Volume 23
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EDITORIAL Kim Walters 2 From the president 4 From the editorial team STORIES Katchia Avenell 5 How NOT to annihilate play: building respectful interactions with children Tash Treveton 7 Interaction vs Interference CONVERSATIONS Celebrations and diversity Fiona Champion 9 Kylie Romero 9 Hannah Powell 10 Sue Southey 10 Bryony Blanchard 11 ENVIRONMENTS The reality of doing outdoor education: questions to consider when Katchia Avenell 12 setting up your forest school Monique Belousoff 14 Inclusion: 9 Tool Framework to make it happen and Anh Tu PARTNERSHIPS Lee Gane 17 Working together to realise the potential of the Education and Care Workforce FEATURES Practical strategies for working with traumatised children from refugee Cherie Lamb 20 backgrounds in early childhood settings ‘Ya gotta wear Billabong or ya can’t be in our gang’: linking teaching for Dr Karen Hawkins 24 social justice and inclusion with the EYLF and NQF Jane Goodfellow 28 Play as a learning framework for young children with additional needs Dr Jeanette Fresne 32 Orchestrating young children’s moving and music making and Dr Rebecca Giles Ingrid C. King 36 Why children aren’t physically ready for school and how you can help We are not all friends, but that’s ok: reassessing slogans Desley Jones 39 for social guidance. WELL BEING Madeline Avci 42 Making sense of sensory processing Heather Joy Campbell 45 (Re)learning lessons from the playground for health MEDIA REVIEWS Kerri Groves 48 Bedtime with Ted & Playtime with Ted Year 4 Gympie Central 49 The Chalk Rainbow State School Julie Jones 50 The Leaky Story Archana Sinh 51 Patch and Ruby Lisa Gilmore and the children from 52 Through the Gate Alma Street Pre-Prep
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 1 EDITORIAL Kim Walters From the President
In this my eleventh year as ECTA president, I am very proud of the support ECTA continues to provide to members and colleagues across the state and interstate. I am particularly proud of the strong commitment ECTA has shown for many years to supporting regional members. The rollout of our webinar series has delivered high quality professional development directly to ECTA member no matter where they live or work.
This year we provided eight webinars Training (DET) Education Minister’s on a wide range of topics at no cost Early Years Forum; Queensland to ECTA members, all of which can College of Teachers (QCT) - Early be accessed in the Member’s Centre Childhood Reference Group; QCT online. The benefit to organisational Professional Standards Committee; membership of all staff accessing QCT Accreditation of Initial Teacher webinars at home or work has had education programs: Standards and a positive impact on membership Procedures Program Panel; Brisbane numbers with the addition of 59 Teacher Education Industry Advisory new organisational memberships Group (TEIAG) and the Joint Council this year. The no cost webinars and of Queensland Teacher Associations. the discounts on ECTA Conference We have advocated for members and regional group PD for all staff during discussions with QCT around have supported this growth. It is Early Childhood Teacher Registration especially pleasing to see the & contributed to QCT Evidence increase in membership from school Guide for Early Childhood Settings; based organisations and individuals. Mandatory Reporting Implementation of the National Quality Review Agenda ECTA membership currently stands at (State and National perspective) and 820: current membership levels are ECEC Regulation in Queensland: 318 organisational, 407 individuals, Future Directions; NDIS discussions 7 graduates, 15 concessional, 63 regarding the value of ECDPs offered students and 11 life members. in state school; and ECIA Round Table There are 318 organisational - Best Practice in Early Childhood members that come from the Intervention. ECTA provided following sectors: 35% approved feedback to Education Queensland kindergarten providers, 22% LDC (EQ) regarding the review of their with a further 12% LDC who offer policies and the DET Strategic Plan an approved kindergarten provider, 2017-2021. 16% State Schools, 10% non-State Members attended the launch of the Schools and 5% FDC, OSHC or other. Elders as Storytellers campaign and There are 502 Individual/ various industry events. concessional/student members that ECTA participation in the ABC identified as working in the following program The Learning Curve along settings: approved kindergarten with advocacy through participation program (30%); State Schools (25%); in the Education Minister’s Early LDC (17%); non-State Schools (8%); Childhood Reference Group led to students (6%); tertiary (5%) and the establishment of a Transition to OSHC, FDC or other (9%). School Statement Working Group Members were represented by and subsequent establishment of a ECTA through ECTA participation consent form to allow kindergarten in a wide range of stakeholder teachers to send Transition to School reference groups including: Statements directly to schools. Department of Education and The consent form also allows
2 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 EDITORIAL
kindergarten and prep teachers to contact each other rating the presentation as excellent. I congratulate our to discuss how to best support the transition to school conference committee on selecting 43 high quality, of individual children. relevant presentations that gave a very broad range (Following the ABC Learning Curve program ECTA of topics to those working with children from birth was invited to participate in an Early Childhood Panel to eight years of age. Once again, we will reflect Discussion organised by Protecting Childhood. The on feedback from the conference to select webinar recording of the discussion is available online at: presenters for next year. The conference committee https://youtu.be/R1hh-sFs7mA ) is in full swing organising next year’s conference and I encourage you all to place Saturday 30th June 2018 ECTA encourages kindergartens to advocate for the on your PD calendar. creation of generic email addresses at each school e.g. transition@(web name of school).eq.edu.au, so All conference presentations are now available that the delivery of the statements via email of the online, along with webinar recordings via links within statements is as easy and streamlined as possible the Member’s Centre of our website. This allows each year. We also encourage members to forward accessibility to all recordings by all members. their statements on to schools as early as possible so Our Facebook page continues to grow with LIKEs that best use can be made of the valuable information currently at 3663. Several posts have had significant contained within them. Schools generally begin the influence, with a reach of over 86,000. It has become class allocation process from mid-November onward an excellent tool to reach non-members and members and having this information as early as possible is of for information sharing, advocacy updates and to benefit to the school. promote professional development. Education Queensland no longer requires that the I would like to thank our retiring Secretary Leonie level of support children need be ascertained before Mitchell, Vice-President Suzie Wood and Coordinating receiving support in schools. ECTA has written to Committee Member Libby Gaedtke, for the support the Minister of Health regarding long waiting lists, they have given ECTA over many years. especially in regional areas, for specialist appointments I would like to congratulate Marion Mori and the and support for young children, communicating the journal team for producing three very professional concerns from our members about the impact this has journals this year. The new look introduced in journal on the family and on school outcomes. 23.2 is crisp, clear and – we hope - helps us make the This year’s conference saw another increase in the content even more readable for you. number of long day care attendees. We welcomed Lastly, I would like to thank the regional group office attendees working in Approved Kindergarten bearers and outgoing committee for their continued Programs (AKP) from standalone services (45% of support, enthusiasm and dedication to ECTA over the total attendees) and from AKP within a LDC service past year. I look forward to working with the 2018 (11%), LDC (birth to pre-kindy age, 21%), lower primary committee members next year. (13%) and other (10%). The keynote address by Pieter Roussow was hugely successful with 95% of delegates Kim 43rd ECTA ANNUAL CONFERENCE 30 June 2018 Sheldon Event Centre, Taylor Road, Thornlands Over 40 workshops designed to be practical, current, engaging & relevant to all early childhood professionals teaching children from birth to eight years of age.
Registration OPEN February 2018 www.ecta.org.au
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 3 EDITORIAL
From the editorial team
It’s been a pleasure to work on the journal this year alongside people who are driven to pursue quality early childhood education and who encourage others to do the same. It’s been a privilege to attend the ECTA Conference and meet many other people working – in so many different ways – to shift mainstream thinking about the early years and to explore new ways of working together.
But the status of our sector is still also reflective of our membership. not where it needs to be, and the We enjoyed some full and frank recognition of the early childhood conversations at the conference this workforce as professionals is year with members who would like still a long way off. Lee Gane, in to see the journal providing a wider this issue, argues that we can be range of content that acknowledges doing more for ourselves, that “we the diverse skills and experience of need to recognise the expertise the people reading it. They would in our colleagues, value each also like to see a space created for other more and acknowledge the doing what we do best – sharing professionalism that already exists resources. within our field.” What do you think? We’d like to invite Many of the other articles featured you to send your ideas, feedback, in this issue, and our Conversations, brainstorms and musings to us explore difference and the value ([email protected]) so that Educating of embracing diversity in authentic Young Children becomes an even ways. This is another example of more collaborative forum in which our potential to make a collective impact, by being and supporting we bring together the best, the most the change we want to see. We exciting, challenging and innovative need to advocate for ourselves and aspects of the important work we support each other if we want to share. see this lead to substantial, long The journal team would like to term improvements in the way in acknowledge the wonderful work which our work is perceived. you’ve accomplished this year, and The journal will continue to reflect wish you all a happy end to your our commitment to the sector, 2017. We are looking forward to and we want to know that it is doing great things together in 2018.
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4 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 STORIES Katchia Avenell How NOT to annihilate play: building respectful interactions with children
As educators and teachers, we are often trained to step into the play frame, asking ‘educational’ questions, commanding answers and developing resilience with phrases such as ‘you’re OK!’ or ‘be careful!’ Whilst our intentions might be well meaning, have you ever stopped to think of the psychological impact your words might have on a child, or how your words impact their ability to initiate or re-join play?
When we engage with a child, with a child in a respectful and chances are we are interrupting relational manner that encourages their play cycle. The concept collaboration, rather than blind of The Play Cycle was coined obedience? by Sturrock and Else, in which someone (or something) offers a play cue, and the receiver offers a play return, generally in the form of an acceptance or refusal (Surrock & Else 1998). The easiest demonstration of this is the game of Katchia Avenell is the tag, where the initial tag is offered Pedagogical Leader as a play cue and the play response of Inspired Family Day is to chase or refuse. These create Care (QLD). A Nature a Play Frame, which involves the Pedagogue, she is a former creation of a space (in relation educator at The Cubby to the environment), in which the House in Birkdale , founder play lasts. When the frame is no of The Garden Gathering longer needed, it is discarded or (an unstructured gardening destroyed by the children, or in play experience within the case of adult interaction with Community Gardens the play, it becomes annihilated or locations), co-founder of adulterated (Andrews 2012). the Brisbane-based Nature Playgroup (a weekly nature Unless a play cue from a child immersion experience for is directed specifically at us, children in all weather in a almost any interaction with variety of local suburban, a child during their play is an near-wild and wild spaces) adulteration or annihilation of the and is currently the lead frame. Interrupting The Play Cycle Nature Pedagogue and to make children share, put a hat Kindergarten Teacher for on or to ‘be careful’ takes away an all weather, outdoor the child’s sense of agency and kindergarten on the banks can destroy the focus and learning of a river in the Sunshine the child is engaged in. So when do Coast Hinterland. we step in? And how do we engage
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 5 STORIES
When we look at our interactions with children, a Our modern tendency to idealise play means testament of whether we are true relationship builders that we can forget just how nasty play can is to reflect on whether we would like our colleagues be: taunts, pranks, initiations, bullying, racism, or spouse to talk to us, or demand we do something, in excluding, obscenities, toilet humour, rhymes the way we are engaging with children. Commanding and songs, and games of power and resistance an adult to ‘be careful’ after an accident, or telling against adults, all these are a part of children’s them ‘you’re OK’ after injuring themselves or have play repertoires but could easily be seen had an emotional upset is akin to gaslighting. Not as unacceptable or challenging by adults. only are their feelings being invalidated and their (Nottingham City Council 2006, p. 7) emotions negated, they are surreptitiously being told If we can understand the cycles within play we can their judgement of themselves and their capabilities apply it as a framework for building social and emotional are false. Dr Laura Markham of Aha Parenting and competencies with our children and role model respectful Janet Lansbury of the RIE Approach are havens of interactions when addressing challenging behaviour; respectful interactions in a world of time out chairs we can also support children’s sense of agency and and ‘you’re ok’ feeling negation. self, an important element of the Early Years Learning As teachers and educators, learning to recognise the Framework and a fundamental right of the child. elements of the play cycle assists us to determine REFERENCES when the child’s play interactions have finished, and Andrews, M 2012, Exploring play for early childhood studies, SAGE to scaffold investigations, support social skills or Learning Matters, London. remind children of sun safety when there is a pause Nottingham City Council 2006, Reframing playwork: reframing in the play. Whilst understanding The Play Cycle challenging behaviour, Nottingham City Council Play Service, Nottingham. and respectful interactions with children may at first Sturrock, G & Else, P 1998, The playground as therapeutic space: seem unrelated, as the Reframing playwork; reframing playwork as healing (known as ‘The Colorado Paper’), Common challenging behaviour report noted: Thread: Southhampton.
