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Rattler + Broadside COMMUNITY EARLY LEARNING AUSTRALIA JOURNAL ISSUE 126 | MARCH 2019 FOCUS ON THE CHILD ELECTION 2019 Election 2019: What the sector is saying – Inclusion: How to welcome rainbow families - Your 8 week quality PD plan – The importance of trust in communications – Broadside and much more
In response to feedback from our regional members,
who requested more access to quality regional
training, we commenced our Western NSW Regional
Learning & Development Group. This initiative will
provide innovative, accessible and affordable learning
opportunities to communities who need it the most.
Across 12 months the program will provide a blend of
masterclasses, a mini conference, on-line learning,
mentoring, and an opportunity for educators to reduce
the very real impact of professional isolation. We
encourage other regions to make contact with us to
explore how this program could be of benefit in your area.
This year we are introducing an Action Learning series.
This intuitive approach includes a blended training
FROM YOUR CEO delivery that breaks learning into three sections
across three weeks. At each stage we apply a range of
Welcome back to what I hope will be a rewarding year educational tools to ensure that every style of learner
for all of our members. has the opportunity to excel. Staged delivery also
provides the opportunity to implement new skills into
Like many of the members we’ve spoken to so far this your practice, discuss outcomes with the group and
year, we’ve had a busy start to 2019. We continue to receive feedback.
champion the value of early learning for every child
across Australia, as well as supporting the professional
A stable, well supported and
growth of our members and the wider sector. Keeping
professional workforce is a vital element
this focus top of mind for our members and the wider
community becomes even more important with state
in achieving quality early education
and national elections looming. for Australian children.
As the national peak body for community, not-for-
In addition, we are excited to announce a series of
profit early childhood education and OSHC, we strive in
Masterclasses, which will be available in Sydney and
particular for continued recognition of the outstanding
online starting this month.
level of quality provided in our part of the sector. From
the beginning of the National Quality Framework With the NSW State election fast approaching and
onwards, community based services have led the way the Federal election around the corner, CELA’s advocacy
focuses on 5 key areas, which we cover in this
in the highest standards of education and care for
issue's Broadside.
Australian children and need ongoing support to carry
out that work into the future. We are proud to promote the voice of our members
during this crucial time and as always, we encourage
A stable, well supported and professional workforce is
you to speak to us personally via our 1800 number or
a vital element in achieving quality early education for email info@cela.org.au with any queries. We also invite
Australian children. Supporting leadership capability you to revisit our updated member only resources which
and ongoing professional development is essential, have guided early education services for decades.
so that educators have the skills they need to improve We hope that you enjoy our new digital version of Rattler
developmental outcomes for all children. In line with and welcome your thoughts, contributions and feedback.
this, we’ve launched some exciting initiatives within
our Learning and Development program - each of our Michele Carnegie
initiatives centres around transforming learning into Chief Executive Officer
high quality practice. Community Early Learning Australia
RATTLER ISSUE 126 MARCH 2019
PUBLISHER
Community Early Learning Australia
EDITORIAL TEAM
Michele Carnegie, Wendy Lindgren,
Tracey Long, Kerrie Maguire, Louise Black,
Nathalie DuPavillon, Lisa Cloumassis
THIS ISSUE RATTLER+BROADSIDE | ISSUE 126 | MARCH 2019
Community Early Learning Australia
WHAT'S ON 2 WELLNESS FOCUS:
Early education sector awards, RETREAT INTO WELLBEING 38
JOURNALIST How taking time out to put yourself first
conferences and events
Margaret Paton
can help drive professional success
ADVERTISING AND PRODUCTION
SPOTLIGHT ON 2019 4
Traceylong@cela.org.au We ask sector leaders what's top of 2018 CELA DIRECTOR’S
mind for 2019 RETREAT REFLECTIONS 41
CONTRIBUTORS
Directors from our 2018 retreat share
Tracey Long, Louise Black, Megan O'Connell, MEET THE MEMBER 6 their reflections and how they will apply
Jessica Horne-Kennedy, Dr William DeJean, Blayney Early Learners embrace what they learnt in everyday practice
Dr Suzy Green, Sarah Moore community and share learnings
CONTRIBUTIONS from a world first education study 8 WEEK PD PLAN 43
We welcome your stories. Copyright is held A new year is a great time to integrate
jointly by the publisher and the author WELCOMING RAINBOW FAMILIES 9 quality throughout your service; we
How your service can be more show you how, step by step
COPYING
inclusive of LGBTIQ+ families
Email for permission to republish any
FINDING THE GEMS
part of this magazine. CELA thanks the NEW AUSTRALIAN RESEARCH 12 OF LEARNING 46
children and educators who gave their Groundbreaking study explores
permission to be photographed.
Jessica Horne-Kennedy explains how
what makes an exemplary educator
HOW TO SUBSCRIBE WHAT’S TRUST GOT
Become a member at
BROADSIDE16 TO DO WITH IT? 51
www.cela.org.au/membership-packages NSW Election 2019: Advocacy spotlight Early education leadership coach
or email info@cela.org.au Election issues: What the sector is saying Sarah Moore shares why trust is the most
Membership includes an annual important factor in creating clear
subscription to Rattler magazine plus communications, and the science behind it
access to invaluable sector resources,
discounts on events, training and
consultancy plus a monthly webinar and STOP PRESS:
access to our expert advisory team.
