issue 75, spring 2005 ratt ler - community early learning australia · 2017-06-12 · ratt issue...

RattlerCommunity Child Care Co-opIssue 75, Spring 2005

TRANSITION TO SCHOOLCAMPBELLTOWN PROFILEINDUSTRIAL RELATIONSGIFTED KIDSPLUS MORE…

PRESCHOOLSworth fighting for

2 ■ RATTLER 75 | SPRING 2005

A messagefrom the

CEO

Community-based preschools throughoutNew South Wales are under threat. To put it bluntly,our preschools need a substantial cash injection—fast.

Despite the Government rhetoric about the impor-tance of the early years, there is no vision around theroles that preschools play in supporting children, fami-lies and communities.

Very little has happened since the Department ofCommunity Services launched its review into the stateof NSW preschools in early 2003—other than thedepartment suggesting ways to shuffle slices in the fartoo small preschool pie.

The latest report suggests funding changes will actu-ally result in 56 per cent of NSW preschools receivingless funding. Of these services, around 37 per cent willreceive a funding reduction of 10 per cent or more.

The department may also consider limiting access tofee relief for low-income families with children agedunder four years. To rub salt in the wound, familiesusing state-funded preschools may be denied access tothe federal government’s 30 per cent tax rebate. It isencouraging to see parents lobbying for access to thisconcession.

We look more closely at the preschool debate in thisRattler. Also, with the end of the year fast approaching,we discuss how best to equip children and familieswith the tools for a successful transition to school.

We discuss the impact Prime Minister John Howard’sindustrial relations changes will have on childcare. Andon a positive note, we visit Campbelltown CommunityPreschool—a wonderful example of how a successfulpreschool model makes for passionate staff and veryhappy children.

We trust you will enjoy this issue of Rattler, as wecontinue with our advocacy endeavours. Onward andupward!

Carol Lymbery

Chief Executive OfficerCommunity Child Care Co-operative Ltd. (NSW)

Community Child Care

Co-operativeLtd. (NSW)

Rattler is published quarterly by Community

Child Care Co-operative Ltd. (NSW) and funded

by the NSW Department of Community Services,

by subscriptions and advertising revenue.

CEO, Community Child Care

Carol Lymbery

Editorial Committee

Gayle Biddle, Lisa Bryant, Eddy Jokovich,

Carol Lymbery, Katie Sutherland

Managing Editor

Eddy Jokovich (02) 9280 4150

Journalist/Assistant Editor

Katie Sutherland

Art Director

Deborah Kelly

Design and production

ARMEDIA

Printing

Zipform

List of Contributors

Shane T. Hall, Louise Porter, Dr Robin Sullivan,

Katie Sutherland.

Contributions

By publishing a range of opinions, Community

Child Care Co-operative Ltd. (NSW) hopes to

stimulate professional development and discus-

sion. You can contact the CEO or Managing

Editor to discuss your ideas or send in an outline

of your article. Copyright is normally held jointly

by the publisher and the author. We reserve the

right to shorten/edit submitted material.

Photocopying

Please email for permission to photocopy or

reproduce any article or part thereof.

Subscriptions (02) 9560 4771

Annual subscription to Rattler $48.00 (inc. GST)

(4 issues).

Advertising (02) 9280 4150

Community Child Care Co-operative Ltd. (NSW)

accepts no responsibility for misleading or inac-

curate advertisements. We reserve the right to

refuse any advertisement that contravenes the

organisation’s objectives or the Advertising Code

of Ethics. Advertisers have responsibility for all

information and any claims made in their adver-

tising. Various sizes of advertisements are avail-

able. Contact the Managing Editor for further

information.

Office and Postal Address

Addison Road Community Centre,

Hut 6, 142 Addison Road, Marrickville NSW 2204

Phone (02) 9560 4771

Freecall (outside Sydney metro) 1800 629 397

Fax (02) 9560 4781

Email [email protected]

Website www.ccccnsw.org.au

ABN 81 174 903 921

Community Child Care gratefully acknowledges

the support of Microsoft Corporation in providing

Community Child Care with free software under

their Community Assistance Initiative.

Registered by Australia Post

Print Post Publication No 255003/04732

ISSN 0819-9132

©2005 Community Child Care Co-operative Ltd.

(NSW)

Disclaimer

The opinions expressed in Rattler are those of

the authors and not necessarily those of

Community Child Care Co-operative Ltd. (NSW).

■ EDITORIAL

RATTLER 75 | SPRING 2005 ■ 3

ContentsRATTLER 75, SPRING 2005 ■

TRANSITION TO SCHOOL 16

PRESCHOOLS 12

OUT AND ABOUT 25

On the cover:NSW community-based preschools are a valuable

asset under threat. Photograph: Warren Clarke

4 THE LOWDOWN

A roundup of what’s on, what’s up and who’s where.

6 CLOSE UP

We profile Wendy Shepherd, director of Mia MiaChild and Family Study Centre.

8 AT THE COALFACE

Campbelltown Community Preschool is fiercelycommunity-based and dedicated to its child-centredapproach.

12 PRESCHOOLS—WORTH FIGHTING FOR

Community-based preschools in NSW are in direstraits. We look at what the future holds and therole preschools play.

16 FIRST DAY JITTERS

Most children rise to the occasion of starting school.It’s often the parents and educators who strugglewith the transition.

20 FAIR GO, OR FAIR GAME?

Childcare workers will feel the full brunt of the Australian Government’s sweeping industrialrelations changes.

23 PARTNERSHIPS FOR CHILD HEALTH

Individuals and children’s services should partnertogether for child health.

25 OUT AND ABOUT

A photo album of Community Child Care Co-operative on the road.

26 COMING TO GRIPS WITH GIFTEDNESS

Early childhood professionals can help ensure thatgifted children thrive.

30 BOOKWORM

A sneak preview of what’s new on the shelves.

■ THE LOWDOWN

DID YOU KNOW??

FLAME AND FORTUNE

Jack be nimble, Jack be quick,Jack jump overThe candlestick.

This short but sweet nursery rhyme had its origins in medieval

England, where most weddings were held on November 25,

St. Catherine’s Day. The festivities usually ended with an unusual

ritual. A lighted candle was placed on the floor and everyone took

turns to jump over it. If you didn’t extinguish the flame, you’d have

good luck for a full year. If you put out the flame, you might as

well write off the next year and take a long holiday. If you landed

on the candle, you’d had too much to drink and probably needed a

designated driver to cart you home!

A roundup of what’s on,

what’s up, who’s where in

the world of childcare. snapshot


Keeping you in the loop with a review of the past three months…

■ ABC Learning is offering finance to help parents meet rising fees.

It will lend parents up to $4,000 for each child, equivalent to the

maximum value of the Federal Government’s 30 per cent

childcare rebate.

ABC Learning intended to charge parents eight per cent interest

on the loan if not repaid by September 2006, inciting concerns

that families would run up debts. However, the company changed

their mind on this when the Government announced that parents

would actually have to wait until July 2007 to receive their rebate

for childcare fees paid in this financial year.

■ The long awaited Federal Government Census has revealed that

the cost of childcare rose from $184 a week in 2002 to $208 a

week last year. The census also showed changing patterns in

care, with an 8 per cent increase in the number of private long

day care centres in the last two years, while the number of

community centres increased by 1 per cent.

■ The Federal Government has moved to put pressure on the states

to factor childcare into their future planning development. Family

and Community Services Minister Kay Patterson and Local

Government Minister Jim Lloyd called for action ahead of a

planning ministers meeting in August. Senator Patterson said:

‘All levels of government can, and should, take an active role in

planning for the childcare needs of their local communities.’

■ As a part of its Stage Two Review of Preschool Funding, DoCS

has released a draft report analysing the relative costs and

benefits of different funding scenarios. Community Child Care

Co-operative believes the proposed options are simplistically

based on re-sharing the existing pot of money and do not address

the core issues. See our story on page 12 for more details.

AUSTRALIANS are spending lots and

saving little, according to five-yearly figures

compiled by the Australian Bureau of Statistics

that examine the spending habits of

households in 2003/2004.

We are outlaying almost 80 per cent of our

income and spending more on food, holidays,

mobile phones and childcare and way less on

luxuries, including alcohol and cigarettes.

Childcare is one of the areas where families

have increased their spending (38 per cent),

along with mobile phone charges (a massive

183 per cent), education fees (41 per cent) and

interest payments on mortgages (47 per cent).


Community Child Care NSW AGM & Social Policy Forum

20 September, 2005, Balmain Leagues Club

Info: www.ccccnsw.org.au

or call (02) 9560 4771

North Coast Institute ConferenceNurturing those who are nurturing others

17 September 2005

North Coast Institute of TAFE,

Coffs Harbour campus

Info: call (02) 6659 3131

Early Childhood Australia Biennial ConferenceKaleidoscope: Changing images of childhood

28 September–1 October 2005

Brisbane Convention and Exhibition Centre

Info: www.eca2005.com

Family Services: Champions of ChangeNSW Family Service (FamS)

October 17–20 2005, Sydney Olympic Park

Info: www.nswfamilyservices.asn.au

or (02) 4572 3079

Building Community CapacitySeminar NACBCS

9 November, 2005

Info: [email protected]

CONFERENCES AND EVENTS

what’s on

THE FAMOUS MAGIC YELLOW BUS is celebrating 30

years of entertaining children and their families in

Sydney’s inner West. Don your best ‘magical’

costume and hot foot it to the birthday party at

Petersham Town Hall, Wednesday 26 October 2005,

6.00pm–8.00pm. Marrickville Family Day Care will

also be celebrating 30 years in action, so it’s a

double celebration. Children’s entertainment will be

provided. For more information call (02) 8595 2419.

