With the introduction of the Early Years Learning Framework (2009) we have seen an increased emphasis on children’s emotional and social learning. However even now, 9 years on and we still seem to see a heavier focus on social rather than emotional development. But you can’t have effective social skills without strong emotional development. A child’s emotional development feeds heavily in to their social, cognitive and language skills. It should be at the foundation of all our practices in early childhood, because a child’s learning journey will be more effective when they feel confident, secure, autonomous and empowered. Here are four important factors to remember about children’s emotional development:

1. Emotions occur in the brain, not in the heart.

This might seem ridiculous - of course we all know that emotions occur in the brain, we don’t really believe they come from the heart. Or do we? We refer to our hearts all the time when we are talking about emotions. We tend to always look at emotions from a psychological perspective and forget about the science. But like anything else that occurs in the human body and mind, emotions are science. Emotional responses occur as a result of the limbic system. Repeated experiences in early childhood build neural pathways in the brain which dictate our emotional responses. It is important to understand the science of emotion so we can understand children's emotional cues and respond appropriately. The Zero To Three website is a great resource for more information in this area.

2. Theorists have been toting the importance of emotional development for years.

Although the science of emotions is relatively new, psychologists have been placing emphasis on the significance of emotional development for years. John Bowlby was testing the importance of attachment back in the 1940’s, with Mary Ainsworth later contributing further to his ideas. Bowlby and Ainsworth understood the importance of attachment on a child’s emotional development and thus their ability to move effectively through the learning journey, particularly in relation to social skills. Attachment theory sets a strong foundation for emotional development and the studies in this area have shown how this effects other domains of development. For more information about attachment, look into Bowlby’s 44 thieves study.

3. We can learn a lot about emotional development from children who have experienced trauma.

Understanding the impact of trauma on children can be practice altering. We have learnt so much in more recent years about children’s emotional development through the work completed with children who have been traumatised. Trauma sensitivity training is all about promoting positive emotional development in all children and creating environments which are sensitive to those who have had adverse experiences. Through the research with these children we have learnt much about the impact of positive emotional development on all other developmental domains. We have learnt that children express emotions differently depending on their individual experience with the world and we have been able to examine the impact of this on brain architecture. If you’re interested in the subject a good start is the work of renowned child psychologist Bruce Perry via the Child Trauma Academy.

4. Emotional development isn’t complete by 2.

In early childhood, despite the changing approach to education, we are still seeing a ‘caring’ environment in the 0-2 age range and an ‘educational’ environment in the preschool age range. Once children get to preschool age we seem to expect emotional development to be complete. Some educators become easily frustrated with misbehaviours after this age and we hear the old adage “He/She knows better”. But as adults when we act out as a result of emotion we tend to understand that it has come from a place of fear or anxiety. It is the same for children. We tend to expect so much of these little humans, but they are still learning to manage their emotions and we need to remember that often, even as adults, we do not do this effectively ourselves. Emotional development is a lifelong journey.

Emotional development is an area in which there is vast research and theories. These are just a few of the ideas we have seen help develop practice over the years. Understanding of children’s emotional development and thus being able to promote it effectively, leads to a more mindful and calm environment in which children feel empowered and autonomous. If you develop your understanding of emotional development it will inevitably promote higher quality practice and pedagogy.

If your are on or around the Central Coast NSW, join us to discuss these points and much more when we explore "Emotional Development - Promoting Self Regulation and Empowerment in Young Children"on 3rd September, 2018 (click for more details).

The Early Years Learning Framework (DEEWR, 2009, p. 13) sets out five principles of early education and the fifth and final one is “Ongoing learning and reflective practice”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this fifth and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to best practice.

Ongoing learning and reflective practice is not as easily linked to theories of early childhood education as the other four principles may be. That is not to say, however that this concept didn’t arise in theory, because it did. Particularly when we look at the work of John Dewey whose theories of education placed great emphasis on the role of the educator, and were perhaps the first to also place importance on reflective practice. Dewey believed reflective thinking was fundamental to teaching. He defined the educational process (Dewey, 1916, p. 50) as “continual reorganisation, reconstruction and transformation of experience”, believing it was through the process of reflecting on experience that we learn and develop. Dewey maintained that teachers were obligated to constantly study their work and methods in order to reach their full potential and provide quality pedagogy.

When we talk about reflective practice, we do not just refer to self reflection as an individual, but reflection as a sociocultural process as per the theories of Lev Vygotsky. Vygotsky believed in learning through interaction with a more knowledgeable other and this theory emphasises the importance of reflective practice through collaboration, mentorship and ongoing professional development. Vygotsky’s theories demonstrate the learning that occurs when we work with, discuss and take instruction from a person more experienced or knowledgeable than ourselves, and this is exactly what we are doing when we engage in ongoing learning in the form of professional development, or reflective practice in the form of mentorship.

The Reggio Emilia Approach, founded by Loris Malaguzzi, holds in high regard the principle of teacher as a researcher. The teacher as a researcher principle assumes the teacher will continue their own professional growth and development through ongoing learning and reflective practice. Throughout the readings, research and literature from the Reggio Emilia approach there is a recurring theme of reflection embedded within. They place great emphasis on documentation in the Reggio approach, with Carla Rinaldi believing it is through the process of documentation and reflection that we learn to teach children effectively.

Reflective practice has been further developed by more recent theorists and researchers. Graham Gibbs developed his ‘reflective cycle’ in his 1988 book “Learning by doing”. He divided reflection in to 5 cyclical steps - description, feelings, evaluation, analysis (sometimes included in evaluation), conclusions, and actions. In her 2003 book “Shaping Early Childhood”, Glenda MacNaughton suggests educators should embed critical reflection across all aspects of their work, including the learner, the curriculum and relationships. MacNaughton is a big proponent of ongoing learning and reflective practice as research has demonstrated the importance of a commitment to this principle, to ensuring quality early childhood outcomes.

There is great emphasis in the revised National Quality Standard (2018) on educators understanding the theory which underpins the approved learning framework (most often EYLF) and this is because understanding this theory helps us to develop as educators. It helps us to fathom the importance of the decisions we make in regard to children, curriculum and self development. Theory, while sometimes viewed as outdated and unexciting, is actually the very opposite. More often than not these theories are backed up by current scientific and developmental research, and understanding the ideas behind them can be exciting and is most definitely relevant to creating quality early childhood environments.

NB: I hope you have enjoyed our series on theory and the principles of the EYLF - if you haven’t already, don’t forget to check out the other four!

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan: New York

MacNaughton, G. (2003) Shaping Early Childhood: Learners, Curriculum and Contexts. Open University Press: Maidenhead, England.

The Early Years Learning Framework (DEEWR, 2009, p. 13) sets out five principles of early education and the fourth is “Respect for diversity”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this fourth and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to child development and early childhood education.

Perhaps one of the most important references to diversity came from Lev Vygotsky whose theories of learning took in to account the cultural and social world the child lives in. Vygotsky believed that learning happens through social interactions within a cultural context. While Piaget’s theories didn’t account for cultural differences and diversity, Vygotsky understood the impact of culture and society on the way we learn and a sociocultural theory of development was born. Understanding that children will learn differently in varying cultures is an important part of respect for diversity in education.

