inside - lady gowrie...

GOWRIE AUSTRALIA PUBLICATION • SUMMER 2010 • ISSUE 41

INSIDE: Gowrie Celebrates 70 Years

Professional Learning in Action

Kidsmatter Early Childhood Pilot

Cultural Competence in ECEC

SNAICC 2010 Conference

ECEC Workforce Project

Award Update

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CONTACT DETAILS - Gowrie Australia

GOWRIE AUSTRALIA PUBLICATION • SUMMER 2010 • ISSUE 41

Reflections is a quarterly publicationby Gowrie Australia for educators andfamilies in Children’s Services.

PUBLISHERTTR Print Management Pty Ltd onbehalf of Gowrie Australia

EDITORJosephine Musumeci

DESIGNAngela Reeves

PHOTOGRAPHERCentre staff

PRINTERTTR Print Management

COMMENTS AND CONTRIBUTIONSFeedback, suggestions andcontributions are most welcome.Please contact Gowrie Australia todiscuss ideas or to submit an articleemail: [email protected]

PHOTOCOPYINGPermission to reproduce any articlespublished in Reflections must beobtained from Gowrie Australia.

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DISCLAIMERThe opinions expressed in Reflections are those ofthe individual authors and not necessarily those ofGowrie Australia. By publishing diverse opinionswe aim to encourage critical reflection andmotivate practitioners in Children’s Servicesto respond. Gowrie Australia’s privacy policyprecludes the use of children’s names. Fictitiousnames are substituted.

ISSN 144-5387. Issue 41, Summer 2010© 2010 Gowrie Australia

Gowrie SA39a Dew Street

Thebarton SA 5031

Ph: 08 8352 5144 Fax: 08 8234 1217

Email: [email protected]

Website: www.gowriesa.org.au

Contact: Christine Burgess

Lady Gowrie Child Centre NSWLevel 3, 215 Euston Road

Alexandria NSW 2015

Ph: 02 8571 9741 Fax: 02 8571 9710


Website: www.gowrie-sydney.com.au

Contact: Helen Lane

The Gowrie (QLD) Inc.228 St Paul’s Terrace

Fortitude Valley QLD 4006

Ph: 07 3252 2667 Fax: 07 3252 2258


Website: www.gowrie-brisbane.com.au

Contact: Sharron Palmer

Lady Gowrie Tasmania229 Campbell Street

Hobart TAS 7000

Ph: 03 6230 6800 Fax: 03 6230 6811


Website: www.gowrie-tas.com.au

Contact: Ros Cornish

Gowrie VictoriaCnr Newry & Canning Streets

Carlton North VIC 3054

Ph: 03 9347 6388 Fax: 03 9347 7567


Website: www.gowrievictoria.org.au

Contact: Carol I’Anson

The Gowrie (WA) Inc.275 Abernethy Road

Cloverdale WA 6105

Ph: 08 9478 7500 Fax: 08 9478 2930


Website: www.gowrie-wa.com.au

Contact: Amanda Hunt


3REFLECTIONS • GOWRIE AUSTRALIA • SUMMER 2010 - ISSUE 41

editorial

20 Back Cover -Gowrie Australia Resource andProfessional Development Series

4 Afternoon Tea atGovernment House,Canberra

Professional Learningin Action

8 Strathalbyn KindergartenStaff Reflect on theirParticipation in the KidsMatterEarly Childhood Pilot

10 Completing CulturallyCompetent TransitionLearning and DevelopmentStatements for Children

12 Secretariat of NationalAboriginal and IslanderChild Care (SNAICC) 2010Conference

14 Early Childhood Educationand Care WorkforceBest Practice and InnovationProject

18 Modern Award Update2010

contentsIn this edition of Reflections a number of articles again make reference to the Early YearsLearning Framework (EYLF).

The page 10 article on cultural competence highlights the importance of educatorshaving more than an awareness of cultural differences while the “ECEC Workforce BestPractice and Innovation Project” article shares a journey of discovery and sharing.It was pleasing to read of the commitment to building genuine relationships betweenAboriginal and non-Aboriginal services and how ‘belonging’ and the EYLF was used forengagement and ideas. To learn that this Project will now be delivered more widely inregions of NSW and ACT reflects the value of extending one-off projects more broadly.

Educators participating in professional learning are well positioned to contribute toongoing improvement in their own practice and within their workplace, as illustratedin Annette Barwick’s page 5 article on sustainable practice – and again linking stronglyto the EYLF principles, practices and outcomes.

This edition also features a report on the recent Secretariat of National Aboriginal andIslander Child Care Conference conducted in Alice Springs, along with a kindergartensharing their participation in the KidsMatter Early Childhood Pilot. The child care union,the LHMU provided an update on the Modern Award and again raised major issues ofprofessional wages and conditions for early childhood educators.

As 2010 comes to an end, this brings to a close the 70th anniversary celebrations ofthe establishment of the Gowrie Centres. The page 4 article shares the special eventhosted by the Governor General, Her Excellency Quentin Bryce at Government Housein Canberra.

It was ironic that this day immediately followed the Federal election and, at the time, theresult was unknown. Of course, since then the outcome eventually became clear, withPrime Minister Julia Gillard returned to office – but not without some drama! In termsof early childhood education and care, the announcement of two Ministers caused someangst and confusion within the sector. The potential implications of two portfoliossharing responsibility for early education and care in the new Government appeared toresult in the separation of education and care. This decision was seen to be inconsistentwith the early childhood reform agenda and indeed the decision by COAG on 7thDecember, 2009.