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6 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 STORIES Tash Treveton Interaction vs Interference
It was a sunny, winter morning and the children were playing outdoors. A group of children had invented their own game with sticks and soccer balls, while others painted underneath the trees. I stood and surveyed the space for a few moments, then got the feeling that I should be doing something, should be interacting with the children. I spied three children busily ‘cooking’ in the sandpit and thought I would join them, perhaps scaffold their play. Within moments of sitting down and opening my mouth it became crystal clear that my ‘interaction’ was not wanted. The children glared at me and began gathering up their cooking things before moving to another area of the playground.
It hit me instantly. I had no business knew me, and liked me (let’s hope!) pushing myself into their play – it was and I wasn’t trying to interfere with theirs. I started thinking about what their play, they were in the middle of I had been saying to my educators something that I wasn’t a part of and for many years, how I had been I brought a halt to their play. telling that they needed to be playing with the children, not standing back Why did the children react in the watching. Was I wrong? How would I way that they did? backtrack from this? Obviously, the children felt that I had intruded on their play. Thankfully This story is one that I tell during for me, their reaction manifested in training sessions and even though Natashja Treveton began a relatively positively way – there I cringe while telling it, I feel that it as an untrained casual 16 was no kicking or screaming, they is an important story to tell. Despite years ago, then studied to simply moved their play elsewhere, my good intentions to be involved in become a Service Director somewhere that I was not. the children’s play, to be an active as well as an Educational educator, rather than standing off Peter Gray (2009) speaks of the Leader of Woodrising to the side inspecting my nail polish result of adult interference stating: Community Preschool or chatting to my colleagues about & CCC in Newcastle, Attentive adults can ruin NSW. This became one weekend plans, I had made quite a games even if they don’t of the first centres to big error of judgement. intend to intervene. Children gain an ‘Exceeding the Over the years that have passed I perceive them as potential National Standards’ have had a lot of time to reflect on enforcers of safety, solvers of level in the current my actions that day. How did it go so conflicts, and audiences for rating system in the wrong? Why did the children react in whining; and this perception area. Tash is passionate the way that they did? How could I invites the children to act and enthusiastic about have done things differently? unsafely, to squabble, and anything related to to whine. Play requires self- children’s wellbeing How did it go so wrong? control, and the too-obvious and supporting adults Perhaps the first thing to note was presence of adults can lead to develop this. She has that I wasn’t looking for a cue or an children to relinquish their a particular interest in invitation to join the play, instead I just self-control. (p. 1) creating naturalistic plopped down beside the children. To While the children in my instance playgrounds for children put this into perspective: I am sitting may not have felt that I was coming and communities, and in a restaurant with some friends to enforce safety or solve perceived likes nothing more than eating lunch. A colleague spots me conflict, I was still an unwelcome getting in there and and decides to sit in the empty chair at intruder in their play space. digging creek beds or the table. Although I like this person, creating fairy gardens! my friends and I are in the middle of What could I have done a conversation and the interruption differently? brings a halt to it. This is exactly what Watch. For as much as I once nagged I did to these children. While they my educators to play and interact
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 7 STORIES
the children in our care. When we know our children on a deep level, we begin to understand their body language, their tone of voice and their cues that say ‘hey, I need you!’ When we interact and engage with children, we are playful. When we interfere with children’s play, we tend to take over, to enforce rules and organise the play. Children deserve opportunities to play. Peter Gray (2008) defines children’s play as: 1. self-chosen and self-directed; players are always free to quit 2. an activity in which means are more valued than ends 3. guided by mental rules 4. non-literal, imaginative, marked off in some way from reality 5. involving an active, alert, but non-stressed frame of mind. When we look at those key elements of play, it is easy to see that adults are not a huge part of this process. While we may provide a basic environment, resources and support for play, our well-intentioned attempts to involve ourselves in play could in fact be interfering with the very nature of play. and be involved, this experience showed me that REFERENCES: sometimes you really are better to just sit back and Gray, P 2009, How to ruin children’s play: supervise, praise, watch. Watching doesn’t mean chatting about your intervene: how to enjoy, not destroy, children’s play, viewed 7 plans for dinner with a colleague or glancing at your June 2017,
How will I know if I am interacting or interfering? One of the most important things we can do in our work with children is to spend time getting to know
8 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 CONVERSATIONS
Celebrations and diversity
What is the purpose of celebration and how does celebrating as a group with young children serve to foster – or not - their sense of belonging in that group? We shared a provocative opinion piece about diversity with some very passionate educators and asked them to tell us more about how they approach traditional and other celebrations in their own practice. To make up your own mind look for: Schools move to make Christmas a dirty word, by Caleb Bond, published in July, 2017 on Adelaide Now (www.adelaidenow.com.au) and let us know what you think.
beautiful handmade cards for children to share with Fiona Champion their friends and families. There was so much more to Fiona Champion is an Early what happened in this room with this group of children. Learning Consultant for The conversations showed such depth in learning Goodstart Early Learning. She about belonging and caring for each other. I recall a holds a Graduate Diploma in little boy making a cardboard box plane for his Uncle Early Childhood Teaching and - he told me that Uncle was visiting and loved planes A Bachelor of Arts. Fiona has and he knew that it would make him happy. Another worked in a range of support child told me about a painting he was doing and and consultancy roles within the Early Childhood sector explained that he and his Daddy look out the window for almost 25 years. each night before bed and see the stars twinkling in Over the years, as I have worked as a consultant the sky, and that’s what his painting was about. with early childhood educators I have seen a range of The feeling in the room was truly “Christmassy” but approaches to Christmas experiences implemented without the Santa Claus stencils, tinsel, snow, carols, within programs in child care centres. Each year the baubles and reindeers that were not part of the biggest message I try to instill in educators is that the children’s lives. I won’t forget this teacher’s approach experiences should be meaningful. that Christmas, and I am sure the children and families I saw a beautiful example of how one educator managed in her group won’t either. to do this a few years ago. It was a privilege to watch this unfold in her room for 2-3 year old children. There happened to be a family in this group who did not Kylie Romero celebrate Christmas however they were comfortable for their child to participate in experiences. This very Kylie Romero has been involved sensitive teacher did some ground work with all of in Early Childhood for over 15 the families and the children and found out some key years. Ten of those years were values and ideas. She learnt that Christmas for all of spent teaching in New Zealand, the families was about spending time with loved ones where she was born, bred and enjoying a special time together. and trained. Since moving to For some of the children the commercial ideas had Australia, Kylie has been working as an Early Learning surfaced - after all who could miss all the Santas, Consultant for Goodstart. presents and fake snow in the shopping centres? Above I was raised in a devout Christian home. With my all though she noticed that the children had a sense of mum being the leader in the church that she was, she wonder and excitement and much of this was centred was also the head teacher for Religious Instruction around the idea of a magical time of year with families in the Primary Schools, so things being ‘Christian’ and friends coming together. I saw the children engage was just the way it was. Due to not having a lot of in a range of meaningful experiences with an overarching money growing up, celebrations such as birthdays project about stars during the weeks before Christmas. and Christmas were low key affairs ... we chose one The children made cards, decorated the room, and present, for birthdays we also received a cake and for talked about their families. There was not one stencil Christmas we had a big meal at lunchtime. of a candy cane in sight, but there were many pieces of Fast forward to me now as a parent ... I make a big deal work such as bundles of natural flora tied together with out of birthdays but could quite easily cancel Christmas. beautiful ribbon, paintings depicting stars in the sky and I fully acknowledge the ‘reason for the season’ however
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 9 CONVERSATIONS
why do we choose one day of the year to have a in particular advocating for children’s freedom in play big celebration, eat way too much, open dozens of and their access to the natural environment. When wrapped presents only for the paper to be hopefully considering whether to include cultural celebrations squashed down enough to make it into the rubbish bin in a service, I tend not to question whether or not it’s for collection day? Why can’t we sing Christmas carols appropriate, or politically correct or even “just what all year round? Why can’t we have these celebrations we’ve always done”. The questions I will want to be often? Why can’t we gift each other gifts as required? asking are “is this celebration meaningful and relevant Why do people choose only this day as well as Easter for these children?”, “will this celebration move to go to church? These are my questions ... do I put beyond tokenistic representation and develop deeper them onto others? No ... do I judge people for doing connection to community and identity?” and more exactly the above ... no. Yet, have been questioned and importantly, “is the celebration driven by the children’s laughed at in the past for my own views on the subject. ideas and interests or an adult-centred idea of what In regards to carols in schools ... why can’t the children the children might want to do and experience?” Often sing them? Why can’t the children learn the stories educators - with the greatest of intentions - organise ... what on earth is going to harm them from that. events and experiences for children that have little or Think about the different stories from all the different no relevance in their real world experiences. Not all cultures around the world ... some people think that children celebrate Christmas, or Easter, or Hanukkah Maui being able to catch a giant fish that became the or Diwali or any of the other many special and North Island of NZ absolutely impossible .... yet do wonderful celebrations that occur across our globe as we question this when this story is read to children? well as in our own very multicultural society, yet at the No because we see it as sharing in cultural histories same time, for children who do celebrate these, they with children. Why is it completely acceptable to read will often be very meaningful and perhaps something stories about all the different cultures, and sing their they would like to share with their peers. Rather songs ... but we shy away from the ‘Christian’ ones? than trying to navigate a way through picking and As an adult do I go to church now after having an choosing different celebrations to offer through the embedded life of it growing up? No. Do my children go year, perhaps it’s best to put the ownership back in the to Sunday School? No. However my son has a bible that hands of the children and families - one of the mums I read him when he shows an interest in it ... his most has offered to make dumplings for the class because favourite song is a Vege Tails song which has Christian they celebrate Chinese New Year? Lovely! One of the undertones.... is he being harmed? No. Do I sing Christmas children made a fantastic dyed easter egg and would carols? No ... I can’t stand them, however one of my like to share their discovery of this new skill with the favourite Centre pick up times this year as been walking other children? Brilliant. Have your students come into the Nursery and seeing one of my son’s favourite in with a burning desire to learn and perform “Jingle educators singing him Christmas carols .... in June! Is Bells?” Let them! Sometimes the simplest and most he being harmed by any of the above? Absolutely not. profound solution in our profession is to take the guess Are my views above more correct than the person next work out of what we “should” do and follow the lead me? Absolutely not but they are my views which I am of the many individual interests and desires that make entitled to, as is the person next to me. Why can’t we up our unique and diverse communities. Is Christmas expose our children to the word Christmas ... to the a dirty word? – Creating a balance between traditions stories .... to the awful carols ... what harm is going to and children’s cultural identities come to them? When they are old enough they will make their own decisions ... as we all have done. But what decision will they be able to make if they haven’t been exposed? Sue Southey Sue Southey is Co- director at Springwood Community Kindergarten. She Hannah Powell works part-time teaching and Hannah Powell is an early uses her non-teaching days to childhood educator who has been provide training, in-house support working with young children and and professional development families in South Brisbane for the for early childhood educators throughout Australia. In past decade. She is passionate 2009 she was a State Finalist in the NEiTA Inspirational about the early years sector and Teaching Award and in 2013 she received the Inspirational