Urie Bronfenbrenner developed the ecological systems theory which places great emphasis on the influencing systems within a child’s world. Bronfenbrenner determined the not only did these social and cultural systems effect a child’s learning, but that the interrelationship between each system was also of great significance. Bronfenbrenner believed that culture, and a child’s understanding of culture, was an influencing factor on their ability to learn, displaying a natural respect for diversity.

The most direct link between the fourth principle of the EYLF and theory can be found in the work of Maria Montessori. Montessori was an important proponent for peace education, and there even exists a book which is a collection of lectures from Montessori called “Education and Peace” (Montessori, 1949). In her own words “Averting war is the work of politicians, establishing peace is the work of educators”. For this approach Maria is known as major figure in peace education. Culture is an important component in the curriculum and respect for diversity is consistently fostered in a Montessori environment.

Like Montessori, John Dewey believed education was a tool to for social change and reform. This was, in fact, a repetitive theme in his work. Dewey proposed that people have a responsibility to make the world a better place through education and social reform (Williams, 2017). This is an idea we see recurring throughout early childhood education and care services' philosophies and mottos. The idea that we can shape a better future for our children through our approach to their education is one that takes in to account the need for respect for diversity. Without respect for each others differences how can we change attitudes for the better?

So how does this link to current trends and research in the sector? Diversity is becoming an increasingly recognised issue of today’s society. We have realised that diversity comes in many forms, it isn’t always cultural but also takes into accounts the many different lifestyle choices we as human beings, can make for ourselves. The current literature on the subject is vast with contributions from highly respected early childhood organisations and advocates such as Kids Matter and Early Childhood Australia. We have also seen an increased focus on the inclusion of Aboriginal and Torres Strait Islander cultures in early childhood programs with the increasing recognition of the original land owners’ rights. With this we have seen the emergence of support and assistance such as that of the Koori Curriculum. As we have begun to realise how early attitudes and beliefs are shaped in children we have increased our focus on creating positive attitudes from early childhood through cultivating a respect for diversity and there is much research pertaining to this.

There is great emphasis in the revised National Quality Standard (2018) on educators understanding the theory which underpins the approved learning framework (most often EYLF) and this is because understanding this theory helps us to develop as educators. It helps us to fathom the importance of the decisions we make in regard to children, curriculum and self development. Theory, while sometimes viewed as outdated and unexciting, is actually the very opposite. More often than not these theories are backed up by current scientific and developmental research, and understanding the ideas behind them can be exciting and is most definitely relevant to creating quality early childhood environments.

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

Montessori, M. (1949). Education and Peace. Henry Regerny: Chicago

Williams, K. (2017). John Dewey in the 21st Century. Journal of Inquiry & Action, 9(1).pp. 91-102

The Early Years Learning Framework (DEEWR, 2009, p. 12) sets out five principles of early education and the second is “High Expectations and Equity”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this third and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to child development.

One of the best links between the principle of ‘high expectations and equity’ and theory is the wonderful Jerome Bruner. Bruner believed that a learner, even of a very young age, could learn anything if they were given appropriate instruction. That is to say a child can do anything you are able to teach them. He believed learning should not just include concepts and skills already invented by others, but it should give children the ability to invent things for themselves and create autonomous learners. From birth Bruner viewed the infant as an intelligent and active problem solver, demonstrating high expectations for all children(McLeod, 2008).

Jean Piaget is one of the most commonly discussed theorists in early childhood, primarily because his ideas were not only comprehensive, but focused on childhood. Piaget viewed the child as an autonomous learner, believing, ‘every time we teach a child something, we keep him from inventing it himself’ (Piers, M & Piaget, J. 1972, p. 27). Piaget placed great expectations on the child to discover concepts and skills for themselves. It was his theories which led to the practice of discovery learning, and it is clear how this reinforces ‘high expectations and equity’ with children.

Another theorist whose ideas promote ‘high expectations and equity’ is John Dewey. Dewey believed that students should have the opportunity to take part in their own learning. He also believed education should not revolve around a predetermined set of skills, but around reaching one’s full potential. Thus learning should be tailored to the individual strengths of each learner. Dewey placed great emphasis on the role of teachers in education, however he believed a balance between the input from the teacher and the learner was paramount.

Maria Montessori also placed great value on ‘high expectations and equity’. Montessori emphasised the value of a child’s play as their work. She believed in the power of observation and facilitation, but ultimately believed children would learn through their own interactions with the environment and carefully selected materials. The high expectations for children in a Montessori classroom can be seen through their approach to curriculum such as ‘practical life’ skills which allow the child to ‘do’ rather than ‘imagine’.

Finally Loris Malaguzzi, not a theorist, but the founder of the Reggio Emilia Approach, placed great emphasis on the image of the child. He believed children should be viewed as capable and competent co-constructors of their own learning. He saw the teacher as a co-learner, displaying great value for the contributions of the child. It is the high expectations and view of all children as equal leaners which is paramount to a strong image of the child.

The question remains, how does this link to current research in to child development? So let us enter the world of neuroscience. Children under two are making approximately one million neural connections a second. When children make these connections they are creating neural pathways which will get stronger through repetition and reinforcement. Their brains are in what is now viewed as ‘sensitive’ periods for development. Everything we know about the brain tells us that development of complex concepts such as language, develop best in children. It is also the time to create patterns of behaviour, such as the time to develop a love of learning. With all this information on the complexities of children’s brains and their ability to learn, how can we not have high expectations?

The theory and research clearly reinforce the importance of ‘high expectations and equity’ with children. There is great emphasis in the revised National Quality Standard (2018) on educators understanding the theory which underpins the approved learning framework (most often EYLF) and this is because understanding this theory helps us to develop as educators. It helps us to fathom the importance of the decisions we make in regard to children, curriculum and self development. Theory, while sometimes viewed as outdated and unexciting, is actually the very opposite. More often than not these theories are backed up by current scientific and developmental research, and understanding the ideas behind them can be exciting and is most definitely relevant to creating quality early childhood environments.

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

Piers, M & Piaget, J (1972) Play and Development: A symposium with Jean Piaget [and others]. Norton: New York.

McLeod, S. A. (2008). Bruner. Retrieved 12 June 2018 from www.simplypsychology.org/bruner.html

The Early Years Learning Framework (DEEWR, 2009, p. 12) sets out five principles of early education and the second is “Partnerships”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this second and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to child development.

The clearest link between the principle of partnerships and theory is with the ecological systems theory from Urie Bronfenbrenner. Bronfenbrenner placed great emphasis on the systems within a child’s life. He believed that development occurs over time through interactions with the environments (split in to systems) within which we live, play etc. Bronfenbrenner defined the systems in a child’s life and the first, the microsystem, includes the child’s immediate environments such as the home and school setting. The second system which Bronfenbrenner placed emphasis on is the mesosystem, which involved the connections between the microsystems, in other words the partnerships between environments such as the school and home. He believed with strong partnerships between the environments and people of the microsystem a certain harmony is achieved and the child’s development would be positively effected (Psychology Notes HQ, 2013).

Lev Vygotsky was another theorist who emphasises the importance of social interactions to a child’s learning and development. Vygotsky believed children developed language and thought simultaneously as they interacted with peers and adults. Vygotsky developed the idea of the Zone of Proximal Development (ZPD), the difference between what a child can do alone and what they can do with assistance. He theorised that children’s learning occurred when they interacted with a more knowledgeable other (MKO) who would scaffold the child’s understanding of cognitive concepts. Vygotsky therefore believed the parent was the first teacher in the child’s life; thus the important of parent contribution to the learning and development of their child.

