays, we choose a special song and also sing happy birthday in English and Te Reo. The birthday child decorates their own hat. This is drawn on by friends and goes into their special folder to share when starting school. There is no expectation to bring food, but if parents want to bring something we suggest $10 Mitre 10 vouchers to buy plants or a $10 book token.” – Leamington Kindergarten

Some families also feel they are expected to provide a cake, which can cause pressure and competition with others.

revealed almost half of the early learning services surveyed celebrated a special occasion monthly, with 7% of those

HERE ARE A FEW IDEAS TO CELEBRATE:

celebrating every week[1].

● Playdough or wooden cake

Birthdays were the most common special

● Making a hat

occasion. Also popular, were national or cultural celebrations such as Easter, Diwali, Mothers’ Day and last days or farewells.

Unsurprisingly, cupcakes or a cake were the most popular celebration food items, followed by biscuits, pies and sausage rolls.

Only half the early learning services served fruit or vegetables at celebrations.

HEALTHY ALTERNATIVES TO CELEBRATE SPECIAL OCCASIONS The Heart Foundation is excited to share

● Special chair, cape or crown ● Birthday child picks a song/book/dance/ game ● Learn to sing happy birthday in different languages ● Scavenger hunt or musical games ● Stickers, balloons and bubbles ● Family donates a fruit tree or seedlings for the centre garden ● Family donates a book to the centre ● Make your own pizzas

Healthy Celebrations, the latest in a suite

● Cake made entirely out of fresh fruit and vegetables

of resources and programmes to promote

● Plant for the birthday child to take home

healthy eating and physical activity.

Healthy Celebrations explores ten special occasions and suggests ways to recognise and celebrate these with children as the focus instead of food. It also shares recipes, creative ideas and inspiring stories from early learning services throughout New Zealand.

TIPS TO CELEBRATE BIRTHDAYS Birthdays are all about making a child feel special. Birthdays are celebrated in many

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September 2017

Healthy Celebrations offers recipe ideas like frozen yoghurt and fresh fruit ice blocks and banana cake when providing food at birthday celebrations.

● Share a fruit based, un-iced birthday cake.

“Our centre loves celebrating children’s birthdays; as such we wanted these celebrations to reflect our philosophy of growing healthy children. We trialled making birthday cakes almost entirely from fresh fruit and vegetables. If whānau wanted to contribute by providing fruit towards the cake, this was greatly appreciated. Our staff then design a creation matched to each child’s personality. After seeing the excitement of the children, parents have

HOW CAN WE HELP? The Heart Foundation currently works with more than 1000 early learning services throughout New Zealand providing programmes such as the Healthy Heart Award and tools such as Fuelled4life.

The Healthy Heart Award offers guidance and structure to promote healthy eating and physical activity, while Fuelled4life is a free tool that assists in all areas of food provision.

Funded by the Ministry of Health, Healthy Celebrations is free to download on the Fuelled4life website. Early learning centres can request their free hard copy by contacting fuelled4life@heartfoundation.org.nz or 09 526 8550.

1. Growing up in New Zealand. Preliminary results from Kai Time in ECE.

More findings from the Kai Time in ECE survey can be found at www.growingup.co.nz/kai-time

September 2017

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AL

REuNifIcAtiON DrILl ARM

L

BE L

BY CHRISTINA EGAN

Island Bay Childcare is in the beautiful suburb of Island Bay in Wellington. Island Bay, named after the island Taputeranga. It offers sandy beaches and leisurely boating for those prepared to sit on the edge of the Cook Strait.

simulate what the centre would do in the event of a tsunami or tsunami warning, and we asked all families to support us. We had such a great response with genuine interest and even had families book in for an extra day just to be a part of the drill.

As a community, Island Bay began participating in a series of community workshop/meetings facilitated by the Wellington Region Emergency Management Office (WREMO) in 2017 to develop a local strategy on how we can support each other in Island Bay during, and after, a disaster such as a major earthquake.