10 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 CONVERSATIONS
Teaching Award from the Down Syndrome Association ‘Step Sisters of God’ are lovely and that he believes in of Queensland. The role of celebrations has changed God even though we don’t! Firstly I say very quickly, over the forty years that I have been teaching. In the late “Um darling we don’t do God and secondly, who exactly 70’s we spent weeks learning Christmas Carols, doing are the ‘Step Sisters of God’?” With this response he Easter Crafts and making costumes for Halloween. Forty carefully writes a note to his beloved teacher (which years later, our focus and our curriculum have changed. I fail to see until I have unpacked his bag) that reads, In my early teaching career the families I worked with “Dear Mrs. B, my mum said we don’t do God”. were mainly white and middle class. My own values and As a non-religious Early Childhood Teacher working history matched most of the families in my kindergarten in long daycare, you might think that I would oppose so it was entirely appropriate to sing my favourite religious celebrations worshipping a god or gods that I Christmas Carols with the children. Now I belong to a personally don’t believe in. But this is not the case. When community of families with diverse cultural backgrounds looking at learning from a socio-cultural perspective it and religious beliefs. I am still trying to respond to the is important that we recognise those cultural/religious culture of my families, but the experiences and histories celebrations that are important to our children, their of these families are much more diverse. Now we try to families, the society in which we live, and whose essential strike a balance between our kindergarten traditions and messages I believe to be about compassion, respect, the needs of individual children. Our traditions includes and belonging. When I approach teaching diversity I am celebrating Christmas with an end of year family get looking at it with a lens that is focused on connecting together at which we sing Christmas and other favourite rather than excluding. I believe that inclusivity means songs. However we also enjoy hearing about celebrations that we look for ways to teach children to feel a sense of that individual children take part in such as Diwali. Easter connection to the world around them by teaching them is an example where the families in our kindergarten about the similarities and differences between cultures. celebrate in different ways. For some of our families, By far the biggest challenge that I face is teaching children Easter has a religious significance, for other families it is that Christmas is not just about presents, which to me is about traditions such as Easter Bunnies and for others, more important than the discussion about its religious it is family holiday time. Rather than insisting that all significance. We talk about Christmas as a time for giving children ‘do’ Easter, I invite the families to email photos to loved ones and those who are less fortunate, being of things they have been doing over the Easter break. In thankful for receiving what we have been given, and as a this way we are not ignoring Easter but listening to what time to spend with family and friends. Looking at it from is important for these families and encouraging children this angle means we are able to open the door for a more to share their own traditions and identity. There are some inclusive approach, rather than one particular religion’s cultural celebrations that we share as a group; Mother’s perspective. In terms of what Christmas activities we Day, Father’s Day and Christmas because most of our offer and how we teach diversity, I think children find the families celebrate these in some way however these giving and receiving of Christmas cards and carol singing celebrations may change over time as we listen to what are particularly significant. As we make our own cards for is important for our families. We aim to create a balance friends and family we look at and discuss the similarities between our kindergarten traditions and respecting the and differences between Christmas cards from cultures cultural identities of our individual children and families. other than our own around the world. Rather than focus solely on listening to western carols, we listen to all kinds of carols from around the world. With a myriad of Bryony Blanchard other cultural celebrations and festivals to celebrate, we choose those that are important to our families and staff. Bryony Blanchard is an early For the past two years, we have celebrated the Chinese childhood teacher at Bindarra Moon Festival and Diwali with cooking, art, and music. Community Day Care Booval. Her inspiration for teaching is her I am more than happy for my children to participate childhood where she was given in all socially and culturally significant celebrations freedom and agency over her own at school, I just wish that they were taught in a way childhood by her parents. She that encourages them to take a more sensitive and strives to provide children the same kind of freedom and thoughtful multicultural perspective. agency within the context of a play based Kindergarten. If you have something you would like to see discussed There is an opt-out option for religious education at in future Conversations or you would like to contribute my son’s school that we forgot to opt out of. He comes to a conversation yourself, please let us know at: info@ home from school one afternoon telling me that the ecta.org.au
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 11 ENVIRONMENTS Katchia Avenell The reality of doing outdoor education: questions to consider when setting up your forest school
Outdoor education, or nature pedagogy, is a form of curriculum delivery and teaching pedagogy developing momentum, not only across Europe, where forest schools have been established for decades, but also within Australia itself. Forest schools, bush kinders, river kinder – within Australia there are many names for an initiative that advocates for immersing children in the great outdoors.
Several leaders in the educational Choosing where to operate your and sociocultural field believe forest school is the first step. What that learning is not limited to the is your context – beach, creek, forest, classroom (Mills 1997; Gray 2013; bush, desert? Do you have access to Warden 2014), therefore exploration semi-wild space on your property? of any subject can take place within Is one within easy walking distance? any setting. It can be argued that due If you have located a space offsite, to the nature of outdoor learning, how will you get there? How will children have access to inquiry your method of transport impact your based exploration at all times whilst budget, or how often you can go? drawing on the importance of eco- How often will you be going? It’s Katchia is an Early literacy and Indigenous perspectives preferable to be able to access your Childhood Teacher, in education. An easy Google search site as often as possible. A short Kodaly Music Specialist will supply a multitude of data, walk to a smaller site three days a and Nature Pedagogue. research and opinion articles on why week (in this Nature Pedagogue’s She teaches at a we should be getting our students eyes) would be preferable to a bus Queensland River outdoors, but often the question that ride somewhere bigger one day a Kinder three days a arises from educational institutions is fortnight for two hours. Consistency week and also trains not necessarily ‘why?’, but ‘how?’ As and accessibility should be a focus. educators and assists with many learnings and educational Reflect on how a child would feel in establishing Forest conversations, there is no perfect attending a service or school one Schools across Australia answer, only responsive questions day a fortnight. Are they able to set with early childhood based on your context. routines? Seek out learning and new consultancy Inspired EC. Currently completing her Masters of Education, Katchia is an advocate for the educational benefits of unstructured outside play, child- led investigations and peer-to-peer teaching, in conjunction with appropriate scaffolding and provision experiences. She is an advocate of play work, loose parts and inquiry based education, as well as the importance of music and the arts in our everyday environment.
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relationships in that time? Can Remember that while we want they pick up just where they left Remember that while to take children out to connect off? Invariably the answer is no. we want to take children with the natural world around It’s the same with Forest Schools! them, we must always be However, it’s also important to out to connect with the mindful of our impact on the remember that some is always natural world around space. How will our interaction better than none; work with what with a particular site affect it, you can do for now and have an them, we must always and what plans do we have implementation plan where you be mindful of our impact to minimise that impact? It’s can work up to further access. worth considering rotating on the space. through different sites tri- What are the practicalities of your annually, annually, or on a term working environment? Are you a basis, depending on the human load you are asking pioneer for your setting, so you will be responsible for it to carry. the policies and regulations of your activities? Will you have mobile phone coverage or will you need to invest in REFERENCES walkie talkies for your fellow staff? Will you be utilising Gray, P 2013, Free to learn, Basic Books, London. fire, water or tools in your setting? Forest schools McCarthy, D (ed.), 2015, Deep play: exploring the use of depth give children the opportunity to engage in ‘deep play’ in psychotherapy with children, Jessica Kingsley Publishers, activities (Sutton-Smith 2001) such as working with London. fire or real tools. By allowing the children to investigate Mills, M 1997, ‘Towards a disruptive pedagogy: creating spaces for and explore a ‘risky’ activity the children access a wide student and teacher resistance to social injustice’, International Studies in Sociology of Education, vol. 7, no. 1, pp. 35–55. gamut of social, emotional, historical and schematic Sutton-Smith, B 2001, The ambiguity of play, Harvard University learnings within a variety of interrelated subjects (Gray Press, London. 2013; McCarthy 2015; Sutton-Smith 2001). Warden, C 2010, Nature kindergartens, Mindstretchers Ltd, What informs your pedagogy? Are you a naturalist (no Auchterarder, Scotland. tools or ‘imported’ items to the space)? Are explicit teaching of skills and safety essential? What ideology and philosophy underpins your image of the child, your connection with community, relationships and risk management of activities? What have you done to consult with your primary stakeholders (the children) in regard to where and what you are doing, as well as the benefits and risks? How are you mitigating concerns or fears of your families, and backing up the child’s right to dirty and risky inquiry through data and research? How are you advocating and communicating this to the people within your service and community? And last, but definitely not least – how will you toilet? This is the question that gets shyly asked by most novice nature pedagogues! In return, I ask how many of you are there? What are your views on bush wees? Are there toilets where you plan on going? How will it impact on observation and ratios if you need to walk a child to the toilet? Will you need to stop other children playing and take them with you? Can you take or make your own loo? How will you carry out or dispose of faeces or nappies? Many smaller services choose a ‘peeing tree’, and take a bucket with bags, toilet paper and gloves for poos. Others take a camping toilet for all bodily functions, which they clean and empty weekly. Often it depends on how many children are attending, and how often you visit the site!