The Magic Yellow Bus,

pictured above, will

celebrate its 30th

birthday with a party

of enchanting

proportions

If you have an event relevant to the childcare

sector that you’d like to see publicised in

Rattler, please email: [email protected]

BABIES PROMSThe Babies Proms concerts at the Sydney Opera

House are a great way for children to experience

live music and theatre in an interactive

environment.

The next show Rat, Trap Snap! (26–30 October)

features vocal and percussion ensemble Coco’s

Lunch. Festive Babies

(30 November–

11 December) takes

children on a musical

journey, exploring

how different cultures

celebrate the festive

season.

Both shows offer

discounts to

childcare/preschool

groups ($10/ticket)

and are specially

created for 2–5-year-

olds. Call the box

office on (02) 9250

7777 or visit the site:

www.sydneyoperahouse.com.au

Ph

oto

gra

ph

: co

urt

esy

of

Ne

two

rk o

f C

om

mu

nit

y A

cti

viti

es.

WHAT’S THE CURRENT BEE IN YOUR BONNET?I have a lot of bees in my bonnet, however the one

that is particularly concerning me at this moment is

the need for long day care programs to be valued by

the community and the profession—not just share-

holders.

Long day early childhood programs would have the

opportunity to have the status of foundational early

childhood schools if we were to reconceptualise and

then reorganise the whole structure of the long day

program.

WHAT IS BEING DONE WELL IN CHILDREN’SSERVICES?I am always impressed when I attend workshops

and seminars and conferences. Firstly, with the

numbers of centre staff who attend in their own

time, mostly, and at their own expense. And sec-

ondly, the commitment and dedication of the staff

from early childhood settings. Unfortunately, this

commitment and dedication

is not acknowledged finan-

cially or in career path pro-

gression.

HOW HAS THE PROFESSION CHANGEDOVER THE YEARS?The responsibilities for the

profession have increased,

along with accountability.

The amount of time to attend

to these matters has

increased, along with the workload, however, salary

and working conditions have not.

DO YOU THINK CHILDCARE HAS CHANGED FORTHE BETTER OR WORSE? Childcare has changed. It has become a political hot

potato. No-one wants to hold it! The regulatory and

legislative environment has become the focus of

many programs instead of education. However,

I must say, the commitment and dedication of staff

has not changed and that is good for children. I

think it is more difficult to attract staff to work in

long day care programs because young graduates

these days are more aware of their industrial rights

in terms of pay and conditions. Why should they

work longer hours and have less holidays than their

colleagues who work in other educational settings?

Is this for the better?

WHAT MAKES YOU CRINGE?The fact that one cannot talk about what makes one

cringe in early childhood programs.

WHAT MAKES YOU LAUGH? Kath and Kim, and the Topp Twins from New

Zealand. I love their approach to life’s sacred cows!

WHO DO YOU ADMIRE?My colleagues, every single one of them and my lat-

est heroine, Eulalia Bosch, a lecturer in philosophy

and an educational advisor to art galleries all over

the world. Her inspirational book Short stories with

long endings is a must read for any teacher who

believes in teaching with love.


■ THE LOWDOWN

Wendy Shepherd is director of Mia Mia Child and FamilyStudy Centre, Institute of Early Childhood, MacquarieUniversity. She has worked as a teacher for the past 19 years.

QUICK QUIZ

QWhat percentage of long

day care centres in NSW

are community-managed?(See answer below)

Answer: 33.1 per cent, accord-

ing to the Department of

Community Services.

Wendy Shepherd makes a

dramatic visual statement at the

rally to improve childcare ratios in

Sydney, May 2004

close up


LETTERS ■

SPILL THE BEANSCongratulations on the new Rattler. Good,

relevant and cutting edge articles and the

presentation great. Very sharp.

Point of clarification: (Quick Quiz, Issue 73, page

4) Loris Malaguzzi did not ‘create’ Reggio

Education. He was certainly a vocal advocate in

promoting the revolutionary work that was taking

place with children in Reggio and was also a

driving force behind many of the philosophical

underpinnings that evolved. But with such a

focus on collaborative work and learning I’m not

sure that you can claim that he, and he alone,

created ‘Reggio Education’.

Which would bring to me to a further point…what

is Reggio Education? Are you referring to a set of

philosophical ideas? Is the amazing work of

educators, children and families from Reggio

Emilia which has drawn worldwide attention

being labelled, and almost ‘commercialised’ (not

sure if that’s the word I’m looking for) as a

package that you can pick up and run with? Isn’t

it about learning from our fellow educators and

combining this with our own knowledge to create

an individual philosophy that is relevant for each

service and the families, staff and children who

use that service?

Kellie Grose

PATS ON THE BACKSDear Community Childcare Co-operative,

I would like to let you know that since we last met,

at the previous training day when the strategic

plan was presented, I feel that Community

Childcare Co-operative has moved a long way.

I love the website. It is comprehensive with its

information, bright and motivating to read. I think

it presents a good front.

Mostly though, I was impressed with the new-

look Rattler. It has an engaging cover and stood

out in our preschool mail.

As you are well aware, teachers have limited

time and there is always heaps of mail, but the

Rattler lived up to its cover as also being an

interesting read.

Well done! Pats on the back all round!

Jenni Burgess, Teacher,

Shields Lane Preschool, Anaphylaxis trainer

If you have something to say about Rattler or the childcare

sector, please email letters to: [email protected]

Contributors to Rattler are always welcome too. We seek

articles on social, economic, educational and political issues

that affect the childcare industry. Check out the information

for writers at www.ccccnsw.org.au/rattler/


Campbelltown

Colourful oasis: Children and staff from

Campbelltown Community Preschool enjoy their

expansive playground. The preschool is dedicated

to a community-based and child-centred

approach to early childhood education.

■ AT THE COALFACE

Ph

oto

gra

ph

s:

Ka

tie

Su

the

rla

nd

.


It’s a sunny winter’s morning and theplayground is abuzz with activity. Amid thehappy chaos and colour is the sturdy timberframe of a small house in construction. Onepint-sized labourer is on a mission to lay thefloorboards. His assistant gyprocks the wall inbutcher’s paper. A bride, complete with bou-quet and bridesmaid, paints the foundations inrainbow watercolours. Not only is the buildingproject a celebration of perfect teamwork, and atalking point for parents, it is designed to instila sense of responsibility within the busybuilders—the children.

The project is also a show of communitystrength, with the local hardware store donatingmaterials and families pitching in to help withjobs like constructing the frame and later,thatching the roof.

‘Years ago I would never have thought to givethe children hammers and nails,’ says AnnTibbles, childcare worker at CampbelltownCommunity Preschool. ‘But as long as they aresupervised, it’s a perfectly safe way to showthem that they can actually take responsibili-ty—that they are capable and powerful.’

Celebrating its 60th anniversary next year, CampbelltownCommunity Preschool is fiercely community-based and dedicated to its child-centred approach. Judging by the smiles on thechildren’s faces, the preschool’s philosophies are well and trulypaying off, as Katie Sutherland reports.


Located opposite Campbelltown’s old show-ground, the centre is a colourful oasis at the endof a typically monotone, suburban cul-de-sac.Surrounded by plenty of spatial crown land, it ispainted in bright blues, yellows and pinks—theperfect children’s sanctuary.

While several children jam with drums andtamborines, others are exploring waterplay, mak-ing mudcakes in the huge sandpit or scamperingover climbing equipment.

Thanks to a series of dedicated directors, theplayground offers the space and natural envi-ronment that many city centres lack. A large treeand plenty of shadecloth means children canspend the day roaming from one activity to thenext as they desire.

The indoor area also provides the ideal canvasfor fertile minds. Staff have created a series ofphysical environments that allow children thefreedom to explore at their own pace. A dress-uparea, a tactile area, arts and crafts with a heavyfocus on natural materials—the choices areabundant.

Such is the philosophy at this progressive pre-school, dedicated to ensuring their number oneclients, the children, are happy and thriving.The results are apparent as soon as you walkthrough the gate and you’re greeted with beam-ing smiles—from children and staff alike.

‘I really think the telltale sign of a centre’s suc-cess is the children and the relationship theyhave with the staff,’ says director Pat Barbieri.

Despite having only started her role atCampbelltown at the start of this year, Barbieriis obviously proud of her mini domain. And ofher staff, all of whom have worked atCampbelltown for several years, Barbieri isimmensely grateful. Recently awarded finalistsin a local small business award, she has decorat-ed the centre in balloons to celebrate.