Despite these concerns, at the recent Early Childhood Australia Conference in Adelaide,both Minister Ellis and Minister Garrett reassured the sector that the two portfolioswould not be divisive for the sector, nor a retreat from the agenda of work that theGovernment commenced in its previous term.

Whilst the sector is not yet clear about the areas of responsibility, or the delineation ofthe broad portfolios, both Ministers have committed to working in collaboration to drivea coherent program of work.

Regardless of the allocation of areas of responsibility, young children, their familiesand those who work on a daily basis to provide education and care during the mostformative years must be central to all decision making processes in order to supportbest outcomes.

Ros CornishCEO, Lady Gowrie Tasmania

Ruth Callaghan – Lady Gowrie Child Centre NSWGilda Howard – Gowrie VictoriaJane Bourne – The Gowrie (QLD) IncKaye Colmer – Gowrie SAAmanda Hunt – The Gowrie (WA) Inc

OTHER GOWRIE CEO’S

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As shared in the winter edition of Reflections, 2010 marks 70 years of continuousservices to children, families and early childhood professionals by the GowrieCentres around Australia.

To mark the occasion, the Governor General, Her Excellency Quentin Bryce hostedan afternoon tea at Government House in Canberra. This event was attendedby many friends of Gowrie – representatives from peak organisations andgovernment, along with many colleagues from the early childhood sector. Also,past and present Board Directors and staff attended, and were presented to theGovernor General and her husband Michael Bryce.

It was fitting that the event was hosted by the Governor General, as Her Excellencyhas a strong link to the early childhood sector. She was the inaugural ChiefExecutive of the National Childcare Accreditation Council, the agency responsiblefor implementing the quality assurance system for child care in Australia.The Gowrie celebration enabled her to connect with many former colleagues,making it a warm and friendly function. In addition, the Governor General hasdemonstrated a real commitment to supporting children and their families,particularly those who are vulnerable, to have the best opportunities in life.

The venue also has particular significance for the Gowrie Centres. Not only werethe centres named for Lady Gowrie, the wife of the 1940 Governor General,but also Government House has a memorial garden in memory of the son of theGovernor and Lady Gowrie, Patrick. Patrick Gowrie was killed in action duringWorld War II and the private and moving memorial bears the name - The GowrieGarden.

The Governor General welcomed attendees with a warm and moving address,acknowledging the significant contribution of the Gowrie Centres to the thousandsof children, families and early childhood professionals throughout Australia. Shewas extremely generous in her remarks and clearly appreciated the importance ofthis milestone.

On behalf of the individual Gowrie Centres, the respective Board Directors, ChiefExecutive Officers and staff, I sincerely thank all those who attended this event forsharing this milestone with us. Also, I extend our appreciation to their Excellencies,the Hon. Quentin Bryce and Michael Bryce, for so warmly welcoming guests andhosting the function. What a wonderful celebration and coming together of somany like minded, committed individuals.

Afternoon Tea at Government House,Canberra

Author:Ros CornishConvenor, Gowrie Australia

Gowrie CEOsCelebrate70 years

The Gowrie Garden


Professional learning provides inspiration andmotivation and empowers educators as lifelong learners.

Educators who attend a rich array of professional[learning and support] opportunities are wellpositioned to contribute to ongoing improvementsin their own practice and make significantcontributions to the quality of [curriculum] in theirworkplace (Child Care Staff: Learning and GrowingThrough Professional Development, 2008:6).

Educators continually seek ways to build theirprofessional knowledge and develop learningcommunities. They become co-learners with children,families and community (Principle 5 – Ongoinglearning and reflective practice. EYLF, 2009:13).

Recently Early Childhood Australia (Tasmania Branch)and the Professional Support Coordinator (PSC)Tasmania formed a partnership arrangement toprovide early childhood educators within Tasmaniawith an opportunity to engage in a one dayprofessional learning forum. The Tamar Valleyprovided a serene backdrop to the forum whereeducators could breathe in the fresh winter air,reflect on new learning and network with over150 likeminded professionals. The forum’s theme

‘Sustainability – Our children’s future’ representedTasmanian educators’ commitment to a sustainableworld where there is enough for everyone forever!

What is sustainability? It is the potential for longterm maintenance of well-being, which in turndepends on the well-being of the natural worldand the responsible use of natural resources.

Influence on practice associated with learnings fromthe forum was immense and below is the story of asmall northern Tasmanian service’s journey followingthe forum.

The Journey

The service in recent times had become aware of theimportance of teaching and learning with childrenabout sustainable practices and ensuring that theyhad an increased understanding and appreciation oftheir world. (Outcome 2: Children are connected withand contribute to their world. EYLF, 2009:26)

Before the forum, the service had just commencedimplementing changes in the environment, forexample, planting herbs and vegetables. A letter waswritten to a major hardware/garden store seeking

Author:Annette BarwickProfessional Support General ManagerLady Gowrie Tasmania

Professional Learning in Action

Research informs us that ongoing professional learning, together with educators’engagement in reflective practice, influences improved outcomes for children andfamilies. Professional learning provides educators with the opportunity to keepup to date with new approaches/learnings and to reflect on current practices,therefore enhancing their knowledge and understanding of children’s learningand development and the importance of high quality curriculum provision.



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donations and subsequently a worm farm wasdonated to the service. The children became involvedin collecting kitchen scraps every day to ‘feed’ theworms, and the ‘worm juice’ was used on the herbs,plants and vegetables.

