QKindy Edition 2, 2014
Welcome
Welcome to the final edition of QKindy for 2014.
Looking back on 2014 so far, we can reflect on what has been a very busy year in the early childhood education and
care sector. It’s been a year to celebrate many achievements, but also to acknowledge some of the ongoing and
future challenges faced by the sector, at both state and national levels.
I welcomed the Federal Government’s announcement in September that it will extend for a further year the National
Partnership Agreement on Universal Access to Early Childhood Education. This gives some certainty to kindy
providers and parents while negotiations continue.
The Newman Government will continue to press Queensland’s case for fair and sustainable funding so we can build
on the achievements made in improving access to kindy over recent years, and continue our work to increase
participation by Aboriginal and Torres Strait Islander and disadvantaged and vulnerable children. We’ve seen overall
participation rates rise from 29 per cent in 2008 to 97.4 per cent in 2013; however, participation still needs to improve
for our Aboriginal and Torres Strait Islander and disadvantaged and vulnerable children.
I continue to strongly advocate with the Australian Government so that all Queensland children can take part in a
quality kindergarten program. I will advise the sector on the outcomes of negotiations with the Australian Government
as soon as we can.
It’s also a time to reflect on the good news from across Queensland — the opening of new kindy facilities as part of
the government’s $27 million investment, and the upgrade of the tenth Child and Family Centre in Mackay. We are
also ensuring the delivery of quality early childhood education with close to 1000 services now having a quality rating.
This has all been achieved against the backdrop of a new level of autonomy for Early Childhood Education and Care,
with the appointment of a new Deputy Director-General to lead the division.
The induction of early childhood education and care directors for each departmental region is further evidence of our
commitment to reinforce service quality, whether services are located in Brisbane or Burketown. These directors are
providing an important bridge between the department’s legislative requirements and the sector, and also supporting
our exciting new approach to helping children and families successfully transition from early childhood education to
Prep.
The inaugural Early Years Forum held in August provided me with the opportunity to directly hear the views of your
sector. This forum provided an ideal platform for open discussion on a range of issues, including the Productivity
Commission’s Draft Report on Child Care and Early Childhood Learning and its potential impacts for the sector here in
Queensland.
It’s widely acknowledged that we do things very well here in this state, such as the number of long day care services
offering kindergarten programs, but there are always opportunities to identify areas where we may do better.
To this end, we can often learn from early childhood education models from around the world, and we were lucky to
host a number of high profile international speakers at our network event — Great beginnings. Promising futures.
Early childhood and the Queensland Plan — at QUT in September. This gathering offered a unique opportunity to
hear some of the latest research in early childhood education and how it could translate to the Queensland context.
It also provided an invaluable networking opportunity for more than 100 delegates from across Queensland.
Consultation right across the state remains a core imperative for this department, and the early childhood education
and care sector has been a key contributor in the consultation phase of the Queensland Education Accord meeting
held in September.
With input from service providers, parents, schools, unions and the broader community, the Accord will inform a 30year plan for the future of education in Queensland.
There are exciting times ahead for all levels of education in this state.
John-Paul Langbroek MP
Minister for Education, Training and Employment
Child protection – what you need to know
Ensuring the safety, health and wellbeing of children is everyone’s business
Early childhood education and care services and educators are well placed to identify suspected child harm as part of
their day-to-day interactions with children and their families.
Although there is no legal requirement for services or their staff to report suspected child abuse occurring outside a
service, child protection laws in Queensland enable any person to report suspicion of a child in need of protection.
Under the Child Protection Act 1999, anyone reporting child abuse or neglect is protected from liability, including
defamation, and has not breached any professional code of conduct.
Department of Communities, Child Safety and Disability Services Strategic Policy and Programs Manager, Andrea
Lauchs, said that if you believed a child was in immediate danger or in a life-threatening situation, contact Emergency
Services immediately by phoning 000.
‘If you suspect a child is experiencing harm or is at risk of experiencing harm, contact the Department of Communities,
Child Safety and Disability Services by phoning 13 7468 or the department’s Regional Intake Services,’ Ms Lauchs
said.
If you suspect a child has been harmed, or is at risk of being harmed, it is important to:
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be alert to any warning signs that a child is experiencing harm
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observe the child and make written notes as soon as you begin to have concerns — pay attention to changes
in their behaviour, ideas, feelings and the words they use
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have gentle, non-judgmental discussions with the child — expressing your concern that a child looks sad or
unwell can result in disclosures
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not pressure the child to respond and not ask questions that put words into a child’s mouth
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assure the child they can come and talk to you when they need to, and listen to them when they do
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seek expert advice by contacting Child Safety.
‘Child safety service centres have professionally trained child protection staff who are skilled in dealing with
information about harm or risk of harm to children.
‘When you make a report to Child Safety, your details are kept confidential and your identity is strictly protected.
‘A child who is being abused or neglected may show signs such as wariness and distrust of adults, they may show
behaviours like rocking, sucking or biting excessively, or they may wet or soil the bed.
‘Physical signs of abuse can include being seemingly accident-prone and having unexplained injuries, bruises, burns
or welts in various stages of healing,’ Ms Lauchs said.
Under the National Quality Framework, approved providers have obligations to ensure children attending early
childhood education and care services are safe, including:
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notifying the Department of Education, Training and Employment of harm or suspected harm to a child that
occurs while education and care is provided
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ensuring nominated supervisors and staff members who work with children are aware of the child protection
law and any obligations under that law
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implementing a child and youth risk management strategy which aims to keep children and young people safe
in accordance with the Working with Children (Risk Management and Screening) Act 2000.