‘It’s a way of thanking the staff and showingthe parents we’re proud of our achievements,’she says. ‘I’ve been in situations where therehave been staff for many years and they need tomove on. But the staff here are just amazing,they’re so passionate.’

She describes her staff as a ‘dynamic mix’,with each having their own interests or passions,as a well as varying levels of qualification.

‘Heather’s strength is that she can really reada situation with a group of children; Pat’s ourreal calming influence and Ann comes in withan incredible energy,’ she explains.

Originally established in the local scout hall in1946 and then relocated a year later to its currentsite, the preschool has a strong following, withseveral generations passing through its doors.

‘We have a lot of families who come herebecause they did or their aunty came,’ saysBarbieri. ‘When you have a look at how manyservices are opening up, the vast majority arecommercially operated without our rich history.Ours is a unique position to be in.’

Built on Council land, the centre has beeninvolved in long-running negotiations with

Such is the philosophy at this progressive

preschool, dedicated to ensuring their

number one clients, the children,

are happy and thriving.


Campbelltown City Council to ensure it main-tains its independence as a community-basedentity. The committee is currently attempting tosecure a lease that is in the centre’s best interest.

Barbieri says that despite years of scrapingtogether the funds to build and create a beautifulpreschool, obviously well supported by the com-munity, the centre is still officially Council’sproperty.

‘The issues have been going on for years now,’she says. ‘But we’ve come to the realisation that,legally, the building is owned by Council. Ourstatus will remain the same, because we arecommunity-based. We will not come under theauspices of Council. They might own the fibro,they might own the land, but the actual busi-ness remains community-owned.’

Meanwhile, the children and families contin-ue to take centre-stage. There is a strong focuson developing partnerships with parents andbridging the gap between home and the centre.And, despite that fact that Barbieri is hesitant toofficially label the preschool’s core philosophy,the curriculum is dedicated to keeping the chil-dren at the top of their list.

‘I’d hate to put it in a basket and say we arerunning an emergent program,’ she adds. ‘Weare on a road of discovery that started several

years ago. What we’re doing is basically drawingfrom a lot of philosophies… and trying to rein-vent ourselves.

‘We certainly take a child-centred approach,embracing the child’s interests and looking atthe child in a very positive way. We see them asresilient people who have so much to offer.’ ■


■ FEATURE

WORTH FIGHTING FORPRESCHOOLS

Community-based preschools in New South Wales are in dire straits. Lack of

State Government funding means many of them are struggling to keep their

doors open—let alone provide an affordable service for families in need.

Katie Sutherland looks at what the future holds for preschools and the role they

play in the early childhood sector.

or many people, community-based preschools offer a valuable entrée into a socialnetwork that can last for years. They also provide the perfect way for parents tobecome involved in their children’s early childhood education—a decision many

families actively take onboard. Ian Alchin is the Executive Director of Children First, a community-based organisa-

tion that manages a number of services, including two preschools, in Western Sydney.He believes that preschools, mainly servicing families with one partner who chooses tonot to work, serve an important societal demographic.

‘Our preschools act in a way as a community hub,’ he says. ‘The ability for the par-ents to gather, chat, be a support network and share information about the communi-ty can’t be underestimated. That’s the sort of social capital that the preschools have thecapacity to generate.’

Despite obvious benefits to families, community-run preschools in NSW are frugal-ly funded—and literally run on a shoestring budget. Funding formulas are based on1989 needs, plus indexation, and preschools either meet the balance through chargingfees of around $30 a day, or they tread water and hope for the best.

F


On average, each of the 800 community-runpreschools in NSW receive $74,000 from theDepartment of Community Services (DoCS). Instark contrast, funding for the state’s 100 DETpreschools average a generous $240,000 per serv-ice.1 Parents generally don’t have to pay fees, orif so, they are only $2 to $5 a day.

Linda Frow is the Senior Policy Officer withthe Council of Social Service of NSW. Togetherwith the NSW Children’s Services Forum, sheauthored the 2002 report Who sank the boatabout the impact of poor policy, planning andfunding for community-based preschools. Theforum has recently taken the issue up as a matterof urgency, with Frow claiming that DoCS fund-ing doesn’t come close to meeting the increasingcost of operating and staffing a preschool.‘Funding for [community-based] preschools inthe 1980s probably covered 70–80 per cent of thecost of operating the service,’ she says. ‘Now thefunding is covering about 20–30 per cent of thecost of operating the service… So that’s whythere’s been an incredible increase in the cost ofpreschool fees since the 1980s.’

In contrast, she says states such as WesternAustralia, South Australia and Queensland sub-stantially finance their community-basedpreschools.

The NSW Government launched a Review ofPreschool Funding in March 2003, with the thenMinister for Community Services, CarmelTebbutt, announcing that a comprehensivereview would be completed by the end of theyear. The committee included senior DoCS pol-icy staff, as well as sector representatives fromCommunity Childcare Co-operative, CountryChildren’s Services Association, Early ChildhoodAssociation and the Mobile Children’s ServicesAssociation of NSW.

Stage One was effectively abandoned whenthe field representative called for a broaderreview of funding, including substantial increas-es to preschools. DoCS then convened a StageTwo review with new terms of reference in Aprillast year.

This has resulted in a draft report into fundingimpact and analysis. The report does not proposeadditional funding, but instead suggests restruc-turing the allocation of funds. Not surprisingly, itstates that ‘analysis of existing funding outcomeshas highlighted significant variation among serv-ices and anomalies in operational and fee relieffunding allocations.’

Frow says the recent report completely ignoresthe critical problem of funding shortages: ‘Ithink it’s a report that’s in denial. It’s a report

Despite obvious benefits to families,

community-run preschools in NSW

are frugally funded—and literally run

on a shoestring budget.

Ph

oto

gra

ph

: W

arr

en

Cla

rke

.


that has seen what the needsare and has basically decidednot to look at ways of address-ing these, because it wouldinvolve additional funding,’she explains.

‘Just restructuring the eco-nomic subsidy will not fix theproblem… Until the [State]Government’s prepared tolook at that issue we’re reallynot going to solve the problemby just passing the money

around—shifting it around from one service toanother.’

Stage Three of the preschool review has beenannounced. However, community sector repre-

sentatives claim that the review will not achieveaffordability for families, or equity for NSWpreschools, without an injection of funds.

‘For a review that was meant to address issuesof affordability and equity by the end of 2003,this process has not delivered one additional dol-lar for struggling NSW preschools,’ saysCommunity Childcare Co-operative ChiefExecutive Officer, Carol Lymbery.

‘The NSW Children’s Services Forum doesnot see the redistribution of existing funds as asolution. We have agreed to keep up the fight forequitable levels of funding between DET andDoCS-funded preschools—until we have a pre-school funding system which is commensuratewith the other states.’

Another way DoCS is reportedly sidesteppingthe funding crisis is by proposing somepreschools become long day care centres, mean-ing they would be managed under the federalsystem. Frow says the transition has worked forsome services, but it is not appropriate for oth-ers, such as rural preschools with small numbersof children.

‘We have numerous anecdotal stories cominginto us that DoCS has said to services that theywould be better off if they became long day care,’she says. ‘They would then be eligible to receiveCCB for their families and obviously that meanslow income families.

‘But the long day care model is not actuallyviable in a lot of areas… There are some servicesattempting to make that switch and just not suc-ceeding and it doesn’t actually assist them at all.For some it has worked, but it’s not the answerfor everyone.’

Rather than shying away from the preschoolmodel, Frow believes DoCS should be embrac-ing the fact that some families actively seek outpreschools to cater for their own needs. She saysdespite long day care services delivering goodpreschool programs, these services are specifical-ly set up to deliver services for families who areworking or studying.

‘We would never seek to say that preschool isbetter [than long day care]. That is not the issuehere, the issue is meeting the different needs offamilies,’ she explains.

‘If for example, one parent is staying at home,the need for long day care isn’t there. But theymay still have the need for an early childhoodeducation… perhaps in the two years beforeschool. And that is what preschools are set up todeliver.’

Alchin adds that the appeal for many parentsis the fact that they can actually influence what’shappening in the classroom by liaising with staffor being involved in the management commit-

■ Case in point

This letter was written by a desperate mother and committee

member of a community-based preschool in the Blue Mountains.

The scenario exemplifies the situation of many preschools

throughout NSW.

I am a Committee Member of Springwood and District

Preschool, Springwood. It is a small, community-based,

non-profit organisation, which caters for 40 children, per

day, aged 3–5 and also incorporates a service for children with

additional needs. I am also an Early Childhood Teacher and a mother

of two young children. One due to start Preschool next year and the

other one being a four-year-old child who currently attends the

Preschool and will be utterly devastated if the service is forced to

close its doors, which at this stage is looking inevitable.

Our financial situation is desperate. As you know the funding for

such organisations has remained frozen at the same level since

1989/90 and hence we are struggling to cover basic monthly

expenses including wages, business activity statements and staff

superannuation payments. Although we have passed on annual fee

increases to service users, this has not been enough to

accommodate the increases in service operational costs. At the

moment we are struggling to buy sticky tape let alone fill a

government stores order!