Loris Malaguzzi took from many different theorises, including Vygotsky, to develop the Reggio Emilia approach to early childhood education. The Reggio Emilia approach places great value on the partnership between the school setting and the child’s family. Malaguzzi viewed parents as equal partners in curriculum decision making, policy building, environment design and so on. He believed in the importance of fluidity in the child’s life as emphasised in Bronfenbrenner’s Mesosystem. Malaguzzi viewed parents as the first teacher in the child’s life and thus their role in their own child’s education became integral across all platforms of curriculum in the Reggio Emilia approach.

It becomes clear that theory and approach in early childhood consistently reinforces the importance of partnerships between the significant adults in a child’s life, but how do current research and trends support this practice? Our research in to brain development has shown us the way in which children’s neural pathways are built and this is through repeated experiences. Children under two years of age are making approximately one million neural connections a second. They build these neural connections up until the brain begins the pruning process in which less used neural pathways are discarded to make room for stronger and more frequently used connections. A fluidity between the home and school setting will ensure that children’s neural pathways are being effectively developed and reinforced. Furthermore, our research in to the effects of adverse experiences in early childhood has emphasised the importance of creating environments for children which are welcoming and encourage a sense of belonging to assist in decreasing the potential for stressful situations for children which hinder their ability to learn. Creating a sense of belonging can not occur without a strong partnership between home and school.

There is an old African proverb which states “It takes a village to raise a child”. The theory and research in to partnerships between adults in the child’s life reinforces this idea. There is great emphasis in the revised National Quality Standard (2018) on educators understanding the theory which underpins the approved learning framework (most often EYLF) and this is because understanding this theory helps us to develop as educators. It helps us to fathom the importance of the decisions we make in regard to children, curriculum and self development. Theory, while sometimes viewed as outdated and unexciting, is actually the very opposite. More often than not these theories are backed up by current scientific and developmental research, and understanding the ideas behind them can be exciting and is most definitely relevant to creating quality early childhood environments.

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

Psychology Notes HQ, 2013. What is Bronfenbrenner’s Ecological Systems Theory? Psychology Notes HQ. Retrieved 30th May, 2018 from https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/

The Early Years Learning Framework (DEEWR, 2009, p. 12) sets out five principles of early education and the first is “Secure, respectful and reciprocal relationships”. These principles are founded on early childhood research and theory, as are the practices and outcomes. This blog is designed to help educators understand the links between early childhood theory and this first and very important principle of the EYLF, in addition to how this theory has now been reinforced with current research in to child development.

The most obvious theory behind the principle of relationships is John Bowlby who is known for his theory on attachments. Bowlby believed that children come in to the world with an intrinsic need to form attachments to others. He emphasised the innate behaviours children used to form relationships with those around them. It was Bowlby who first suggested that an infant would have one strong attachment to an adult, who would become a secure base from which the child could explore the world. His theories have been adapted in to current trends such as the circle of security approach. Further to this Bowlby placed great value on the strength of this relationship or attachment to the child’s understanding of the world and their cognitive development (McLeod, S.A, 2007).

Bowlby’s theory of attachment was later extended on by Mary Ainsworth who developed an experiment called “The Strange Situation” which was devised to test the quality of the relationship or attachment between the child and their primary caregiver. Through conducting this experiment Ainsworth identified three main attachment styles - secure attachment, insecure avoidant and insecure ambivalent/resistant. She theorised these attachment styles influence a child’s image of themselves (McLeod, S.A, 2014). Loris Malaguzzi, founder of the Reggio Emilia Approach, took from the theories of Bowlby and many others. He further developed this idea of attachment in to the co-learning relationship between educator and child which is a strong factor in the Reggio schools.

Another theorist who emphasised the importance of the relationships in a child’s life to their learning and development was Urie Brofenbrenner. Bronfenbrenner established the ecological systems theory which not only placed importance on the relationships in a child’s life, but also the interrelationships which exist between them. Bronfenbrenner believed learning could not exist without secure relationships, and further, that the process of development would be smoother when partnerships between the systems in the child’s life are strong (also linking to the second principle of EYLF - partnerships).

Finally, when discussing theory and relationships one can not look past Erik Eirkson, who broke children’s development down in to stages. Erikson claimed for children in the first year and half of life, the greatest goal is establishing trusting relationships. Erikson termed this the trust vs. mistrust stage. Erikson believed that if a child did not ‘succeed’ in a certain stage of development their growth through the next stage would be effected.

It becomes clear that secure, respectful and reciprocal relationships is a principle clearly recognised throughout early childhood theory, but how is this reinforced by current research? The links between these attachment theories and what we now know through our research in to brain development are clear. Working with children who have experienced trauma, in particular, has taught us a great deal about the importance of relationships on the human brain. We have seen MRI imaging which shows the lack of development in the brain of children who have experienced extreme neglect. A lack of trusting relationships in a child’s life will lead to greater stress for the child, meaning their little brains are being flooded with stress hormones such as cortisol, which in turn effects not only their brain development and ability to learn, but also their physical health. There is, in fact, a great deal of research in to this area from renowned psychologists, neuroscientists and molecular biologists such as Bruce Perry, Dan Siegal, and John Medina - to name just a few.

There is great emphasis in the revised National Quality Standard (2018) on educators understanding the theory which underpins the approved learning framework (most often EYLF) and this is because understanding this theory helps us to develop as educators. It helps us to fathom the importance of the decisions we make in regard to children, curriculum and self development. Theory, while sometimes viewed as outdated and unexciting, is actually the very opposite. More often than not these theories are backed up by current scientific and developmental research, and understanding the ideas behind them can be exciting and is most definitely relevant to creating quality early childhood environments.

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

McLeod, S. A. (2007). Bowlby's attachment theory. Retrieved from www.simplypsychology.org/bowlby.html

McLeod, S. A. (2014). Mary Ainsworth. Retrieved from www.simplypsychology.org/mary-ainsworth.html

With possible changes to sexual consent laws in NSW, the ABC recently interviewed Deanne Carson from Body Safety Australia sparking an international discussion about how to create a culture of consent and promote protective behaviours with children (Carson, D. 2018). While not all the media attention has been positive in regard to Ms. Carson’s interview, there is no debating she has successfully opened up a topic of discussion which was well overdue in this country. In the early childhood sector we have strict laws around mandatory reporting and there is great emphasis placed on this in our regulations and quality standards, however it could be said that child protection should focus on a three tiered approach which includes prevention, identification and aftercare.

In Australia in 2015-16 there were 355, 935 total notifications made to child protective services with 60, 989 cases being substantiated (Australian Institute of Family Studies, 2017). These numbers seem to rise each year and whether this is due to increased awareness or a higher prevalence of abuse is difficult to say. It does become clear, however, that more needs to be done if we are to help decrease these statistics for future generations. Prevention is said to be key to solving any issue like this, so why don’t we place more emphasis in our quality framework on promoting protective behaviours? Promoting protective behaviours can be difficult with young children, but is paramount to empowering them around their own body safety. We have many resources, such as the wonderful collection of picture books from Australian children’s author Jayneen Sanders, or the excellent Ditto’s Keep Safe Adventure by Bravehearts, which are at our disposal and yet so rarely used. Promoting preventive behaviours isn’t about placing the onus on the victim as it is so often argued, but about giving children the skills and knowledge to keep themselves safe from harm.