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 13 ENVIRONMENTS Monique Belousoff and Anh Tu Inclusion: 9 Tool Framework to make it happen
Inclusion in an educational setting is about creating a welcoming and safe place where a sense of belonging and acceptance will provide the foundation for great learning. It is a concept that needs to be embedded into practical application on a daily basis and this is where it can be difficult to define what inclusion looks like. What works for one group may not work for another. The 9 Tool Framework has been designed1 to provide a guide to encourage discussion and planning around practical Monique has over 20 Anh is a qualified application of the concept of inclusion. years experience in the Occupational Therapist 1. Reflective practice professional services who has a passion for The first tool is reflective practice, which and not-for-profit sector. working with children, is essential to continuous learning and She was appointed Chief families and educators improvement. It is important to reflect back as Executive Officer for to support children an individual, as part of a team and as part of Noah’s Ark Resource reaching their potential. a wider community (parents, therapists, etc) Centre (Qld) Inc (now Since graduation on how strategies have or have not worked to Inclusion Works!). During she has worked support inclusion in the learning environment. her time at Inclusion mainly in the area of The ability to give and receive constructive Works!, Monique has community paediatrics feedback from a variety of sources will enable gained an understanding assisting children growth in knowledge and skill in inclusion. It is of the Early Childhood from 0 – 18 years with important to realise that this is not a once only Education and developmental delay, activity; there needs to be continual reflection Care sector. She learning difficulty, and discussion in the process as this is a fluid has also attended physical and intellectual reality. As children develop and learn, their many conferences disability. Anh has needs, abilities and interests will change. in the Education and worked with children Disabilities Sector. who have difficulties 2. Environment Monique is passionate with fine motor skills, Environment in this context includes the about supporting handwriting, sensory physical surroundings that the children will inclusion especially in processing and self be in and how it impacts the ability to support the 0 – 8 years age group regulation, self care, inclusion. Some obvious examples may be so that children can social skills and play. clearing a pathway so that there is easy achieve their learning access for all children to transition from potential and harness one area to another, setting up tables with their natural joy of activities of interest to the children, creating learning. visual schedules and maintaining consistency in placement of furniture with corresponding activities (eg, floor time, art area). Some items to consider that are not as obvious may include too many overhead artworks or the internal acoustics of the room, which may trigger sensory overload in some children. Another may be the language
14 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 Inclusion: 9 Tool Framework to make it happen
Inclusion in an educational setting is about creating a welcoming and safe place where a sense of belonging and acceptance will provide the foundation for great learning. It is a concept that needs to be embedded into practical application on a daily basis and this is where it can be difficult to define what inclusion looks like. What works for one group may not work for another. The 9 Tool Framework has been designed1 to provide a guide to encourage discussion and planning around practical application of the concept of inclusion. The 9 ToolENVIRONMENTS Framework
with goals in mind such as fostering Environment independence, enabling equal Resources and access, supporting participation and Advice developing skills. Discuss this with Reflective the child’s family and therapist. It is Kindergarten Practice important to consider the current Equipment design of the service and whether and Aids the equipment and aids chosen School will be able to complement and improve existing layouts. It is also Long Day Care Community a good idea to check legislative and Support compliance regulations that may need to be taken into consideration Educational such as Workplace Health and Outside School Program Hours Care Safety requirements. Family Day Care 5. Educational program Peer-to-Peer Support Educational programs are how Interests, curriculum content is delivered. Abilities, Learning Styles Adjustments may need to be Additional made based on a child’s learning Support style and interests, as well as their abilities. The aim of any that is used in the room by the foster greater understanding and curriculum is to develop the teachers and parents – is it inviting, awareness of the diversity in the skills and knowledge required to supporting and encouraging? Is room. commence a lifelong journey of 1. Reflectivethere practice a quiet calm space that is Seeking advice from parents, learning and discovery. How the The first toolaccessible is reflective for all practice,children to which assist is essentialtherapists, to continuouselders, community learning and program is delivered and in what improvement.with It supportingis important self-regulation to reflect back asleaders an individual, and asallied part of healtha team andformat as may need to be revised part of a widerwhen communitythey are struggling (parents, to therapists,cope, professionals etc) on how strategiesmay providehave or havein notorder to ensure participation such as a cubby-house, teepee different perspectives that and engagement of all children. or pillows on the floor near a create a better understanding of Consider the role of resources and 1 Designed from research into current literature including California Department of Education 2009, bookshelf? children’s abilities. Seek out other specialised equipment – a child Inclusion works: creating child care programs that promote belonging for children with specialwith a language delay may benefit needs, California3. Resources Department and of adviceEducation, Sacramento.early childhoodand Millar, teachers, T 2003, Quality support inclusive child from multisensory activities care: what isResources the reality? can Carata, be Qld. used to services, advocacy groups and ask and games to motivate them to enhance learning styles, interests them about their experiences in learn new words and concepts, and abilities of children whilst similar situations and what advice FINAL ECTA Article for publication.docx Pageand 1the of 3 use of visual support to relating to learning outcomes they might be able to provide. supplement auditory information. and curriculum. Resources such 4. Equipment and aids as professional books, journals, What physical tools might be able 6. Interests, abilities and blogs, fact sheets and online sites to assist inclusion? There is a wide learning styles provide ideas and information range of specialised equipment Taking time to observe and enquire to support inclusion. There are and aids available to enable about children’s interests, abilities also resources that can be used equal access and participation for and learning styles can be a in the room to create a better children such as cut out tables, worthwhile investment towards understanding of abilities, cultures toilet steps, weighted blankets achieving learning outcomes and acceptance of others such and fidget tools. It is important aligned to the curriculum. By as stories, costumes, games and to ensure the equipment and aids focussing on abilities, activities can cultural artefacts. These might be are age appropriate and used be linked to learning outcomes and useful to share with families to correctly. Items should be chosen choices can be made to capitalise
1Designed from research into current literature including California Department of Education 2009, Inclusion works: creating child care programs that promote belonging for children with special needs, California Department of Education, Sacramento. and Millar, T 2003, Quality inclusive child care: what is the reality? Carata, Qld.
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 15 ENVIRONMENTS
on what is known about the children that easily facilitate adjustments 9. Community and how they learn. For example, to activities for different learning Communities differ across the an obsession with cars could be styles as well as providing settings country however they are a rich used to foster skills in maths such for creating social interactions resource for support, information as patterning and counting whilst with peers. Additional support may and assistance. Make contact with engaging in social interaction with be available through government local cultural groups, Indigenous other children (turn taking). Activity funding. However, there may be elders, advocacy groups, allied choices can also be related back other avenues to access assistance health services and other support to the diversity in the room (for such as a family member, a groups. These may be physically example, using bilingual books to volunteer or community programs. located in your area or you may find show children different languages resources and information available which can then be extended to 8. Peer-to-peer support online. Engage with them to enhance consider cultural differences in Never underestimate the power learning, acceptance and awareness food, climate, wildlife, etc). of peers. Peers can help others within the class and develop links to remember routines, participate with the broader community. 7. Additional support in activities and support them This is often used to change the Implementing the concept of ratio in the room with a one-to- in areas where they struggle. inclusion in a learning environment one support person for a child Taking the time to develop and can be supported through using in the class. This can be seen foster social interactions to the 9 Tool Framework. It is as an exclusionary environment create friendships can assist the important to continually review where one child is treated development of all children in the and make adjustments from differently from others in the room. Take a moment to consider ongoing reflective practice. room. To support inclusion use what the group dynamics are. Inclusion is a mindset change that that additional support to improve Are some children watching and requires regular review. However, overall ratios in the room and learning from others? Who are the learning outcomes that can be provide smaller learning groups they following? achieved are worth the challenge.
16 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 PARTNERSHIPS Lee Gane Working together to realise the potential of the Education and Care Workforce
‘Early Learning, Everyone Benefits’ is the catch cry of an Australian advocacy campaign supported by 28 peak organisations across the country with an invested interest in improving outcomes for children. The campaign aims to raise awareness across Australia of the values and benefits of early learning for the social, fiscal, health and wellbeing of the nation. (PwC 2014)
This position is grounded in the findings of The Effective Provision of ... the critical role Preschool, Primary and Secondary Education (EPPSE) project (1997) education and and the HighScope Perry Preschool Study (2005). Both are significant care practitioners pieces of research that substantiated the findings that children who have in achieving attended a quality early learning these goals is not program benefited from improved lifelong academic, social, health and being recognised Lee Gane is a driven and productivity outcomes. passionate education or valued. The latest scoping of the fiscal benefit and care professional. She holds a Masters tells us that for every $1 invested in valuing of the work being undertaken in Training and early education, the long-term return by education and care practitioners is Development, a Bachelor to society is $13 through greater impacting negatively on the morale of Teaching in Early productivity (The Center for High of the education and care workforce. Childhood Education Impact Philanthropy 2015), increased and Care, a Diploma employability and less dependence As a consequence, the health and in Children’s Services on the welfare, health and criminal wellbeing of the education and care (Centre-based Care) justice systems. With a net estimated workforce is at an all-time low. benefit to the Australian economy of and draws on years of We are hearing that 180 education 10.5 billion dollars by 2050 of children lived experience in a and care practitioners are leaving who attend a quality service rated as range of roles across the field each week in NSW alone meeting or exceeding the National the education and care and that one in five education and Quality Standard (ACECQA 2017). profession. Having care practitioners leave the field each held positions as an The biggest contributing factor year. That is estimated to be around educator, early childhood to quality in the early learning thirty-six thousand education and teacher, director, environment is the adults in the care practitioners who will leave the approved provider, program, identifying further that the field in 2018 (United Voice 2014). validator, consultant, higher the qualification of the adults, trainer and assessor These numbers are staggering. The the greater the benefits were for in the EC field. Lee implications for the continuity of care children (Radich 2012). understands, recognises and the impact on the provision of and values the critical The education and care workforce quality outcomes for children are work and expertise of is at the forefront when it comes significant and this is evident in the the education and care to achieving the desired outcomes overall quality ratings with 24%, professional. for children and society. However, (that is a quarter) of education and the critical role education and care care settings not meeting or working practitioners have in achieving these toward the National Quality Standard goals is not being recognised or as seen in the NQF snapshot below valued. This lack of recognition and (ACECQA 2017).
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 17 PARTNERSHIPS
OVERALL QUALITY RATINGS
Not Yet Assessed, 1,930, 12% SIR, 39, 0% Working Toward, Excellent, 53, 0% 3,690, 24%
Exceeding, 27%
Meeting, 5,699, 37% 24% of services assessed have a rating of Working toward the NQS
This huge movement of staff impacts significantly on the context of providing care. In this view of education viability of a service. The continual turnover affects the and care, education is seen only in a formal learning continuity of care for children and the morale of staff that context and does not occur in the years before formal remain as not only is ongoing recruitment and induction schooling. This perception is also held by many a financial burden, it is challenging to continually be educators who do not have a sound grasp of child building new relationships whilst taking key staff away development, theory or the research around how from the children in their care and their regular duties. children learn. As a profession, how do we shift this When a setting struggles to establish a sustainable perspective and shine a light on the real knowledge team, they also struggle to develop, refine and build on and expertise of the education and care practitioner? practices that contribute to meeting and exceeding the The education and care profession is ideally placed to National Quality Standard. Having a strong, sustainable support and inform parents about child development, team is critical to establishing and maintaining strong, recognise and support early identification, and refer reciprocal and sustainable relationships with their and connect families with community services. To do communities which in turn impacts on the services’ so, they need to have the knowledge required of the capacity to secure financial sustainability for the role and confidence in their expertise. They need to get service and a quality brand. out from under the current pressures of their roles to The research is not ground breaking nor is it new be able to spread their wings and grow. knowledge. Yet the care and education of our young For the profession to move forward, education and children is still seen as a pink collar, domestic role care practitioners need to connect more and support that does not require any real expertise or specialised each other to minimise the stress levels and reduce knowledge. The Diploma of Early Childhood Education the huge turnover in the profession. We need to and Care contains 28 units of study and is the largest recognise the expertise in our colleagues, value each diploma qualification in the Vocational Education and other more and acknowledge the professionalism that Training (VET) system compared with the Advanced already exists within our field. By paying particular Diploma in Nursing which contains ten units of study. attention to the language we use, for example, if you The role of an educator and an early childhood teacher call yourself a child care worker then that is the light in working in education and care is often seen in the which your role is viewed. The term ‘“child care’” does
18 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 PARTNERSHIPS
not highlight the learning and education component of and skills so are therefore unable to speak confidently or your role and is more closely associated in the eyes of knowledgeably about their roles to families. community with care and babysitting. For the most part, EC practitioners are dedicated, hard We do not want to lose the word ‘care’ from our titles or working and passionate about their roles. Most are our work because our knowledge of child development giving their all and want to provide quality outcomes informs us of the significant role ‘care’ plays in ensuring for children. They are either overwhelmed or have children’s basic needs are met and is a foundation for all little idea what to do to improve their position. Without development and learning to occur. The accepted term the support of more experienced EC practitioners to is ‘Education and Care’ (EC) when referring to the field. inform and guide their learning, unless they engage This is inclusive of School Aged Care (SAC) settings and in ongoing professional development to build their SAC practitioners. We use the term ‘Early Childhood knowledge, these EC practitioners will not grow in Education and Care’ (ECEC) when referring specifically confidence or skill and the trends tell us they will soon to settings that cater for children zero to six-years-old. leave perpetuating the cycle of workforce turnover and the implications for quality practice. Effectively, our Identifying as an EC professional means nothing professional identity will remain unsubstantiated. unless the accompanying conduct also reflects professionalism. When each EC practitioner is invested Wage increases alone will not guarantee greater in their own professionalism, actively engages in recognition or professional status for the education ongoing learning and professional development to and care workforce. Only when the education and care ensure ongoing currency of knowledge and skills workforce stands together in support of each other, will essential to undertake the role at a high standard then the education and care profession grow in confidence and sustainable numbers. Let’s shift the balance and as a profession we will be seen in a professional light. realise the professionalism of the EC workforce from Only when EC practitioners across the field are able to being competent child care workers, practitioners engage with families and community and confidently relatively new to their roles, to have the bulk of the EC articulate the finer details of the work they do with workforce being highly skilled confident, experienced children; will the babysitter image ever change. and proficient practitioners. Only then will the EC Many of you will be saying you already do this and that workforce be able to confidently articulate the value your friends, families and communities already know and and detail of our work to families and communities in understand the importance of the work you do. That is for the numbers that will inform and influence. the most part true. However, can this be said across the Together we can increase our professional footprint, board? Take a moment to consider the large numbers shine a bright light on the education and care profession, of EC practitioners leaving the field every year. Add to and gain the recognition and professional status you that the knowledge that around 70% of EC practitioners deserve as an education and care professional. have only been in their role for one to three years and the steady decline in the quality of the training that is REFERENCES ACECQA, NQF Snapshot online, Q1 2017 retrieved on June 6, 2017 being delivered. The reality is a large proportion of the EC from http://snapshots.acecqa.gov.au/Snapshot/LIVE/build_C.html workforce are inexperienced and have identified that they EPPE Effective Provision of Preschool Education retrieved on feel undervalued, are drowning in the work and do not Oct 29, 2017, from http://ro.uow.edu.au/cgi/viewcontent. have the skills or knowledge they need to do the role. Our cgi?article=3155&context=sspapers large numbers of inexperienced EC practitioners do not HighScope Perry Preschool Study retrieved June 6, 2017 from feel supported and are not confident in their knowledge https://highscope.org/perrypreschoolstudy PwC 2014, Putting a value on early education and care in Australia retrieved on June 5, 2017 from https://www.pwc.com.au/pdf/ Demands for staff in Education and Care settings is increasing putting-value-on-ecec.pdf Radich Judy, Early Childhood Australia NQS PLP E-Newsletter retrieved on Oct 27, 2017 from http://www.earlychildhoodaustralia. org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E- Newsletter_No32.pdf The Center for High Impact Philanthropy retrieved on Oct 27, 2017 from https://www.impact.upenn.edu/our-analysis/opportunities- to-achieve-impact/early-childhood-toolkit/why-invest/what-is- the-return-on-investment/ United Voice 2014. Quality Matters Investing in Early Childhood Education and Care retrieved on June 7, 2017 from http:// www.uniglobalunion.org/sites/default/files/files/news/pci_ submission_2014.pdf !