As a staff team, we were invited to share our feedback as a local group.

We have worked with WREMO in the past as we built up our civil defence plans and practices. It was an advisor at WREMO that encouraged us to carry out a reunification drill as part of our preparation.

We advised families and children that we would be following through with a normal earthquake drill, where all of the staff and children would drop, cover and hold when

they felt an earthquake or a team member advised them of an earthquake. At this stage, our Health and Safety Officers, who are in each classroom, would advise the teachers and children that we would be evacuating the centre due to a tsunami because the earthquake went on for a minute or longer or it was too strong to stand up safely.

For our centre that meant evacuating from each of the classrooms and leaving the centre and briskly walking up a nearby hill

Six weeks before the event, we advised all of our families we would be carrying out a drill. It would

to the designated safe zone highlighted by a Blue Line across the road.

We have three separate classrooms in Island Bay Childcare, two are on the upstairs level. Through many practices and discussions, we had identified this would be a challenge for our younger infants and non-walking toddlers to move quickly during an evacuation. We also wanted our teachers to be able to keep their hands free whenever possible. We invested in a

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September 2017

trolley from Kathmandu and this offered a safe, comfortable space for our non walking children to sit while we moved to higher ground. Teachers also wore body slings so if a child became upset or didn’t want to walk, teachers could carry them to help them feel secure.

Other teachers had special back packs with essential supplies such as nappies, wipes and clothes. We also had water, crackers, books and other resources to engage the children while we waited for parents to arrive.

We sent out a group text message to all families to let them know what had happened and where to meet us and carried out a roll call. As parents and emergency contacts arrived, a teacher from each classroom meet them at the entrance to the area, confirmed their identity, had them sign their child out and gave them a laminated card to give to the teacher with the group of children. This really helped to sped up the collection as each adult was accounted for and teachers releasing children already knew the child’s guardian had been confirmed by the other teacher.

The reunification tsunami drill provided a whole range of benefits for our team, the families and children and it was a success due to the collaborative effort from everyone.

Each month, we have a fire drill as part of our routine health and safety procedures and children have to navigate the staircase when walking downstairs to the ground floor.

We have been planning for this challenge and encouraged our families to allow the

children to walk up and down the stairs at pick up and collection times so they have an opportunity to practice. Many of our families updated their emergency contact details and added additional adults who could collect their child in an emergency which all supports the safe and quick pick up of children in an evacuation.

current drill supports our Centre. We were able to recognise some practices that needed to be tweaked to work better for us and we had the chance to observe how the children would react to such an event, without the pressure of an actual disaster!

Remember, if the an earthquake is long and strong- GET GONE.

We also developed a stronger relationship with another early childhood service that is located past the safety zone who will welcome us in the case of an evacuation.

Teachers feel much more confident and prepared to deal with an emergency event if it should arise and feel assured that parents know our procedures well and understand how they can support us.

Our goal in carrying out this reunification tsunami drill was to identify how well our

About the author Christina Egan has been working in early childhood care and education settings for over 7 years, the last 5 as a Director of Island Bay and Miramar Childcare in Wellington. Originally from Ireland, Christina moved to New Zealand to learn more about the internationally acclaimed, early childhood curriculum Te WhÄ riki and has a strong focus on pedagogical practices.

September 2017

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THE FUTURE OF

Childcare

CENTRES IN NZ OUR ECE STANDARDS ARE AMONGST THE HIGHEST IN THE WORLD. MORE CHILDREN ARE NOW ATTENDING ECE THAN EVER BEFORE AND MORE ARE ALSO ATTENDING ECE FOR LONGER. Busy modern professional parents rely on childcare services to care for, educate and enrich the lives of their children. Quality childcare allows parents to concentrate on supporting their families through their

Growth of childcare centres in New Zealand According to a study published by IBIS World, increasing maternal work participation rates are also expected to increase demand for quality childcare services in New Zealand. According to

By

Pra Jain

spots six months in advance of having their child in order to secure enrolment. As of January 2016, there were 1,500 children on the waiting list for Auckland Kindergarten, says Tania Harvey, CEO of Auckland Kindergarten Association. Some areas are about 98% full in the Central Auckland area.