More information and resources
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Child abuse – what you need to know
www.communities.qld.gov.au/ resources/childsafety/childprotection/ child-abuse-brochure.pdf
Child and Youth Risk Management Strategy Toolkit
www.bluecard.qld.gov.au/pdf/rmst/ RMS-toolkit.pdf
Information about the different types and signs of child abuse and neglect is available from the Department of
Communities, Child Safety and Disability Services
www.communities.qld.gov.au/ childsafety/protecting-children
Remember …
When a child is being abused, the abuse does not go away and usually becomes more serious over time. Anyone can
report suspected child abuse or neglect to Child Safety. www.communities.qld.gov.au/childsafety/protectingchildren/reporting-child-abuse
Noah’s Ark covers inclusive resources
You wouldn’t think something as simple as a quilted dinosaur blanket filled with soft sand would make a difference to a
child’s learning experience.
But for a dinosaur-loving boy of four with autism spectrum disorder, the calming effect of the weighted lap blanket has
vastly improved his concentration, listening, social and spatial awareness skills.
Coolum Beach Community Kindy director Lorelle Frost said that with the reassurance of the blanket covering his lap,
legs and feet, the child is able to sit with the other children during story time.
‘This is a remarkable achievement because he usually finds it hard to sit without an adult’s support, and sitting in and
being part of a group is even harder,’ Ms Frost said.
‘With the help of the dinosaur blanket, he’s improving his independence and skills in making contact with others,
engaging and listening.
‘He likes the blanket so much he has developed a routine in transitioning from one activity to another by lifting off the
blanket, carrying it to the next stop and putting it on.’
Ms Frost said she discovered the boy’s love of dinosaurs when consulting his parents about his interests, experiences
and capabilities.
‘You have to work with the parents to incorporate their knowledge of their child when tailoring their learning
experience,’ she said.
‘This is even more important when the child has a disability or additional needs.’
Ms Frost then approached the team at Noah’s Ark for advice and ideas on resources to support the boy to participate
fully in the kindergarten program.
‘I can’t recommend Noah’s Ark highly enough,’ she said.
‘I mentioned our little boy’s needs and that he loves dinosaurs, and Noah’s Ark sourced the blanket, saving me
valuable time researching.
‘We ended up borrowing the blanket for half the year because he used it so much. At the beginning of the year we got
an extension and then we purchased one because it gave him such comfort and support.’
Ms Frost said Noah’s Ark was not just a free resource library for kindergarten services.
‘Their advisors are specialists in child development and inclusive practices, and very helpful with suggestions on
specialised equipment and resources to suit individual children and elements of the learning program,’ she said.
‘They even follow up to see how we and the children are going.’
Noah’s Ark’s Specialised Equipment and Resources for Kindergarten Program (SERK), proudly funded and supported
by the Queensland and Australian governments, recently won the 2014 Early Childhood Intervention Australia Quality
Inclusive Practices Award for service delivery.
For more information about SERK, visit the Noah’s Ark website – www.noahsark.net.au or phone 1300 497 437.
Interpreter service eases transition for families
Now that it is peak enrolment time and transition statements are being prepared, kindergarten services are reminded
they can access free interpreting services to support communication with non-English speaking families.
Inala Kindergarten and Community Preschool Director Michelle Hallesy said there were a number of non-English
speaking families who attended the service and it was important to find the best way to share information with them.
‘We have a number of Vietnamese families that attend our centre and we wanted to ensure we could share their
children’s learning progress and discuss it with them in the best possible way for them,’ Ms Hallesy said.
‘We contacted the Translating and Interpreting Service and organised for an interpreter to come to our service and
meet with us and the families.
‘Having the interpreter there enabled us to have an interactive discussion with the parents about their children, and
helped us to develop transition statements with their input.’
Ms Hallesy said helping parents understand how their children are progressing through the kindergarten year is an
important step in helping them transition their children to Prep.
‘Developing transition statements about each child’s learning supports their transition into the Prep year,’ she said.
‘A transition statement summarises a child’s learning throughout the year and highlights their motivations, strengths
and skills, and how they like to learn.
‘It’s also something that parents can choose to pass on to schools to help their child’s transition into Prep.’
Kindergarten services are encouraged to contact their central governing bodies if they need advice on requesting or
booking an on-site or telephone interpreter.
Alternatively, services can visit www.immi.gov.au and pre-book an on-site or telephone interpreter, or phone the
Translating and Interpreting Service on 131 450 toll free, from 8.00 am to 6.00 pm, Monday to Friday.
Kindergarten services can use interpreters to:
 advise parents on kindergarten programs and activities, enrolment, and on kindergarten to school transition
 conduct parent–teacher interviews
 discuss educational assessments with parents.
Long day care services should contact Professional Support Coordinator Queensland on 1800 112 585 for their
translating and interpreting support options.
The Queensland Government provides kindergarten services with free access to the Translating and Interpreting
Service.
The service is operated by the federal Department of Immigration and Border Protection and employs interpreters who
speak more than 170 languages and dialects.
How to access free on-site or telephone interpreters:
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Kindergarten services: Phone your central governing body about how to make a booking.
Long day care services: Phone your Professional Support Coordinator on 1800 112 585.
Families: Phone the Kindy Hotline on 1800 4KINDY (1800 454 639) to organise an interpreter.
Kindy shows it counts in so many ways
It’s been a big year for the Kindy counts! team, whose key objective is to promote the importance of kindergarten.
In early June, the Say g’day to Jay Kindy Roadshow, featuring kindy ambassador Jay Laga’aia, visited Rockhampton,
Blackwater, Emerald, Barcaldine, Marchmont (for an eKindy visit) and Longreach, sharing the benefits of kindy via
free musical concerts and ‘meet and greets’ at local kindies.
The response from communities was overwhelming, with around 2800 families attending the booked-out concerts.
Families and locals, young and old, enthusiastically joined in the kindy fun, attending the free concerts and engaging
with the roadshow via social media.
One highlight of the roadshow was visiting an eKindy family on their Marchmont property. Jay participated in an
eKindy session, where he sang along with the kindy children and joined in their lessons.
Playgroup Queensland, a supporter of the roadshow, joined in by hosting their mobile playgroups before and after the
shows, and gave advice to parents on how to start their own playgroups.
The Say g’day to Jay performances, which encompassed the importance of play-based learning, also featured the
kindy song, which now has an accompanying music video. To learn the lyrics, and download the song and video, go to
www.qld.gov.au/kindyfun.