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 19 FEATURES Cherie Lamb Practical strategies for working with traumatised children from refugee backgrounds in early childhood settings
Maryam, not her real name, drew Children who are refugees alongside me because she wanted It is hard to believe that there are to tell me her story outside of the more than 65.3 million forcibly focus group setting. She said, ‘I had displaced people in the world today to withdraw my son from child care (United Nations High Commissioner because he wanted to kill himself’. for Refugees 2016) and that more When I expressed surprise she than half of these are innocent repeated that child care had made children like Sarah and Benjamin. him ‘upset and suicidal’ and that Eighty per cent of these children are he was ‘cutting himself’. Maryam civilian war casualties who spend their is a refugee from a Middle Eastern childhoods far from their homes. They Cherie Lamb has country who arrived in Australia with are regularly exposed to violence, worked in the not-for- her nine-year-old daughter, Sarah, torture and abuse (Lloyd & Penn profit sector for more via a perilous boat journey after 2010). These children are at great risk than 25 years, running enduring unspeakable atrocities. On of labour market exploitation, human early intervention and arrival they were incarcerated in an trafficking, sexual exploitation and prevention programs Australian offshore detention centre military recruitment (UNHCR 2016). that facilitated access for several months while their claims for families from Each year approximately 13,750 of for asylum were processed. She told refugee and migrant the world’s displaced people are me that parenting was ‘very hard’ backgrounds into early accepted for permanent resettlement under the ‘horrendous’ conditions childhood services, in Australia. In addition there is a they had endured inside the camp. schools, family support fluctuating number who, like Maryam’s Her son, who I will call Benjamin, was and employment. family, are seeking safety while their Cherie recently led the born after her release from detention claims for refugee status are processed. EMBRACE – Culture and he was sitting alongside her, non- In 2015–2016, the Australian in Kindy Program, a verbal, clingy and anxious. Government granted 17,555 refugee statewide service that Maryam’s story is not an isolated and humanitarian visas (Department aimed to increase access case. Many children from refugee of Immigration and Border Protection 2016). This means that in the lottery to kindergarten for backgrounds, like Benjamin, are of life, a small but significant number families from diverse being withdrawn from early childhood of children who are refugees are cultural backgrounds. services across the country on either enrolled in or eligible to attend She founded and a weekly basis and educators will early childhood services in Australia. managed the Pathways never know why. The purpose of It also means that early childhood to Prevention Project, an this article is to assist educators early intervention and educators have a short window of to recognise, reflect and respond prevention program in opportunity to make a difference in the appropriately to the signs of refugee South West Brisbane lives of these children and to promote trauma in young children. I will and she previously their successful transition to formal draw upon a subset of research I coordinated the Families schooling. Whilst educators cannot conducted in South East Queensland in Cultural Transition fully erase the impact of trauma, it in 2015–16 with 55 participants who Program for refugee is possible to play an important role torture and trauma were early childhood teachers, family in fostering the conditions known survivors in NSW. Cherie support workers, bilingual workers to promote children’s happiness, conducted this research and refugee parents. I used in-depth, successful adaptation and resilience. as part of her PhD in the semi-structured interviews, focus School of Education at groups, observation and extensive Recognising the signs of trauma the University of New literature searches to illuminate the in young children England. gaps between current knowledge, Early childhood educators are finely theory and practice. tuned to respond appropriately to
20 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 FEATURES
children in distress. But this response is not always likely to exhibit signs or trauma as those who have activated for children from refugee backgrounds, as witnessed trauma first hand. In general, and contrary exemplified in Benjamin’s case. Maryam told me that to the beliefs of many adults, younger children suffer she would secretly look into the windows of her child more adverse effects as they are less able to make care centre and find her son sitting alone in tears. sense of what is happening. Older children, especially After what she had been through, she couldn’t bear it those who had a previous history of family warmth and removed him. This was common, and my research and affection, often possess internal resources to help participants theorised that it was because of a lack of them cope with stress (VFST 2016). training, lack of confidence, fear of doing the wrong If you are concerned about a child’s behavior find out thing and even discrimination against refugees. more about the child from their parent or guardian. Recognition and management of refugee trauma in young Contact the torture and trauma survivors’ service children has largely been the domain of psychologists in your state for information, guidance and referral and other health professionals. It became apparent protocols - http://fasstt.org.au. You may need to engage through the process of conducting this research that an accredited interpreter - https://www.tisnational.gov. many educators have limited understanding of the au. Interpreters are free for Queensland government impact of traumatic experiences on children and ways approved kindergartens https://www.tisnational.gov.au/ that this could moderated. Educators already use many Working with traumatised children strategies that, with insight and reflection, could be The higher the quality of the post-trauma environment, adapted for children from refugee backgrounds. The the more likely that child will recover. Early childhood first strategy is to learn to recognise the signs of trauma. services, often a point of first contact for parents learning Recognising trauma in young children is not always English, are well positioned to lead in this area. The straightforward because they do not have the language following table illustrates ways that common activities or cognitive development to describe or make sense of can, with further research, practice and reflection, be their experiences (Signorelli & Coello 2011). But just used to promote resilience in traumatised children. because a child cannot vocalise their experiences does Refugees are not a homogenous group of people and not mean that they are not suffering, as Benjamin clearly no two refugee journeys are the same. Learning more was. Recognising the signs and symptoms of trauma is about a child, their background, values and beliefs will an important precursor to making informed referrals, enable educators to design activities to meet specific individualising learning programs and restructuring needs. Be prepared to rethink a strategy if undesirable group activities to incorporate refugee children. Signs reactions are activated. Exercise some caution because of trauma are likely to occur in different configurations a ‘trigger’ for one child may have a benign effect on for each child. Becoming acquainted with a child within another. For example, the song ‘Row, row, row your the context of their family and their cultural community boat’ may not be appropriate for a child who has taken is fundamental for alerting educators to the possibility a perilous boat journey but may produce no ill effect for that a child may be experiencing trauma. a child who has arrived by plane. Likewise, ‘Five little When exposed to a life threatening situation the human ducks’ may be inadvisable to sing with a child who has body reacts to ensure survival by activating primal lost family members. ‘Hide and seek’ may be frightening instincts such as fighting, fleeing or shutting down. If these for a child who has been compelled to hide in confined responses are prolonged then ‘children’s physiological, spaces to survive. Red finger paint might represent emotional, cognitive and relational experiences remain hijacked by past trauma or continued response to trauma-based cues’ (Wollan, Delaney & Weller 2015, p. 205). Typical signs to look out for are: extreme ongoing distress when separated from a loved one; frequent sickness, headaches or stomach aches; nightmares; inability to play; concentration and memory problems; difficulty handling sensory input; aggressiveness; passive withdrawal; social and emotional immaturity; and short attention span for developmental age. Trauma can have such a profound impact that it is common for children to actually regress in their development (VFST 2016). Children, like Benjamin, who were born in Australia into a family with refugee experience, are almost as Isolated child
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 21 FEATURES
ACTIVITIES TO PROMOTE RESILIENCE IN TRAUMATISED CHILDREN Activity Theory Music Produces relaxing effect or increases arousal, depending on slow or fast music Singing Achieves balance through regulated breathing Message = ‘everything is OK’ Lullabies Facilitate emotional attachment Play-songs Help to self-regulate emotional responses Melodic or chordal patterns Containing or holding pattern to calm an agitated child Movement Helps to regain balance Swaying & rocking Calming effect Running & jumping Sensory stimulation providing a ‘sense of the body’s position’ Dancing Releases excess energy in hyper-aroused children. Provides containment in circle formations, organised steps and steady beat Interactive Play Enhances social system, cooperation & sense of belonging Ball games Balance, coordination and cooperation Games Shared problem solving activities Obstacle courses Develop problem solving and regulatory skills Wobbly wall’ Resilience building activity – children construct and knock down a wall with a collection of recycled boxes Adapted from Signorelli & Coello 2011.