Everyone in early childhood understands, or should understand, their mandatory reporting requirements. This means we have the identification side of child protection covered. But there is absolutely no way we could be identifying all cases of abuse. Sexual abuse, in particular, is covert and it is often difficult to establish indicators of harm. The effects of abuse on a child’s emotional and physical health are profound and complex. Building children’s resilience through respectful and attuned connection, and trauma informed care is an important part of the healing process. Often abuse occurs in the home, and thus the early childhood environment becomes a safe haven for the children involved. The responsibility to help children heal through the power of love and respect should lay somewhat on the early childhood educator’s shoulders.

When we start to open a discussion on something as significant as children’s rights and child protection, it is important to consider our approach from a variety of angles. It becomes clear that our emphasis on identifying children at risk of harm may be a simple bandaid approach, effective in stopping some abuse cases, but not likely to change the future of abuse statistics. Promoting protective behaviours will be key to moving forward. But as mentioned we can’t rely on this and identification alone. Child abuse is an evil of the world that unfortunately isn’t going to be eradicated overnight, thus the importance of understanding trauma informed care. With two tiers of this three tiered approach being ignored by our regulations and quality standards, the question has to be asked - Are we really doing enough to protect children in early childhood?

References

Australian Institute of Family Studies (2017) Child Abuse and Neglect Statistics. Viewed 8th November, 2017 https://aifs.gov.au/cfca/publications/child-abuse-and-neglect-statistics

Carson, D. (2018). Brave New World: #Nappy Consent Deanne Carson on What She Meant, and Why She So Passionately Believes It. New Matilda.com. Retrieved 16th May, 2018: https://newmatilda.com/2018/05/15/brave-new-world-nappyconsent-woman-deanne-carson-meant-passionately-believes/

Since the introduction of the National Quality Standard 2011 there has been a shift in approach to the quality improvement process. With online national registers which parents can use to find out a service’s rating, there is increasing pressure on providers to maintain a higher standard of quality. There has also been greater accountability placed on all educators, with an expectation that they will know and understand the national quality standards - a belief which simply didn’t exist under the previous accreditation system. But even with this rising focus on quality there remains vast gaps across the early childhood sector, with 23% of services still rated as working towards (ACECQA, 2018, p.11 ). In a time when educators fight for professional recognition and higher wages the question of quality becomes increasingly significant. However, in order to drive a more standardised level of quality, it is important for professionals in the sector to understand the value of a strong quality improvement process.

Service leaders are aware they are required to complete a quality improvement plan (QIP) which is updated annually, a minimum requirement first set out in the Education and Care Services National Regulations (2011). But to truely embed a culture of improvement within the early childhood service it is paramount to have a meaningful QIP, something which is difficult to create on an annual basis. Having a regularly updated QIP which is a true reflection of the service growth helps promote an organic continuous improvement culture. A QIP should be a representation of your strengths and the ways in which you continue to work on and develop your service. Too often service leaders can get distracted by the day to day issues that arise, and a document like the QIP is an easy one to push to the side if the true value of it is misunderstood. Those small issues that arise are usually symptoms of a larger need for improvement, and rather than distracting one from the plan, should encourage us to revisit the document instead.

Embedding a culture of quality improvement is also much more than just the QIP. For a QIP to be effective and meaningful, all stakeholders must be involved in the improvement process. Many services aim to achieve this by creating beautiful displays around their improvement plan and this is certainly one way to involve families. Often there will be discussions during staff meetings around the QIP to involve educators. But the quality improvement process is really about the changes you make to ensure continuous improvement. A truely meaningful process will not just involve the stakeholders in plan development, but in the actual journey of change. What is in the QIP? How do we achieve our goals? How can educators and families contribute to this achievement? These are questions which reflect a meaningful approach to the quality improvement process, not just the plan itself.

Element 7.2.1 of the NQS (ACECQA, 2017, p. 306) requires services to have a quality improvement process in place - it is one single element out of forty. Having said this, it could be argued that focusing on this one element will make all of the others fall in to place. Embedding a strong culture of improvement ensures the service is always reflecting, reviewing and revising. This leads to a natural and meaningful process of change and development. With this sort of consistent reflection one is likely to find they are inherently addressing all the standards and elements of the NQS and creating a truely quality early childhood service.

References

Australian Children’s Education and Care Quality Authority (ACECQA). (2018) NQF Snapshot Q4 2017. ACECQA: Sydney

Australian Children’s Education and Care Quality Authority (ACECQA). (2017) Guide to the National Quality Framework . ACECQA: Sydney

Education and Care Services National Regulations 2011 (NSW) s 3.1 (Aust).

This week I visited a service on the Central Coast of NSW called Follyfoot Farm Educational Children’s Service. As the name suggests, upon the grounds of the service is a farm, and we’re not just talking a few chickens here. This is an actual farm with cows, lambs, chickens, guinea pigs and even a pig named Wilmer. I, myself was raised around animals and even learnt to ride horses at a school called - wait for it - Follyfoot Farm. So needless to say I felt a certain affinity with this centre even before I visited. But I could never have predicted just how incredible this environment would be. Here, a passionate team of educators have come together to create a service environment that emphasises values of respect, kindness, empathy and connection. The myriad of benefits the children attending the service experience is obvious as you walk around and take it all in.

So how does it all work? There is an educator with a background working in zoos and she often sources out baby animals which need caring for. These animals are brought to the service farm and raised by the educators and children until they are big enough to move on to large farm in the mid north coast. In addition to the farm yard which all the children visit throughout the day, each room has their own small pets, be it a guinea pig, a rabbit or some fish. The children feed the animals (including nursing baby lambs with bottles) and help look after their habitats. It is considered important that all children are provided the opportunity to participate in the care of the service animals and the platform this provides for developing their social awareness is limitless.

I was able to observe the children as they interacted with the animals and one of the most wonderful things I noticed was that as the children approached any given enclosure, the animals would come up to them - essentially lining up for some attention. This showed the relationship the animals had with the children. There was an element of trust on both sides of the fence. I watched as a four year old girl gently picked up a guinea pig in her hand and softly stroked its fur as she fed it. The level of respect was evident. Respectful relationships play a big role in the EYLF (2009) and NQS (2018), but we often forget that our relationships are not limited to other human beings. Animals are so dependent on us and need our care for survival. The children of Follyfoot Farm clearly respect these needs and understand the importance of their role in the animals life.

Outcome two of the EYLF (DEEWR, p.25) requires us to ensure ‘children are connected with and contribute to their world’. One of the elements involved in this outcome is that children are socially responsible and show respect for the environment. Director, Michelle Bakker, recognises “It’s not just about caring for the animals, but caring for their habitats also”. The children of Follyfoot Farm help to maintain the animals homes and enclosures, and as they do so they are learning about the impact human activity has on the natural world. This is an important value to embed in young children, it is the crux of sustainability. Sustainable living and connectedness with the natural world are not just values emphasised in the national curriculum, but also in the National Quality Standard (2017). Element 3.2.3 (ACECQA, p. 202) requires early childhood services to ensure children become environmentally responsible. What better way to impart such a value than caring for animals and the spaces within which they live?