Today, things got a whole lot worse. We have contacted DoCS who

have told us they cannot give us more money—this was not a

surprise. Despite the fact that we are one of the largest preschools

in the Blue Mountains, have a full quota of children and a waiting list,

we do not receive much more funding than those that have half the

number of children. As you know something needs to be done

drastically to save early childhood services.

I am absolutely devastated that we are in very real danger of closing

our service. DoCS told us today that we must start dismissing staff

as a solution to our crisis. I am appalled and saddened at the

thought of doing this.

We are currently rallying as a community to do what we can to raise

funds or acquire donations to save our preschool. We have submitted

letters on many occasions for extra funding from DoCS and have

again voiced our concerns. We are also meeting with our local

member to see what can be done. We are willing to try all

avenues because we do not want to see this service close.

Gabrielle Eijkman

‘The

appeal for

many

parents is

the fact

that they

can actually

influence

what’s happening

in the classroom by liaising with

staff or being involved in the

management committee.’

“

”


tee. His preschools also have a roster, allowingparents to attend one day a week and becomeinvolved in activities such as story reading.

Parents also enjoy the community-managedmodel, compared to private or DET services,which are run centrally: ‘The significant differ-ence is that the community takes ownership ofthe service and it runs the service,’ he says. ‘Itmeans the service is far more responsive to whathe community wants and that response is quicker.

‘The whole long day care versus preschool argu-ment is often where people get stuck…I think theargument is broader than that… We need torecognise that families have different needs. Andwe do need services that respond to that.’

One parent who fits this demographic isAngela Staples, who is on the management com-mittee of Children First and sends her childrento preschool in Blacktown. A graphic designer bytrade, she has experimented with working sincechildren were born, but found it too difficult andopted to spend more time with her family.

She now relishes the opportunity to be active-ly involved in her children’s early childhood edu-cation. As well as providing a good transition toschool, Staples believes preschools are the idealconnection to a community support network.

‘There’s always the opportunity to participate

as much as you like—in terms of helping outwith chores or sitting down comfortably andreading with your child before you leave, andchatting with the other children,’ she says.

‘You feel you’re in a safe and friendly environ-ment—there is that sense that you’re a part ofyour community. It’s very easy to become isolat-ed as a parent, particularly with your first child,because your whole social network changes. Ireally do believe that community childcare is animportant part of the structure of our society.’ ■

Community Childcare Co-operative is working with many

preschools throughout NSW to assist with all aspects of

successful management. If your service needs help, con-

tact us on 1800 629 397 or [email protected].

The Country Children’s Services Association invites peo-

ple concerned with the state of community-based

preschools to join the NSW Preschool Campaign EGroup.

To do this, send an email to:

[email protected].

REFERENCES

1. Sydney Morning Herald, July 11, 2005.

‘You feel you’re in a safe and friendly

environment—there is that sense that you’re a

part of your community’ – parent Angela Staples

School. Talk to a handful of adults and each will havedifferent feelings about their school experience. Horror stories abound of bully-ing, boredom and wicked teachers. But thankfully, so do positive memories ofdays in the playground, inspirational teachers and good friends.

It is easy to see why parents feel apprehensive about their children making themove from early childhood education to primary school. As well as our own rec-ollections, we have all heard scenarios of the teary mother reluctantly wavinggoodbye to her ‘little baby’ on the first day of ‘big school’. Also top of mind is thesymbolism that transition to school represents—of a child’s growing independ-ence and the next stage in life.

But it doesn’t all have to be heartbreak and angst. Children’s services andschools are joining forces to ensure the transition to school is streamlined, easyand happy for everyone involved.

Children who have a positive start to school do better academically and social-ly over the long term—a finding well documented in international research.

Associate Professor Sue Dockett, from the University of Western Sydney, hasstudied the importance of ‘school readiness’ for the past 12 years. Dockett saysthe key to successful transition lies in forging networks between families, chil-dren’s services and schools. By opening the channels of communication, the


FIRST DAY

jittersjittersMost children rise to

the occasion of starting

school. It’s often the

parents and educators

who struggle with the

transition, as Katie

Sutherland reports.

■ TRANSITION TO SCHOOL

enigma of school becomes a little less mysteri-ous to everyone—particularly to families.

‘Often families are the forgotten people intransition,’ she explains. ‘It’s often regarded assomething that happens to [just] the child, butit’s not. It’s a family experience. And many fam-ilies don’t feel like they get a really good under-standing of what’s happening for them as wellas for their child.’

Preparing children

Dockett says children are often the mostresilient party in the equation. They are lookingfor something new and different, while parentsyearn for greater continuity between children’sservices and school.

‘If you talk to kids they see childcare and pre-school as distinctly different from school andthey’re desperate for something to be different.Not that they don’t like childcare or preschool,but in their minds, growing up means going tobig school,’ she adds.

‘More of the same is not what they’re expect-ing. As far as they’re concerned, they’re movingto big school, things are going to be differentand that’s what they’re looking forward to.’

Despite this enthusiasm, most children willneed a little reassurance, says Dockett. Thiscould simply involve having conversationsabout your own school experience, but it isimportant to focus on the positives.

‘I think it’s really important to stress to all theadults who interact with kids, that while we allhave our own horror stories about school it’sbest not share them upfront with kids,’ sheexplains. ‘Things like “Wait till you get to bigschool, you won’t be able to do that there” or“You’ll have to be able to do that on your ownwhen you get to big school” really don’t help.

‘Kids are generally really excited about schoolbut also a bit anxious. So you don’t want to playon those anxieties. You do want to talk withthem about what worries them but you don’tnecessarily do that by focusing on the negativesall the time.’

It is also important that children at preschoolor long day care have the opportunity to spendsome time looking around their prospectiveschool. And Dockett suggests that children’sservices invite a group of kindergarten childrenback to preschool talk about their experiences.

Including parents

Meanwhile, parents need to prepare them-selves for the transition too. Used to the infor-mal interactions they have with children’s serv-ices—where they can drop in or telephone atany time of the day—they often expect more of

the same with school. It is important that children’s services play a

part in helping families come to terms with therealities of a school environment, says Dockett.They can help parents and children by creatingnetworks—assisting families to get in touchwith schools, and with other families who maybe in the same boat.

‘Childcare staff can help families make con-nections. Sometimes families are a bit hesitantto contact schools. Childcare can actually medi-ate a family’s relationship with a school, in asense. They can help parents feel comfortableabout approaching schools.

‘Childcare staff can also help families gettogether. They can help families work outwhose children are going to the same school,for example.’


■ Ensuring a good start

Early childhood educators can help children make a positive

transition to school by:

Communicating with children

■ Talking with children about school and what it will be like

■ Visiting school with children and reflecting on what it was like

■ Reading books about starting school

■ Listening to children’s expectations about school

■ Encouraging children to use play to explore their notions about,

and expectations of, school

■ Inviting children who have already started school to return and

explain what school is like.

Communicating with families

■ Talking with families about children starting school

■ Organising information sessions for families; inviting school staff

to share information and/or answer questions

■ Introducing families to school personnel

■ Building family networks to support families as children start

school

■ Listening to the concerns and issues raised by families

■ Talking with families about ‘school readiness’, having first

established what that actually means within a particular

community context.

Communicating with other educators

■ Forming networks with other early childhood educators, in school

and prior-to-school settings

■ Visiting schools and encouraging school staff to visit prior-to-

school settings

■ Sharing information—with permission—about children about to

start school

■ Discussing curriculum, educational philosophy and pedagogy with

school staff

■ Debating issues around readiness and establishing a shared

framework of what this might mean in a given community

■ Promoting continuity of learning and support for children.

Sue Dockett

The educators

Communication between childcare and schoolstaff is also useful in helping children’s servicesgain a better understanding of the school sys-tem—and visa versa. Dockett says many peoplein children’s services feel a sense of frustrationthat their dedication to years’ worth of develop-mental records can instantly go to waste.

‘Many, many people in prior-to-school set-tings say “we know all about these kids, we’vebeen working with them and their families forsome time. Why is it that nobody listens to theinformation that I’ve got when [the children] goto school?”.

‘People in schools will say: “It’s really useful tohave that information, but we’d also like toform our own opinion. We actually don’t wantto carry the baggage, if you like, but have a freshstart for them.” One of the other things they sayis that the format the information is in makes itreally hard to go through for 20 or 25 kids.’

Although it is not always easy from a logisticalor time perspective, Dockett suggests thatchildcare and school staff take time to visit eachother in their respective environments.

‘It’s really important that childcare staff get to

know school staff and visa versa. There’s not agreat deal of understanding either way aboutwhat the other person does. You need a networkwhere school people visit childcare and child-care people visit schools.’

Ultimately, says Dockett, the responsibility fora successful transition to school rests with thecommunity. This may include church groups,for a church affiliated school, or in the case ofAboriginal communities, it is important for eld-ers to be involved.

‘We’ve developed an approach to transitionthat says: “Transition is a process that’s ownedby a community. Communities benefit whenkids have a good start to school and communi-ties suffer when kids don’t feel engaged withschool.