BETTER PAY, BETTER CONDITIONS…
Buy a subscription to Rattler at
www.cela.org.au/shop/items/rattler INTERNATIONAL WOMEN'S DAY
DISCLAIMER
#BALANCEFORBETTER CAMPAIGN
The opinions expressed in Rattler are March 8 is International Women's Day Three ways to get involved:
those of the authors and not necessarily (IWD) and this year's campaign theme 1. Head to the IWC website and click
those of CELA. is 'Balance for Better', which puts a resources for helpful information
CONTACT CELA spotlight on driving a better working about the campaign and how to plan
1800 157 818 world through gender equality. an event.
info@cela.org.au www.cela.org.au 2. Explain why the day is celebrated
Women represent 94% of the
Building 21, 142 Addison Road
Australian early education workforce with the children in your service and
Marrickville NSW 2204
(Source: NSW Government). Our choose a book to read featuring
@communityearlylearningaustralia sector constantly faces workforce remarkable women.
@CELAust shortages due to factors such as poor 3. Speak up about the pay gap
@communityearlylearning pay and conditions and lack of public by joining the United Voice ‘Big
recognition for the profession, so let's Steps’ campaign.
do our bit to redress the balance. Any time of year is a good time to
ABN 81 174 903 921
©2019 Community Early Learning Australia promote the ‘balance for better’ idea.
RATTLER ISSUE 126 MARCH 2019 | 1
WHAT'S ON
EARLY EDUCATION SECTOR
CONFERENCES AND EVENTS
March
Early Childhood Learning & Development
April
NSW Early Years Conference & Expo
Conference 6-8 April, Parramatta
29-30 March, Perth www.eyec.com.au
www.ecld19.com
Sarah Moore 'Conscious Communication'
Sarah Moore 'Engagement is Key' Masterclass Webinar series
Masterclass Begins April – online delivery
22 March, Sydney Book at www.cela.org.au/learning-and-
development/masterclasses/
(Online learning series also begins March)
Book at www.cela.org.au/learning-and- Jennifer Ribarovski 'Exceeding The
development/masterclasses/ National Quality Standard'
4 April, Sydney
For updates see
www.cela.org.au/learning-and-development/
RATTLER ISSUE 126 MARCH 2019 | 2
May
ECA Reconciliation Symposium
June
International Society on Early
10-11 May, Melbourne Intervention Conference
www.ecareconciliationsymposium.com.au 25-28 June, Sydney
www.ecia.org.au/Learning-Events/National-
CELA Director’s Retreat Conference-2019
27-29 May, Byron Bay
Book at www.cela.org.au/2019-directors-retreat The Queensland Early Education and
Care Conference : People | Places | Spaces
Sarah Moore 'Conscious Communication' 28-29 June, Gold Coast
Masterclass www.candk.asn.au/professional-events
17 May, Sydney
(Online learning series begins March)
Book at www.cela.org.au/learning-and-
development/masterclasses/
AWARDS
Early Childhood Australia’s prestigious awards are highly recognised within the early
childhood education and care sector, acknowledging the valuable role that professional
educators play in promoting and enhancing the delivery of early years learning.
The following awards are now open:
BARBARA CREASER MEMORIAL LECTURE AWARD
Barbara Creaser Memorial Lecture Award
Barbara Creaser Young Advocates Award
Find out more at www.ecaconference.com.au/barbara-creaser-awards/
DOCTORAL THESIS AWARD
ECA Doctoral Thesis Award
Apply now at www.ecaconference.com.au/early-childhood-australia-doctoral-thesis-award/
RATTLER ISSUE 126 MARCH 2019 | 3
SPOTLIGHT ON 2019
Sector research and trends
CELA writer Margaret Paton spoke with key sector leaders to find out which
insights and topics are front of mind as we move through 2019.
David Worland recognition among policy makers and politicians of
early childhood as one of the key pillars of Australian
CEO, Early Learning Association Australia education. However, because it’s a federal election year,
Lifting our Game and workforce strategy we’ll probably see a divergence in the major parties’ views
on the value of high-quality early childhood education.
It’s good to see the evidence base supporting high
quality early learning and care continually expanding. The hot topic for our sector this year is the development
A key report, Lifting Our Game, was released in the past of a workforce strategy to attract, develop and retain a
year and gives a critical impetus to Australia’s policy quality workforce. It’s a key enabler of positive short and
makers about the need for more investment in the first long-term outcomes. More than ever, this is a critical
five years of a child’s life. piece of work that requires active engagement across
the sector during 2019.
Lifting Our Game is going some way to build national
RATTLER ISSUE 126 MARCH 2019 | 4
Associate Professor Susan Irvine Research shows despite positive strategies supporting
educators to become more qualified in Australia, those
School of Early Childhood and Inclusive who do so are the most likely to move out of ECE. That’s
Education, Faculty of Education, a dilemma.
Queensland University of Technology
While some states and territories have workforce action
Professionalisation in ECE and the National plans, it’s shameful there’s no national early years
Partnership Annual Performance Report workforce strategy – the previous one expired in 2016.
One of my bugbears is the international policy focus We need to draw on our collective expertise and build a
on 'professionalising' the ECE workforce. This puts the national approach.
emphasis on governments taking action. It’s a deficit The research that went into ACECQA’s recently released
idea that an external agency has to do something to National Partnership Annual Performance Report
help move the ECE profession forward. Government has further builds an evidence-base inform and support
an important role to play, but we need to acknowledge professionalism and quality improvement in ECE.
the professionalism educators exhibit in their daily
practice and think about how as a profession we work
to strengthen and support quality practice.
Elizabeth Death Quality Framework and invest in professional learning
that further develops educator’s capacity to engage in
CEO, Early Learning and Care Council of high quality, language-supporting interactions.
Australia (ELACCA)
We know that high quality early learning grows
The importance of investing in professional confident, capable and curious young learners who are
learning ready to thrive.