The responsibility which is placed on the children to help care for and maintain the animals and their environments, allows the children to develop a sense of autonomy. They are learning skills which promote independence. This expectation also encourages a sense of ownership over the service community which builds confidence and belonging to the environment. The children at Follyfoot Farm move around their spaces with self assurance and ease.

Finally, there is something to be said for the non-judgemental nature of animals. Children in Finland are taught to read by reading to cows. Why? Because animals don’t care when you make a mistake. Animals don’t judge. They provide an audience for the child which is completely safe, allowing the child to try new things with confidence. And we all know confidence is key to learning.

It becomes clear that offering the opportunity for children to care for animals on a daily basis has many benefits to learning and development, particularly in relation to social skills. It is no surprise that many of the educators at this service boast several years of experience there. Or that their passion for early childhood education is great. When you can see so clearly the benefits of your work with children in the formative years, passion is easy to maintain. I was very grateful for the opportunity to see Follyfoot Farm in action - I think I may move in! And if you’re on the Central Coast NSW, I highly recommend having a look!

References

DEEWR, (2009). Early Years Learning Framework: Belonging, Being and Becoming. Commonwealth of Australia: Canberra

ACECQA, (2017). Guide to the National Quality Framework. ACECQA: Sydney

Early childhood is a field which is losing educators every day. Recent studies found one in five educators plan to leave their job in the next 12 months. Why? Because being an early childhood educator can be hard. This is a profession which draws on all aspects of our wellbeing and in which we have to wear many hats. Throughout any given day we may have to put on our counsellor hat, our mediator hat, our salesman hat, our mentor hat, our nurses hat, our repair man hat and the list goes on. All this while we are caring for and educating young lives. This in itself is a minor miracle, as we engage, and converse, and plan, and observe, and reflect and supervise, and change nappies, and clean tables, and all the other things that come with our job. We are heroes. And are we paid to reflect this? Not a chance. But heres the thing, I wouldn’t swap it for the world.

Being an early childhood educator/teacher is about so much more than the daily duties or many roles we might have to take on. It is the most rewarding job I could have asked for. Because when I plan an experience for a child that sustains their interest while providing a platform for learning, then I feel a sense of achievement. When I observe a child who has difficulty with social interactions engage with their peers, I smile because I had something to do with that. When I do something as simple as changing a nappy, I am rewarded with the smile of a grateful baby. This is why I love what I do. Because of the children. Because of the reward I get each time a little hand places itself in mine for comfort, a small smile is directed at me in acknowledgement, or I see little faces lighting up with wonder and curiosity. I get to be a part of their lives and help shape them for a better future. I have a great responsibility.

Every little thing we do, every little thing we say can have an impact on a child’s thinking. And like Spiderman’s dad says, “With great power comes great responsibility”. This is why when I was teaching, I was intentional in every conversation I had with a child. And now, as a trainer/presenter, I value the impact my words have on the current educators who will go back in to their job the next day and be carrying on all these great responsibilities we have.

Early childhood is currently divided on a number of issues, but in the end, I believe most of us are here for the right reasons. Most of us work with children because we love it. Because we want to help better the lives of children. This is part of the reason we can be so divided. We understand the responsibility that comes with shaping young lives. I am a big believer of best outcomes for children. I think this should be the first question we always ask ourselves when reflecting on our approach to different practices. We are here for the children after all. So if this is central to our philosophy and guides our practice then we are on the right track. My advice to anyone out there doubting their drive at the moment is this: Know you are important. Your pay may not represent it. You may not receive the feedback you deserve, but you are so very important. Love what you do. Find the joy in every moment and be confident in the fact that you are making a difference.

In the early childhood sector we have seen a shift in approach, as emphasis that used to be placed on skill and ability is now placed on social outcomes. With the introduction of the Early Years Learning Framework and National Quality Standards we have begun to place more and more stock in the power of secure attachments. And now we are starting to understand that our relationships with children are paramount to our effectiveness as a teacher or educator. Here are 5 reasons relationships matter to children’s learning.

1. Children were not designed for this world.

When considering relationships with children it is important to understand that infants, in particular, rely on their relationships for survival. If a relationship is threatened, it is life threatening for an infant. Evolution and progression have changed the world for children. Infants are often dropped off at care from as young as 6 weeks old, and thus educators also become a survival relationship. As society changed, so did the lives of children. Children used to be raised by a community, with several important adult relationships. This is what their brains are meant to experience. But as technology increased and we became more and more time poor this evolved in to modern society where families usually work as separate entities, and thus children’s relationships at care become even more important to their growth and development.

2. Relationships connect children to the world

Part of being a human being is having relationships with people, being able to socially participate. Our relationships, both as adults and as children help define us. They become a part of who we are and perhaps even more importantly, they connect us with the world around us. As children develop relationships, they further this connection, finding their place in this huge and scary world. Relationships help keep them grounded and encourage a sense of belonging.

3. Secure attachments foster confidence

When children are first transitioned in to our care, they are faced with a new and often overwhelming environment. As adults we know confidence is important to our ability to participate and learn, and it is no different for young children. When we build secure attachments with the children, and they feel they are a valued member of our early childhood community, they will build the confidence to go out and explore, investigate and ask questions. We become their secure base from which to discover the world. Children will feel safe to move in and out of their comfort zone.

4. Relationships affect brain activity

Anyone who understands brain development will know that the integration of information is a complex process, and one that occurs more freely when a child feels safe and secure within their environment. As relationships build and that feeling of safety increases, so does the flow of information through the amygdala - a part of our brain which helps sort sensory information and perceive threat. When the amygdala is open in this way information can pass freely and quickly to the cortex for integration. Additionally to this, when children experience pleasure, something which really only happens when they feel secure, dopamine is released in to the brain. Dopamine is an important neural transmitter which helps messages move around the brain.

5. Children are responsive beings

Much research has been done in to the responsiveness of children to those people around them. The “Still Face Experiment” by Dr Edward Tronick is a perfect example of how children respond to the cues given to them by the adults in their life. Children are building over a million neural connections a second in the formative years, and these neural connections are built on repeated experiences. As they are learning they are responding to the cues from the adults around them. What the “Still Face Experiment” shows is that children’s moods and engagement depend greatly on the moods and engagement of those around them. Secure relationships and consistent experiences means strong neural pathways for children.

So it is time for your service to go through the assessment and rating process? Try not to let the pressure get to you. Here are some useful tips for a successful A&R…..

Quality Improvement Plan.....

Your quality improvement plan is possibly the most important document you keep in a service, and is definitely the most important when it comes time for A&R. Your quality improvement plan is the first impression you have to make on your authorised officer. Prior to the A&R process services must hand in a QIP. The information in your plan is used by the authorised officer to begin the planning of their visit. Every strength you include in the QIP may be checked at A&R so it is important to ensure your plan is a direct reflection of the practices at your service. The quality improvement part of your plan is your chance to show the authorised officer that you recognise the areas in which the service needs to improve. They may check your progress notes against practices in the services so make sure your progress notes, like your strengths are a direct reflection of practice. Remember this is your chance to stand up and say, “I recognise we do not do this as well as we can and this is how we are working to change that”. If implemented correctly you will not be penalised for these areas of lower quality. The National Quality Standard is primarily based around a culture of improvement and if this culture is strong, services aren’t expected to be perfect. Finally, try to consider the psychology of a document like the QIP. As mentioned this is the first impression the authorised officer has of your service. Think about the different impression a well organised and concise QIP would make, as opposed to an unstructured or unorganised QIP.