Statistics New Zealand, as of 2014 survey

This increase in business for early childhood

(ref. Mothers in NZ Work force), 69.6 per

centres has created an attractive seller’s

cent of partnered mothers and 57.8 per cent of solo mothers worked full-time outside the home. With numbers like this, it’s easy to see that the demand for quality ECE

market. Sellers of childcare centres are achieving premium prices for their businesses. Developers and investors are also seeking to benefit from the surge in

definitely exists.

demand of childcare centres. This demand

The ECE industry is booming, particularly

is created by prospective childcare business

in regions like Auckland. The rapid growth

buyers who see ECE sector as secure and

children under five receive some form of

in the city’s population along with sky

stable because of the continued growth rate

rocketing house prices have left many Early

of enrolment, high values of the commercial

early childhood education (ECE) subsidy,

Childcare Education (ECE) providers in

properties and government grants and

typically for 20 or 30 hours a week.

stalemate. Pregnant women are booking

subsidies.

chosen careers. In NZ, 95 per cent of

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September 2017

Current government grants and subsidies Public funding for ECE is considered to be reliable and secure, as the New Zealand government allocated almost $1.63 billion towards funding ECE programs in 2016, up from $860 million in 2008. (ref:2016 budget highlights govt.nz). In addition, the Government contributed an extra $396.9 million in the 2016 budget in order to fund care for an extra 14,000 children by 2019-2020. Its goal is to have 98 per cent of children in New Zealand attend an ECE programme for education and enrichment before they start formal schooling. While this incredible growth puts immense pressure on ECE care providers, it presents a smart opportunity for savvy investors in commercial properties. It also means our kids are getting a “best start” in life.

Many parents using centres in Christchurch and Dunedin were struggling to pay fees even though at $5.50 per hour they were among the cheapest in the country and had not risen since 2011. An-Nur childcare centres manager Dr Maysoon Salama said the finding did not surprise her.

Compared to the rest of the world, New

Pra Jain of LINK is a Specialist Childcare

costliest. In 2016, according to a report

Business Broker and

released by the Organisation for Economic Cooperation and Development (OECD), of which Australia, New Zealand, the UK, the US and other European countries are a part, it was found that New Zealand twoparent households spend almost a third of their income, on average, on childcare

with increases in children numbers, it may

This figure is nearly three times as high as

The average childcare has lost over $90,000 in annual revenue as a consequence of government “funding cuts by stealth,” says CEO of Early Childhood Council, Peter Reynolds.

One of the largest cost of running a centre

About the author

Zealand’s ECE programmes are one of the

This funding increase may sound a lot, but have slipped back to maintain a good per-

Overall, the economic picture of early childhood education in NZ is very favourable, and it’s an industry that is expected to continue and grow, creating a favourable environment for smart commercial investors.

Costs of NZ childcare compared to the rest of the world

services (OECD average 13% of income).

child rate.

support and funding from government, possibly inflation adjusted.

can assist you with any queries you may have relating to appraisal or selling your childcare business.

Consultation is free for ECC members.

Pra Jain M: 027 279 4652 E: praj@linkbusiness.co.nz

the parents in France and Germany spend and is nearly double that of Australia.

This is mainly due to more funding from their governments for these programmes.

According to the study, the UK has the most expensive childcare costs.