Children participating in communal drumming activity
22 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 FEATURES
blood to a child who has witnessed execution. Be aware about interpreting services in early childhood contact of auditory triggers such as loud or sudden noises and the Queensland Department of Education and sensory triggers such as enforced eye contact as these Training https://det.qld.gov.au/earlychildhood/service- may disturb some children who have been verbally, providers/kindy-every-child/interpreting-support
physically or sexually abused (Signorelli & Coello 2011). REFERENCES So the lessons here are to ensure that programs Commonwealth of Australia 2016, The Department of Immigration and Border Protection Annual Report 2015–16. Department of are sensitive to a child’s individual needs, flexible Immigration and Border Protection (DIBP). Viewed 13 October enough to change as a result of triggers or parental 2017,
EVERYTHING YOU NEED FOR PRESCHOOL PROGRAMS
Numeracy Design & Construction Digital Technologies
Language & Literacy Music & Movement Active Play
P 1800 251 497 F 1800 151 492 teaching.com.au
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 23 FEATURES Dr Karen Hawkins ‘Ya gotta wear Billabong or ya can’t be in our gang’: linking teaching for social justice and inclusion with the EYLF and NQF
Introduction and theoretical background ‘Ya gotta wear Billabong or ya can’t be in our gang’ (Jake, aged 4 years). This comment prompted in-depth conversations among educators at two preschool centres on the mid Queensland coast quite some years ago. Together we (the educators and me) decided to delve more deeply into the children’s understandings regarding difference, diversity and human dignity (what I call the Three Ds). From these initial conversations a research project was formulated.
The research involved two preschool Therefore, teaching for social groups (Preschool A and Preschool justice challenges and counters B) totalling 45 three- to five-year-old stereotypes and upholds the dignity children and their educators (two of each individual and/or group and preschool directors, one teacher and promotes freedom and peaceful two teacher aides); who, with me, practices in the EC setting and became co-researchers. Before we beyond. began collecting data we decided to explore a theoretical framework that would support our research journey. We felt that Jake’s comment was Dr Karen Hawkins has embedded in social thinking; which been involved in education is linked to social justice. However, ... for the team, for over 30 years and the meaning of social justice is has held leadership dynamic and an extremely difficult social justice positions of preschool concept to define. It has social and director, liaison officer for temporal aspects to it that cause meant to uphold community health (early it to develop and change according childhood intervention) to time and place. Nevertheless, the dignity, and support teacher for it was important for our research learning difficulties; and team to have a workable definition equity, rights and has taught in the early of social justice as we were wanting freedoms of all childhood, primary and to teach by it. Ultimately, for the tertiary sectors. In 2010 team, social justice meant to individuals…and Karen was the Course uphold the dignity, equity, rights Coordinator (CC) for the and freedoms of all individuals communities, Bachelor of Education (importantly preschoolers) and (Early Childhood) communities; especially those who especially program at Southern are disadvantaged, oppressed and/ Cross University and is or discriminated against. those who are currently the CC for the Postgraduate coursework The team believed in teaching disadvantaged, programs and a lecturer for social justice, which is about in Early Childhood/ guiding children to value and oppressed and/ Primary Education. With care for themselves and others her first teaching degree in an atmosphere of compassion, or discriminated she also holds a Graduate understanding and respect (Greene Diploma in Special Needs 1995). It celebrates and positively against. Education, a Masters of recognises difference, diversity and Education and a Doctor of human dignity while encouraging Philosophy. unity and solidarity (Rorty 1993).
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Unfortunately, some tend reading the word, and the to think that only older subsequent reading of the children, teens and adults Studies have word cannot dispense with are worthy of understanding consistently shown continually reading the important concepts such as world’ (p. 118). Therefore, justice, equity and respect that children have the our research question for the Three Ds. Yet it is was formulated: How can during the early years that aptitude to recognise children’s literature be used attitudes and aptitudes in our preschool settings to towards these concepts differences (racial, support and promote the are formulated. Indeed, 3Ds and teaching for social by the time children reach gender, cultural, justice? preschool age they have physical etc.) and The research had three already become socially phases: 1. The orientation proficient in the ways they to develop negative phase where a picture appropriate and manipulate book was read to each of racist, bias and prejudicial attitudes and the preschool groups by discourses (Van Ausdale & their teacher and then I had Feagin 2002). Studies have prejudices towards individual conversations consistently shown that with each child regarding children have the aptitude certain individuals and the books (which will be to recognise differences discussed later); 2.The (racial, gender, cultural, groups from the age action research phase physical etc.) and to develop of three which was undertaken over negative attitudes and a 10 week period whereby prejudices towards certain critical picture books that individuals and groups from highlighted social justice the age of three (Connolly 2003). So, much research issues related to the 3Ds were read and discussed has concluded that very young children have the at length and in-depth with each pre-school group; capabilities for prejudice that can lead to disrespect 3. The post action research phase involved individual and exclusion. However, not much research has been conversations with each preschool child following a undertaken that explores the possibilities that might reading of the same book that was read during the help change these attitudes (or at least influence orientation phase. these attitudes in a more positive way). Orientation phase: exclusivist language The research During the Orientation Phase Preschool A read The team decided to use picture books as catalysts Bunyips Don’t (Odgers 2004); and Preschool B read to initiate conversations with the preschoolers The Paper Bag Princess (Munsch 2009). Both books regarding social justice highlight and challenge issues and the Three Ds bullying, stereotyping and for the following reasons – suppression; and both a picture book is a ‘mini- The [preschoolers’] challenge taken-for-granted world’ that demonstrates assumptions regarding an autonomous worldview; comments aligned appearance and conformity. it can help grow cultural with other research However, the preschoolers’ schemata and knowledge initial comments were of the ‘real world’, and can findings that discovered interesting (and quite help challenge the status exclusivist). The comments quo and taken-for-granted young children can aligned with other research assumptions by exposing findings that discovered stereotypes, prejudice and have stereotypical and young children can have bias. As Paulo Freire (1996) stereotypical and prejudicial so eloquently proposed: prejudicial views. views. Below are a few ‘Reading the world precedes examples:
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 25 FEATURES
Preschool A: zz ‘They shouldn’t leave her out.’ zz ‘All bunyips should act the same’. zz ‘That’s not right. He shouldn’t treat her that way!’ zz ‘It’s okay to have different skin. That’s just the way zz ‘All people should be the same’. it is.’ zz ‘… kids made fun of Young Bunyip because he was zz ‘We can share; ‘cos we all got something we can big and fat (different) so he wouldn’t sing or dance share.’ or play ever again’ (this comment goes against the storyline of the book. The team felt that this child Post action research phase: inclusivist language was projecting his own schemata into the story). During the post-action research conversations, it was noted that the preschoolers used language Preschool B: that could be classed as inclusivist (as opposed zz ‘She’s yucky and different’. to the pre-action research conversations). Indeed, zz ‘I don’t like shabby people’ (an interesting adjective the postmodern picture book can go a long way for a 4-year-old). in highlighting social injustices and encourage deep discussions on difference, diversity and human dignity. zz ‘Girls shouldn’t save boys’. These comments are taken from the post action zz ‘I’d save her (pointing to the picture of the neat research conversations. and clean princess in a regal gown adopting a zz ‘We’re the same on the insides. We all have bloods.’ submissive stance to the prince) but I wouldn’t zz ‘It doesn’t matter what you look like on the outside.’ save her in that paper bag … she’s all dirty’ (pointing to the illustration of a dirty, dishevelled princess zz ‘It’s okay … it’s good to be different.’ adopting an aggressive zz ‘Being kind is what stance to the prince). matters.’ zz ‘They should play Action research phase: ... the postmodern together!’ human rights language developing picture book can zz ‘It don’t matter what you wear. Like the princess … Critical picture books that go a long way in she was kind and brave.’ highlighted social justice zz ‘That prince is a woos issues and the Three Ds highlighting social … All he cares about is his were read to the preschool beautiful clothes.’ groups and open discussion injustices and encourage The research team believed encouraged. While the deep discussions on that the intervening educators did use guiding pedagogical strategy of questions to get discussion difference, diversity and examining social justice going, for the most part issues through children’s these discussions were human dignity. literature and employing child-driven. All storytime the strategies mentioned sessions were videotaped. below have been successful. The study impacted The team then analysed each session and, based on positively on the development of the preschoolers’ the children’s perceptions, interests and attitudes, understanding of and sensitivities to social justice picture books were chosen for the following week that issues and has assisted the educators with strategies would build on this prior knowledge, and nurture the for teaching for social justice. At the end of the school preschoolers burgeoning understandings of the Three year, and one term after the action research had Ds. A lot of ‘Human Rights’ language was noted during completed, teachers documented that the preschool the action research phase: groups involved in the study were more cohesive, zz ‘That’s no fair!’ harmonious and inclusive than they were before the study began. zz ‘Hey, unfair …’ zz ‘It’s okay to be different.’ Major finding Carefully and purposefully listening to preschoolers’ zz ‘It’s what’s in your heart that matters.’ responses to picture books (without judgement or zz ‘That’s being a bully. Not good!’ criticism), allowing plenty of time for responses
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and encouraging open debate among the whole responses and related posters and making class or small group, supported the preschoolers available relevant jigsaws, dolls and games; understandings and respect for the Three Ds. This is zz involving and informing parents; and referred to as Sustained Shared Thinking and Sustained Cognitive Engagement (Robson & Flannery Quinn zz embedding teaching for social justice into the 2015). A listening pedagogy that respects children’s curriculum through the above strategies. capabilities and also their rights, and supports their Conclusion and ‘food for thought’ learning in the most effective and positive way is being From the above discussion and research findings it is increasingly recognised as vital to good practice in clear that teaching for social justice and the judicious early childhood education (Siraj-Blatchford 2009). use of critical picture books in the preschool setting It is very effective and beneficial when discussing difference, diversity and dignity. aligns with both the Early Years Learning Framework (including all five learning outcomes) and the National Successful strategies Quality Framework (particularly QA1, QA5 and QA6). zz Reading and discussing critical picture books that The building blocks to a peaceful, productive and respectfully and sensitively celebrated difference harmonious future may be found in teaching for social and diversity of race, ethnicity, skin colour, culture, justice and the Three Ds. However, teaching for social gender, sexuality, ability. justice must begin in the early years to ensure a society zz Reading and discussing critical picture books that that values difference, diversity and human dignity with challenged the status quo. the view to a dynamic, inclusive, respectful humanity. It’s zz Elevating the status of storytime (not simply a a wonderful world out there, but we still have a long way ‘time filler’ e.g. before home time; or between to go to bring about global change to support and respect inside outside play) to an important and pivotal the Three Ds. As Maxine Greene (1995) encourages: part of the preschool day. ‘We can bring warmth into places where zz Placing the social justice issues covered in the young children come together… we can bring picture books into the preschool context. in the dialogues and laughter that threaten zz Carefully and purposefully listening to preschoolers monologues and rigidity. And surely we can responses to picture books (without judgement or affirm and reaffirm the principles that centre criticism), allowing plenty of time for responses and around belief in justice and freedom and respect encouraging open debate among the class group. for human rights.’ (p. 43) zz employing guided questions or comments to REFERENCES introduce the literature and orientate the children Connolly, P 2003, ‘The development of young children’s ethnic to the social justice issues highlighted in the texts; identities’, in C Vincent (ed.), Social justice, education and identity, RoutledgeFalmer, London. zz utilising open-ended and higher order questioning Freire, P 1996, Pedagogy of the oppressed, Penguin Books, London. techniques; Greene, M 1995, Releasing the imagination: essays on education, the zz inviting, on a regular basis, people of diverse arts, and social change, Jossey-Bass Publishers, San Francisco. races, cultures, abilities and backgrounds to the Munsch, R 2009, The paper bag princess, Annick Press, New York. preschool to share their ideas, games, food, music, Odgers, S 2004, Bunyips don’t, Scholastic, Sydney. art, language, wisdom, expertise and knowledge; Robson, S & Flannery Quinn, S 2015, The Routledge International handbook of young children’s thinking and understanding, zz responding to social justice issues through action Routledge, New York. (for example encouraging the sharing of what the Rorty, R 1993, Contingency, irony and solidarity, Cambridge children have – clothes, toys – with those who go University Press, New York. without; supporting inclusion in play situations at Siraj-Blatchford, I 2009, ‘Conceptualising progression in the preschool); pedagogy of play and sustained shared thinking in early childhood education: a Vygotskian perspective’, Educational and zz revisiting whole texts or parts of texts for Child Psychological Society, vol. 26, no.2, pp. 77-89. clarification; Van Ausdale, D & Feagin, JR 2002, The first R: how children learn zz encouraging artistic response to the texts read race and racism, Rowman and Littlefield, Oxford. (for example re-enactment, drawing, construction, FOOTNOTE: dramatic play, music, singing and dancing); If you would like some explicit examples of critical picture books; and also more explicit information on how the research within this zz reinforcing and consolidating social justice issues article links with the EYLF and the NQF, please do not hesitate to read in texts by displaying preschoolers’ artistic contact me via email: [email protected]
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 27 FEATURES Jane Goodfellow Play as a learning framework for young children with additional needs
Best practice in early years curriculum delivery is emphasised through a child initiated and educator supported program (Department of Education, Employment and Workplace Relations 2009). This focuses on a play- based pedagogy responsive to children’s individual strengths, needs, motivation and interests. Early childhood practitioners already acknowledge that play provides children with an opportunity to learn and practice new skills and concepts, build meaningful relationships with others and contribute to their successful development in all domains. However pedagogical practices for children with additional needs can sometimes have a different emphasis, more often than not being adult initiated and planned, based on specific goals and targets frequently reinforced through a therapy approach (Fallon & MacCobb 2013).