The research paper* that excited me the most has
* Sheila Degotardi, Feifei Han & Jane Torr [2018]: Infants’
reinforced the importance of educator qualifications,
experience with ‘near and clear’ educator talk: individual
group size and educator:infant ratios as indicators
variation and its relationship to indicators of quality,
for children's language development. The study, in
International Journal of Early Years Education,
particular, demonstrated “the importance of degree
DOI: 10.1080/09669760.2018.1479632
qualified educators”. This highlights the importance of
advocating for government to maintain the National
RATTLER ISSUE 126 MARCH 2019 | 5
Meet the MEMBER
Blayney Early Learners by Margaret Paton
Blayney Early Learners is a 41-place long day care service located in the
Central West NSW town of Blayney. A small town of 3,500 residents, the service
prides itself on its strong connections with the local community.
CELA writer Margaret Paton spoke to Director Georgia Hobby about the centre’s
community activities and their inclusion in a university study about the value of
professional development on quality education outcomes for children.
collaborative partnerships with families
and communities.
‘We also value art and creativity,' says Hobby. ‘We allow
the children to explore, discover and experiment at their
pace. With the support of our passionate educators, we
believe we cater for different learning styles and focus
on programming for individual needs. We really value our
relationships with our families.’
Hobby had been working casually at the service
while studying towards her bachelor’s degree. After
graduating, she was given a full-time role and was
appointed director late last year at age 24. She now
manages 12 staff, all of whom have early education
qualifications including degrees, diplomas or
certificates.
Being based in regional Australia has influenced
their programming significantly. They enter the local
agricultural show each year and give children the
opportunity to explore farming in a practical way within
their curriculum. Last year the children who live on
farms were excited that their sheep were lambing,
so a lamb was brought into the service for the day.
E
ducators at Blayney Early Learners put a great And, yes, it did bleat constantly, says Hobby.
deal of importance on building connections When one of the locals, Ben Emms, competed in the
within their local community. shooting event for the last Commonwealth Games, Blayney
'Because we’re such a small community, we have a Early Learners celebrated the event, which they watched on
tight connection within our families,’ says centre TV, by making a poster and creating a medal tally.
director Hobby. ‘A lot of us know each other outside of ‘We added the event to ‘munch and move’, our
here, which helps us to develop the relationships beyond
fundamental movement, physical and healthy eating
the service’s doors.’
program. We encouraged the kids to gallop, side step,
The service exceeds the National Quality Standards run, and skip and highlighted the different activities
for children’s educational program and practice and they saw in the games.’
RATTLER ISSUE 126 MARCH 2019 | 6
Another way in which they engage with the local We have incorporated a lot of the study including
community is through regular bus trips to visit the local environmental rating scales and some shared thinking
aged care hostel and one in a nearby village, Carcoar. scales,’ she says.
‘Over time, the children have become more interested The scales show different examples of best practice for
in having conversations with the residents. Those literacy, maths, science, environmental diversity and
constant visits and the range of different activities self-regulation. According to Hobby, it means the service
including performances plus lunch or morning tea with has been able to set their environment up to reflect
the residents make it more meaningful for everyone,’ these things in a play-based setting.
says Hobby.
'It has helped us to develop our relationships with the
‘We’ve also been connecting with the local primary children and to spend more quality time with them as
and high schools. It’s helping the children develop
we help develop their self-regulation skills as well as
relationships there and we’re seeing the positive
scaffolding to help resolve conflict.'
impact it’s having on them.’
‘One focus of the study is literacy - the environmental
Tapping into a world-first study print. So within our room, although the kids can’t read
The service participated in the Fostering Effective Early it, we expose them to more print. We have labelled our
Learning Study, conducted by University of Wollongong different areas. A few weeks ago, we set up a ‘fish shop’.
researchers. The study looked at how educators’ Rather than just feature images of fish, we had names
professional development impacts children’s cognitive, of fish and their prices. It’s so much more than just
social and self-regulatory development. According sitting and writing.’
to the university, the study is a world-first. You can download a pdf of the Fostering Effective Early
‘The study gave us some really great resources and Learning Study to find out more about the study design,
effective strategies to implement into our program. objectives and findings.
RATTLER ISSUE 126 MARCH 2019 | 7
Hickory Dickory Dash
strikes a national chord
RATTLER ISSUE 126 MARCH 2019 | 8Welcoming
rainbow families
BY MARGARET PATON
How your service can be more
inclusive of LGBTIQ+ families
T
he 2016 Census found Australia is home to about ways our families are different,’ says Jac Tomlins, a
46,800 same-sex couples, more than a third up on Melbourne mum who’s raised three children with her
the previous Census, but that doesn’t include other lesbian partner. Tomlins has researched and written
types of rainbow families. guides for the early learning sector about welcoming
Should early learning services go out of their way to be rainbow families (see resources).
more inclusive of LGBTIQ+ parented or rainbow families? She says: ‘What’s important is that people see my
After all, don’t they just want to be treated the same as family, recognise us and know we’re out there. That way
everyone else? early learning centres can make sure they are providing
Actually, no. Excluding rainbow families (where parents appropriate and inclusive services. Not acknowledging
or carers are lesbian, gay, bisexual, trans, gender us renders us invisible.’
diverse, intersex, non-binary and queer ie LGBTIQ+) Even her daughter pipes in with ‘it doesn’t work to treat
is what your service risks. everyone the same’.
Here’s why it’s not OK to treat rainbow families like ‘The same is having a mum and dad and if you’re a kid
anyone else and what your centre can do about it. in daycare or at school and teachers talk about having
‘I get that it comes from a good place, but treating us a mum and a dad, I don’t have a dad. I have two mums,’
the same fails to acknowledge that in some important she says.