However, it should be noted that the study focused on families with two children receiving full-time childcare, and

is staff salaries and wages. Government

government funding in NZ focuses on part-

subsidies have not addressed increases

time care. So, while childcare costs may

in wages, inflation or increase in GST. All

be expensive in NZ compared to the rest

these costs have reduced profitability and

of the world, to maintain and deliver high

viability of some centres.

quality of childcare it needs continuing

September 2017

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Convention Centre

ECC CONFERENCE 2018 2018 conference is at the SkyCity Convention Centre on Friday the 25th and Saturday the 26th May

Delivering On The Promise Is about... defining and delivering quality in ECE achieving great things in the face of wicked barriers, rules and policies being able to demonstrate…to children, to parents, to government and to yourself… what a difference you’re making

Registrations open in October at www.ecc.org.nz Owners, Governance Committee Members, Centre Managers and teachers welcome.

Join us to enjoy sector specialists presenting on a wide range of ECE topics designed to help you grow your professional practice.

A great opportunity to develop strong sector knowledge and relationships and make the most of some trade exhibit deals!

Are you confusing leadership with control?

I often hear leaders, particularly younger ones, complaining about their lack of control in various situations. “If only the sales department reported to me, I could consistently hit my budget,” they lament. Or, “If the production department reported to me, I would not have run out of inventory!”

What they are really saying is, “If I could control these people, I could guarantee the results.”

Leadership is about influence, not control. I am not the first person to make this observation, but it is worth repeating. The truth is that control is an illusion. You can’t control anyone, even the people that report to you.

However, while you can’t control anyone (except perhaps yourself), you can influence nearly everyone. This is the essence of true leadership.

By this definition, Jesus, Gandhi, and Martin Luther King Jr. were great leaders. They had control of virtually no one, yet their influence changed the course of history.

Aspiring leaders would do well to stop focusing on control and figure out how to expand their influence. Here are four ways you can become a person of influence, no matter your position in your organisation: 1. Focus on yourself. “If we could change ourselves,” Gandhi said, “the tendencies in the world would also change. As a man changes his own nature, so does the attitude of the world change towards him.” Or as Saint Seraphim of Sarov said, “Save yourself, and you will save a thousand around you.”

Modelling is the most powerful form of teaching known to man. If you aren’t “walking your talk,” you dramatically lessen your influence. People have a hard time following leaders who say one thing and do another.

2. Take the initiative. Whiners are passive.

They sit back and complain. They focus on what others should have done rather than what they themselves could have done.

Real leaders don’t have time to play the blame-game. Instead, they look for opportunities to take initiative and take action. There is always something you could be doing to influence the outcome.

3. Cast the vision. Oftentimes people don’t

u O y S 4 WAy cOMe e B n A F C o n O S r e P A Ce n E u I Nf L

do what we want, because we have not invested the time to paint the vision.

In my experience, people want a challenge. They want to do something significant. They are eager to help. But no one has given them a compelling vision of a new reality. If you consider yourself a leader, this is your job.

4. Appreciate the effort. At the end of the day, everyone is a volunteer. Yes, even the people who report to you. They have more options than you think. If you don’t appreciate them, someone else will.

People want to give their best effort to those who notice. Time and time again, I have witnessed the power of a simple “thank you.” If this is true for those who report to you, it is even more true of those who don’t.

Sure, it would be easier if the whole world stood ready to do our bidding. But that’s not an option, nor is it really even desirable.

If we’re going to make a difference, we are going to have to sharpen our leadership skills and get better at wielding our influence.

Thankfully, everyday is an opportunity to improve this important skill. “© 2016, Michael S. Hyatt.

All rights reserved. Originally published at www.michaelhyatt.com.”

September 2017

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Resource REVIEWS SKY HIGH: JEAN BATTEN’S INCREDIBLE FLYING ADVENTURES

a valuable introduction into New Zealand

By David Hill

Morris’ beautiful illustrations.

Illustrated by Phoebe Morris

Sky High also provides something that

Puffin

protagonist, Jean Batten is an inspirational woman who could be a hero for so many

by well respected New Zealand author David

young girls and is an exceptional example

Hill. Sky High provides insight into the life

that females are capable of anything, which

pilot Jean Batten and her incredible feat of becoming the first woman to fly across the Tasman Sea. Sky High is both an educational and

is an important message to be learnt at a young age.

