children

Step outside – why excursions are valuable

Excursions are valuable for everyone — children, educators and the community. Stepping outside the centre gate is not only an opportunity for children to see the world but also for the world to see what children’s services do. Ingrid Maack reports.

These days it is rare to see young children walking hand-in-hand in our streets and public spaces. As young children spend more hours inside children’s services and fewer services travel beyond the centre gate, children are becoming less visible in our communities.

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A state above the rest?

Have NSW regulators succeeded in preserving our state’s higher standards for early childhood education and care services and how do children in other states and territories fare? Lisa Bryant lifts the lid on the new National Regulations.

The dominant belief in NSW has long been that the requirements demanded of NSW services were higher than those demanded of early education and care services in other states. The requirement for qualified early childhood teachers in all centre-based services bigger than 29 places, for example, is often cited as the best example of why we needed to ensure that NSW did not lose out when national regulations were framed.

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Growing up in coal country

On the brink of a mining boom, the town of Mudgee is questioning how its fossil fuel-driven future will reshape the early childhood education landscape. Ingrid Maack visits Mudgee Preschool—one of the biggest early education and care services in NSW.

When I grow up I want to be a miner’, reads the text on a child’s artwork featuring a smiling stick figure with a miner’s lamp and a bag full of coal. The artwork hangs on the wall of a gallery in an exhibition, themed ‘Belonging, Being and Becoming’, organised by staff and children at Mudgee Preschool.

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Australia’s youngest prisoners

Last year, Australia marked the 20-year anniversary of the adoption of the Convention of the Rights of the Child but with 1,048* children currently in immigration detention, there is little to celebrate. Ingrid Maack reports.

Australians watched in horror last December as we saw televised images of a boatload of refugees swept into the sea off Christmas Island.

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Landscapes for learning

The Early Years Learning Framework (EYLF) and National Quality Standards (NQS) emphasise the importance of the physical environment as both a key practice and now a Quality Area to be assessed in services. And yet what does a high quality physical environment look like? Luke Touhill looks at spaces that support children’s learning.

The physical environment is a central component of the programs that we offer children. It is not necessarily the most important element in creating a high quality service—ultimately it will be the quality of the relationships and interactions within a centre which determines the quality of care. However the environment plays a major role in either supporting or hindering the development of such relationships.

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Why kids matter

When you are concerned about a child in your care, how do you know if there is a potential mental health issue? Traditionally, early childhood educators have had little training in understanding mental health… until now.

There is growing awareness and a large body of brain development research that suggest the foundations of mental health are shaped in the early years. However, it is thought that fewer than half of the children who need professional help for mental health problems access the mental health system and get the help they need. (Starr, Campbell & Herrick, 2002.)

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Dealing with past child abuse

How do you respond to an adult who tells you they were abused as a child? While we are well rehearsed in child protection, there is little guidance available for when a colleague or parent makes a disclosure. Child protection trainer Karen Roberts shares her story.

Listening to the truth of someone’s life is a privilege and an honour. When you tell someone your history, they should receive it as such.’ (Bass & Davis, 1997, p.100).

The first part of this quote is something I say frequently, as a trainer in child protection. As educators within children’s services, it is important that we learn how to respond to a child’s disclosure of abuse, and this is a vital component of child protection training. Continue Reading →

Play Based Learning

Preschool teachers and champions for play, Sherry Hutton and Donna Burns have a mantra, ‘make it irresistible!’ Sharing their passion for active learning, their blog, ‘Irresistible Ideas for Play Based Learning‘ is proving irresistible to educators the world over. Ingrid Maack reports.

A group of preschool children at St John’s Anglican Kindergarten* in the Melbourne suburb of Croydon engage in an impromptu weaving game. Armed with a box of coloured wool, they gather interestingly-shaped sticks and begin to weave a spectacular web. Continue Reading →

Are staff keeping children safe?

Children’s services staff play a vital role in child protection, but do we have the skills and resources to properly fulfil our role as mandatory reporters under Keep Them Safe? Ingrid Maack reports.

While Keep Them Safe (KTS) has been welcomed as the necessary first step to better child protection, there are calls for clarity on the role children’s services are expected to now play. Continue Reading →