CONTINUED OVER PAGE
RATTLER ISSUE 126 MARCH 2019 | 9Jac Tomlins, partner Sarah and their children
Where it gets tricky for early learning centres is at those roles as centres do with stepfamilies.’
Mother’s or Father’s Day. Tomlins says what centres ‘do
Tomlins urges early learning educators talk to parents
for everybody else isn’t going to work for us.’
of rainbow families and ask them how the centre can
‘Lots of parents have had the experience of receiving a better support them and make them feel more included.
card where they’ve crossed out ‘father’ and given it to the
kid to bring home. There are ways of doing this that include Meanwhile, a Newcastle, NSW educator, Samantha
our kids and others who may only have one parent.’ Barrish, is a mum in a same-sex relationship who works
at a service with families who identify as LGBTIQ+.
Alternatives include ‘Special person’s day’ or ‘Family
day’ where kids bring along a grandparent or family ‘I know a few people who have gone to pick up their child
friend. Tomlins’ advice is: ‘talk to us; ask’. and been called the aunty or asked, ‘so who are you?’.
For the past five years, she’s run workshops for early We make sure everyone knows from day one as soon
learning educators, social workers and psychologists as a child walks into a service, that we know what the
about how to be more inclusive. family makeup is, and what names they use.’
‘It’s helpful for service providers to Barrish says she’s found great
understand something about the resources at Fair Day, a family day out
experience of rainbow families. held at the start of the annual Mardi
This allows them to provide a much Gras Festival in Sydney. Her favourite
more culturally safe environment book? ‘The Family Book’ by US writer
for our kids,’ she says. Todd Parr.
‘We create our families differently
‘I have used that a lot to encourage
and there may be a third parent, a
children to be themselves. For children
donor or dad who’s involved who
from same-sex families, it helps open
may be picking up the child from
daycare. We need to acknowledge up that discussion,’ says Sam.
RATTLER ISSUE 126 MARCH 2019 | 10Educators might feel a bit uncomfortable about reading ‘We suggest you have a gentle conversation with the
a book outside stereotypical parenting – is there a risk parent about including all children and their families.
other parents might complain? Offer them the book to read and be open to answering
their questions. Respecting and including families will
Felicity Marlowe, Executive Director of Rainbow Families also be in line with your centre’s mission statement and
Victoria, says: ‘Reading books that explore family the national quality framework, so remind the parent of
diversity is important for so many children, not just these policies too.’
those from rainbow families. We know some centres
Helping diverse families feel included in your service
may be worried about complaints. For example, a parent is much more than lip service. A Macquarie University
might get a jumbled story from their child about a book study of 64 early learning directors in Victoria found
read at childcare, and then come in the next morning none had explicit programs, policies or resources.
and ask why such and such book was read.’ How’s your centre looking?
Tips to make your service more
inclusive for rainbow families
Can members of Could your How diverse are Ask rainbow
rainbow families enrolment forms your book and families how you
walk into your have ‘parent 1 dress up areas? can acknowledge
centre and see their and parent 2’ or Are there enough and support them
family represented? guardians rather dolls of different (including non-
That should than mother and ages/ genders so birth parents and
mean more than father? The latter people can make up donors).
a rainbow flag or alienates foster their co-parenting
sticker in your front families, too. families or for the
foyer. kids who have older
grandparents as
carers?
Specific questions to ask rainbow parents*
What name does your child call you? (for How would you like me to describe your
example, Papa or Daddy). family to others (other children/other adults)?
How would you like us to refer to you when How would you like me to respond
talking with your child? to questions about your family?
*Source: Creating a Welcoming Early Childhood Program for LGBT-Headed Rainbow Families Victoria offers training and professional development
Families: Partnering with Parents Who Identify as Lesbian, Gay, Bisexual, to the early years’ sector including primary schools. Contact them on
and/or Transgender, USA Department of Health and Human Services info@rainbowfamilies.org.au
Links You may also be interested in reading our Amplify article Marriage equality
Early Years Support Guide – Rainbow Families and early childhood education and care curriculums.
RATTLER ISSUE 126 MARCH 2019 | 11What makes an
exemplary early educator?
BY TRACEY LONG
CELA shares the interim results from a
ground breaking new Australian study
3,000 hours of data Key take outs:
Perhaps unsurprisingly, educators spend most of their
261 educators from ‘exceeding’
time across the day ‘being with children’, switch tasks
rated centres around Australia rapidly and perform simultaneous tasks frequently.
A first of its kind for the sector Participants recorded a high level of job satisfaction
across the day, and relatively low level of feeling
rushed or stressed. There were fluctuations recorded,
In a study which may be the first of its kind globally,
researchers at Charles Sturt University have analysed with higher ratings for feeling rushed and stressed
over 3,000 hours of data taken from time sample diaries indicated at the beginning and end of the day for some
filled out by 261 educators from some of Australia's participants.
exceeding early childhood education services.
What’s behind the study?
'Early childhood educators and advocates know that
the work they do is skilled, important and complex. This The aim of this unique study, according to the research
study will help us understand the distinct nature of early team, is to shed light on the complexity of the work
childhood education and importantly what it takes to be of early childhood education, in order to identify the
a great educator in a high performing service'. personal, professional and environmental resources that
Professor Fran Press, Chief Investigator facilitate exemplary work.