Confidence is key.....

If you believe in your service and the everyday practices you embed in to your curriculum and routines, the A&R process will be much smoother for you. Being able to justify and explain the reasons behind decisions you make throughout the service shows an intentionality and confidence. When you make decisions in your service, ensure you do so for specific reasons and with best outcomes for children at the centre of the decision. If you have built your services practices this way then you will find it simple to answer any questions you may be asked in regard to practice. Best outcomes for children is at the centre of the philosophy of the EYLF and NQS and so if it is at the centre of your philosophy you will find that a lot of the elements of the standards are naturally embedded and this will be clear to the authorised officer upon their visit. Knowing why you have chosen to do something a certain way ensures you will have the confidence to justify that decision.

Make sure everyone is on the same page…

This may seem obvious, but it is amazing how often this is an area services fall down in. Fluidity throughout the service and service practices is essential. Fluidity throughout the service means it doesn’t matter what room the authorised officer is in at the time, they should see an overarching philosophy in place. If they are seeing this fluidity throughout, it emphasises the way practice is embedded into the day and this is what will take you from meeting an element to exceeding it — this is the difference between ‘this happens a lot’, and ‘this always happens’. In addition to this, when it comes to the A&R days, you will have no idea who the authorised officer will speak to, or what questions they may ask. Getting varying answers from different educators will show a lack of fluidity, collaboration and team work. All educators should be on the same page, informed in the same ways, and knowledgable about the service practices. Furthermore, everyone should know what is in the quality improvement plan as this shows the authorised officer that you have a genuine quality improvement process in place which is collaborative and intentional.

Be organised!!!!

This is such an important tip. Being organised at A&R is vital. Remember this is your chance to sell your service and prove its quality. The more organised you are the less time the authorised officer will have to dedicate to viewing evidence. For example, having a staff folder with all required qualifications and documentation (WWCC etc) means the authorised officer can quickly and efficiently check these black and white type questions of their list, allowing you more time to discuss pedagogy. This also gives the impression of being efficient yourself. Again, this is a little bit of a psychological element in that an organised environment suggests the smooth running of the service. Prior to the A&R visit it is a good idea to ascertain what it is about your service that takes it above and beyond. What makes your services stand out? Whatever you decide that your strength is, organise some documentation to show this to the authorised officer. For example, in my last service I believed it was our approach to mentorship and our commitment to quality improvement that set our service apart and thus I set aside all the documentation relating to these strengths prior to A&R allowing the authorised officer to peruse them at her leisure throughout the visit. Finally, in most cases, if you can produce evidence immediately when the authorised officer asks for it, they will feel reassured that this evidence is genuine and consistent and will not have to spend so much of their time pouring over documentation. Again, this allows more time for you to discuss your educational practices.

The power of language...

Early childhood is a field which has a lot of sector specific language. There is a lot of terminology that may even have slightly different meanings in early childhood to in the wider community. Take ‘scaffolding’ for example. Where the wider community would immediately think of building sites with scaffolding everywhere, educators think of Vygotsky and the ZPD. Language can be used to change a mindset and encourage certain behaviours. For instance, when I was directing I called programming time ‘research and enquiry time’ to change the educators mindset from ‘this is time I use to write up observations’ to ‘this is an opportunity for me to be proactive around my professional knowledge and skill’. Using language to influence people is an old idea and an effective one in the ECEC sector. Being able to use and embed early childhood specific language in to conversation will show a greater knowledge and understanding of pedagogical principles. Try to use this language in your conversations with the authorised officer, proving your passion and knowledge as you do so.

Keep going like any other day….

One of the biggest mistakes a service can make in their approach to A&R is to switch up practice immediately prior to the day. Let me say right now - this never works. The children will give you away every time. “But we don’t usually do this!”, they will say - and nothing looks worse to an authorised officer. If something like this occurs they will naturally assume that any of your practices could be ‘being performed’ for the day. Good practice needs to be embedded long before the A&R visit. You can not ‘fix’ services weeks before. Children need time to adapt to change and so do educators. More importantly still, children deserve good quality at all times. There is nothing to be proud of when you are recognised for a practice which is not genuinely embedded in your service. And more often than not authorised officers will see straight through you. A&R should run like any other day in the service and should simply be viewed as a time when you get to put your exceeding practices on display - but these practices should be embedded in to your service approach, not put on for A&R day. Remember, it is important for your service and educators that your A&R report is a genuine reflection of your service practice so you can ascertain how to continue to improve and build on what you already provide.

Enjoy it!!

As mentioned, this really should be your time to shine! If you are proud of the service you provide and believe in the quality of practices, then you shouldn’t let the stress of being ‘watched’ get to you. Instead, get excited about having a chance to prove the professional you are! Enjoy!

When I completed my degree, I did so without a deep understanding of children’s brain development. And, if I’m being honest, I didn’t think I really needed it. I mean, I could teach. I understood theory, developmental milestones, curriculum development - I was ready to go. Then, 5 years ago I went to a two day conference that changed everything for me. The name of the conference was ‘The neurobiology of complex trauma’. Sound complicated? It was, at first. But it was also intriguing enough to send me down a long road of research. I could never have anticipated how the knowledge I garnered from this conference would get under my skin, inspire years of research and truely alter my practice for life.

Following this conference I spent the next five years throwing myself into research around brain development and the impact of trauma. It wasn’t long before I realised this was not knowledge that was limited to working with children with adverse experiences. This was knowledge that could be applied across all platforms of practice. And so my research continued. I was lucky enough to attend Mind Up training, see Bruce Perry speak and much more. I read every book, article and blog I could get my hands on. And the more I learnt about the impact of trauma on brain development, the more I understood about how children’s minds are shaped in both typical and atypical circumstances.

Eventually, after years of research and modifying practice accordingly I was able to see what it was like to take a service from start up and build practice around this area of research (combined of course with the practices promoted throughout the EYLF). The results were astounding. In a 96 place service, with 27 educators all well informed in the area of brain development, we implemented a mindful teaching approach that filtered through the whole service. The main principles we worked around were calm environments, primary caring systems, respectful interactions, and educating children around their own brain development.

I can’t say we perfected the practices overnight. It took some time for us to all understand and implement the principles from our research effectively and with a natural fluidity throughout the service. But eventually we had these ideas deeply embedded within our practice. As a result we had the calmest early learning environment I have ever experienced in 20 years in the sector. Children were participating in experiences which were rich, sustained and complex. Autonomy skills and self regulation were promoted easily and children proved to be capable beyond expectations. But the most beautiful part was the respect that could be seen in every corner of the service. Respect between educators, management, families and children. This allowed us to be innovative in our approach to education, and provide opportunities which were especially challenging to the children in relation to social interactions and experiences.

Often within early learning services we hear educators dismiss ideas or approaches due to the belief that the idea in question would be too difficult for the children. I challenge any such statement, because with this sort of understanding of how children’s brains develop, and through the application of principles derived from said knowledge, children can achieve outcomes beyond all expectations. Knowing all that I now know on the subject, I will never again underestimate a child’s capacity to learn.