‘We don’t see it as a child’s responsibility tosuddenly get themselves ready to go to school ora parent’s responsibility. We see it as a com-bined responsibility where we have to worktogether to say this is an important time in achild’s life and what can we do to make it assuccessful as we can?’

Theories in action

One region successfully acting on this per-spective is the Illawarra. Through Families First,a New South Wales Government initiative, chil-dren’s services and schools in the area are wide-ly embracing the guidelines of Dockett, and hercolleague Associate Professor Bob Perry.

Under the guidance of project leader LyndaFletcher, the Illawarra initiative is building rela-


‘It’s really important that childcare staff get

to know school staff and visa versa. There’s

not a great deal of understanding either way

about what the other person does.’

tionships between schools and children services,which often, do not exist at all.

‘We had an example of a school and children’sservice that were right next door to each other,’says Fletcher. ‘The co-ordinator had been thereyears and the principal had been there years andthey had never met. The co-ordinator had notbeen into the school and the principal had notbeen into the children’s service.

‘The Department of Education, up untilrecently, only saw their role as starting whenchildren started preschool, but they’ve definite-ly opened up much more to looking at thoseearly years now.’

A key focus of the initiative is the formationof cluster groups, incorporating children’s serv-ices, families and schools, including independ-ent schools. It is hoped that these cluster groupswill continue to meet once the framework is inplace. Professional forums have also been organ-ised, as have community events such as schoolpicnics—all providing far-reaching networkingopportunities for families and educators.

The initiative is also looking at ‘school readi-ness’ for children who do not attend preschoolor long day care, as well as the needs of com-munity groups such as Aboriginal families.

Fletcher says that holding playgroups andother community activities within a schoolhelps families to feel comfortable with theschool environment before their children start.

‘Schools are a huge community resource,’ she

says. ‘We’re looking at how they can betterutilise that position to engage with their com-munity.’

Sue-Ellen Holmes is the project officer fortransition to schools at Illawarra Children’sServices, which is auspicing the funding for theinitiative—something she believes is impera-tive. She has noticed that parents, in particular,find the school system difficult to comes toterms with.

‘Schools are far more formalised [than child-care centres] and parents can’t just drop intothe classroom and see how their children aregoing,’ she says. ‘A lot parents find it quite alien-ating. They’ve been used to one sort of environ-ment—a far looser environment. A lot of chil-dren and parents can find this to be quite ananxiety provoking event in their lives.’

‘Research has shown that children who transi-tion from preschool into kindergarten in ahappy well balanced manner will have a betterlong term schooling career,’ says Holmes.‘They’ll be happier and more settled, and they’llbe academically more proficient. And sociallyand emotionally, they’ll find school of benefitand a positive experience.’ ■


All the

components

are attached

and neatly fold

into a secure

draw string bag!

FOR A FREE BROCHURE OR MORE INFORMATION

PHONE (02) 9771 0749 FAX (02) 9771 0746MOBILE 0419 606 565

Website: www.preschooldreamers.com.au Email: [email protected]

MADE TO FIT CHILDCARE OR PRESCHOOL

STRETCHER BEDS, STACKABLE BEDS,BED MATS & PORTABLE TRAVEL COTS

• Hygienic portable and convenient • Compact for easy storage

• Large range of fun colours • Fundraiser available• 100% cotton

Specially designed sheet sets to fit Childcare

and Preschool beds!

PLANNING FOR AN EARLY

CHILDHOOD CENTRE?To create a warm, exciting and effective play

area, contact

Play Environment ConsultingServices provided by Prue Walsh (Author ofBest Practice documents) include:

• Evaluation of existing facilities

• Upgrading of buildings or playgrounds

• Building of new centres

Ph: (07) 3252 2262Fax: (07) 3252 0260Mob: 0418 980 455Email: [email protected]: www.playconsulting.com

8/269 Abbotsford Road, Bowen Hills, 4006P.O. Box 135 Albion Qld 4010

Communities benefit when kids have a good

start to school and communities suffer

when kids don’t feel engaged with school.


he Australian Government has pro-posed far-reaching changes to the nation-al industrial relations system. Thesechanges will only have adverse effects on

ordinary Australians and will give businessincreased powers to pay workers less and controltheir lives more.

The Prime Minister, John Howard, summedup the changes best when he stated on July 7:‘We’re not governing for the unions, we’re gov-erning for the employers.’ This is an amazingadmission that his government is gearing up totake away many of the hard-earned rights ofworking Australians.

Michael Chaney from the Business Council ofAustralia sided with the Government, stating: ‘Afundamental flaw is that people tried to useindustrial relations policy as a tool to achievenot only productivity and growth in the econo-my, but fairness.’ And this is exactly whatHoward’s IR changes look to take out of work-places—the right to fairness, the right to be paida decent day’s pay for a decent day’s work.

■ The Government wants to abolish unfairdismissal provisions for employers with fewerthan 100 employees. This would mean virtuallyall childcare workers could be fired at will, with-out reason and without any recourse of action.Lisa-Marie Wintle was recently fired from achildcare centre because she wanted to takematernity leave. With the help of the unionLisa-Marie took her employer to the NSWIndustrial Relations Commission who found

that she had, in fact, been terminated unfairlydue to her pregnancy and awarded her sixmonths pay, the maximum allowable. The com-missioner went so far as to say that this case wasan example of why unfair dismissal laws exist.Now, thanks to John Howard, all this will be lost.

■ The Government plans to change the waythe minimum wage is set. The Governmentwants a board, selected by them, to assess andhand down the minimum wage—with anemphasis on businesses’ capacity to pay. If thiswere in place now, workers would be receivingup to $50/week less in their pay. The table over-leaf outlines the increases the HowardGovernment has wanted for workers and theoutcome that the ACTU fought for, and won.

Childcare workers will feel the full brunt of the

Howard Government’s sweeping industrial

relations changes. It is important that every

worker knows how the changes will affect them

and exactly what they can do to help prevent

their implementation. Shane T. Hall writes that

workers should also know how they can protect

themselves from the changes’ impact, should

the reforms become law.

The ACTU’s

television campaign

has brought to life

the impact of the IR

changes on families.

OR FAIR GAME?

T

■ INDUSTRIAL RELATIONS

Fair go


The new ‘Fair Pay Commission’, as Howardhas named it, could essentially freeze wages, ashas been the case in the USA, not giving payincreases for many years. If this were to happen,childcare workers’ pay would be eaten away byinflation every year, meaning the real value oftheir income would be going backwards.

Kevin Andrews, the Liberal Government’sMinister for Workplace Relations, believes pay-ing childcare workers $50/week less isn’t enough.He has stated: ‘It has raised minimum wages byas much as $70 more than it should have overthe Government’s term.’ Mr Andrews and theHoward government believe childcare workersshould be receiving $70 less a week—at a timewhen the LHMU has been campaigning for

childcare workers to receive pay increasesthrough pay equity.

■ The Government wants to abolish theNSW Industrial Relations Commission. Thiswould mean workers would lose the independ-ent umpire and would be forced to run industri-al cases in the Federal IR commission, which isheavily biased towards employers. If the NSWIRC is abolished it would become near impossi-ble for a childcare workers to receive a fair hear-

‘We’re not governing for the unions, we’re

governing for the employers.’

Prime Minister John Howard, 7 July 2005

Ph

oto

gra

ph

: co

urt

esy

of

the

AC

TU

.

ing. If you have been terminated unfairly, if youwere not paid correctly or if your employer is try-ing to change your roster, you would have littlerecourse to stop them or to seek remedy for theiractions.

If the NSW Industrial Relations Commissionis dismantled, all workers will be taken into thefederal system where there is no effective payequity principle. Not only does this have ramifi-cations for the LHMU’s pay equity case whichbegins on August 17, but it means that futurefemale-based industries looking to rectify paydifferences between the sexes will have noaccess to this principle.

Childcare worker and LHMU memberDoumuoa Diab-Howcher says it best: ‘I am giv-ing evidence in the pay equity case because it isnear impossible to live on the money we get. Ifpay equity is lost for future workers that wouldbe a travesty. It would become even harder forwomen to get a decent wage.’

■ The Government wants to strip awardsback to 14 allowable matters and AustralianWorkplace Agreements (AWAs) to four. Thismeans that current conditions like overtimepayments, public holidays or shift loadingscould be lost. Your employer could essentiallymake you work 12-hour days without payingovertime rates—and if you don’t like it, youcould be terminated.

AWAs, which are already spreading through-out the childcare industry, will be the worst by farfor childcare workers. These contracts of employ-ment will have only four or five legislative mini-mums. These will most likely be: your rate of pay(which will be set by the minimum wage not theaward wage); annual leave entitlements; sickleave; hours of work; and long service leave enti-tlements. Everything else could be lost. Everyright you have, from paid meal and rest breaks tothe union picnic day, could be taken away.

■ The Government plans to restrict workersfrom seeing their union on site. This is to stopworkers actively negotiating to receive betterpay and conditions. Presently, workers can haveofficials from their union (the LHMU, theChildcare Union) visit them at their centre.