Another kindy roadshow is planned, this time to the northern part of the state. We’ll keep you updated on roadshow
news via our Kindy counts! Facebook page (www.facebook/kindycountsqld) and website (www.qld.gov.au/kindyfun).
From the road to the online environment, the kindy section of the Early Childhood Education and Care website is
home to a dedicated page of resources, activities and events for children and their families, aptly titled ‘Fun and
games’.
Parents can access and download a variety of resources to engage their children with fun activities.
One of the games designed specifically for the Kindy counts! campaign is Monster Match, which offers a variety of
play-based activities. There is a PDF version of the game parents can print out, and an online interactive matching
game to play on your computer, iPad or smart phone. Have a go — there are a couple of levels to suit your child’s
memory skills. Limited copies of a life-sized version of the Monster Match game were also produced — and proved
popular at National Playgroup Day and during the roadshow.
The ‘Fun and games’ page also links to resources that encompass play-based learning, reading and writing, art and
craft, learning routines and everyday experiences developed specifically for kindy-aged children.
To check out the kindy fun page, go to www.qld.gov.au/kindyfun. You can stay up to date on kindy news and find out
when new resources are added to the kindy fun page by ‘Liking’ the Kindy counts! Facebook page.
‘We had a brilliant time at the Longreach concert this morning! Thank you so much for coming out west, the concert
was so wonderful!’ – Val Paul, Longreach
‘A big thank you and congratulations to the Kindy counts! team, both behind the scenes and on the day. This
morning’s concert was fabulous and well organised.’ – Jacqui Hamilton, Rockhampton
‘Thank you for such a wonderful show. The St Joseph’s pre-Prep children loved every minute along with all their
young peers and parents. Thank you for coming to our town.’ – Jane Dickson, Barcaldine
‘Thank you Jay and the Kindy counts! team for performing at Goodstart Blackwater North. Everyone who attended had
a FANTASTIC time!’ – Staysi Jones, Blackwater
Newtown State School – helping children cross the road to school
Newtown State School in Toowoomba has helped more than 1000 children transition to school by creating local
networks and relationships to benefit both its own early years students and children aged 0 to 5 years in the wider
community.
Over the past four years, Newtown State School has developed a network of more than 30 organisations from the
health, education and not-for-profit sectors, under the banner of ‘Helping children across the road to school’.
The focus is on improving student health and learning outcomes, boosting school readiness, and helping children
successfully transition to school.
Principal Ben Kidd said the aim was to have children start school ready to learn with good physical health, a strong
sense of identity, a sense of belonging to the school community and excitement about their learning journey.
‘One of the keys has been reaching out to and working with parents before they reach the school gate.
‘Creating a playgroup on the school grounds was a natural step because of the strong evidence that play is the basis
of learning and development in the early years.
‘We understand that the importance of play should not be underestimated, as it enables mums and dads to connect
with their children, and we also have grandparents come along.’
Mr Kidd said 20 to 30 families and 20 to 45 children attended playgroup each week.
‘Our data showed that many children were not attending an early childhood education and care service before
enrolling in Prep,’ he said.
‘The on-site playgroup helps children and parents feel comfortable in the school environment, and we get to know
them and their needs before they start school and can respond to this.
‘An example of this is how we planned our new outdoor learning environment.
‘It doesn’t look like standard school play equipment because it’s based on the National Quality Standard for the
physical environment and purpose built for all children up to eight years old.
‘It’s a space where the playgroup and Prep students can come together.
‘The benefit is the sense of continuity for children and families as they are familiar with the school environment before
they
come into our Prep classes.’
Mr Kidd said when the school connected with parents in the playgroup, they helped them to see the value of early
education, particularly an approved kindergarten program.
‘By making these links, we can really promote the importance of transition statements. We really encourage parents
whose children are starting Prep to share the transition statement, which has been prepared at their kindy program,
with us.
‘It’s really important to share the transition statement as it’s valuable in helping us find approaches to settling children
into Prep year and seeing ways we can make it a smoother process for children and families.’
Mr Kidd said the first step to developing the network around
the school community was to approach the local early childhood education and care services.
‘The local services were keen to get on board as they could see the benefits of us working together, such as through
regular shared Prep teacher and early childhood teacher professional development days.’
Mr Kidd said the relationship between the school and the local early education and care services has been built as a
shared reciprocal relationship in which both sectors were working together in the best interest of the children and
families.
More information
Newtown State School is one of the schools funded by the Queensland Government to better prepare and support
children to make the transition to school, and to support parents to become involved in their child’s education.
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For more information on Newtown State School, visit newtownss.eq.edu.au
For more information on successful transitions, visit www.dete.qld.gov.au/earlychildhood/about/transitions
For more information on Step up into Education, visit www.education.qld.gov.au/schools/stepup
For more information on playgroups, visit www.playgroupqld.com.au
Event puts Queensland Plan into action
Working together to achieve the best outcomes for children in the years to come was the focus of the inaugural twoday Early Childhood Education and Care Network Event held in September at Queensland University of Technology
(QUT), Gardens Point.
At the Great beginnings. Promising futures. Early childhood and the Queensland Plan event, about 100 delegates
heard from international and national speakers on key points of interest for Queensland’s early childhood education
and care sector.
The event brought together senior representatives from Queensland early childhood education and care organisations
and early childhood development program providers, as well as senior officers from government departments with
responsibilities for the early years.
Futurist Bernard Salt set the scene for the event using demographic and social change trends to interpret how
Queensland families and their needs for early childhood education and care might evolve over the next 30 years.
Mr Salt’s presentation linked with the State Government’s Queensland Plan, which outlines Queenslanders’
aspirations for the future, including education as one of its nine foundation areas.
Queenslanders’ vision for early childhood is for quality education to be a reality for all, despite age, location, income or
culture; that education is flexible and affordable; and that it is delivered in different ways, places and times.