This book would be great for both one-onone and group sessions.

interesting read, providing children with

Reviewed by Fern Marie

LITTLE KIWI HAS A FOREST FEAST

Just like the rest of the Little Kiwi series the

By Bob Darroch Puffin Little Kiwi Has a Forest Feast is sure to be another hit in Darroch’s ongoing bestselling Little Kiwi series. In Little Kiwi Has a Forest Feast, Little Kiwi has come down with a cold and is unable to provide for himself and his little sister who is confused by his creaky voice. Fortunately, with help from his forest friends Little Kiwi is looked after and cheered

illustrations are fun, colourful and simply a pleasure to look at and also showcases a range of New Zealand birds and plants that children will be able to see out and around their own backyards, thus adding to their excitement, pleasure and encouraging repeat readings.

This is a wonderful heart-warming story of friendship and caring for others that children will adore and treasure reading. This story will work in groups and one-on-one.

up with a great big feast.

Reviewed by Fern Marie

DRAGONS UNDER MY BED

story as it is Kath Bee’s most popular and

By Kath Bee Illustrated by Lisa Allen Duck Creek Press Dragons Under My Bed by Kath Bee is a fun and charming book. It is light-hearted and quick read, and if this wasn’t enough, it is likely many children will recognise the

September 2017

many children’s books lack, a strong female

Sky High is a brilliant new children’s book

of internationally famous New Zealand

{ 40 }

history in a gripping and fun way with David Hill’s excellent way of words and Phoebe

requested song now in picture book form.

Children can also listen to the track and follow along with the story with the song downloadable via the book. The illustrations are brightly coloured, simple and quirky and will hook in any child that wasn’t already a Kath Bee fan.

Reviewed by Fern Marie

I CAN’T SLEEP

This is possibly my favourite story so far

By Stephanie Blake

from this series, with themes of being a

Gecko Press I Can’t Sleep is going to be another popular and often requested book from the author who gave us Poo Bum, Super Rabbit and more featuring Simon, the cheeky rabbit,

caring sibling, needing a special blanket to sleep, and plenty of drama as we witness the very real feelings Simon has as he ventures into the dark and has a feeling something else is out there!

and his younger brother Casper.

A perfect book to read to toddlers and older

Our hero Simon needs to be very brave to

preschoolers in small and large groups. The

help his younger brother Casper retrieve his

bold and recognisable illustrations seal the

special blanket from the ‘dark dark night’.

deal!

COLOURS FOR KIWI BABIES; COUNTING FOR KIWI BABIES

of New Zealand’s own unique birds (has the

By Fraser Williamson & Matthew Williamson Puffin

Māori and English name for each bird where applicable).

Colours for Kiwi Babies explores the amazing colours of vibrant Aotearoa, again in both

These eye-catching bilingual board books

English and Māori, from the black rugby

introduce counting and colours in both

jersey (poraka whutupōro) to the red of the

English and Māori.

pohutukawa.

Counting for Kiwi Babies introduces counting

A great addition to our youngest children’s

from one to ten using charming illustrations

libraries.

THE CHALK RAINBOW

Zane becomes involved and doesn’t want

By Deborah Kelly Illustrated by Gynneth Jones

to stop…soon their world is covered in chalk rainbows…and Zane’s family start to experience and understand Zane’s

EK Books

perspective and together they move forward.

The Chalk Rainbow shares with us the world

The story told by Zane’s sister is kept simple,

of Zane, a young boy with autisim who has

while it explores difference, diversity and

a made-up language, likes to line things

seeing the world from another's perspective.

up and hates the colour black. His hatred

Colourful and detailed illustrations support

of black includes even refusing to walk

the text.

across anything that is black, including the pedestrian crossing, the soft fall at the playground and his home driveway. This unwillingness to walk on the driveway

Teacher notes are on the EK Books website and although aimed at primary school-aged children, many of the discussion questions

makes his father mad and his mother tries

can easily be adapted to older preschoolers.

to explain things to him, “but Zane just

This book is perfect for discussing difference,

scrunches himself into a ball…and screams!”

empathy for others and looking through

Then one day, Zane’s older sister starts a

the world wearing different lens and is best

chalk rainbow at the top of their front steps

shared in small group discussions or one-

to cheer Zane up.

on-one.