After the forum however, educators were inspiredand motivated even further to implement changesand to involve their work colleagues, children andthe families. (Principle 2 – Partnerships - Learningoutcomes are most likely to be achieved when earlychildhood educators work in partnership with families.EYLF, 2009:12). The forum had a positive impact oneducators and they were very eager to share thepassion and creativity with all stakeholders.

One of the first steps involved critically evaluatingthe outdoor environment and thinking about waysin which it could be improved. The area alreadyhad large open spaces as well as many establishedtrees and shrubs. Educators began to exploreideas with the children about what they could dothat would cost very little, or even cost nothing atall. An educator divided some of the plants in theservices front garden beds and took them into theoutdoor areas, where children and educators joinedtogether in planting them into tyres and old pots.Natural resources were introduced, such as woodenoff cuts. Educators noticed children using theirimagination and exploring the materials in a varietyof ways (Learning through play - Play providesopportunities for children to learn as they discover,create, improvise and imagine. (EYLF, 2009:15).For example, a child collected a container of sand,grabbed a small flat spade, sat with a crate of blockoff cuts and began to stack 2 side by side, added alayer of sand then added 2 more blocks and repeatedthe process. He communicated to the educator thathe was “laying bricks”.

Letters have since been written asking for donationsas the educators and children are now keen to builda dry creek bed in one of the yards and have askedfor large pebbles, rocks and cement. One of theeducators has a property and has been collectingsome fallen branches which will be cut down intodiscs to make stepping stones and natural seats.

Leaders of the service have noticed that theeducators and children are engaged in the outdoorenvironment, with children actively displaying awillingness to be involved. Similarly, the service hasnoticed that this has filtered through to the familieswho are showing an increased interest in what isgoing on outdoors at the service. It has alsoprompted conversations about recycling andsustainability both at the service and in the home.

The service has also connected with the localUniversity and is committed to be involved in asustainability study currently being conducted bythe University.

Experiences educators and children have workedtogether to implement include:

• avoiding plastic resources – this has inspiredchildren to think creatively and imaginatively withopen ended natural materials and educators havenoticed children are more engaged in their playepisodes;

• caring and nurturing milk carton seedlings;

• reflecting on the use of natural materials in theindoor environment;

• planting seeds in pots;

• investigating recycling strategies;

• growing awareness of and responsibility for theuse of water;

• making a scarecrow (filled with straw);

• maintaining a vegetable garden;

• beautifying the yard by contributing to and caringfor individual tyre gardens;

• incorporating a worm farm into the garden;

• mixing sand and water to create ‘cement’;

• making milk bottle scoops for sandplay;

• introducing boxplay/boxwork;

• using wooden spoons/bowls/old donated pots andpans for sandplay;

• creating a bush hut - inside the children sang songsincluding Waltzing Matilda, tunes on gum leavesand engaged in dramatic play - cooking billy tea,camp fires etc;

• establishing a nature table with materials toexplore using all the senses;

• maintaining the garden – children contributed bypulling out old dead bushes and sweeping the paths.



The forum inspired educators to developthe curriculum with the children, includingbut not limited to:

• nature scavenger hunts;

• walks around the community;

• collection of leaves of all colours (from theground rather than picking from thetree/bush);

• use of natural fabrics to createwith and explore;

• reduction in plastic outdoor equipment -natural resources included wooden beamsand ladders;

• introduction of bags of natural objects tosmell and explore – “Guess what it is?”.

Overall, the service has noticed a high levelof engagement both in children and ineducators. They have developed a sense ofownership over the environment and all theexperiences have enhanced their connectionto their world. Although the service hadstarted to think about the environment,the professional learning and supportprovided a catalyst for lasting change andinfluenced educators to work with thechildren, families and the community.

The professional satisfaction and deeperlevel of understanding about our work withchildren and families was demonstratedthrough the evaluation forms completed by90% of educators attending the forum.The contribution to developing practicethrough professional learning and supportcannot be underestimated.

Many forms of professional learning andsupport can contribute to the quality of ourservices. An active approach to planning forprofessional learning and support can ensurethat services become dynamic learningcommunities with committed [educator]teams learning and growing together(Child Care Staff: Learning and GrowingThrough Professional Development, 2008:36).

References:Australian Government (2009). Early Years LearningFramework for Australia.

Professional Support Co-ordinator Alliance (2008).Child Care Staff: Learning and Growing ThroughProfessional Development.


Author:Carol RussellTeacherStrathalbyn Kindergarten

KidsMatter Early Childhood (KMEC) is anational mental health promotion, preventionand early intervention initiative developed forearly childhood services.

The four components of the KMEC framework are:• creating a sense of community• developing children’s social and emotional skills• working with parents and carers• helping children who are experiencing mentalhealth difficulties.

The KMEC Mental Health Initiative has beendeveloped in collaboration with beyondblue:the national depression initiative, the AustralianPsychological Society and Early ChildhoodAustralia, with funding from the AustralianGovernment Department of Health and Ageingand beyondblue: the national depressioninitiative.

BackgroundStrathalbyn Kindergarten is situated 56 kilometresfrom Adelaide and services 7 townships. Thekindergarten operates across 2 sites, the second sitebeing co-located with Strathalbyn Child Care Centre.The kindergarten also offers occasional care for over2 year olds.

Farming, viticulture and mining are the communities’main economic drivers. Socio-economic backgroundsinclude stay at home parent/s, self-employed andfull and part-time working families that necessitateworking long shifts away from home. There isincreasing transience and an increase of familiesfrom multicultural backgrounds.