To ensure young children reach the play space. Likewise, if there are their potential in early childhood, too many resources available in a play a child initiated program must space the child can be overwhelmed not only be based on the child’s with choice (Curtis & Carter 2015). current developmental level, needs Movement and noise levels in and interests, but also address classrooms can cause anxiety and conceivable barriers to play. fatigue in some children and impede This means that early childhood communication (Curtis & Carter practitioners need to reflect on their 2015). Having a quiet relaxed space pedagogical framework and consider where children can escape helps the flexibility of the environment, with self-regulation. A large box or a Jane Goodfellow is an curriculum, and resources, to support teepee are examples of spaces that early childhood special children with additional needs in their children can retreat to. Add cushions, needs teacher and endeavour to play. has also been working cuddle toys, a basket of sensory toys, as a tertiary lecturer How can educators encourage soft blankets (weighted blankets if in education for the and support access to play? appropriate), books, headphones and last 20 years. Jane’s There are five essential components small musical instruments. early childhood work of an early childhood program that As many children with additional is as a part-time Pre-K require reflection to maximise the needs are predominantly visual teacher with children learning through play opportunities learners, using colour to denote play with autism and is for children with additional areas is a useful strategy. Coloured experiencing success in needs. These are the physical tablecloths, placemats under play her student’s learning environment, program scheduling, materials, mirrors used to ‘frame’ and development teaching practice, resources, and resources, baskets and trays can through a play-based communication strategies. all help children to clearly see the curriculum. Being potential play materials and make profoundly deaf herself, 1. Physical Environment them more enticing. Jane recognises the To assist early years educators to unique communication provide an accessible, equitable and 2. Program schedule and academic needs supportive physical environment, a Some children will have difficulty of young children with number of considerations need to managing their own activity levels, additional needs and is be made. Resources and materials their need for stimulus, or have committed to sharing should be carefully curated. A short attention spans. As a result, this knowledge with her cluttered environment can lead to routines like ‘group time’ need to professional network. overstimulation and be overwhelming be kept very short and highly for some children, resulting in stress interactive. Educators should also be based behaviours or withdrawal from clear on why certain routines are
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free play (Kemp, Kishida, Carter & Swellor 2013). Therefore blending different activities together, such as reading a story while children are eating, ensures more valuable engagement time. This strategy demonstrates educator flexibility, especially where expectations of participation are concerned. Some children will not want to be part of certain routines so this must need to have regular sensory input, be acknowledged and alternative experiences made available that recognising that self-stimulatory still target intended learning behaviour serves a calming outcomes (Conn-Powers, Cross, purpose, or a need for comfort. Traub & Hutter-Pishgahi 2006). Adult interventions in play must be unobtrusive but purposeful. 3. Teaching practice Playing alongside the child will implemented and ensure they have Children with additional needs give educators the opportunity to an appropriate learning outcome have the potential to achieve prompt the child, model specific or focus linked to the children’s significant developmental gains play behaviours and skills, but also development. For children who from a child led play based provide an opportunity to invite require stimulation during these program, but most importantly other children to play (Fallon & group times, providing a basket of the adults implementing the MacCobb 2013). Children with sensory toys or a drawing board program must be skilled in play additional needs will sometimes can help the child self-regulate. intervention (Kemp et al 2013). not know how to correctly To do this successfully it is vital Some children with additional manipulate various resources and that early childhood practitioners needs can be overwhelmed play materials so interventions develop positive relationships with transitioning from one routine such as modelling how to use the children first. Relationships to another and will require more materials; using tongs to pick up that are based on respect and time to do this successfully. small items, cutting up play fruit responsiveness to the child’s Transition strategies such as using or tucking a baby doll into bed, will needs are more likely to lead to a FIRST-THEN card, or using visual often be necessary (Barton 2015). secure connections. In the case schedules, can reduce anxiety and of responding to the child’s needs Adults also play an important role assist the child to prepare for the this could be anything from their in attuning to the interests and next routine. Similarly, longer periods of play will need to be allocated. If an hour has been assigned to free play but the child takes fifteen minutes to transition, this can greatly reduce the total time the child has to engage in play. Social play types can also pose challenges and again, may take the child considerable time to engage successfully with other children (Mills, Beecher, Dale, Cole, & Jenkins 2014). Research shows that children with additional needs are least engaged during group times and group activities but more engaged in learning during eating routines and
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 29 FEATURES
of developmental domains. While – Photographs of the children many of the suggested resources in frames that can be moved are a mainstay in early childhood around the different play environments, children with areas. These attract a child to additional needs will sometimes play areas. use them in alternative ways. – Tablecloths (large thick Some resources include but are cotton). These soften the visual not limited to: environment but also highlight – Bubbles to promote sensory resources for children with motor skills and to help sight difficulties. children regulate their activity levels. Bubbles often have a – Funnels, scoops, spoons, pipes, calming effect. and tubes for exploration. – Scarves, ribbons, long lengths – Letters and numbers in of fabric, or a parachute for concrete materials to add to sensory play. play opportunities. individual strengths of the child and – Rice/bird seed/stones for – Collection of small plastic incorporating these throughout the pouring and scooping. Rice balls. Large cardboard boxes program to stimulate engagement. can be used long term and make great ball pits. To do this, materials and play is helpful if children are still – Sensory and fiddle toys that spaces should respect a child’s mouthing the resources. are easily accessible to the sensitivities or preferences and – A large cardboard box to hide child. provide multiple ways for children in, as a prop for role play, or as to demonstrate their learning and a calm down space. – Puppets for teaching social engagement (Conn-Powers et al skills and encouraging 2006). – Trays and placemats in all language. sizes, shapes, textures and Similarly, working with a colours to frame resources – Bells/drums/and other child’s obsession will help the and play materials. musical instruments that can child to sustain attention in be easily handled. a play experience. If the child’s – Photographs of the children obsession is with fabric, create (laminated) to hide in the play – Squares of artificial grass a play experience with a large areas for children to discover. and wood slices that can be box filled with scarves and other sensory fabrics. Add rice, tongs, and scoops to encourage fine and gross motor play. If the child is obsessed with trucks or cars create sensory based small world play with small stones, dump trucks and roads.
4. Resources Resources within early years play- based programs for children with additional needs should exhibit a number of characteristics. Resources may be eaten, thrown or dropped so they need to be both robust and safe. They should also be open-ended, flexible, varied and be able to be used in multiple ways to support a range
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and hand-over-hand or hand- under-hand support, will also assist the child to gain meaning. It is important to note that all children with additional needs are individual and will therefore require a variety of different strategies. The strategies above are just some of the suggestions and ideas to support a play based program for children with additional needs. A child who is engaged in play is functioning at that very moment close to their optimal developmental level (Vygotsky 1967), and isn’t that what we want for all children?
REFERENCES Department of Education, Employment and Workplace Relations 2009, Belonging, being and becoming: the early years framework for Australia, Department of used for construction and have an element of realism. Education, Employment and Workplace Relations, Canberra, Retrieved from small world play and have an This is especially important http://www.acecqa.gov.au/Search Results element of texture. for children with autism or .aspx?keywords=early+years+learning global developmental delay +framework – Lightbox and other sparkly as imaginative play can be a Barton, E 2015, ‘Teaching generalized surfaces to add manipulative challenging concept. pretend play and related behaviours resources. to young children with disabilities’, Exceptional Children, vol. 81, no. 4, pp. 5. Communication strategies – Mirrors in all shapes and sizes 489-506. that can be incorporated into Using multiple communication Curtis, D & Carter, M 2015, Designs for the play spaces. strategies will help children with living and learning, 2nd edn, Redleaf language and auditory processing Press, Canada. – Mirror and sensory blocks to difficulties participate more fully Conn-Powers, M, Cross, A, Traub, E & encourage construction play. in the program. Strategies can Hutter-Pishgahi, L 2006, ‘The universal design of early education: moving – Play props such as dolls, plastic include photographs, pictorial forward for all children’, Beyond the animals, and wooden food that drawings, symbols, words, songs Journal, pp. 1-9, viewed 10 October and sounds. Visual communication 2017,
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 31 FEATURES Dr Jeanette Fresne and Dr Rebecca Giles Orchestrating young children’s moving and music making
Young children are born musicians with a usual enthusiasm for all things active and loud. Early childhood teachers can capitalise on children’s innate ability to create sound and natural tendency to move as a means for making circle time more meaningful. Immersing young learners in activities emphasising play, vocal exploration and interaction creates numerous opportunities to explore musical concepts, encounter the richness of language and develop a love of reading (Hall & Robinson 2012). Even the most non-musical adult can confidently incorporate music and movement into group learning experiences using the suggestions provided below.