September 2017

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FEEL A LITTLE LITTLE POEMS ABOUT BIG FEELINGS

These catchy and playful poems are a

By Jenny Palmer

and exploration of feelings with our young

Illustrated by Evie Kemp

help give some children the vocabulary to

Feel a Little is a book with a big heart

The rhythm and rhyme will encourage

A KIWI YEAR TWELVE MONTHS IN THE LIVE OF NEW ZEALAND KIDS

of every young New Zealander, but it was

EK Books Having read a few of these books celebrating children’s lives in other countries over a 12 month period I wondered as someone born in New Zealand how a New Zealand book would hold up.

Well I was pleasantly surprised. Although

have. The book is more multicultural than bicultural.

Read in an interactive way it is a good book to encourage children to share their own traditions and experiences in their home and wider family/community. It might also open the door to allow children to share other experiences not offered in the book, for your own ‘Kiwi’ version of the book.

A book to be shared in small groups to allow maximum enjoyment and discussion, but also a book for a child to explore on its own

might face, there should be something that

and to devour the many illustrations that

most would recognise somewhere in the

meander the page.

A CANADIAN YEAR TWELVE MONTHS IN THE LIFE OF CANADIAN KIDS

many Canadian residents, but reflects a

Illustrated by Tina Snerling EK Books A Canadian Year is another title in the series in the life of children throughout the world.

September 2017

a good round-up (a cynic could possibly call cliché) of experiences many children

of every tradition a young New Zealander

that celebrates and explores twelve months

{ 42 }

book. It definitely didn’t capture the life

like other versions it wasn’t an all-embracing

By Tania McCartney

DS

bright emotive illustrations will delight.

A book for all ages – three plus.

Illustrated by Tina Snerling

KI

children to remember the wording and the

illustrations. Feelings explored range from

By Tania McCartney

s DA’

preschoolers. The expressive language will help express their own feelings.

poems with animated rhymes and colourful

CANA

perfect place to start the conversation

Little Love

that explores feelings through 14 feeling

Ad

sad to angry to being curious.

the events and traditions celebrated by range of modern lifestyles for the majority of Canadian’s children – a snapshot of modern day living interspersed with common traditional events.

These books are fun to share with others but also allow individual children to fawn over and explore the colourful illustrations that meander over the pages. A perfect

As the author notes the events, food and

book to explore and discuss children’s own

culture isn’t a comprehensive listing of all

traditions and cultures.

SUPERTATO RUN VEGGIES RUN!

By Sue Hendra Illustrated by Paul Linnet Simon & Schuster It’s Sports Day in the supermarket and all the veges have been training for this big day!

But then along comes a large watermelon to compete in the event, accompanied by The Evil Pea. Will Supertato be able to foil his nemesis plan in time?

the cover and the title of a supertato and veggies running I had no idea how much this book would be enjoyed! But no kidding, it is a laugh-out-loud read that will have older preschoolers begging for repeated reading!

Who would have guessed racing veges participating in a Sports Day would work and be so appealing to young listeners.

There is potential there to discuss the different vegetables found in the colourful, bold and comic/graphic like illustrations, but I’d like to see you try…as there is way too

This book was a total surprise. Going by

much fun to be had!

OLLIE’S TREASURE

wants the next best thing.