Our vision is – “Communities united through play”.This involves providing a high quality, safe, inclusiveplay based curriculum in partnership with ourcommunities. Our values include trust, respect,nurturing, caring, responsibility and empowerment.

Following their participation in the KMEC Pilotprogram, the team at Strathalbyn Kindergartenwere asked to reflect on key questions developedby the KMEC National Team:

Q Why did you become involved in KMEC?

A We had previously been involved in theHealthy Minds, Healthy Futures regionalinitiative that focused on children’s mentalhealth. We saw KidsMatter as a naturalextension to this research. The staff at thecentre felt passionate about participating inthis pilot initiative, particularly as the ongoingfocus for our kindergarten is children’swellbeing and child, family and teacherrelationships. We strongly identified with theKidsMatter philosophy of connectivity withfamilies.

We recognise the importance of the developmentof children’s social and emotional skills as thebasis for building positive mental health andwell-being which results in a child’s positiveself-esteem. A strong focus in our program isto identify the value in learning how we canmore effectively reach out to families, tocommunicate the importance of mental healthand wellbeing. We aim to gain knowledge as astaff team to enable us to work in partnershipwith families to demystify the concept ofmental health and work together to promote aholistic view of children’s health and wellbeing.

Q What are you doing differently as a resultof your involvement in KMEC?

A We are:• increasing staff awareness of how we createa sense of belonging, including networkingwith families from outlying areas, particularlyconnecting with local families;

• working toward more indepth connectingand networking with parents, for example,talking, greeting, remembering parentnames, introducing parents to staff andeach other and helping new parents formfriendships;

• promoting a greater awareness amongstparents and the community that our twosites are one, to create a sense of communitybetween sites - this has led to the planningof combined site events including an endof year celebration;

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Strathalbyn Kindergarten Staff Reflect on theirParticipation in the KidsMatter Early Childhood Pilot



• supporting relationship building betweenall staff, including part-time staff and ourKidsMatter faciliator, through discussionsand opportunities to come together andconnect with each other.

Q What impact on staff, children and familieshave these changes in practice had?

A We have seen the development of a morecohesive learning environment for families.There has been an increase in parentsinitiating conversations as they feel morecomfortable and safe in the environment.This has happened between parents as wellas parents and staff. Staff have also indicateda greater sense of rapport and comfort inrelationship building with families.

The KidsMatter parent surveys have shown anincrease in parent satisfaction, particularly inregard to communication and informationsharing, as well as how we address children’smental health and wellbeing on a daily basis.The percentage of parents returning surveyshas also increased.

Parents have become more interested in howwe can establish connections across sites andhave initiated ideas and put forward their ownsuggestions. The idea of combined centreactivities arose from a Parent KidsMatter meeting.

Q How do you communicate the KidsMatterframework to your families and the widercommunity?

A We have introduced a number of strategiesincluding:• incorporating KidsMatter informationand booklets in our pre-entry Informationsessions;

• dedicating specific noticeboards explainingKidsMatter, including displays of informationstaff put together to teach each otheraspects of the Mental Health Initiative;

• displaying photos of children involved inkindergarten experiences relating to KidsMatterprinciples to attract parents’ attention and tomake KMEC more relevant to them;

• inviting our KidsMatter facilitator as GuestSpeaker at our Annual General Meetingsand at certain parent meetings;

• compiling a ‘Special Edition’ Newsletterspecific to KidsMatter;

• planning special events in consultationwith parents as part of our exploration ofComponent 1 of the Mental Health Initiative.

Q Has anything unexpected occurred as a resultof being involved in KMEC?

A There have been staff changes requiring usto ‘speed teach’ philosophies to new staff.This has happened quickly and easily, due toshared beliefs in the value of the KidsMattercomponents.

We have increased the ‘tools’/strategies weuse in relationship building and inclusivepractices. Our current practices are beingchallenged and, as a result, the language ofstaff is changing. We have increased our useof reflective practice and have observedchild/adult interactions and patterns of behaviourthrough the use of videos. This has helped usunderstand our role in providing positivelanguage and encouragement to children inorder to strengthen children’s mental healthand wellbeing. It has also highlighted thedifference between what we think we aredoing and seeing, to what is actually occurring.

Through discussion sessions with our facilitator,some of us have been surprised at theease with which we can address seeminglyinsurmountable issues regarding children’smental health and wellbeing, just by reflectingon and reassessing what we already do and,in some cases, just by altering the languagewe use. We are now looking forward toprogressing through the next 3 componentsof the KMEC journey.


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Cultural competence is much more than awareness of culturaldifferences. It is the ability to understand, communicate with andeffectively interact with people across cultures. Cultural competenceencompasses:

• Being aware of one’s own world view• Developing positives attitudes towards cultural differences• Gaining knowledge of different cultural practices and world views• Developing skills for communication and interaction across cultures.(Early Years Learning Framework, 2009:16)

The reference to cultural competence in the Early Years Learning Framework has introducednew terminology for many early childhood educators who are more familiar with terms suchas cultural diversity, multiculturalism, culturally respectful and inclusive practices. Culturalcompetency is evidenced across the five outcomes for early childhood that are detailed inthe Framework.

The word ‘competent’ implies capability, skill, the right aptitude and knowledge. Culturalcompetence requires educators to be aware of multiculturalism and respect the cultures ofothers, and also understand their own culture and sense of ‘being’ and ‘belonging’. They mustbe able to reflect on their own cultural influences and be positive, receptive and tolerant ofdifference.

