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Program and Funding Options for Integrated Aboriginal and Torres Strait Islander Children’s Services JOINING THE DOTS Options paper prepared for Secretariat of National Aboriginal and Islander Child Care (SNAICC) by Professor Deb Brennan

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Page 1: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

Program and Funding Options for Integrated Aboriginal and Torres Strait Islander Children’s Services

JOININGTHE DOTS

Options paper prepared for Secretariat of National Aboriginal and Islander Child Care (SNAICC)

by Professor Deb Brennan

Page 2: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

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Page 3: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

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Page 4: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

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Page 5: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

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Page 6: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

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A three year old Warlpiri boy is picking up tiny ininti seeds from where they have fallen in the red dust of the Central Australian desert. They are almost hidden amongst the leaf litter, or under a strip of bark, or in the shadow of a rock, but he can find them. The orange, red and yellow seeds will later be transformed into necklaces by his Aunties, who are accompanying the children on the walk. One of the women throws something hard at a tree to dislodge the seed pods, which cascade to the ground. The boy prises open the dried up pods and extracts the seeds from within. He places each seed into a plastic cup that is being used as a temporary bead collector. He makes his way around his environment independent of adults and of other children who are on this bush trip. The boy’s fine motor skills are clearly evident. The deft finger movements to grasp the seed and lift it from the ground, to open the pod and free the seed from its casing, the careful placement of the seed in a small receptacle are evidence of his skills. His actions in moving purposefully from seed pod to seed pod and from tiny seed to tiny seed, without close adult supervision, suggests independence, lack of anxiety, easy adaptation to these surroundings, a sense of purpose, confidence, the ability to focus on the task without being distracted by the seed searching of other children, a determination to locate as many seeds as he can and pleasure in the task. During the morning he is exposed to two languages, Warlpiri and English. 67'&3-+4!,$17!%,!(7',!&'((&+!;2)!7%@+!124,'3+-%;&+!Q42I&+3?+!;+92-+!(7+)!,(%-(!

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2. Policy context !

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Page 41: Joining the Dots 01.12.13 FINAL - SNAICCProgram and Funding Options for Integrated Aboriginal and Torres Strait Islander ChildrenÕs Services JOINING THE DOTS Options paper prepared

Secretariat of National Aboriginal and Islander Child Care

www.snaicc.org.au