RATTLER ISSUE 126 MARCH 2019 | 12The desired impact will be to inform strategies to better Findings:
prepare and sustain the profession, including:
The interim findings have revealed interesting results
Lifting educators' professional status from the time sample study such as what constitutes
Strengthening employment practices conducive to an average day's work for exemplary educators, how
high quality ECEC it varies across qualification level and service type,
Providing evidence based content for preservice and how satisfied exemplary educators are with their
education and in-service professional support work from hour to hour. The study also revealed rich
responses from the focus groups around what makes
The project focuses on degree, diploma and certificate
an exemplary educator.
qualified educators in ECE centres rated as exceeding in
all standards and sub-standards in the NQS. The reason
behind this, according to the research team, is to ensure
that the data obtained is tied to the delivery of high
quality programs.
As one of a number of sector partner organisations for
this project, CELA were invited to sit in on the interim
findings presentation at the project's stakeholder forum.
Phases:
The research project is multi layered, including the
following three phases:
1. Quantitative Research Complete
Collection of quantitative data on educator’s work
activity through the use of a time sample study
facilitated through a phone app. Educators were
prompted at random times over the course of two
weeks to record what they had done for the previous Where do educators spend most of their time?
hour, broken down into blocks of 6 minutes. The Being with children* was identified as the task that
app listed 10 distinct categories of work activity. For educators spend most of their time on, followed by
each 6 minute block, educators recorded a primary routine care/transition** and intentional teaching***
activity and had the option to also identify
*Being with children encompasses watching/supervising children, playing
a secondary activity. with, listening and responding to children.
** Routine care/transition activities with children includes hygiene
(handwashing and toileting), nutrition (mealtimes), health (sun protection),
sleep/rest, organising all the daily transitions, and dealing with injuries or illness
2. Focus Groups Complete
***Intentional teaching is described as providing teaching and learning
Focus groups with educators from each level of experiences that are deliberate, purposeful and thoughtful (with intent) and
qualification to gather rich information about what either planned or spontaneous.
shapes and informs their practices and decision
Educators spent the least amount of time on professional
making.
learning which included self-educate, attend PD/
in-service, support/mentor others, receive support/
mentoring, pedagogical leadership, and reflection.
2. Case Studies Begins late 2019
Performing simultaneous tasks occurs during
Intensive case studies of exemplary educators and all activities
their work environments to help shed a light on why
Working on a secondary activity was identified as
they do what they do and how organisations support
occurring for every primary activity at some stage
high quality work.
and occurred within 50% of participants’ records.
CONTINUED OVER PAGE
RATTLER ISSUE 126 MARCH 2019 | 13Educators switch tasks frequently children (rapid change seemed more prevalent for
47% of all recorded activities took place for less than educators working with infants and toddlers), size of
12 minutes, with almost a quarter of all activities being groups, ratios and staffing models.
recorded as less than 6 minutes in duration.
Undertaking simultaneous tasks:
Some tasks are linked to specific periods Participants viewed the need to undertake simultaneous
Intentional teaching was most likely to take place mid- tasks as ‘the nature of the work’ and acknowledged that
morning between 9am and 11.30am, while routine care there will always be interruptions to deal with.
and transition spiked across the middle of the day.
Satisfactions ratings:
Planning and professional learning, while taking up less Focus groups revealed that satisfaction ratings were
of the day, occurred throughout the day. often related to work environment, flexibility and the
philosophy of the service.
How educators feel about their work
throughout the day What makes an exemplary educator?
At the end of each recorded hour, educators were asked In the eyes of educators, a broad range of professional traits
to choose from a scale of 1 (low) to 10 (high) in relation and environmental factors supported their work, including:
to how they felt about the following questions:
Prioritising/decision Autonomy
How rushed they felt Whether they were making Mentoring/coaching
How satisfied they felt required to meet Leadership Favourable work
multiple demands Teamwork conditions (ratios/staff
How stressed they felt
Communication models/non contact/
programming)
Job satisfaction high, stress levels relatively low Passion
79% of responses for ‘rushed’ were recorded as a ‘5’ or Professional networks
Critical reflection
below, with 31% of responses being low, and only Intensity of the
Advocacy
2.6% of responses high. work – sustainability
Professional for educators
The average ratings were as follows: development
Rushed: 3.5 Stressed: 3.3 When asked the same question, it’s no surprise that
Meeting multiple Satisfied: 7.3 responses from interviewees at director level came from
demands: 4.3 a slightly different angle:
Job satisfaction and stress level vary slightly by role Listening Valuing and empowering
Those with room leader or teacher roles were likely to Valuing people educators
respond with slightly higher ratings for feeling rushed, Leaders providing
Organisational structure
stressed or having multiple demands to meet. a framework
Making decisions
Assistants and educators were likely to record a slightly Critical reflection
Relationship
higher rating for feeling satisfied, although ratings were Professional
high across the board. Role models
development
Non judgemental and learning
Focus group findings:
Focus group discussions are currently being held with
educators at each level of qualification. The focus Next steps in this study:
groups are still ongoing and are being used to probe Case studies are yet to take place
more deeply into the data, so the researchers can gain and are scheduled for late 2019.
a better understanding of the nature of educators work
at their qualification level, and the skills, knowledge and
organisational conditions that help them to be ‘exemplary’. If you represent a centre that qualifies for the study
(exceeding in all standards and sub-standards) and
Rapid changes: would like to be considered for the case study phase,
Discussions suggested that the rapid changes recorded please contact Associate Professor Sandie Wong; email
by some respondents may be down to the age of sandie.wong@mq.edu.au, phone (02) 98509844.