International leaders in early childhood development — Professor Sharon Lynn Kagan and Professor Joseph Sparling
from the United States, Dr Margy Whalley from the United Kingdom and Professor Ann Farrell from QUT — gave
insights
into how to achieve the state’s early childhood education vision. Their presentations covered issues of quality service
delivery, educational leadership, working with at risk and vulnerable children, and the power of play-based learning.
Delegates also received an update on the Productivity Commission’s inquiry into Childcare and Early Childhood
Learning from Commissioner Dr Wendy Craik. The report’s recommendations will be considered by the Australian
Government as part of its negotiations with states and territories on funding for early childhood education.
Officers from the department’s Darling Downs South West Region gave a presentation on a model they use to ensure
children enjoy a smooth transition from early childhood settings to school.
Delegates were invited to share their feedback on the model and provide suggestions on a statewide approach to be
used in other regions.
Crossing the educator-family divide
Delegates at the inaugural Great beginnings. Promising futures. network event in September 2014, had the
opportunity to hear Dr Margy Whalley, Director of the Research, Development and Training Base at the United
Kingdom’s renowned Pen Green Centre for Children and their Families.
In an earlier visit to Australia, Dr Whalley shared her views at The Gowrie (Qld) conference about how services can
connect with families to benefit all children in their care, which are outlined in this article.
For 30 years, Pen Green has provided a range of early childhood services in the United Kingdom including education
and care for children from nine months to five years, an after-school club and a holiday play scheme.
As founding head of the centre, Dr Whalley has extensive experience and has done some fascinating research into
involving families in their child’s learning.
Dr Whalley’s view is that families know their children best.
‘If we only account for the hours a child spends in the service, and not for their many interests, attitudes and life
experiences outside of the service, we’ll never really know who they are or how they learn best,’ she said.
Dr Whalley’s views on a quality service is that it should be:
 co-produced by families and staff
 sharpened by the people who use it
 moulded by children past and present
 run collectively by educators and families
 built on the great ideas of the people whose lives it impacts.
‘The first step is to ensure that all families, not just those who tend towards committee volunteering, have their voice
heard,’ she said.
‘It is easy to assume that because a parent doesn’t actively participate that they aren’t interested.
‘However, time, access and confidence are all barriers to inclusivity.’
Some factors to consider are:
 How could you run your meetings differently to include a range of families?
 Are meetings held at suitable times?
 Do families need to get a babysitter to attend functions at the service?
 How could you make it so all families feel comfortable participating?
Dr Whalley said parents at Pen Green compete to be on the service’s governing body.
‘Parents hold the interests of every child at the service in mind, not just the needs of their own child,’ she said.
‘Not only is this commitment possible, but it is essential for children to receive the best education and care experience.
‘At Pen Green, the service swaps videos and photos of children’s learning activities with families who can’t participate
face to face.
‘Video and still camera devices are sent home with the children and the family’s feedback is actively sought.
‘Educators visit children in their home, acknowledging that parents are more confident at home and have unique
knowledge of their child’s learning style,’ she said.
Next, services need to be happy to hear where they got it wrong, or as Dr Whalley says, what parents are telling their
friends at the school gate.
‘Families need to be able to voice their concerns without fearing that feedback will negatively impact their child,’ she
said.
‘All ideas should to be heard. If a parent makes the effort to speak up and gets rejected, they are unlikely to try again.
‘It’s also important for families to advocate for their child and services should be teaching families how to do this.
‘However, harnessing a parent’s passion and helping them broaden this to other children will help parents advocate
for the service, not just their own child,’ she said.
Dr Whalley gives the example of a parent of a child with disability — harnessing that passion to be inclusive of all
children with disability will give the service much needed energy and expertise in this area.
‘Likewise, parents with an interest in sports, fundraising or a specific culture could be useful advocates in these areas,’
she said.
The National Quality Standard emphasises building collaborative partnerships with families through Quality Area 6 –
Collaborative partnerships with families and communities.
Specifically it looks at opportunities for families to become involved in the service and contribute to service decisions,
and how services recognise the expertise of families.
Dr Whalley said to build a relationship, firstly you have to spend time together and be connected.
‘Seeing parents at the pick-up and drop-off time isn’t enough — parents need to be actively engaged in the service,
working alongside educators and incorporating ideas from all parts of the child’s life.
‘Without this, it is impossible to bridge the gap between the two worlds of educators and families,’ she said.
More information
The Guide to the National Quality Standard provides advice for services on how to build their relationship with families.
Download the guide at files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS130902.pdf
The Department of Education, Training and Employment’s Ratings Information Kit contains a fact sheet on engaging
with families. Download the factsheet at dete.qld.gov.au/earlychildhood/pdfs/educators-engaging-families.pdf
Early Childhood Australia also has a range of resources:
Download the Collaborative partnerships with families newsletter at www.earlychildhoodaustralia.org.au/nqsplp/wpcontent/uploads/2012/05/NQS_PLP_ENewsletter_No35.pdf
Download the Partnerships with families eLearning video at www.earlychildhoodaustralia.org.au/nqsplp/e-learningvideos/talking-about-practice/partnershipswith-families
Visit Early Childhood Australia at www.earlychildhoodaustralia.org.au
Positive response to AEDC forum
A forum showcasing projects to improve early childhood development outcomes attracted nearly 200 educators,
teachers, principals and local community organisations to Bundamba in July.
Following the release of the 2012 Australian Early Development Census (AEDC), the Department of Education,
Training and Employment initiated a one-off AEDC Community Action Grants program which funded 48 community
projects from October 2013 to April 2014.
The forum at TAFE South West Queensland’s Bundamba campus celebrated some of the projects that responded to
local early childhood needs.
There were a variety of exhibits at the event, showcasing projects through photographs, resources and video footage.
An array of 16 breakout sessions were delivered throughout the day from organisations such as the Australian
Nutrition Foundation, Sing&Grow, Ipswich City Council Libraries, Te Kohanga Ote Whenua Hou, Logan Child Friendly
Community Consortium, C&K, Goodstart Early Learning, The Benevolent Society, West Moreton-Oxley Medicare
Local and many more.