There has been a huge amount of online discussion recently around gender issues in early childhood education. From complex discussion surrounding assigning gender at birth, to simple opinions about what constitutes appropriate dress ups in play, the discussion has ranged from intelligent reflection to general trolling. However throughout there has been one notable theme. And it is a common theme whenever political discussions arise in ECEC. Educators have, in some cases, told parents they are wrong to be upset if their child is exposed to discussion or play within the early learning context that opposes their own personal views. In one particular comment thread an educator told a parent ‘your personal beliefs should not supersede good pedagogy’. This is an interesting comment to make. Because does good pedagogy not respect the individual beliefs of each family?

We are living in an increasingly diverse society and in Australia we are finally taking steps towards equality. This is excellent progress and bodes for an exciting future. However, this is not a reflection on those issues. This is a reflection on how we address differing beliefs to families on any big subject — and there are many from how we approach child protection issues to gender identity, to how we celebrate holidays. Culture and religion (where most of these beliefs come from) are steeped in tradition and should we, as educators, not respect all views and opinions? We don’t have to agree with them on a personal level but we can be intelligent, critical thinkers and understand where these different beliefs stem from and how they are important to the family.

Throughout our framework partnerships with families is a concept which is reinforced frequently. The Early Years Learning Framework (2009, p. 12) recognises “that families are children’s first and most influential teachers. [Educators] create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful”. It then goes on to state (p.13) “Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families”. The National Quality Standards (2017) Element 6.1.2 states “The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing”. While the ECA Code of Ethics (2016) promises educators will “learn about, respect and respond to the uniqueness of each family, their circumstances, culture, family structure, customs, language, beliefs and kinship systems”.

It couldn’t really be any clearer that where our personal beliefs differ from the families, their belief should supersede ours in the education of their child. If we have a strong opposing view to a family at our service then it is on us as educators to make a genuine connection with the family and through that connection, to introduce new ideas and educate from our own point of view. It is not for us to decide the values a family should place on their child or which of these values we should respect. It goes without saying, that in such a diverse society this can be difficult. We find ourselves having to understand all points of view, no matter how different from our own. It is a difficult, but not impossible, endeavour. The point is that no matter what side of any argument we stand on we should understand that our beliefs are not universal and change is an intimidating process for some. We must show all our families understanding, from those we personally agree with to those we may not.

References

Australian Children's Education and Care Quality Authority (2017) National Quality Standards. Sydney, NSW: ACECQA

Department of Education and Training (2009) Belonging, Being, Becoming: The Early Years Learning Framework for Australia Canberra, ACT: Commonwealth of Australia

Early Childhood Australia (2016) Code of Ethics. Deakin West, ACT: ECA

As early childhood educators we work in a sector that is under appreciated and underpaid. This is why the latest studies show that 1 in 5 educators plan to leave their job in the next 12 months. We lose quality educators every day because this is a sector with high expectations and little monetary reward. As leaders in the sector we have an obligation to advocate for recognition. However there are also techniques we can implement in our service to keep our educators engaged and inspired. One of the ways we can do this is through providing a strong mentorship program. Leadership in early childhood education, in order to be truely effective, must go hand in hand with mentorship. In an industry that constantly evolves with new research and trends, we must ensure we are sustaining the interest and passion of those educators around us.

Mentorship, when implemented consistently and effectively, can be integral to providing quality early childhood care and education. It is a way of keeping the team informed and engaged in their own professional development and can assist in alleviating the fear associated with change. But how? How do we drive a strong mentorship system and how will this lead to the aforementioned benefits?

The first step to establishing an effective mentorship system is ensuring all educators chose the right mentor for them. There is an inclination as a leader to mentor everyone in the service yourself, but this simply isn’t viable (unless you never need to sleep!). Additionally, it really isn’t the most effective way because, no matter how inspiring a leader you are, you won’t be the right mentor for everyone. Choosing a mentor should be indicative of what you want to achieve with your mentorship system. If keeping everyone on the same page and well informed is your solitary goal then mentoring every educator as the NS/EL might work for you. But if your goal is also to keep every educator inspired and empowered then I would suggest allowing them to choose a mentor themselves. I would encourage them to choose someone who is inspiring to them - someone they enjoy bouncing ideas around with, but also someone with more experience/higher qualifications. This ensures the educators stay engaged while their professional development is being scaffolded.

Once educators have chosen an appropriate mentor it is a good idea to create a mentorship file for them. Documenting the mentorship process is important. Firstly, it allows you to demonstrate your quality staffing arrangements and governance technique throughout assessment and rating. But more significantly, it allows mentors and mentees to revisit their learning sessions and link learning to professional goals and appraisals. As an NS/EL I organised all these items together to create a mentorship file. So each educator would document their mentorship meetings (a simple explanation of what was discussed) and with this the mentor would set some follow up actions. These follow up actions linked directly to the educator professional goals (a document they filled out upon their initial employment) which their mentor would help them to achieve. This process, and how mentors and mentees participated in the process was reflected in their appraisals. I would also add their professional development attendance and certificates, essentially creating a personal professional growth file for each educator.

Once a strong mentorship system like this exists and is being contributed to on a regular basis, as educators we become more naturally engaged in our own professional learning. This encourages us to further our knowledge and motivates our innate passions which brought us to work in the early childhood sector in the first place. Mentorship like this also places emphasis on the importance of the role, and thus promotes a more professional attitude and atmosphere in the early childhood service. It is important to remember that this is a collaborative process and mentors will also learn from, and be inspired by, their mentees. It works both ways, particularly after a long standing mentor relationship. My own mentor, who I met 11 years ago, is still my ‘go to’ person whenever I have an issue or question I can not resolve alone. And she to comes to me in the same way. None of us should be alone in this sector - every educator needs other educators. Collaboration is one of the strongest tools at our disposal and a mentorship system is a fantastic way to encourage collaboration.

To Amanda…. Thank you for being such an inspirational mentor all these years. And to all my mentees - I only hope I can do the same for you.

There is a video on youtube (link at the bottom) which gets under my skin every time I watch it. When I do I am reminded of the awe and wonder of childhood and the magic to be found within this world. In the video a little girl is experiencing rain for the first time. As she runs out in to the rain arms spread wide and face upturned, she beams with pleasure as the water pours down, soaking her tiny body. It is a simply beautiful scene to watch and as I see it I find myself wondering what that feels like. As an adult, we take so much for granted, so much which has become mundane and average to us. It is raining outside? Grab an umbrella. End of story. But to experience rain for the first time? This magical downpour of water from the sky. What must that be like for a child? I find myself wishing I could remember. Wishing I could feel that way again. And so I attempt to. I stop, be mindful, pay attention - but I will never be able to truely feel that awe again. I can imagine what it must be like. I can try to relate. And maybe for a moment I feel that indescribable pleasure and curiosity. But it is fleeting to say the least.

We talk often of awe and wonder in early childhood and this is what it truely means to me. This moment where a little girl is exposed to our worlds natural beauty. And this leads me to question how often, particularly when we are educating 0-2 year olds, do we miss these moments - so simple to us, yet so complex to the child? When I used to direct, educators from the nursery would discuss the difficulty of observation with this age group. I believe, if we are looking for our traditional concept of learning, this is true. But in actual fact, these children are making 700 neural connections a second. A second! Their brains are constantly developing and acquiring new information because everything is new to them. I used to tell my educators to look for the most simple moments. A baby looking down at their bare feet in the sandpit and making the connection between this material and the feel of it against their skin. A child that sees bubbles for the first floating around their bodies in mid air, appearing strong but yet so fragile. These are the moments to look for. And if we stop and really observe the child in their discovery, we may actually be able to see what the child is seeing, understand the fascination and plan to sustain the wonder.