Culturally competent educators respect and embrace diversity, and develop positive relationshipswith children and families from Culturally and Linguistically Diverse (CALD) backgrounds. It isimportant for educators to value bilingualism and understand about the stages of developmentof English as a Second Language (ESL) to maximise opportunities for children’s development.

Completing Culturally CompetentTransition Learning and DevelopmentStatements for Children Author:

Sandra ProuseFKA Children’s Services Inc.


REFLECTIONS • GOWRIE AUSTRALIA • SUMMER 2010 - ISSUE 41 11

Acceptance of race, class, ethnicity, religion, languageand ability all contribute to the development ofpositive self esteem (Clarke, 2009). Children with astrong sense of identity will settle better at schooland make friends easier.

Completing the Transition Learning andDevelopment Statement for children from CALDbackgrounds is an opportunity for educators tohighlight aspects of learning and growth (becoming)that has been evidenced in the time the educatorhas known the child. The Statement also providesinformation that will be helpful for other educatorsto know, in order to continue to foster children’ssense of self and identity as they commence school.Communication with parents who speak limitedEnglish should demonstrate multiple strategies thatextend beyond the obvious tools such as translatedmaterials or use of an interpreter. Pictures, rolemodelling and body language also contribute toeffective communication.

The challenge for early childhood educators completingStatements for CALD children is to ensure that theinformation they include reflects accurate, culturallyrelevant and meaningful, information. Writingculturally competent Statements requires educatorsto “honour the histories, cultures, languages,traditions, child rearing practices and lifestylechoices of families “(EYLF, 2009:13).

This is not a hard task. If educators have engagedwith CALD families from the time the child enrolled atthe centre/service they are likely to have a relationshipwith them and know most of the relevant information.Language and culture will not have been treated inisolation. Simple steps such as knowing how topronounce parents nameswill have indicated awillingnessto learn by the educator. Asking relevant questionssuch as how long the family have lived in Australia,what their religious practices, customs and traditionsare and who is in the extended family indicates aninterest in the child and respect for the family’s culture.

Culturally competent educators know that “genuinepartnerships occur when Early Childhood Professionalsensure that the interests, abilities and culture of everychild and their families are understood, valued andrespected”(EYLF, 2009:11).

References:

Australian Government (2009), Early Years Learning

Framework for Australia.

Clarke, P. (2009), Supporting Children Learning English as a

Second Language in the Early Years (birth to six years). VCAA.


Authors:Deb Garrett,Judith McKay-Tempest,Helen LaneLady Gowrie Child Centre NSW

Representatives from Lady Gowrie NSW and theIndigenous Professional Support Unit (IPSU NSW &ACT) travelled to Alice Springs from the 26th to the29th July to partake in what can only be describedas a truly inspiring National Conference delivered bythe Secretariat of National Aboriginal and IslanderChild Care (SNAICC). Over 1000 delegates fromacross Australia and a number of internationalspeakers provided the keynotes, preconferencesessions and workshops.

As a team we ensured that we were able to fullyparticipate by attending different sessions to sharethe breadth of knowledge and understanding thateach presentation afforded us. The preconferencespeakers truly challenged us! Grant Sarra gave us anopportunity to travel in the footsteps of a peoplewho have had country, family, culture, languageand life experience taken away from their 440Aboriginal and Torres Strait Island Nations. As aroom we were divided and conquered (literallymoving our chairs and possessions). We were sentto jail, demoralised and disenfranchised. We werefiguratively removed from our land, our elders,family and kinship system. We found ourselves in aplace where we felt disillusioned, disadvantaged,lost, angry and scared. Ultimately this workshopgave us an inkling of what has occurred to thisland’s Traditional Owners during Europeancolonization. It was a truly powerful experienceand one that will not be easily forgotten.

Cindy Blackstock spoke about similar themes inher Opening Keynote Address as she describedthe plight of Canada’s First Nations People. Shehighlighted some very interesting parallels betweenthe Indigenous people of Canada and our ownIndigenous people. Significantly, the childprotection system in her country seems to closelyreflect what is happening in Australia today. Thefacts (in Canada) demonstrate a direct link betweenfamily disadvantage (poverty, poor housing andsubstance abuse) and the circumstances leading toa child being reported for neglect.

Secretariat of National Aboriginal and IslanderChild Care (SNAICC) 2010 Conference

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These same themes were repeated by ProfessorDorothy Scott as she reflected on her role as theFoundation Chair in Child Protection at the Universityof South Australia. She reminded us that nine timesas many Aboriginal and Torres Strait Islander childrenremain in the Child Welfare System as a result ofchild protection proceedings.

These all too familiar statistics were discussed inmany workshops where dedicated early childhoodeducation and care, social and welfare professionalsspoke about supporting families to stay together. Thethemes that constantly recurred were ensuring thatwe respect and afford these families the dignity theydeserve. Many spoke of the importance of findingdifferent ways to nurture children. Themodels presentedwere truly uplifting. More of these strengths basedstories should be told and shared rather than thepicture we are often given through the media.

The highlight of the Conference for the IndigenousProfessional Support Unit (IPSU), was the hearteningpresentation from ten services which included sixMultifunctional Aboriginal Children’s Services(MACS), three Aboriginal Playgroups and one LongDay Care Centre from NSW and the ACT on “Talkin’up their services”. Though funding for these serviceshas remained static in recent years, they maintainculture through the everyday experiences theyprovide for the children, families and communities inwhich they reside. They spoke of their histories bothpast and present and their goals for the future under

the National Quality Framework. They shared thesestories through photos in an extended Powerpointpresentation. It was truly remarkable to witness theirachievements and to share their knowledge andexperience with other representatives.