Director-General Dr Jim Watterston officially opened the forum and spoke about the importance of early childhood
education. This was followed by a presentation from Professor Susan Danby from Queensland University of
Technology on children participating and learning through social and educational experiences.
The event was capped off by a guest appearance by actor and Queensland kindergarten ambassador Jay Laga’aia
performing the kindy song.
Feedback from participants has been overwhelmingly positive, with many speaking about the success of the forum.
I found the opportunity to hear people’s experiences to be inspiring and thought provoking. It made me really consider
whether I am doing enough in our community.
It was an excellent day that focused on possibilities and strategies for action. The networking opportunities were
fantastic.
The next forum is scheduled for October 2014 in Cairns.
For more information on the AEDC forums, visit www.dete.qld.gov.au/earlychildhood/about/news/aedc or email
aedi@dete.qld.gov.au.
The Australian Early Development Index is now known as the Australian Early Development Census to reflect its
importance as a national data collection.
Visit www.aedc.gov.au to download data for your community.
Eating rainbows promotes better nutrition
Nutrition Australia Queensland (NAQ) used story time sessions to support parents with a fun and innovative resource
to encourage children to adopt and promote healthy lifestyle behaviours.
NAQ worked extensively with Caboolture and Deception Bay communities to develop the educational book, I’m having
a rainbow for dinner.
The book responded to the local community’s need to promote better physical health and wellbeing to children,
especially food, nutrition and eating behaviours. The book is fun, innovative, visual and child-friendly, which makes it
attractive to children.
The book was supported with story time sessions delivered by a nutritionist to nearly 200 children in the region, and
their parents, carers and families. The sessions were well attended and were a starting point for parents to have fun
and interactive conversations with their children about eating vegetables and fruit.
NAQ gave parents recipes to help introduce a wider variety of vegetables and fruit to their children’s diet, and advised
where they could go for more information about creating healthy eating behaviours.
The support of the local community was valuable in ensuring the successful development of the book and launch of
the story time sessions.
Evaluation data showed the children were able to name more vegetables and fruit after the story time sessions, and
indicated they were going to try those that they had not liked or tried before.
As the children continued to have exposure to the book at home, the evaluation showed these positive changes were
translated into practice.
The success of the I’m having a rainbow for dinner book and story time sessions has prompted NAQ to develop
further resources, and it has received additional funding from the Department of Education, Training and Employment
to develop a second book.
The concept of story time is now being continued as a key strategy for empowering children and their parents to
promote and implement healthy eating messages and behaviours in the community.
NAQ plans to develop a range of resources that will support the messages in the book and further encourage
children’s literacy and learning.
The second book, We’re growing a rainbow, will be developed to assist families.
For more information, visit www.naqld.org.
Music promotes positive transition to school
Sing&Grow implemented a music therapy program to help children from local kindergartens prepare for school.
In response to AEDC data for the Taigum, Zillmere and Bracken Ridge local communities, Sing&Grow, a subsidiary of
Playgroup Queensland, worked with Taigum and Zillmere State Schools and Koobara Indigenous Kindergarten, in
partnership with Jabiru Community Youth Services, to implement the Off to School music therapy program.
Off to School aimed to address the identified early childhood development needs within the local community and
better prepare children and their families to transition to Prep and school.
Sing&Grow facilitated weekly Off to School sessions at Zillmere State School in partnership with the Koobara
Kindergarten Playgroup and Taigum State School, promoting the strength of family, and community and social
connectedness through music.
The sessions engaged various members of the community, including over 100 children, 20 parents, local Prep
teachers, Sing&Grow music therapists, community workers and some grandparents.
Jabiru Community Youth Services provided the students with take home packs that included a drum to maintain
outcomes achieved in the sessions and ongoing relationships with families. Sing&Grow provided inclusive ways for
Aboriginal or Torres Strait Islander families to participate by incorporating culture sharing within the sessions.
The program had many positive impacts on the local areas, including raising awareness of the role Jabiru Community
Youth Services and Koobara Kindergarten played in preparing children for school.
Feedback from participants showed the sessions increased family awareness and the opportunity to develop the skills
needed by children for a positive transition to Prep and formal schooling.
It is hoped local families and the broader community will participate in future opportunities to connect with Jabiru
Community Youth Services and Koobara Kindergarten, along with more Sing&Grow programs, as a result of the Off to
School program.
For more information about the Off to School music therapy program, contact Sing&Grow on (07) 3855 9600 or visit
singandgrow.org.
Setting the bar for sustainability
A safe, suitable and inclusive physical environment plays a vital role in promoting children’s learning and development.
Chiselhurst Kindergarten in Toowoomba is one of the many services recognised for its exceptional environment and
sustainable program and practice by being rated Exceeding in Quality Area 3 – Physical environment.
Chiselhurst Director Rosemarie Dawes said achieving the ‘Exceeding’ rating was about the respect she and her
educators have for the environment.
‘We would like the children to learn how the health of our environment is dependent, in part, on their footprints,’ Ms
Dawes said.
‘It is teaching a respect for their environment through simple everyday initiatives at our service.’
The kindergarten has a number of sustainable initiatives in place, including a worm farm, native beehive, vegetable
gardens, succulent flower garden, rainwater tanks, solar panels, and natural furniture and equipment.
‘The sustainable strategies implemented at the service were chosen from a variety of sources, such as topics covered
in the media, gathering information from people or organisations promoting sustainable practices, or from educator or
family ideas,’ Ms Dawes said.
‘These initial ideas evolved from the dedication of educators and families, as well as the availability of funding through
grants to install solar panels and rainwater storage tanks.
‘We also look at ways we can support the native wildlife by building possum and bird nesting boxes and putting them
in the trees around the kindy.
‘Many of the initial strategies we implemented were educator led; however, once children became aware of the ways
we could all be more sustainable, they eagerly contributed their thoughts and ideas.
‘We are constantly looking to do new things and when we do, we educate the children and explain why we do certain
things,’ she said.