They have outlined that workers can only havetheir union visit them at work if the employeragrees. This will be virtually never, especially ifthe employer is breaching the award. Whywould an employer let the union come on site ifthey are ripping off their workers? If this law isenacted it becomes even more important forchildcare workers to join the union and toactively educate themselves about their workrights, as it will become even harder for theunion to give them this information.

The above changes will be hard to stop—despite some people within the AustralianGovernment saying they want changes beforethey will pass the legislation. If childcare work-ers want to help stop these changes they need toget active now. They need to join the union.

A part of all union fees are going to fund theACTU’s current TV advertising campaign. Thiscampaign has been very successful and has hada considerable effect on the Government’s pop-ularity. But to sustain this amount of pressure, itneeds childcare workers to come on board andget behind these sorts of initiatives. If childcareworkers don’t take up the fight and try and haltthese laws, then they are the ones who will behurt when they filter through to their centre.

Workplace rights exist because unionists havefought for them over the past 100 years. Now theAustralian Government is proposing to takethem away. It is important that childcare workerstalk to friends, family and workmates about thechanges and encourage them to join the union.

This is the biggest attack on workers’ rights inrecent memory and, due to its low levels of unionmembership, childcare is one of the industriesthat will be hit the hardest. If we want to live ina society where fairness is still part of workingAustralia, then it is now more important thanever for childcare workers to join the union andhelp stop the Australian Government’s industri-al changes. ■

Shane T. Hall is a union official with the LHMU, special-

ising in the childcare industry. Contact him at:

[email protected]


Minimum Wage:

National Wage Case vs Federal Government

YEAR NATIONAL WAGE INCREASE GOVT. CASE INCREASE WANTED

2005 $17 $11 2004 $19 $10 2003 $17 $12 2002 $18 $10 2001 $13 $10

Michael Chaney from the Business Council of Australia stepped into the debate to side

with the Government, stating: ‘A fundamental flaw is that people tried to use

industrial relations policy as a tool to achieve not only productivity

and growth in the economy, but fairness.’


As parents, as professionals,and as community members, we all have a role toplay in focusing our attention on improving thehealth and well being of our children and of mak-ing the right choices as to how we can bestachieve this.

The title of my presentation is Productive part-nerships for child health: how can we work tog-ether?. I have chosen the word ‘productive’ quitedeliberately, as I believe there is a danger that aterm like ‘partnerships’ can become a meaning-less ‘weasel word’, to use Don Watson’s term.

The word ‘productive’ may mean ‘creative,useful, prolific, industrious, fruitful or dynamic’.

Coupled with the term ‘partnerships’, my keymessage for today is the importance of diverseindividuals, groups, organisations and servicesystems working together to promote andensure the health of children and young peoplethrough working creatively, usefully, prolifically,industriously, fruitfully and dynamically.

It is clear that the starting point for develop-ing productive partnerships must be the recog-nition that the responsibility for child healthand well being lies outside the ambit of any onegovernment or community agency.

There are a number of conceptual models orframeworks that encapsulate the multidimen-sional nature of child health and well being.

I am a great supporter of Bronfenbrenner’secological model as it provides a framework that

recognises and acknowledges the interrelated-ness and interaction between the different levelsand subsystems that impact upon an individual.

From this perspective, the various domainsthat contribute to a child’s wellbeing such ashealth, education and development, cannot beseen in isolation from broader familial, social,cultural and economic influences.

Focusing initially on families as a key influ-ence on child growth and development, the eco-logical model would also allow for a broad andholistic analysis of additional influencing fac-tors.

For example, the capacity of families to sup-port children in reaching their potential isaffected by their immediate physical and socialenvironment as well as by broader factors insociety, including local community networks,employment and income, childcare, housingand health services.1

The area of prevention and early interventionis one where the formation of productive part-nerships can reap tangible rewards, especially in

Partnershipsfor child

healthDr Robin Sullivan recently spoke about the

importance of individuals and children’s services

partnering together for child health. In this extract

from her presentation at the 10th National Conference of the

Association for the Welfare of Child Health, she discusses

how childcare professionals play a key role.

‘Many things we need can wait, the children

cannot. Now is the time their bones are being

formed, their blood is being made, their minds are

being developed. To them we cannot say

tomorrow, their name is today.’ Gabriel Mistral

Report

■ HEALTH

the early years of a child’s life.Long standing research in the areas of devel-

opmental psychology, social work, health andeducation has identified the importance of chil-dren’s early experiences in affecting their longterm physical, emotional, social, health andintellectual development. These experiencesprovide the building blocks for a child’s physical,emotional and intellectual development.

The positive relationship between childcarequality and virtually every facet of children’sdevelopment is one of the most consistent find-ings in developmental science.2

Applying the ecological framework to thisanalysis, it can be argued that the outcomes ofchildcare are related to the quality of carereceived and how care settings link with othercontexts in which children develop.

The preliminary results from research con-ducted recently in Perth childcare centres todetermine changes in children’s cortisol levels3

across the childcare day, reinforce the impor-tance of early childhood environments in con-tributing to children’s health and wellbeing.4

To date, data has been collected from 117three to six year old children attending centresin the metropolitan area. For each of the chil-dren, ratings were made against a subset of 14quality improvement principles embodied inthe national accreditation system for suchcentres.

The results indicate that for some principles,children in unsatisfactory programs showed asignificant increase in cortisol levels across theday whereas children in satisfactory and highquality programs, showed a decrease.

Across other principles, the results demon-strate no significant change in cortisol levels forchildren in satisfactory programs, but significantdecreases for children in high quality programs.

These results clearly demonstrate that thereare a number of areas where high quality child-care practice makes a significant difference tochildren’s stress responses.

Childcare professionals also play a key role increating and maintaining safe environments forchildren. Their close proximity to children andcontact with their families and other caregivers,enables them to identify and respond appropri-ately to signs that a child’s safety may be com-promised.

In addition, childcare professionals are wellplaced to communicate positive messages tochildren about sexuality and self protection. Iwould like to acknowledge the work undertakenby Family Planning Queensland in developingthe I Can—Promoting Self Protection Posters.5

The posters are designed for parents/carers, earlychildhood workers, educators and early child-hood services to use with children aged 2–5years.

Initiatives to build the capacity of familiesto support their children are a critical compo-nent of an effective child protection system.Preventing families from falling into crisisthrough the provision of information and sup-port and responding to their needs in a time-ly way will help ensure that the level of stateintervention is commensurate with the levelof harm, or risk of harm, to a child or youngperson. ■

Dr Robin Sullivan is Director General of the Queensland

Department of Child Safety and the former Children’s

Commissioner for Queensland. The full transcript of Dr

Sullivan’s presentation to the AWCH Conference can be

downloaded from www.awch.org.au

NOTES

1. Centre for Community Child Health, Research to informthe development of a capacity building program, FinalReport, prepared for the Australian Council for Childrenand Parenting, June 2003, and Marmot MG 1999, Thesolid facts: the social determinants of health, HealthPromotion Journal of Australia, 9(2), 133–139.

2. ‘From neurons to neighbourhoods: The science of earlychildhood development’, Voices for childcare, NationalAcademy of Sciences, 2000, p.313.

3. The hormone cortisol is secreted by the adrenal glandsin response to any kind of physical or psychologicalstress.

4. Sims, M., Guilfoyle, A., & Parry, T., Children’s biologicalstress levels and child care quality: what are we doingright? Gowrie Australia, Autumn 2005.

5. I Can—Promoting Self Protection Posters, FamilyPlanning Queensland, 2004.


EVERY FAMILY PROGRAM: SURVEY 4,500 PARENTS IN 3 CITIES

Children

31.0% Behavioural/emotional issues in past six months

15.3% Children in clinical range for emotional symptoms

18.9% Children in clinical range for conduct problems

20.1% Children in clinical range for hyperactivity

13.1% Children in clinical range for peer problems

Source: Child & Health Update, Child and Youth Mental Health Unit Queensland Unit

The positive relationship between childcare quality and virtually

every facet of children’s development is one of the most

consistent findings in developmental science

HAPPENINGS ■


OUTANDABOUT

Community Childcare

Co-operative is often asked what

it is that we do. So we thought

we’d show you our photo album.

Lately, our training programs

have allowed us to travel to some

wonderful communities across

New South Wales and meet a an

amazing array of services.

1. Creative children at

Bourke.

2. Cooking time at Gwydir

Mobile in Mallawa.

3. OH&S Training at

Marrickville headquarters.

4. The Community Childcare

Co-operative team ham it

up in the Observatory Hill.

5. Practicing a fire drill in

Bourke.

6. Chief Executive Officer,

Carol Lymbery, navigates

from Walgett.

6

5

2 3

1

4

Coming to grips with

giftedness



IT seems that everyone has an attitudetowards giftedness. When teachers’ lay

opinions have not been counteracted by train-ing in gifted education, misinformation cantaint their willingness to make educational pro-visions for these children. Some of the mostcommonly expressed attitudes are:

■ Many lay and education professionals havean outright prejudice against gifted children.

■ Some believe that, as giftedness is a con-struct that has been created arbitrarily, it isnot meaningful. This can be simplifieddown to the ‘no one is gifted’ notion.