RATTLER ISSUE 126 MARCH 2019 | 14Inspired learning
with sector experts
Early childhood specialists for over 40 years
CELA training equips educators with the knowledge
that changes practice and underpins quality early
education. Join our scheduled sessions, or we can
tailor a session to suit your team and location.
ff Highly experienced facilitators
ff RTO accredited
ff NESA registered PD
2019 initiatives
Masterclasses Regional Learning & CELA Active Learning
Leadership Communication Development Group series
with Sarah Moore Regional educators can be part CELA’s new Active Learning
Early education leaders will gain of a dynamic group engaging sessions give educators the best
an understanding of what gets in face to face training, tools to transform their learning
in the way of team engagement masterclasses, webinars, mini into high quality practice.
and communication, along conferences and mentoring.
with the tools to open lines of Our blended training delivery
communication and drive a This program is designed to breaks learning into three
deeper level of involvement that ensure that your learning is sections across three weeks,
really lasts. transformed into high quality with educational tools to ensure
Find out more practice that you can apply that every style of learner excels.
within your service. Find out more
Exceeding The Find out more
National Quality Standard
with Jennifer Ribarovski
This session will guide you
through thinking about where
you can provide evidence of how
exceeding themes are reflected
in your practice. For updates see
www.cela.org.au/learning-and-
development/
To find out more visit www.cela.org.au/learning-and-development or call 1800 157 818
RATTLER ISSUE 126 MARCH 2019 | 15Broadside
NSW state election 2019 –
FOCUS ON ADVOCACY
MICHELE CARNEGIE - CELA CEO The sector’s voice is loud, calling on the next
With 90% of brain development occurring in the government to make a firm commitment to
first five years of life, quality early learning sets affordable, high quality early learning and
everyone’s foundations. If Australia fails to invest campaigning for increased public awareness and
early, we pay for it later. understanding of the benefits of investing in early
learning. Ahead of this wider sector support, CELA’s
Our governments must invest in the future of our commitment remains firstly to you as community,
nation. They must invest in upstream prevention not-for-profit, and small providers.
of educational ills, not just downstream cures.
They must invest in us. With the NSW and federal elections imminent, we
focus our advocacy spotlight on the following areas:
1 Children who start
behind stay behind
NSW children are being left behind.
We have the lowest level of preschool enrolment
in Australia. Our children deserve access to
affordable, quality preschool, no matter
where they live. That’s a job for the next
NSW government.
2 To the greatest need
for the greatest return
Families can't afford to access early learning for
children who need it the most. Unlike most states,
there is insufficient fee relief in long day care for
disadvantaged children in NSW. That’s a job for the
next NSW government.
RATTLER ISSUE 126 Broadside MARCH 2019 | 163 Attract, train, and
retain great educators
NSW endorsed a much-needed plan to grow our
workforce, but the strategy is sadly short-term and lacks
effective funding. The next NSW government has a
simple job: extend the 4-year strategy to 10 years,
and fund meaningful training support. That’s a
job for the next NSW government.
4 Stand up for our National
Quality Framework
We have all worked too hard and invested too much to
let a Commonwealth political agenda pull the NQF apart.
The next NSW government’s job is to fight to retain and
keep improving our nation’s combined commitment
to quality for all our children. That’s a job for the
next NSW government.
5 We must support our
rural workforce to lift
educational outcomes for children
A regional workforce needs access to high quality
professional learning opportunities, to give
educators the expertise they need to turn
educational disadvantage around. That’s a job
for the next NSW government.
RATTLER ISSUE 126 Broadside MARCH 2019 | 171. Broadside
1
Children who start behind stay behind
NSW children are being left behind. We have the lowest level of preschool enrolment in
Australia. Our children deserve access to affordable, quality preschool, no matter where
they live. That’s a job for the next NSW government.
The majority of our lifelong brain development occurs before we turn five years old. In that time, we learn
to communicate, to get along with others, and to be able to control or adapt our behaviour, our emotions,
and our thoughts.
These skills are the foundation for everything else we are able to learn and do in life. After the age of five
we can make some advances, but it costs more and is less effective than intervening early.
Quality early childhood education is the best chance for all children to make the most of those years of
maximum brain development.
What does that look like?
If you spend two years attending at least two days a week of quality learning-through-play you’re more likely to:
Make good friendships
Pay attention in school
Participate in teams
Choose healthier food and activities
Engage in post-school education and employment
Have better literacy and numeracy skills
Develop positive adult relationships
NSW children are being left behind. They have the lowest level of preschool enrolment in the country. NSW
children deserve these benefits. They deserve to be in classrooms with other children who have had these
benefits. It’s within the power of the NSW government - no matter who wins - to make it happen.
RATTLER ISSUE 126 Broadside MARCH 2019 | 181. Broadside
What do we need?
NSW children aged three and four must have access to affordable places for early learning, at least two days
per week, in long day care or preschools, in the two years before they start school.
Can we afford it?
The cost of quality early education is far outweighed by its return. The state’s total early childhood education
investment is $474.3 million, and to put that in perspective, its total school education investment is more than
$17 billion. That’s less than 3% of the total education budget being spent on learning programs for children in
the most productive learning years of their lives.
NSW has invested in subsidised places to make it more affordable for 4-year-olds to attend preschool or a long day
care program for 15 hours (around two days) a week. In 2018 NSW began a small program of funding for 3-year-olds.
The cost of continuing the 4-year-old universal access and including all 3-year-olds is estimated around
$60 million, of which about half is already committed in the short term. As a percentage of the overall
education budget in NSW this is additional investment is tiny, yet it will pay dividends almost immediately
with benefits flowing straight into school kindergarten classrooms and beyond.
Around 20,000 NSW children, one in five, start school behind their peers every year (AEDC, 2016). Half of
these children will stay behind, fail to finish school and transition to employment (Mitchell Institute 2015).
Each young person that remains disengaged costs the government over $400,000 over their lifetime.
Ensuring all children start school on track is a prudent investment (Mitchell Institute 2017).
Why does this matter?