The Conference Dinner was a great experience…..whilst we didn’t partake in the great Todd River race,we did actively contribute to the biggest wok cookoff in the same dry creek bed by cooking for 800people! The evening afforded us opportunities toteam upwith our services and celebrate the presentation.We also met others attending the conference andcaught up with old and new friends. We establishednetworks that a conference such as this affords thoseof us who work in the DEEWR* funded Inclusion andProfessional Support Programs.

We all work “to grow our children strong” andKaren Martin asked delegates to consider speakingto children about their aspirations and finished withthe wonderful words of Oodgeroo Noonuccal (1993),“To our Father’s Fathers….the pain the sorrow.To our Children’s Children…the glad tomorrow”.It was a pleasure to see children performing each dayat the Conference to remind us of why we had allcome together. As one of our services said, “Theirtalent was a delightful way to begin each day. Whata credit to their families, communities, teachers andthemselves!!!”

“To our Father’s Fathers….the pain the sorrow.To our Children’s Children…the glad tomorrow”.

*Department of Education, Employment and Workplace Relations


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Early Childhood Education and Care WorkforceBest Practice and Innovation ProjectThis project, funded by the Department of Education, Employment and WorkplaceRelations (DEEWR) was developed by Lady Gowrie NSW, the provider ofIndigenous Professional Support Unit NSW and ACT (IPSU NSW/ ACT).

Project Background

This best practice and innovation project provided a‘sister service’ opportunity through partnering aMultifunctional Aboriginal Children’s Service (MACS)with a non-Aboriginal child care centre in the samelocality to create an environment which supportedthe mutual exchange of ideas and experiences.The project did this through conducting in eachregion:• three joint staff meetings• staff exchange opportunities• a combined training session.

We acknowledge the undertaking from OorungaWandarrah MACS and Guardian Angel Child CareCampbelltown, Allira MACS and Rainbow CottageChild Care Dubbo, and Birrelee MACS and RumpusRoom Child Care Tamworth. The three MACSparticipating in this project were selected due to theirstable staffing environments and are all innovative andproud of the education and support offered to thechildren and families within their community. Thenon-Aboriginal services were selected through closecollaboration with the Inclusion Support Agency (ISA)in each region.

The commitment of the staff from all centres wasoutstanding and fundamental to the success of theproject.

Project Aims

A key aim of the Multifunctional Aboriginal Children’sServices (MACS) / Non-Aboriginal Child Care CentresPartnerships Project was to increase the capacityof Aboriginal child care educators to workcollaboratively with non-Aboriginal services tosupport engagement with local Aboriginal childrenand families. In broader terms, it was a local focus on“closing the gap”. The project also enabled non-Aboriginal child care services to acknowledge and workwith Aboriginal services in an experiential way, wherethey were challenged to reflect on their own practice.

Where to Start

The staff involved from all services had very diverseeducation and experiences. We surveyed all staffseparately to establish current levels of understandingin a range of areas, including cultural awareness,importance of play, quality care, and communitycommunication.

Authors:Helen Lane andJudith McKay-TempestLady Gowrie Child Centre NSW



The majority of non-Aboriginal staff wanted to learnmore about the Aboriginal culture and how toengage with Aboriginal families. There was a levelof fear about doing the ‘wrong’ thing, so theirresponses at that time tended to be very limited.These surveys reflected how the staff’s own experiencesinfluenced their thinking and challenges in approachingthis Project rather than their education.

Some survey responses demonstrated similarviewpoints, for example, in response to the question,“What are the benefits of play for a child?”

- A teacher in an Aboriginal service replied, “Play is achild’s work, it is the way children learn and developall areas. Imagination has no limits during play. Thisprovides great opportunities to teach new conceptsand revisit already explored ones. Play also benefitschildren further by developing social skills and sharinginterest with their peers, building new friendshipsand exploring how to do things in a team”.

- A teacher in a non-Aboriginal service replied tothe same question “Play is the means through whichchildren learn. Play allows children to explore andunderstand the world around them and providesan opportunity for all areas of development to berefined and mastered. Play provides the opportunityfor children to engage in relationships with othersand challenge their own thinking.”

Responses that demonstrated the wonderful differencesin pedagogy are evident when asked, “How wouldyou define high quality child care?”

- A teacher in an Aboriginal service responded,“When we have contributed to the developmentand ability of a child to belong and have a strongand healthy attitude to self”.

- A teacher in a non-Aboriginal service responded,“A service that is positive, nurturing and that catersto children's individual needs. A service that strivesfor best practice by ensuring that staff training isavailable regularly, policies and procedures arereviewed regularly and where staff, children andfamilies communicate regularly and effectively”.

Strengths Identified by Aboriginal Services:• knowledge of the community they directly servicethrough interactions with the wider Aboriginalcommunity members;

• family involvement through community life;

• implementation of local Aboriginal language inthe centre;

• a mix of Aboriginal and non-Aboriginal staff witha very strong commitment from both to bridgethe gap for Aboriginal children;

• strong emphasis on equity and accessibility forall socio economic groups;

• access to Aboriginal Elders to ensure culturalrelevance and identity.

Strengths identified by Non-Aboriginal Services:• diversity of cultures attending the services;

• strategies for inclusion of children and therecognition of support agencies to build thecapacity of families;

• family involvement through daily interactionsat the service;

• holistic development of all children throughprogramming and reflective practice;

• understanding of the regulatory requirements;

• Accreditation.