By Lynn Jenkins

Ollie’s Treasure shares the importance of

Illustrated by Kirrili Lonergan EK Books Ollie’s Treasure is a light-hearted and enjoyable children’s book with lovely illustrations on an important and impactful message. Ollie’s Treasure provides an introduction to mindfulness, an important skill for emotional development in young minds especially when growing up in a world of the fast-paced consumer who always

THE FIX-IT MAN

By Dimity Powell

taking in and noticing what is on offer to yourself and the senses in the world around you, and reminds the reader that the simple sensations such as smelling the flowers in your garden can provide you with an abundance of warmth and happiness.

This book is cheerful, colourful and a fun read that sends an important message to its audience. This book would be great for both groups and one-on-one.

Reviewed by Fern Marie

anything, big or small, but following the death of her mother she learns that some things are not so easy to fix. Together they

Illustrated by Nicky Johnston

begin to piece back together their lives.

EK Books

The book deals with intense emotions and

The Fix-It Man is a beautiful book and is a great example of how books can be utilised as a tool in allowing children to understand something as difficult as death, grief and loss in a progressive and positive way.

In The Fix-It Man a young girl believes her father is a man who is capable of fixing

subjects in a very gentle and thought out manner and is a book that provides an important role for children to begin to learn about loss in a healthy and gentle way. Nicky Johnstone’s illustrations are beautiful and provide a nice calming and warm feel to this hopeful story of life, loss and love.

Reviewed by Fern Marie

September 2017

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WHERE IS GRANDMA?

By Peter Schössow Gecko Press

have you chuckling along with the children you are reading it with. Although touching on more serious aspects of various illnesses found in hospitals author and illustrator

Where is Grandma? follows the humourous journey of Henry as he ventures through a

Peter Schössow manages to keep the book light-hearted.

hospital in search of his grandma.

Set out in a format reminiscent to a graphic

This book features a diverse range

novel, Where is Grandma? sets itself apart

of characters and although the tone

to the average picture book from the get go.

remains quite straight and dry throughout,

This book features brilliant illustrations and

Schössow’s ability to capture the essence

will be enjoyed by adult and child. Due to the

of humanity within his characters keeps you

fact it is a rather lengthy this book is best

hooked in.

one-on-one.

Henry’s inner dialogue is relatable and will

Reviewed by Fern Marie

WHERE’S MY JUMPER

This book teaches children basic counting,

By Nicola Slater

introduces a range of animals, has a

Simon & Schuster Where’s My Jumper is a daring story about Ruby and his quest to find his favourite pink jumper. This book is so well-crafted and pulls out all the stops to hook in any child due to its brightly coloured pages, lovable illustrations, fun elements of counting, rhyming and alliteration and even page to page cut-outs and flaps.

range of language features, teaches the importance of family and letting go and most importantly is a really fun book.

I’d recommend this book for both one-onone and group sessions and it is a book a child can also enjoy flicking through by themselves. Where’s My Jumper is sure to become a favourite book for many.

Reviewed by Fern Marie

Penguin Random House Prize Pack

Penguin Random House has kindly donated THREE prize packs for Swings and Roundabouts readers, each pack containing FOUR Books!

To be in the draw to win a Penguin Random House Prize Pack answer this question, Who is the famous New Zealander profiled in Sky High, a book reviewed in this issue?

Email your answer with your contact and postal details to publications@ecc.org.nz by Friday 7 October 2017 to go in the draw.

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September 2017

Competition Winners Congratulations to the following winners who have won 3 Penguin Random House books for their ECE centre: Stacia Carvalho, West Harbour Christian Kindergarten, Auckland Sharon Kennedy, TopKids Motutaiko, Taupo Sandra Tukukino, Weltec Early Learning Centre - Te Whare Ako, Wellington

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Why isn't the number 11 pronounced onety-one?

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If it's true that we are here to help others, then what exactly are the others here for?

If lawyers are disbarred and clergymen defrocked, then doesn't it follow that electricians can be delighted, musicians denoted, cowboys deranged, models deposed, tree surgeons debarked, and dry cleaners depressed?

If Fed Ex and UPS were to merge, would they call it Fed UP? What hair colour do they put on the driver's licenses of bald men?

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September 2017

September 2017

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