■ Others believe that everyone is gifted atsomething.

■ Some contend that some children (andadults) are gifted, but believe that this isnot an educational issue as these childrenwill be able to progress without specifichelp. This can be simplified into the viewthat giftedness does not matter.

■ There is also a view that giftedness mattersbut not as much as other educationalneeds, so it must remain a lower priorityfor resource allocation.

■ Others contend that society should investin gifted education, as talented childrenwill grow up to become our political lead-ers and key people in industry. Harrison1

calls this the national resources rationalefor gifted education.

■ Some proclaim that those who are giftedneed additional support in order to reachtheir potential.

■ The special education view is that thosegifted children who have additional needsnow have a right for those needs to be metnow, regardless of how the children laterdevelop.

A rationale for gifted education

for the young

Despite ample evidence of the efficacy ofearly provisions for educationally disadvantagedchildren, these findings are seldom applied togifted children. Special provisions for giftedchildren are seldom available prior to the middleprimary (elementary) school years.2

Yet a core tenet of early years education is thathigh-quality early programs have crucial bene-fits both for children’s development and theirattitudes both to learning and to themselves aslearners.3,4,5,6 It is well accepted that the brain ismost malleable in the first five years of life, soearly childhood is a critical period for facilitatingchildren’s development.

There are few studies of the effectiveness ofearly enrichment for gifted learners.7 However,one study8 offered early language-enrichmenttraining to parents of infants aged 3 to 24months. The researchers found that, whereas4.8 per cent of children whose parents were uni-versity-educated could be expected to be gifted,a massive 68 per cent of these children who alsoreceived early enrichment were later identifiedto be gifted.

Even more astonishing is the finding that,whereas only 0.001 per cent of children could beexpected to be gifted when their parents did notcomplete high school, 31 per cent of those chil-dren (many from minority cultures) whoreceived early enrichment training were laterdefined as gifted.

Another meta-analytic study concluded thatschool-based enrichment programs make mostdifference to children’s achievement in their firstfew years of school.9 Together with our knowledgeof the benefits of early intervention with childrenwho have disabilities, such studies indicate that

CHILDREN IN DETENTION ■

Understanding the rationale for gifted education

will help early childhood professionals provide

the best environment for gifted children to thrive,

as discussed by Louise Porter.

early enrichment can promote the developmentof young children’s learning capacities.

Some gifted education advocates also claimthat underachievement can be identified in theearliest years of school, in which case it seemsobvious that prevention of underachievementshould begin prior to this—namely, in the pre-school years, when children’s attitudes to learn-ing are most malleable.10,11,12

Evidence for this claim may be fairly scant,and the underlying assumptions about the per-manency and definition of underachievementneed some careful analysis but it seems self-evi-dent that failing to meet children’s needs duringtheir induction into the education system coulddiscourage them from the outset, while theirlack of access to intellectual peers renders theirsocial and emotional needs at this age a particu-lar priority.

At the same time, early childhood is the timewhen parents are most likely to encounter forthe first time the notion that their child hasexceptional needs so may need some additionalinformation to maintain their confidence intheir own ability to satisfy these needs.13

Nevertheless, there is some disquiet aboutidentifying the very young as gifted. Becauseyoung children have such a short life history onwhich to base diagnoses and prognoses, there isa justified reluctance to label them in any wayand the gifted label is no exception.

Some commentators express deep concern forthe effects on neophyte personalities of beinglabelled as gifted, fearing for example that earlyidentification will make these children conceit-ed or pompous, or will isolate them frompeers.14,15 However, as Mares16 observes: ‘This issheer nonsense. The child is gifted, whether sheis identified or not’.

Others think that the gifted label will lead tosome children being ‘hot-housed’ to the pointwhere they lose interest in their special talent,are withdrawn from social and playful contactwith other children, or come to define them-selves as valuable only because of their excep-tional abilities.17

However, a focus on giftedness during chil-dren’s earliest years does not mean hot-housingchildren such that they are force-fed informa-tion in advance of their interests.

Pumping children full of information is notthe same as encouraging them to develop theirown special gifts and abilities.18 Hot-housingpromotes adults’ ambitions; gifted education

seeks to nurture the skills and interests of thechildren themselves.

The range of gifted education provisions

When children have disabilities, their accessto special education services is determined onthe basis of need: if the children need a service,they are generally regarded as having a right toone. (For reasons of limited resources, this is notalways supplied, but the aim is to do so.)

However, with gifted children, access to spe-cial provisions is often based on a determinationthat they deserve these: they must behave inexemplary ways, have tidy handwriting or dis-play uniformly able performances before theyare considered for a gifted program.19

The very fact that such children are meetingexpectations within their present setting sug-gests that this setting is mostly meeting theirneeds. In that case, these are the children wholeast need modified provisions; those who needadjustments are the ones who are not copingwithin the present arrangements. We do notgive medical treatment to those who are healthy,but instead to those who are unwell.20

The criterion, then, should be the same forgifted learners as for those who have a disability:need should provoke the implementation ofspecial provisions. The issue then becomes whatform those provisions should take. Three mainoptions are possible: fully segregated gifted edu-cation; partial segregation—or ‘pull-out’ pro-grams; or inclusive education for all.

Conclusion

Rather than being a preparation for ‘serious’learning, early childhood education and the firstyears of school provide a rich education in them-selves.21

Early childhood centres are not just a down-ward extension of the schooling system: they areuniquely equipped to cater for children with abroad range of developmental abilities and thusto offer gifted children appropriate program-ming in a naturalistic setting.

Research tells us that when educators expandtheir provisions for their more able children,overall provisions improve.22 This is a powerfulincentive to gain competence in providing forthese children—as all will benefit. ■

Dr Louise Porter is a child psychologist and trained

teacher with 25 years’ experience working with young

children, their parents and educators. She is an adjunct

senior lecturer in Education at Flinders University,


The criterion, then, should be the same for gifted learners as for

those who have a disability: need should provoke the

implementation of special provisions.

South Australia and author and editor of several books

including Educating Young Children with Additional

Needs and Student Behaviour. This excerpt is taken

from her book Gifted young children, 2nd edition, pub-

lished by Allen & Unwin, RRP: $39.95

REFERENCES

1. Harrison, C., Giftedness in early childhood, 2nd edn,Gerric, Sydney, 1999.

2. Gillman, J. & Hansen, H., ‘Gifted education inMinnesota kindergartens’, Roeper Review, vol.9, no.4,1987, pp.212–4.

3. Field, T., ‘Quality infant day-care and grade schoolbehavior and performance’ Child Development, vol.62,no.4, 1991, pp.863–70.

4. Gallagher, J.J., ‘National agenda for educating gifted stu-dents: statement of priorities’ Exceptional Children,vol.55, no.2, 1988, pp.107–14

5. Phillips, D.A. and Howes, C., ‘Indicators of quality childcare: review of research’ in Quality in child care: whatdoes research tell us? ed D. Phillips, National Associationfor the Education of Young Children, Washington, DC,1987, pp.1–19.

6. Sylva, K. ‘School influences of children’s development’Journal of Child Psychology and Psychiatry and RelatedDisciplines, vol.35, no.1, 1994, pp.135–70.

7. Karnes, M.B. & Johnson, L.J., ‘The preschool/primarygifted child’ Journal for the Education of the Gifted,vol.14, no.3, 1991, pp.267–83.

8. Fowler, W., Ogston, K., Roberts-Fiati, G. & Swenson, A.,‘Patterns of giftedness and high competence in highschool students educationally enriched during infancy:variation across educational racial/ethnic backgrounds’

Gifted and Talented International, vol.10, no.1, 1995,pp.31–6.

9. Vaughn, V.L., Feldhusen, J.F. & Asher, J.W. ‘Meta-analy-ses and review of research on pull-out programs in giftededucation’, Gifted Child Quarterly, vol.35, no.2, 1991,pp.92–8.

10. Karnes, M.B., Shwedel, A.M. & Kemp, P.B. ‘Preschool:programming for the young gifted child: maximizing thepotential of the young gifted child’, Roeper Review, vol.7,no.4, 1985, pp.204–9.

11. ibid.12. Wolfle, J., ‘Gifted preschoolers within the classroom’

Early Child Development and Care, vol.63, 1990,pp.83–93.

13. Creel, C.S. & Karnes, F.A., ‘Parental expectancies andyoung gifted children’, Roeper Review, vol.11, no.1, 1988,pp.48–50.

14. Gross, M.U.M., Exceptionally gifted children, 2nd edn,London, RoutledgeFalmer, 2004.

15. Mares, L., Young gifted children Hawker BrownlowEducation, Melbourne, 1991.

16. ibid.17. ibid.18. Smutny, J.F., Veenker, K., & Veenker, S. Your gifted child:

how to recognize and develop the special talents in yourchild from birth to age seven, Ballantine, New York, 1989.

19. Borland, J.H. Planning and implementing programs for thegifted, Teachers College, Columbia University, New York,1989.