Team Meetings

Team meetings were established with eachNon-Aboriginal service coming into the Aboriginalservice for the first meeting and then rotating betweenservices. This initial meeting was challenging for allstaff as they felt nervous about meeting each otherand sharing their own space. To ensure this processhad the best opportunity for success, ‘rules ofengagement’ were identified and agreed withineach group to ensure meetings were respectful.


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Each centre philosophy was discussed andparticipants reflected on what each service valued.This activity also created the opportunity for eachservice to reflect on the time span since the lastreview of philosophy, giving a clear link to theEarly Years Learning Framework (EYLF). Thenon-Aboriginal services reflected on thisrequirement as part of the Accreditation process.

Discussion included children’s behaviour and staffresponses. Routines and practices were discussed atsome length, as each service revealed differentapproaches to transitions within the day. Staffcommented that it was a good experience for themwhen asked to identify their strengths as they hadnot explored this before.

The project was described in more detail and thestaff swap opportunity was a point of great interestand some trepidation. By the end of the first staffmeeting, each service was talking about whatactivities they might both be involved in together –right through to next year!

We recommend that dinner be provided as partof the Project as sharing a meal became animportant feature of all events as it provided aninformal opportunity for staff to get to know eachother and ‘yarn’.

The final staff meeting in all regions demonstrateda significant change to the first, with all staff veryengaged in conversation and more staff membersattending. Staff discussed what new skills/knowledgethey had achieved as a result of the project.

Training Event

Two of the three geographical areas requested theirtraining be directly linked to EYLF and how thepractices would indeed reflect ‘best practice’ throughEYLF. While the MACS services are not required toundergo Accreditation both determined this wouldsupport their understanding and implementationof high quality child care and link directly togovernment requirements.

Staff in the other region determined that aworkshop on understanding and guiding children’sbehaviour would significantly enhance their ownunderstanding of supporting children to developstrategies to enhance their self image and ability tomanage their own behaviour in a cultural context.The majority of staff from all services attended thetraining provided.

Staff Swap

This was the most anticipated component of theproject and undoubtedly the most challenging.Some staff felt very nervous about the change andexpressed concern that they didn’t want to leave‘their’ babies. Details of the staff swap varied andwhile the whole day of attendance was moreeffective, enabling staff to be in a centre for a longertime, it could not be determined that this was thecorrect timeframe for all the staff, as each centrewas so different.

We recommend that if half days are to be thetimeframe for the staff swap, then this shouldhappen on multiple occasions. We recommendthat any supporting agency help the centre withthis task.

All staff said that they were glad this event occurredafter the initial staff meeting and training event,as they felt more comfortable both going to theother service and also welcoming a person into theirown service. Organising staff re shifts and regulatoryrequirements and providing a mentor or supportperson to guide incoming staff was undoubtedlyan additional challenge for Directors. Nevertheless,all services have expressed their commitment tocontinuing the staff swap opportunity in the future.

Heartened by families’ positive reactions, it isrecommended that centres involve or advisetheir families of the Project and the prospectiveoutcomes at the commencement of anycontinuing project opportunities.



Outcomes

One of the key approaches to the Project was todemystify both the non-Aboriginal and Aboriginalservices in the eyes of each other and to buildgenuine professional relationships based onknowledge and trust so that staff could exchangegood practice and ideas and learn from each other.

The project challenged all participants to reflect ontheir interpretation of best practice and to engagewith the EYLF in an experiential way. Staff wereencouraged to identify good practice and to identifyareas where they could learn new things or engagein the diversity of ideas. In relation to “Belonging”,for example, children arrive at the Aboriginal servicesby bus and the non-Aboriginal services wonderedhow they would engage with families, if they didnot see them at drop-off. The Aboriginal servicesdemonstrated how extended Aboriginal familyand cultural networks mean that there are manyopportunities through community cultural eventsand family meetings to engage with families. Thislack of formality and level of engagement with thecommunity as a whole is a great strength of theAboriginal services.

All staff recommended that more time in largerblocks be allocated in each service to trulyappreciate the meaning of culturally effectivepractices.

Conclusion

For such a small and modestly resourced project thisProject has had some very effective and enduringoutcomes. It enabled a ‘full and frank’ reflection anddiscussion of different approaches to early childhoodeducation and care and created genuine partnershipsbetween staff, children and families.

Over a period of four months, staff moved from nocontact or collaboration, to openly engaging witheach other in a professional capacity and establishingpractical arrangements to continue workingtogether. Centres have been on joint excursions,arranged to continue staff swaps and to establishan Aboriginal/non-Aboriginal community picnic.

The enduring nature of the outcomes is reflected ina recent comment from a participating centre:

“The best outcome for us was definitely the relationshipwe have established. In the time since the projectceased we have met up on several occasions. Birreleestaff have visited our centre and we have visitedtheirs. We were proud to take part in Naidoc weekcelebrations and participate in themarch. Louise (Birrelee

Director) has been kind enough to invite us toseveral training sessions hosted by Birrelee.....opportunities we would not normally have hadaccess to.

For me personally, I have gained confidence aboutmy knowledge of Aboriginal culture and my abilityto connect with Aboriginal staff and families.Recent interaction with Birrelee staff has encouragedmyself and my staff to continue building on theserelationships as we all have a vested interest in thatwe ALL hope for bright futures for the children inour care.We are proud to be associated with Birreleeinstead of being in competition with them (as wasthe attitude previously).

All in all, this project has broken the barrier andallowed Rumpus Room and Birrelee MACS to createa mutually beneficial relationship that will hopefullycontinue to grow in the coming years. Even babysteps bring us closer to acceptance and respect.Thanks again!”Stacey Hardcastle – Owner and Director RumpusRoom Children’s Centre Tamworth.