Creating new experiences, or experiences that continue to evoke natural curiosities in children is a wonderful way of engaging them in connections with their world. If we can truely understand how the child is viewing an experience, we will inevitably plan meaningful experiences which engage children in their natural tendency for awe and wonder.

And with these thoughts leave you to watch this beautiful clip and hope it inspires you in the same way it does me.

The age old debate in children’s services around the time available for the completion of documentation vs time spent with children has been long standing in ECEC. This often divides the sector as some view that you must either choose to document learning or spend time with children. The position of early childhood educator working in a children’s service is complex, sophisticated and requires many diverse skills. The low pay and lack of recognition that is associated with the sector is not in line with the expectations of the role. However, to view our sector as being a profession we need to have an appreciation and respect for the professional standards and quality framework that guides our work. The documentation of children’s learning is highly positioned by the legislation and framework, and for good reason. Children’s learning in the early years is important and worthy.

A profession, as defined by the following according to the Professional standards council: “A profession is a disciplined group of individuals who adhere to ethical standards. This group positions itself as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and is recognised by the public as such. A profession is also prepared to apply this knowledge and exercise these skills in the interest of others1.” (Professions Australia, 2017).

In order for the sector to move forward in terms of having public acknowledgement and being viewed as a profession, firstly we must as a group stand behind our own professional guidelines. The Australian Children’s Education and Care Quality Authority (ACECQA) expects that a cycle of planning is maintained for groups of children and for individual children. Educators must also be reflective practitioners and committed to improving their own professional development and quality of practice. Reciprocal, respectful relationships must be formed with children and families and should be evident in interactions throughout the day. How these requirements are interpreted and enacted throughout the day by educators in the learning centre are key to the provision of a quality learning environment.

It is paramount to successful early education teams that they understand why documentation of children’s learning is important and specifically what learning is important. Not everything in a day or week is worthy of documenting. This is the issue with having a day book, often this is used to diarise or summarise everything that happens throughout the day rather than focussing on only the meaningful, relevant learning. The same can be said for interests, too often a fleeting interest can suddenly change the entire curriculum and detract from the flow of learning. This style of documentation is time consuming and often has little meaning. Good strategies for time management are required to assist educators to find the time to document and reflect throughout the day. Often the two hours non contact time (stipulated by the award) is not enough to capture, evaluate and present thoughtful, inspiring pedagogical documentation worthy of a child’s rich learning and discovery. This is something that can be developed with teams over time. Systems and strategies can be used to effectively record important pieces of information throughout the day.

Rodd (2013) recognises “Efficient and effective leaders in early childhood now work smarter, not harder or longer”. Working smarter to achieve documentation goals will yield many riches in terms of providing a clear picture of a child’s learning, interests and strengths. When meaningful well written documentation is displayed in a beautiful way, it draws in the reader. When we apply our craft, our skills and knowledge meaningfully in documentation, the reader will take away new ideas about what children are capable of, the importance of the learning and a respect for the professional skill of the educator. This is the road to follow towards improving the way we are perceived within the community and how the sector is valued by our nation.

References

Rodd, J. (2013) Leadership in Early Childhood the pathway to professionalism 4th ed. Allen &Unwin

Professions Australia website http://www.professions.com.au/about-us/what-is-a-professional, accessed 29/09/2017

Since the introduction of the National Quality Standard and the Early Years Learning Framework there has been a huge emphasis on documentation. Arguments about the best way to document have ensued with the traditional observation vs the learning story debate taking over. Now I am all for meaningful pedagogical documentation. In fact, I confess to being a bit of a documentation queen - I love it. I take great pride in representing the learning that has taken place in my room in a professional and inviting manner. But that right there is the key - I take pride in representing the learning. That means that before I take to the documentation board I am doing something meaningful and intentional with the children! I often see services that are so caught up in the documentation side of things that they forget to focus on the learning side. But you can't have one without the other.

I used to tell the educators at my service - you can document all you want, but if you are not doing meaningful, thoughtful experiences with the children this will surely show through in your documentation. If that's the case it won’t matter how aesthetically pleasing or well written your documentation is. It won’t matter how much you relate it to theory and curriculum. If your experiences with the children aren’t up to muster then nor will your documentation be. When we study our degree or diploma or cert 3 we don’t learn how to write, we learn how to teach. Documentation is a part of that to be sure, but it does not work on its own - it must be a representation of thoughtful, intentional teaching and meaningful learning.

So when assessing your service under Area 1 - program and practice, I would challenge services to think first about the practice and secondly about the program - practice and program rather than the other way around. Engage the children through their natural curiosity and sense of wonder. Because it works both ways - just as your documentation will show poor practice, it will also demonstrate good practice. So even if you are not a great writer, or you do not have an eye for presentation of documentation, it won’t matter, because the richness of your planned experiences with the children will show through anyway.

Before I started to write this blog I attempted to undertake some research in the area first and I found something surprising – the early childhood field really hasn’t shown a great deal of interest in the debate over fairy tales, at least not in terms of peer related contemporary articles. There are however a plethora of opinions out there so let me add mine to the list. I have two issues with fairy tales. One is simply the role of the princess, always the damsel in distress waiting for a prince to make her life complete. I love Alison Lester’s “Magic Beach” (1990) for reversing these traditional roles. My other issue is this: according to the average fairy tale – Cinderella, Sleeping Beauty, Snow White – if you are beautiful (and in the Disney versions an Aguilera type singing voice is also a bonus) then you will grow up to find a handsome prince, get married (I’m assuming have children) and live ‘happily ever after’. As long as you have your beauty regime down.

Where is the career princess? Where is the princess with her nose stuck in a book? I would like to pay homage here to Robert Munsch’s “The Paper Bag Princess” (1980) – the one book that completely obliterates any traditional princess story. She may not be focused on her brain, but at least she isn’t characterised by her beauty either.

This brings me to the role of the princess. Let’s just say, for the sake of argument, I have the beauty thing down - really, I am one stunning princess. But guess what? I don’t want a husband (gasp) or a child (‘no’). I want to take over for the king. I’m going to govern this land like it has never been before. Where is that princess?

From this young, impressionable age we are having a very out dated societal norm ingrained in to our very being. This is what is expected of us as women – and if we are beautiful then it will all be so much easier to obtain. Is this a positive ideal to be encouraging in our young girls today? Does this promote lifelong learning in females?

Finally, consider the impact of this message on boys? It is your job, men, to go out and rescue the girl (just the hot ones). Then once you’ve found the girl and married her, it’s on you to go out and support her while she stays home and looks after the children. Well, to this I say bring on the stay at home dads! More power to them! And how does this encourage relationships be give and take, supporting each other, rescuing each other?

I am not a feminist, but we women in the early childhood sector know better than most the way in which women are still undervalued in the workforce. When does this ideal of women and men being different start? How do we unwillingly promote it? These are the questions that were provoked in me by the advertisement that started me on this train of thought.I leave you with the link to the strong words of tennis champion Serena Williams. https://www.youtube.com/watch?v=5zNQFYxSDLE&index=4&list=PLizuYoupVGDTHOc9GV0DeE_eNmyHLUl9a