Ms Dawes said they encourage families to be involved by asking them to consider packaging used for lunches, bring
in recyclable materials for artwork, and help build items such as their possum and bird nesting boxes.
‘It is obvious that sustainability is a point of discussion in many of the children’s homes, with many families telling us
that their children are talking about the different initiatives at home,’ she said.
‘Parents will frequently ask questions about the various practices we employ and how they can do it in their own
homes, such as setting up worm farms or getting a native beehive.
‘The families give positive feedback and actively support and assist in the various initiatives, as well as supplying
resources and equipment.
‘Often children will take their parents to see their vegetable garden at the front of the kindergarten as they arrive.’
Representatives from the Toowoomba Regional Council also visit the service regularly to consolidate some of the
ideas that have been implemented.
‘What the children already know is expanded on by our council visitors who are able to share more knowledge around
recycling, worm farming and water use,’ Ms Dawes said.
‘The council representatives go into great detail about what articles can and can’t be recycled so the information is
current and reinforces our everyday initiatives.’
When asked what advice to give other services, Ms Dawes simply said: ‘Do it because you believe in it, and realise it
is a combined effort and it will take time.’
For more information on Quality Area 3 – Physical environment, visit www.acecqa.gov.au/Physical-environment.
‘One stop’ centre for families unveiled in Mackay
Mackay’s Children and Family Centre (CFC) has a new home and a new lease of life. The CFC, which provides
services to local Aboriginal and Torres Strait Islander families, had been operating out of temporary premises at a
nearby council community centre since opening in August 2013. Manager Charlie Wicking says the growth of the CFC
has been quite organic.
‘When we first opened the CFC a year ago, it was a case of trial and error to see how it would go and what the
demand in the community would be like.
‘For some time it had been identified that the Mackay region would benefit from this kind of service, and given that
there were other CFCs already operating in Queensland, we were in the ideal position to learn from those models
before establishing the service here,’ she said.
The CFC resulted from a joint Australian and Queensland government commitment to improving outcomes for
Aboriginal and Torres Strait Islander people under the Indigenous Early Childhood Development National Partnership
Agreement.
The Mackay CFC joins services operating in Cairns, Doomadgee, Ipswich, Logan, Mareeba, Mornington Island, Mount
Isa, Palm Island and Rockhampton.
Ms Wicking says the Mackay CFC has been purpose-built to offer long day care services, playgroups and a childfriendly hub providing a safe and welcoming, integrated place for families.
‘Starting with playgroups allows a soft entry into the CFC for many families who can spend the day with their children
getting to know how we operate.
‘As a result of the level of trust we have built up in the community, we are already experiencing an increasing demand
for child and family support and have become a real hub for the wider community.’
Ms Wicking, who comes from a nursing background, says the aim is to be inclusive and holistic.
‘You can’t achieve good education outcomes without good health and vice versa. Here families can have the best of
both worlds under the one roof with paediatric services visiting the centre monthly.
‘Our long day care centre is also in high demand, particularly with single parent families returning to the workforce,’
she said.
The centre strives to employ Aboriginal and Torres Strait Islander staff and continues to reach out into the wider
community for mentoring opportunities.
Ms Wicking says the children experience Aboriginal and Torres Strait Islander culture in all its forms, including music
and art, and there are also plans to establish a bush tucker garden.
‘This centre will continue to prosper if we have the support of the local community, so we aim to grow that
relationship,’ she said.
For more information on Children and Family Centres, visit www.dete.qld.gov.au/earlychildhood/families/eyservices/children-family-centres
ACCESS INITIATIVES
New hope for migrant families
It can be an emotional time for children being introduced to the world of playgroups and early learning for the first time.
Imagine going through the process having just escaped a war-torn country for a new life on the other side of the world.
A pre-kindergarten funded program for children aged 0 to five years operated by Acacia Ridge Community Support is
playing a major part in making that transition smoother.
The program, which has been running for just over a year, hosts children who have arrived in Australia predominantly
from conflict zones in East Africa, and is unique in embracing the children as well as the wider context of refugee and
migrant families and their communities.
Coordinator Michelle Gadke says establishing a multicultural playgroup where there is limited English can be
challenging, but the effort is paying off largely due to the strong relationship with the local African community.
‘Many of these families have been devastated by civil war in their own countries, and there can be confusion about
what options are available to them in the pre-kindy years.
‘Our role is to build trust within the local community and to then highlight to families the immeasurable benefits for their
children in the pre-kindy and kindy experience,’ she said.
The Queensland African Communities Council found that while migrant and refugee families have a diverse range of
education experiences, they have in common their aspirations of a better education for their children in their new
country.
Ms Gadke says supported playgroups are an ideal ‘soft entry’, helping families make choices that will positively affect
their child’s future.
‘There can be challenges as some migrant and refugee families have a low level of literacy in their own language, but
the dynamic of play-based activity allows us to break down some of the fears.
‘The first step is getting the message out that the service exists, but beyond that we need to ensure families get
involved and stay engaged, and children continue to attend,’ she said.
Community barbecues are held regularly to support the ties with the local community, and Michelle says fathers are
also encouraged to be engaged with the program and are provided with information on the importance of their role in
the educational outcomes for their children.
For more information about the work of the centre contact Michelle Gadke on 3277 4893 or visit www.arcsi.org.au.
Acacia Ridge Community Support is one of 10 organisations funded across Queensland under the Pre- Kindergarten
Grants Program. The program contributes to the Queensland Government’s objective of delivering universal access to
early childhood education by increasing the enrolment and participation rates in kindergarten programs of children
from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait Islander children.
Improving outcomes for Indigenous children
The Sista2Sista Educational Leadership in Early Childhood mentoring program is supporting Aboriginal and Torres
Strait Islander early childhood educators to improve educational outcomes for Indigenous children.
The program is aimed at growing the skills of emerging Indigenous early childhood education leaders, and
emphasises the importance of cultural knowledge and educational expertise to successfully deliver the Early Years
Learning Framework.