For decades, outcomes for NSW and Australian children have declined against national and international
benchmarks. While governments and school education authorities are aware of this deficit, and have invested
heavily in classroom support, curriculum development, and teacher training, the evidence of our experience
versus other countries suggests there’s a much better way to spend our precious education funding.
School students, staff, and communities all stand to benefit exponentially from increased investment
in high quality preschool education for at least two days a week, for two years, for every Australian child.
This is the model which has seen other nations maintain and improve their international standing while
Australia continues to fall behind.
RATTLER ISSUE 126 Broadside MARCH 2019 | 19Teachers point to unmanageable classroom behaviour as the single greatest barrier to quality education for
all children. On the other hand, primary school teachers say they can identify children who attended quality
preschool programs by their ability to ‘settle’, longer attention spans and more social attitudes.
What research now shows is that the countries that continue to see improved outcomes for children in
academics and wellbeing are also the countries which choose to invest in quality preschool programs and
make them affordable for all families.
In the highly respected Lifting Our Game report, the authors point out:
“ The benefits of quality early childhood education are widely accepted internationally.
The evidence is extensive and consistent. Most comparable countries recognise this, and invest
accordingly. In contrast, Australia is below the OECD average in terms of investment in early
”
childhood education and participation in early childhood education. It is not surprising that
Australia’s school outcomes are of concern - Australia fails to invest early and pays for it later.
Who has most to gain?
Evidence is also clear that while all children benefit, children whose families are experiencing vulnerability
or disadvantage will gain more benefit than anyone. These children’s life paths are set to struggle without
the crucial advantage of education.
Without regular exposure to quality early learning programs, children from disadvantaged homes are
likely to start school well behind their peers in every way - socially, physically, emotionally, and in speech,
in coordination, in attention span.
Sadly, many children in this situation will struggle to ever catch up with their peers. That ultimately leads to
poor outcomes as adults and continues their family’s cycle of disadvantage. They start behind, and they stay
behind. A reasonable improvement in early learning funding for all children would give every kindergarten
child the best possible chance to focus, make friends, regulate their own behaviour, and learn to learn.
This is why the next NSW government’s funding must be for all children, for two years before school, and for two
days or more a week, in a quality program at preschool or long day care.
RATTLER ISSUE 126 Broadside MARCH 2019 | 20What is quality?
A decade ago, Australian governments met and were convinced by research that ‘quality’ needed to be the
primary aim of every early years learning service in the country. They agreed to the National Quality Framework
(NQF) which has become one of the most successful early childhood education regulation and improvement
programs in the world.
Both the research which persuaded Australian governments to create the NQF and substantially more
evidence since that time shows the lifetime benefits for preschool children only appear when early years
programs are high quality and back up by quality schooling.
To maximise returns, the final requirement to give NSW children lifetime benefits is for the government
to work closely with the representatives of early childhood education and care in this state.
The sector is ready to work together in order to help NSW make changes to preschool that will last
each child a lifetime.
With enough affordable places and sufficient supply of qualified teachers and educators, the next NSW
government can be the architect of reforms flowing out to the wider school education sector, the community,
and the economy for decades to come.
RATTLER ISSUE 126 Broadside MARCH 2019 | 212
To the greatest need for the
greatest return
Families can't afford to access early learning for children who need it the most. Unlike most
states, there is insufficient fee relief in long day care for disadvantaged children in NSW.
That’s a job for the next NSW government.
Greatest need, greatest return
In NSW, unlike Victoria, Queensland and South Australia, families in hardship only receive subsidies for their
children to attend community preschools and not for the private or not-for-profit long day care programs
which would allow their parents more opportunity to work, study or volunteer.
Children from vulnerable or disadvantaged homes are already at greater risk of missing developmental milestones
because of parental illness, family dysfunction, lack of stimulating activities and educational resources, and poor nutrition.
In the first five years of their lives, children’s brains develop more and faster than at any other time. In those five years, we
all learn to communicate, to get along with others, and to control and adapt our thoughts,emotions and behaviour.
Many children learn these skills in their families, but children from disadvantaged homes are less likely than others to have
adults able to help them build foundational skills during the years when their brains most benefit from learning.
Quality early childhood education is the best chance for all children to make the most of those years of maximum
brain development.
Sadly, in NSW the families who most need external education and care programs for their children are least able to afford them.
What must be done?
In Victoria, the new Victorian School Readiness funding program addresses this gap by offering consistent
fee subsidies to all families with Health Concession Cards.
The next NSW government needs to follow a program like this one so that families in need have options beyond
the limited number of community preschools.
Currently NSW provides a maximum of $6600 a year for ‘equity’ families whose children can attend a
community preschool, but nothing for long day care service fees.
NSW community preschools are some of the highest quality early childhood education providers in Australia,
RATTLER ISSUE 126 Broadside MARCH 2019 | 22but there are only 800 preschools and they usually operate shorter sessions and close during school holidays.
There are also many excellent preschool programs offered in more than 3000 NSW long day care services,
but, like preschools, the costs are beyond the reach of disadvantaged families without additional subsidies.
Expand initiatives that build trust and improve access
Some of the state’s most extreme hardship is felt by families living in remote areas or without personal or
public transport. Some people in those communities experience additional cultural barriers to sending their
children to early childhood education. They may have poor English language skills, or damaging personal
experiences in education that make them more protective of their children attending external programs.
We need the next NSW Government to fund some very specific initiatives that encourage vulnerable families
to send their children to early childhood education to gain the quality learning-through-play which is needed
to prepare them for school and life.
Initiatives include funding community outreach workers to support families of young children, transport to
ensure accessibility, and innovative models of delivery in certain areas with low participation in early learning.