20. Eyre, D. Able children in ordinary schools, David Fulton,London, 1997.

21. Gillman & Hansen, op. cit.22. Eyre, op.cit.


ThePeople

and

Company ProfileAn Australian owned company established in 1984, we strive to provide a safe and funenvironment for all. With over 21 years experience we are at the forefront of safetysurfacing, working closely with NATA Approved laboratories, to ever improve safetysurfaces. As Industry leaders we supply quality installations of Rubber Wetpour andSynthetic Grass products. Designs and patterns are easily incorporated into any situationby our skilled, experienced staff. All work is carried out professionally, within theguidelines of our company OH&S & Child Protection Policies.

Product Range• Synthetic Grass

Available for playgrounds, cricket wickets, tennis courts, rooftops, pool surrounds, etc...• Rubber Wetpour

All ranges of Rubber Wetpour are available for playgrounds, multi-use areas, etc... All of our products when used as a safety surfacing are fully compliant to the AustralianSafety Standard ASNZ 4422:1996

Recent Projects Richard Crookes Construction – 20 Preschools, Pittwater / Manly / Warringah / Cessnock /Auburn / Marrickville / Leichhardt / Coonabarabran Councils

The Synthetic Grass People3 Tepko Road TERREY HILLS NSW 2084

TEL: +61 2 9986 1133 FAX: +61 2 9986 1144 EMAIL: [email protected]


Baby BoomsticksBy Margaret Wild

Published by ABC Books

Cost: $14.95

Inspired by several of Margaret Wild’s

friends giving birth to gorgeous big,

bouncing babies, this is the story of

when a teeny-tiny mum and dad have a

teeny-tiny baby called Baby

Boomsticks. But he soon grows… and

grows… and grows.

His nappies were as big as towels…

then as big as sheets! He drank

buckets of milk. He ate barrels of

porridge!

This is a somewhat strange, but playful

story with a rather delightful concept. The pictures

are based on illustrator David Legge’s 14-month-old

son, adding a realistic dimension to the fairytale.

The big ball of stringBy Ross Mueller and Craig Smith

Published by Allen and Unwin

Cost: $24.95

George wants to play soccer, but he

doesn’t have a ball to kick. All he has is a

big ball of string. So he kicks it and kicks

it and kicks it all over the park and home,

until he realises the ball of string has

disappeared.

This is a story about a small boy with a

big imagination. The plot is fun and easy

to follow, but unfortunately the illustrations may not

be eye-catching enough to keep little ones focussed.

Young gifted children: Their search forcomplexity and connectionBy Cathie Harrison

Published by Inscript Publishing

Cost: $65.00

Laden with fabulous quotes and pictures by young

children, this book is a comprehensive

research-based resource for parents

and educators. It details the intricate

nature of giftedness in early

childhood, from babies to the first

years of school.

Cathie Harrison documents

conversations she has conducted with

gifted children and their families,

giving the book a distinctly child-

centred flavour.

The book is easy to comprehend, not

too heavy on academia, yet packed

with practical insight, including

information from presentations and

journals over the past seven years.

Talk peaceBy Sam Williams and Mique Moriuchi

Published by Hodder Children’s Books

Cost: $29.95

Understand foreign land.

Take heart, take part, talk peace.

Despite the narrative

not really offering

much in the way of a

storyline, this book

could provide timely

fodder for discussing

the meaning of ‘peace’

and its context in

current events or even

the playground.

It is a boldly colourful

book and the rhythmic verse is very memorable,

especially the chorus, ‘Talk peace’. The illustrations

are simple and sweet and likely to strike a chord.

BookwormRattler’s literary roundup page,

where we preview what’s

new on the shelves—

resources for you and storytime

books for all ages.

At the recent Association for the

Welfare of Child Health Conference,

author Mem Fox listed the following

must-have classics for Aussie kids

aged 0-4 (in no particular order)

1. I Went Walking by Sue Machin

2. Each Peach Pear Plum by Allan Ahlberg

3. Brown Bear, Brown Bear by Bill Martin Jr.

4. Green Eggs and Ham by Dr Seuss

5. The Foot Book by Dr Seuss

6. Are You My Mother? by PD Eastman

7. Where the Wild Things Are

by Maurice Sendak

8. Where’s Spot? by Eric Hill

9. The Very Hungry Caterpillar by Eric Carle

10. The Bunyip of Berkeley’s Creek

by Jenny Wagner

11. Owl Babies by Martin Waddell

12. Hairy Maclary from Donaldson’s Dairy

by Lynley Dodd

13. Rascal The Dragon by Paul Jennings

14. Madeline by Ludwig Bemelmans

15. Wombat Stew by Marcia K. Vaughan

16. Who Sank The Boat? by Pamela Allen

17. Dr Seuss’s ABC by Dr Seuss

18. Dear Zoo by Rod Campbell

19. Rosie’s Walk by Pat Hutchins

20. Hand Hand Finger Thumb by Al Perkins

Community Child Care Co-operativeLtd. (NSW) 2005OCTOBER – DECEMBER

NORTHERN BEACHES – MANLYMotivation for Childcare Professionals 18 October 6pm–9pmCost: $66.00

SYDNEYDeveloping Staff through an Effective Staff AppraisalSystem (for Committee Members, Managers and Owners)24 October 2pm–5pm Cost: $66.00

PENRITHDesigning Effective Policies and Procedures26 October 10am–5pmCost: $93.50

KIAMAPolicy Development and Implementation17 October 12pm–3pmCost: $66.00

ALBURY What’s Happening in Childcare30 November 2pm–4pmCost: FREE SEMINAR

ALBURY Value Yourself and Others30 November 5pm–8pmCost: $66.00

NEWCASTLEMotivation for Childcare Professionals 12 October 2pm–5pmCost: $66.00

ARMIDALENew Directors 26 October 10am–6pm Cost: $93.50

HAYCommunicating with Families1 December 6pm–9pmCost: $66.00

HEALTH & SAFETY SEMINARS 2005Health and Safety Model Policies for Early ChildhoodServices and Family Day Care Cost: $80.00

These seminars, run by Community Child Care Co-op and Lady Gowrie ChildCare Centre on behalf of the NSW Children’s Services Health and SafetyCommittee, are designed to support children’s services in implementing theHealth and Safety in Child Care Centres/Family Day Care Services: ModelPolicies and Practices. The seminars will help services plan all aspects ofimplementing the new policies and procedures from reviewing existingpolicies to developing strategies to assist staff with the changes required.

All sessions 9am–4pm

Newcastle 11 October

Gosford 12 October

Parramatta 25 October

Queanbeyan 2 November

Ballina 7 November

Coffs Harbour 9 November

For more information, look for the flyer sent to your service orcontact Diane Duvall on (02) 8345 7600.

Registration and payment are required two weeks prior to the course date.Confirmation of enrolment and venue details will be sent to participants.

All prices include GST. Lunch and morning tea are provided for participants of thefull-day sessions. Participants are encouraged to attend both sessions. CommunityChild Care Cooperative reserves the right to cancel or postpone a workshop ifinsufficient registrations are received. Participants will be notified of thecancellation at least five days prior to the scheduled workshop date.

BOOK YOUR PLACE NOW!For more information on any of our courses please call us on: (02) 9560 4771, or outside Sydney metro FreeCall 1800 629 397.

Statement of Apology and Commitment to

Aboriginal and Torres StraitIslander People

Statement of Apology and Commitment to

Aboriginal and Torres StraitIslander People

Community Child Care Co-operative Ltd.(NSW) acknowledges the loss of family,cultural identity, land, language andcommunity of Aborigines and Torres StraitIslanders through the policies andpractices of Australian governments,organisations and people.

We unreservedly apologise for theongoing suffering and loss that thesepolicies and practices have caused toAboriginal and Torres Strait Islanderchildren, parents, families andcommunities.

Community Child Care Co-operative Ltd.(NSW)

26 May, 1998

training

www.ccccnsw.org.au/servicesFor more details and registration forms, go to:

NEW

NEW

NEW

Community Child Care Co-operative

Ltd. (NSW)

OUR VISIONOur vision at Community Child Care is for children, families

and communities of NSW to have access to a diverse range of quality, affordable children’s services.

RESOURCESAND ADVICE

Community Child Care Co-operative Ltd (NSW)provides advice and up-to-date information forcommittee members,

staff and families. Pleasecall us to discuss issues,concerns or ideas about

the operation ormanagement of your

service.

CONSULTANCY& CUSTOMISEDPROFESSIONALDEVELOPMENT

We offer personalisedconsulting on all aspectsof management and early

childhood servicesoperations. We willidentify solutions byworking with you toformulate a plan of

action. Our consultantsalso provide customised

professional developmentspecific to your service or

a group of services onany subject.

TRAININGCommunity Child Care

Co-operative Ltd (NSW)co-ordinates training

sessions at night, overthe weekend or duringthe day on a variety of

subjects. Visit ourwebsite to view our

training directory, ourcurrent training calendar

or simply call us todiscuss.

For more information about Community Child Care Co-operative, contact us on:

1800 629 397 or 9560 4771Or go to our website …

www.ccccnsw.org.au

leadership • information • advocacy • management advice • training • publications

issue 75, spring 2005 ratt ler - community early learning australia · 2017-06-12 · ratt issue...

Documents