Program mentors Ursula Barber and Denise Cedric said the Sista2Sista program was unique in its approach to
learning, connecting and sharing.
‘Building trust, making connections, sharing and reflection are just some of the principles of the program. The
workshop started with sharing stories around the yarning circle and building a symbolic campfire, similar to the way
things would be done back in their own communities,’ Ms Cedric said.
‘These are cultural symbols and help make the program culturally safe so that participants make a connection to each
other. We can see their confidence grow as they share their journeys,’ Ms Barber said.
‘It helps give them a rich experience and opens their eyes to things that are happening in other communities,’ she said.
The program, which involves 17 Indigenous educators from Queensland, the Northern Territory and South Australia,
runs over four months and includes an intensive three-day workshop and regular communication to ‘keep the fire alive’.
‘Our role in assisting the Indigenous early childhood educators is about making the links and “raising the bar” in
current practice so that children have opportunities to achieve the Early Years Learning Framework outcomes,’ Ms
Cedric said.
Sista2Sista is an extension of the Remote Indigenous Professional Development Project (RIPD), funded by the
Australian Government.
The Department of Education, Training and Employment
has been engaged to manage the delivery of the RIPD to support Indigenous early childhood educators in remote
and very remote locations in Queensland, the Northern Territory and the Anangu Pitjantjatjara Yankunytjatjara (APY)
Lands in South Australia to interpret and effectively use the Early Years Learning Framework.
By the end of the year, it is expected that approximately 500 early childhood educators will have participated in a
RIPD program, with further programs planned for 2015.
For further information about the RIPD program email ripd@dete.qld.gov.au.
Program participants’ feedback
JOANNE SMITH
Preschool Director
Port Lincoln Children’s Centre, South Australia
Participating in this program is really exciting. I feel really lucky and privileged to come and be part of it.
It’s been good to meet other people and learn from them. The sharing and learning through yarning has been great.
It’s been great to get to listen to other people’s stories and know they are going through the same struggles as me. It’s
given me confidence to know there is room to grow.
I can’t wait to go back and share this knowledge and new ideas with other services in South Australia, not just my own.
It’s about building on what’s already there and using people’s knowledge of the community and other services to
improve.
I am really excited to take the kit back with me. It’s easier to understand and is culturally appropriate. Using photos of
Aboriginal people makes it more meaningful and it’s great to see that.
Ursula and Denise are really inspiring and make you want to go out there and do more. They give you confidence to
get you to step up and make a difference.
ANNIE LUTA
Outside School Area Vocation Officer (crèche)
Goulbourn Island, Northern Territory
The program has helped me get a clearer idea of planning. The use of the kit and how easy it is to understand has
really helped with that. It’s been good to hear ideas from other places, hear how they all run their services and share
their knowledge.
This program has made me feel really comfortable — the women are the same as me and it feels like you’re at home
yarning with your family.
When I go back, I’ll be working with my staff to give them a better idea of what this is all about and pass the
knowledge I have on to them. I also really want to talk to the Elders about looking at organising a weekend campout
for the young ones to remind them of their culture.
NATOIA PLUMMER, Regional Coordinator(rural playgroup and crèche)
Barkly Regional Council
Tennant Creek, Northern Territory
It’s been great to hear what other services are doing, and what their struggles and challenges are. Yarning around the
campfire has allowed people to open up and share a lot of their knowledge.
It’s been a good opportunity to get new ideas as well as reflect on what we’re already doing. I can see our service
back home has a lot of strengths, like embedding our culture and language into the program, but I can also see things
I can do to motivate my staff and improve the service.
MARIA TAMU
Child and Family Support Outreach Worker (playgroup)
Warraber Island, Queensland
The program has given me a better understanding of the Early Years Learning Framework, and the importance of the
themes of belonging, being and becoming.
It’s also given me the tools I need to identify outcomes that meet the needs of children in the playgroup. It’s important
to have a cultural approach to teaching our kids, including things like creating a strong sense of identity.
Being able to listen to feedback from the other ladies and their experiences, it’s making me think ‘How can I tailor that
to my community?’ The ideas and sharing of knowledge have been really good.
I’m excited by all of the ideas I’ve heard and I’m already in the process of planning what I want to do with that when I
get back.
I really want to develop a language program that is age appropriate for my group (0 to 4 years) and then expand on
that.
I think it’s really important for children to learn their own language first — Kulkalgaw ya, before learning their second
language — Torres Strait Creole, and third language — English.
I will need to link with the Elders and a person from the language restoration program to do this.
The important role of an educational leader
Article contributed by Australian Children’s Education & Care Quality Authority (ACECQA)
The National Quality Standard (NQS) acknowledges the important role of the educational leader in supporting
educators to develop and implement the curriculum, and promote quality outcomes for children and families using the
service.
In the absence of a mandated role description or prescriptive qualification standards, some approved providers and
educators have expressed uncertainty about the role, and a number of myths have emerged.
For example, there are myths that suggest the educational leader has to do all the programming in all areas of the
service, or take responsibility for supervision of staff.
These are narrow, prescriptive ways of viewing this important role, and the role has more possibilities and
opportunities. It is therefore timely to revisit the requirements of the NQS and related regulations for the educational
leader.
The requirements
Under NQS Quality Area 7 – Leadership and management, element 7.1.4 requires that a ‘suitably qualified and
experienced educator or coordinator leads the development of the curriculum and ensures the establishment of clear
goals and expectations for teaching and learning’. Underpinning this requirement, regulation 118 of the Education and
Care Services National Regulations also requires that the approved provider designate this role in writing.
Neither the NQS nor the regulations are prescriptive about the educational leader’s qualifications, experience or role
description. This recognises that every service and every team of educators is different, and the flexibility allows
approved providers to choose the best person in the service to take on this important role.
The educational leader can be the most qualified person; however, to be an effective educational leader, a broader
range of skills and attributes is required.
There may be other team members who are more experienced, have built respectful relationships or have more time
to take on this role. As the focus is on outcomes, it is important to be able to demonstrate how a leader is undertaking
the role effectively.