Funding for bus transport has happened to some extent, but more is needed and a long-term commitment to
adequate funding will let families make permanent plans for both children and adults.
Overcome unfair barriers
Children with disabilities and children who have been removed from their homes or deemed ‘at risk’
desperately need stable, supportive early childhood education programs but cannot gain the additional
support they need.
One way the next NSW government must help is to engage with the National Disability Insurance Agency,
schools, and early learning providers to clear the way for children with disabilities and developmental delays
to get the most from their first years of life.
The state government runs the NSW departments of Health and Education. It is in a position to bring those
agencies and others together to remove unintended administrative and funding blockages and make it easier
for children with disabilities to use their NDIS funds for quality early years programs.
Similarly, the next NSW government can support the state’s early childhood educators to access ‘capacity
building’ funding from allied health providers - an absolutely crucial step to ensure families get the sector
support they need to navigate the NDIS in the early years.
RATTLER ISSUE 126 Broadside MARCH 2019 | 233
Attract, train, and retain great educators
NSW endorsed a much needed plan to grow our workforce, but the strategy is sadly short-
term and lacks effective funding. The next NSW government has a simple job: extend the
4-year strategy to 10 years, and fund meaningful training support. Our children deserve
quality, well paid, professionally recognised educators
Our Children deserve quality well paid professionally
recognised educators.
NSW recently completed a four-year Early Childhood Education Workforce Strategy, for the period 2018-2022.
The strategy, while welcome, is hampered by two factors:
1. insufficient funding for meaningful professional learning and development initiatives
2. a limited timeframe which discourages long range planning by employers and staff.
The National Productivity Commission, and others, recognise a damagingly high turnover rate among
professional early childhood educators. The sector’s staff turnover sits around 27% per annum. Any workplace
will experience staff turnover, the early childhood education sector suffers from disruptive change too often.
After removing parenthood-related causes, which have a greater effect due to the highly feminised workforce,
from the figures the turnover remains high. Educators point to low wages as the single greatest cause even
though many employers pay above award. Their colleagues in schools, many with similar tertiary qualifications,
typically enjoy shorter face-to-face hours and much longer vacation periods.
High turnover leads to increased employment costs per staff member, lost investment in professional learning,
constant disruptions to efficient team-building, additional stress for directors and managers seeking qualified
staff and a lack of continuity for children in the educators they know and love. The combination of these
factors hampers the pursuit of quality and diminishes outcomes for children.
NSW has started well with its four year strategy, but the next NSW government needs to build on that work,
and quickly.
RATTLER ISSUE 126 Broadside MARCH 2019 | 24What must be done?
NSW must create a 10 year NSW Early Childhood Education Workforce Strategy (2019-2029) that builds
a quality, well-paid, highly satisfied, and professionally recognised early years workforce.
Why?
The four years currently covered in the NSW strategy is simply not long enough. Research under the National
Quality Framework (NQF) shows educators are willing to improve their formal qualifications but tend to
take longer to finish a program of study. This can be due to maternity breaks, pressures at work, or needing
additional time to improve their personal literacy or language skills.
A four year strategy doesn’t provide the confidence employers and educators need that support for learning
will be available for the time needed to complete a degree or diploma.
Administratively, four years is also problematic. It typically takes more than a year to review and update a
strategy like this, during which time employers and educators will not be able to make longer term plans for
aspirations like entering a degree program on a scholarship.
Around Australia and in similar initiatives in NSW, 10 years is seen as a more appropriate period for workforce
strategic planning and actions. It removes important policies from the immediacy of a short election cycle
and lets small and large service providers make plans for staffing and professional development that will offer
stability and growth to their staff.
Educators and employers support the need for national
workforce strategy, and the next state government must
pursue this actively with its colleagues on the COAG
Education Council.
Why?
Like all other employment sectors, early years education is a mobile workforce and since 2012 this has
been supported by national regulations, national laws, and national qualification and employment policies
through the NQF.
RATTLER ISSUE 126 Broadside MARCH 2019 | 25An important element of the NQF was to give the independent national statutory authority, ACECQA, the power
to set qualification requirements and to approve the ‘equivalence’ of any individual diploma and degree
qualifications from any Australian or overseas tertiary education institution.
While this approach has many merits and is largely welcomed by employers and educators, it is yet to iron
out all inconsistencies in approved qualifications. In particular, the sector would welcome greater access to
primary education degree-qualified teachers whose studies also covered the early years.
People with education degrees that include the early years, but who did not complete their ‘prac teaching’ in
an early childhood setting, are usually not deemed to have equivalent qualifications. This further drains the
available pool of degree qualified educators in our sector and we believe the COAG Education Council needs to
consider its overall position on consistency in qualifications.
In the 12 months to June 2018, NSW experienced a net loss in population of 21,700 people to interstate
migration. Early years educators move to and from NSW for work like any other employee, and a national
workforce strategy would not only support individuals and their employers, it would support the state and
territory governments, too.
A general professional development fund for all educators.
Why?
The current NSW strategy includes steps in this direction, but the funding is tied to single financial years and
therefore an unreliable source of support in the sector. The small amounts of money that are on offer in each
grant make it difficult for services to develop efficient and effective long-term training plans and to support
retention by enabling educators to undertake professional learning and upskilling.
The government sets, supports, and regulates standards for employment, through the NQF and other industrial
laws. Past experience shows that great gains can be made in the workforce when the government also
independently provides and monitors professional development funding.
Alongside the independent national authority, ACECQA, the next NSW government should use its knowledge of
the standards and regulations with which early childhood services are most struggling, and direct high quality
sequential learning over a defined timeframe and development activity to those areas via a general training fund.
RATTLER ISSUE 126 Broadside MARCH 2019 | 26You can also read