The achievements of the Project clearly illustratethe ripple effect of using early childhood educationand care as a non-threatening and universal contactpoint to explore common goals and reconciliation.

Where to From Here

Gowrie NSW has successfully gained support throughthe PSC NSW (Children’s Services Central) to deliverthis Project in a further seven regions in NSW andACT, using the same format. Using feedback from theinitial Project, we hope to continue with this greatwork and enhance the outcomes. Finally, we wouldlike to acknowledge DEEWR for its leadership andfinancial support of the Project. We have to take risksto do new things, but we also need financial supportto be able to do them.


There has been a raft of changes in the childcare sector in the last 12 months,designed at introducing nationwide quality standards and minimum wages andconditions. Here, the Liquor, Hospitality and Miscellaneous Workers’ Union(LHMU) - the childcare union - will outline what the wage changes mean andtheir vision of what the next stage of child care reform should be.

New Rights at Work for Early Childhood Education and Care

As part of the Fair Work Act, the Federal Government introduced national minimum wages andconditions across all industries. These are called modern awards. For early childhood educators, thismeans around 15 state specific awards were collapsed into two separate national awards, one foreducation and support staff and one for teachers.

The new awards will be phased in over a transition period of 5 years. The government has said thatmodern awards shouldn’t leave any worker or employer worse off, but with so many staff on differentminimum wages and conditions this was difficult to achieve. To get the best result possible, LHMU childcare members spent much of last year talking with various employers and other unions to try and getagreement about what the modern award should look like. This was proven in other industries to getbetter results for workers.

Modern Award Update 2010 Author:Dominique RoweLHMU

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Julia Gillard with LHMU membersdiscussing child care issues (file photo)


Some of the rights early childhood educators won included:• All staff with programming responsibilities to get 2 hours of paid programmingnon-contact time.

• All compulsory meetings to be paid.• Junior rates of pay to apply only until staff are 19 years old, instead of waitinguntil 21 years.

The minimum pay rates set out in the new award vary substantially across the country,depending on historical award practice but will align in 2015. Services can haveagreements with employees that are higher than the wages and conditions in the awards.If an employer operates in more than one state or territory, an agreement could alsoprovide for uniform wages and conditions. If employees have questions about specificwage rates they should contact their local branch of the LHMU.

Wages and conditions for early childhood educators are still very low in comparison withother industries. This means that the child care sector can struggle with staff retention.The Department of Education, Employment and Workplace Relations research intoturnover rates in the child care sector makes for sobering reading, as the table below indicates:

Job turnover by job classification over the previous 12 months (Australia, 2005)

Total staff Total vacant positions Job turnoverDirector/coordinator/teacher in charge 10,013 2,782 28%Preschool/kindergarten teacher 8,575 2,165 25%Qualified contact worker 21,458 7,255 34%Unqualified contact worker 23,462 8,761 37%Other 4,788 1,185 25%Total 68,297 22,148 32%

The one consistent issue when it comes to pay is that the pay rates do not appropriatelyreflect the skill, experience, dedication or work of staff employed in early childhoodeducation and care. LHMU members are working with other child care professionals,providers and government to win funding to help deliver the pay and conditions thesector deserves without significant impacts on affordability.

A Lot Done, More to Do

While LHMU recognise this as a step in the right direction, more needs to be done.The next stage of reform must address the critical issues of professional wages andupskilling, given their potential to improve retention issues.There are a number ofinitiatives that can facilitate staff recruitment and retention including:• Helping existing workers access the courses available through TAFE, University andRTOs to gain the new qualifications required in the sector.

• Recognising the skills already present in the sector through recognition of prior learning.• Rewarding professional work with professional wages.

Christie Goss, an LHMU member from Malangenna Children’s Centre, Tasmania says:“We welcome the Government’s attempts to reform the sector, but the quality visioncan’t be fulfilled till we can genuinely access up-skilling and be appropriately paid forthe skills we have and acquire, and the work we do”.

The LHMU has embarked on achieving these changes through its Big Steps in childcarecampaign. As Monique Wickham, an advocate for the LHMU explains:“The LHMU Big Steps in childcare campaign is about us early childhood educators gettingtogether to win an appropriately funded, professionally recognised child care sector.As LHMU members we are committed to improving the professional standing of the earlychildhood education and care workforce”.

For further information on the Union’s campaign or to find yourlocal branch visit www.lhmu.org.au



Gowrie AustraliaPromoting and supporting quality

services for all children.

Our MissionA national collaborative approach to

better practices which benefit children,

families and the children’s services sector.

Autumn 2010

Winter 2010

Spring 2010

For copies of the Gowrie Australia Assessment in the Early Years resource(hard copy or PDF) OR to enquire about the Professional Development Series:

· Assessment in the Early Years - a 7 hour/full day overview with acomplimentary copy of the Assessment in the Early Years resource

· Noticing, Recognising, Responding Series - three X 3 hour sessions

Contact Gowrie in your state:

Gowrie SAe: [email protected]: 08 8352 5144

Lady Gowrie Child Centre NSWe: [email protected]: 02 8571 9741

The Gowrie (Qld) Ince: [email protected]: 07 3252 2667

Gowrie Victoriae: [email protected]: 03 9347 6388

Lady Gowrie Tasmaniae: [email protected]: 03 6230 6800

The Gowrie (WA) Ince: [email protected]: 08 9478 7500

Gowrie Australia Resource andProfessional Development Series


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