Qualities of an educational leader
The educational leader ideally has qualifications in early childhood education. The following qualities should be
considered when choosing an educational leader:
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knowledge of theories, learning and development – someone who has an interest in reading widely and
sharing information with other educators in bite-sized chunks
knowledge of curriculum approaches and the strengths and weaknesses of each approach in particular
settings or with particular children
access to current research about curriculum and a desire to guide others in reflecting on their practice
knowledge of individual children and learning styles so that approaches can be differentiated to meet complex
needs of children from a range of backgrounds and abilities
personal qualities and a willingness to listen as well as coach, mentor and reflect alongside their team.
The chosen person also needs to be willing and able to take on this role.
Resources to assist
The reflective questions in the Early Years Learning Framework and the Guide to the National Quality Standard are
useful for educational leaders to engage educators in discussion and reflection about programs and practices.
In addition, the Early Childhood Australia Professional Learning Program, Inclusion and Professional Support online
library and peak organisation websites include useful and accessible resources on this topic.
New requirements allow workforce to build careers
The introduction of new qualification requirements this year has opened opportunities for the early childhood education and care
workforce to further develop their knowledge and skills.
Through the 2011–2014 Early Childhood Education and Care Workforce Action Plan (WAP), assistance and incentives are
available to help existing and prospective educators and teachers obtain or upgrade their qualifications to meet the requirements.
Tania Hollis was awarded an Early Childhood Teacher Scholarship as an Advanced Diploma holder.
Ms Hollis (not pictured) has already used the scholarship to complete her Bachelor of Child and Family Studies and is on her way
to gaining a Graduate Diploma of Early Childhood Education and eligibility for teacher registration.
Ms Hollis said changes to the qualification requirements and the need for early childhood teachers prompted her to apply for the
scholarship.
‘Studying under the scholarship meant a bit of a juggling act between work and study, but I’m really grateful for the opportunity to
take this on,’ Ms Hollis said.
‘It’s been a big learning curve going to university as an adult student — it’s been a while since I’ve been in study mode.
‘What I’ve learned through my study, I can now put into practice on a daily basis which is really great.
‘I’m actually, personally, in the process of looking into how I can extend this qualification further once I’ve completed it.
‘I have a niche enjoyment in special education and would like to go that one step further into special education
programs as I feel there is a great need for it in all sectors — from long day care right through to the school,’ she said.
Ms Hollis is one of 363 people who have benefited from the scholarship initiatives under the plan.
As the WAP is now in its final year, the department is conducting a review to assess what’s been achieved, find out
about current workforce issues impacting on the sector, and identify future workforce development priorities.
Consultations were carried out in July and August with various representatives from across the early childhood
education and care sector.
This feedback will be documented in a detailed Consultation Report, together with program evaluations, which will be
made available shortly on the department’s website at www.dete.qld.gov.au/earlychildhood/WAPreview.
Test your NQF knowledge
Clues
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2.
3.
4.
5.
6.
7.
8.
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10.
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13.
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15.
Standard 2.3 – Each child is __________.
Quality Area 5: __________ with children.
Educator-to-child
Service covered by NQF.
Family __________ service.
All services must prepare a Quality __________ Plan.
The new national body.
Services can receive one of __________ratings.
Someone who provides education and care for children.
Standard 3.3: Contributes to a __________ future.
From kindy to prep.
Type of notice issued to a person if they pose unacceptable risk of harm to a child.
NQF stands for National __________ Framework.
__________, Being and Becoming.
Programs must be based on an __________ learning framework.
Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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12.
13.
14.
15.
Protected
Relationships
Ratio
Kindergarten
Day care
Improvement
ACECQA
Five
Educator
Seven
Transition
Prohibition
Quality
Belonging
Approved
Your regional office support team
The Department of Education, Training and Employment’s authorised officers are here to help all services meet their
legislative requirements.
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Need information about maintaining your Quality Improvement Plan?
Preparing for assessment and rating?
Looking to establish a new service?
Have a question about the national requirements?
Need to know more about the Education and Care Services Act 2013?
Contact your nearest regional office for assistance.
Central Queensland
Rockhampton
Mackay
4932 4022
4842 8354
rockhampton.oecec@dete.qld.gov.au
mackay.oecec@dete.qld.gov.au
Darling Downs/South West Queensland
Toowoomba
4616 3725
toowoomba.oecec@dete.qld.gov.au
Far North Queensland
Cairns
4042 5305
cairns.oecec@dete.qld.gov.au
Metropolitan
Nundah
Ipswich
Mt Gravatt
3634 0532
3436 6290
3422 8363
nundah.oecec@dete.qld.gov.au
ipswich.oecec@dete.qld.gov.au
mtgravatt.oecec@dete.qld.gov.au
North Coast
Caboolture
Maroochydore
Maryborough
5420 1404
5352 9910
4122 0888
caboolture.oecec@dete.qld.gov.au
maroochydore.oecec@dete.qld.gov.au
herveybay.oecec@dete.qld.gov.au
North Queensland
Townsville
4758 3385
townsville.oecec@dete.qld.gov.au
South East Queensland
Gold Coast
5656 6677
Logan
3884 7813
goldcoast.oecec@dete.qld.gov.au
logan.oecec@dete.qld.gov.au
Keep up to date with the latest news in early childhood education and care
A to Z of early childhood is the department’s monthly electronic newsletter, providing the latest information about early
childhood education and care reforms in Queensland, including the implementation of the National Quality Framework.
Subscribe now: dete.qld.gov.au/earlychildhood/news/atoz/subscribe
Universal access to early childhood education is a national initiative being implemented by the Queensland
Government in partnership with the Australian Government.
QKindy is proudly funded and supported by the Queensland and Australian governments.
Information in this magazine is correct at the time of publication.
Photography credits: Cover - Tony Philips
Page 3 - Coolum Kindy
Page 18 - Brian Cassey
Page 19 - Tony Philips
Page 20 - Patrick Falzon
All other images - Lime Photography.