Begin with a beat Beat is a basic element of music or a high-concentration activity. Once defined as an unchanging continuous the children are able to develop and pulse, like a heartbeat. Unlike begin to control their listening skills, rhythm, which can have a regular they are better able to regulate their or irregular pattern, beat remains own behaviour (Gooding & Standley constant (Flohr & Trollinger 2010). 2011). ‘Standardized testing shows There are a variety of ways to ‘keep that children with steady beat a steady beat’, a phrase that is independence are better readers and frequently used in discussing beat more successful in mathematics. with children. One way is for children Dr Fresne has Further, teachers report that children to respond to books with a strong taught music and with better abilities in steady beat beat by saying the rhythmic words music integration are more well behaved in class and in unison without a song. Books in elementary/high have less aggressive physical contact such as In a small, small pond, One schools, universities, with other students’ (Weikart 2003, grey mouse and The piggy in the and private piano studio p. 87). The benefit of steady beat is puddle are recommended reading with students from nine attributed to its powerful function as for emphasising beat (Tunks & Giles months to 70+ years. an organiser (Giles & Fresne 2012). 2013). Increasing children’s attention One of the ways in which we observe to the beat of picture books helps people keeping a steady beat is through rocking. This self-soothing movement calms children and adults and helps to refocus attention. Once the children Children can rock while sitting cross- legged on the floor – front-back or are able to side-to-side – while singing a variety of develop and songs. While lullabies are well suited to this activity, Twinkle, Twinkle, Little begin to control Star and other well-known children’s songs, like A Tisket, A Tasket, Are You their listening Dr Giles is a teacher Sleeping and Eency, Weency Spider, skills, they are educator with have a lilting quality that makes prekindergarten, rocking feel quite comfortable. better able to kindergarten and first Small rocking movement is a strong grade experience. She indication of internalising the steady regulate their own has published and beat. Calming children serves to presented on a variety of additionally focus their attention for behaviour early childhood topics. the next event, whether it is nap time
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and behavioural management. child to have a chance to play an It is important to remember instrument. One of the wonderful that musical instruments are effects of using instruments in the not toys. While instruments for classroom is the increase of on-task early childhood classrooms are behaviour. Additionally, it becomes designed for young users and unnecessary to separate a child made of durable materials, they with off-task behaviour. Children are teaching tools. Beginner quickly realise that exhibiting instruments should be used to off-task behaviour results in the train children how to play and teacher removing their instrument. properly treat instruments in order Typically, the desire to play an to create the desired sound with instrument is sufficient motivation minimal breakage. Toward this to ensure appropriate conduct. end, instruments should never be Several simple instruments, available to students when they such as the egg shaker, tick-tock are unsupervised or without a and jingle bells, work well for specified purpose. Amelia is playing a cactus rainstick from young children keeping a steady Chile. To play the rainstick, the child slowly beat (Fresne & Giles 2015). turns it upside down allowing the contents Another option is the lollipop inside the hollow tube to create the sound of rain. drum. Designed and shaped like a lollipop, the flat drum head is them to internalise the steady beat attached to a long handle and can as they hear or read a story (Block be purchased in varying sizes (6, 2001). 8 or 10 inch). If these choices In addition to chanting the text are not accessible, teachers can children can respond to the beat explore the instruments they have in books with uncomplicated readily available to determine movements. Over in the meadow is which instruments work best a counting book and folk song. The to keep a steady beat. Steady gentle, flowing melody promotes beat instruments should have natural rocking or swaying while something that strikes it, usually each verse allows the teacher to the hand or a mallet, and should count in English followed by an not be too small. Since small introduction to counting in any language. Beat activities, however, should not include clapping or By tapping the jingle bells in his open hand, Beckett is keeping a steady beat. marching at a young age, since these skills are much better suited for older children. Age-appropriate When instruments are provided creative movements engage for an identified purpose, such as children in activities that stimulate keeping a steady beat or making their interest and foster expected sound effects in a story or song, behaviours. For young children, the children can be shown these motions and movements how to correctly hold and play may include rocking, tapping, the instruments when they are patting thighs (often referred to as distributed. Only a few children at a ‘patsching’), shaking, wiggling, or time (about one-third of the class) playing instruments. should have an instrument to play. If the class size is very small, it Adding Instruments may be appropriate for half of the Using instruments in the early children to use an instrument at childhood classroom has multiple the same time. The activity should Cameron can hold and play a larger triangle more easily than a small triangle. Triangles benefits, including keeping a be repeated immediately, usually are used to provide a special effect rather steady beat, sound exploration two or three times, for each than for keeping a steady beat.
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 33 FEATURES
instruments require fine motor effect, a child must listen for a skills, small hands need larger specific word and then execute instruments. Mallet size should a specific action, in this case also be considered. Thicker mallets playing an instrument, in a way are easier for small hands to hold, that the teacher has specified. and shorter mallets are easier for Adding sound effects is also a children to control. Eggs, maracas, beneficial exercise for following jingle taps, and jingle bells do not directions. As such, it is imperative require a mallet or striker, but that the teacher be explicit in can be used for steady beat when her instructions. If the teacher is they are held in one hand and reading Jingle bells by Iza Trapani tapped with the fist of the other and says, ‘Tap the jingle bells when hand. In general, avoid playing any you hear the word “snow” in the instrument in such a way that it story’, the child may tap one time or appears as if water is being shaken eight times, and both are correct! off the instrument, as this creates a random, dissonant sound. Some instruments, like a triangle, rain Emmett is playing a rainstick designed for young children to watch the beads strike each stick or thunder tube, are best level, which creates the sound of rain. Once used sparingly rather than for a the beads are at the bottom, Emmett will slowly turn the rainstick upside down again to constant, repetitive sound. These continue the sound of rain. instruments should be used to add a special effect rather than steady beat (Fresne & Giles 2015). Preschool children enjoy being active in music making, and Musical experiences are an research shows that active effective way to build listening interventions lead to increased skills in early childhood classrooms participation (Gooding & Standley (Hirt-Mannheimer 1995; Wolf 2011). Whenever instruments 1992). One way to direct children’s are present, children without an attention to a particular word or instrument should be assigned phrase is to add sound effects to a specific movement to perform. a story or song. To add a sound This ensures that everyone is contributing to the story or song. By tapping the egg shaker into the open palm of her hand, Chase keeps a steady beat while In addition to using the steady the class sings! beat motions suggested above, movements can be coordinated to Be precise by saying, ‘When you frequently mentioned characters. hear the word “snow” in the story, Animal characters are especially tap the jingle bells two times’. easy for adding movements. The teacher may also choose to For instance, when reading The include directives of dynamics tortoise and the hare: an Aesop (volume) or tempo (speed) (Smale fable children can be instructed 1994). For example, when reading to stand and slowly shift their Gilberto and the wind, she may say, weight from one foot to the other ‘When you hear the word “wind” four times when they hear the tap the maraca four times softly’. word ‘tortoise’. When the hare Slow snail and Quick duck, both appears in the story, the children by Mary Murphy, are good tempo- quickly run in place for three tapping choices. Similarly, rhythm counts while saying ‘run, run,
Emmett produces sound on the tick tock, patterns on varied instruments run’. Similarly, wings can flap, created from wood, by tapping with a wooden could be assigned for the color trunks can sway, and insects can mallet. An interesting and durable instrument, the tick tock is perfect for keeping a steady words in Color dance, Mouse paint ‘buzz’ when singing. Children will beat while other children sing or dance! or Colors! ¡Colores! delight in associating easy actions
34 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 FEATURES
part, should translate the animal Miller, BA 2008, ‘A harmonious duet: music through movement. The seals on and children’s literature’, General Music Today, vol. 21, no. 2, pp. 18–24. the bus or In the tall, tall grass may Smale, M 1994, ‘Picture books as music be experienced in the same manner, resources’, General Music Today, vol. 8, or for a variation on animal-related no. 1, pp. 24–25. movements, each character can be Scott, LK 2004, ‘Early childhood brain represented using Australian Sign development and elementary music Language (Auslan). curricula: are they in tune?’, General Music Today, vol. 18, no. 1, pp. 20–27. Conclusion Tunks, KW & Giles, RM 2013, ‘Read The concept of consistently using aloud, sing along, and move around: musically motivating children with movement, musical instruments books’, Perspectives: Journal of the and vocal exploration with children Early Childhood Music & Movement is supported through research. As Association, vol. 8, no. 3, pp. 6-12. children develop language skills, Weikart, PS 2003, ‘Value for learning and research shows corresponding living: insights on the value of music development in music skills (Scott and steady beat’, Child Care Information Exchange, vol. 153, pp. 86-88. Noah keeps a steady beat on the lollipop 2004). Additionally, incorporating Wolf, J 1992, ‘Let’s sing it again! Creating drum. Older children can hold this light- music throughout the early weight instrument. For small children, it is music with young children’, Young more easily played if the drum is placed on childhood years strengthens the Children, vol. 47, no. 2, pp. 56-61. the floor in front of the child. ability to connect diverse subjects through the common elements CHILDREN’S BOOKS with the animals featured in (Miller 2008). However, the best Color dance by Anna Jonas. (Greenwillow, 1989) such traditional favorites as The reasons for moving and music unicorn and A place in the choir. Colors! ¡Colores! by Jorge Luján. Illustrated making are the children, who reap by Piet Grobler. (Greenwood Books, Combining literature with musical countless educational rewards from 2008) experiences positively enhances experiences they find engaging, In the small, small pond by Denise Fleming. children’s ability to acquire basic interesting, and entertaining. (Henry Holt Books for Young Readers, pre-reading concepts (Giles & 1998) REFERENCES Fresne 2013), such as oral language In the tall, tall grass by Denise Fleming. Block, BA 2001, ‘Literacy through (Square Fish, 1995) development and narrative skills. movement: An organizational approach’, Journal of Physical Education, Gilberto and the wind by Marie Hall Ets. Enhancing a story with instrumental (Live Oak Media, 1983) effects and associated actions Recreation & Dance, vol. 72, no. 1, pp. 39–48. Jingle bells by Iza Trapani. (Charlesbridge, aids in story comprehension and Flohr, JW & Trollinger, VL 2010, Music 2007) sequence of events by focusing in elementary education, Prentice Hall, Mouse paint by Ellen Stoll Walsh. (HMV children’s attention on predicting Boston, MA. Books for Young Readers) what will happen next. Old Fresne, J & Giles, RM 2015, ‘Musical One gray mouse by Katherine Burton. MacDonald had a farm, illustrated exploration for emergent readers: story Illustrated by Kim Fernandes. (Kids Can time as song time, too’, Children Our Press, 1996) by Pam Adams, sings the story of Concern, vol. 7, no. 1, pp. 11–19. Old MacDonald in a version that Old MacDonald had a farm. Illustrated by Giles, RM & Fresne, J 2012, ‘Connecting Pam Adams. (Child’s Play International, is additive. The first animal met is music, movement, and mathematics’, 2000) the dog. One child should play an Perspectives, vol. 11, no. 1&2, pp. 22–25. Over in the meadow by Jill McDonald. instrument or sing ‘Bow wow’ while Gooding, L & Standley, JM 2011, (Barefoot Books, 2012) everyone else sings the remainder ‘Musical development and learning characteristics of students: a Quick duck by Mary Murphy. (Candlewick of the song. Next, the sheep enters comparison of key points from the Press, 2013) with a ‘Baa, baa’, which should research literature organized by age’, Slow snail by Mary Murphy. (Candlewick be assigned to another child as Update: Applications of Research Press, 2013) in Music Education, vol. 30, no. 1, pp. an instrumental or vocal solo. All 32–45. The piggy in the puddle by Charlotte animals except one are assigned Pomerants. Illustrated by James Hall, SN & Robinson, NR 2012, ‘Music Marshall. (Aladdin, 1989) to individual children. The entire and reading: finding connections from class is given the opportunity to within’, General Music Today, vol. 26, no. The seals on the bus by Lenny Hort. 1, pp. 11–18. Illustrated by G. Brian Karas. (Square make the one remaining animal Fish, 2003) Hirt-Mannheimer, J 1995, ‘Music big for sound together. Children, who do little folks’, Teaching Music, vol. 3, no. The Tortoise and the Hare: An Aesop Fable not have an assigned solo sound 2, pp. 38–39. by Janet Stevens. (Holiday House, 1985)
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 35 FEATURES Ingrid C. King Why children aren’t physically ready for school and how you can help
Young children are born musicians with a usual enthusiasm for all things active and loud. Early childhood teachers can capitalise on children’s innate ability to create sound and natural tendency to move as a means for making circle time more meaningful. Immersing young learners in activities emphasising play, vocal exploration and interaction creates numerous opportunities to explore musical concepts, encounter the richness of language and develop a love of reading (Hall & Robinson 2012). Even the most non-musical adult can confidently incorporate music and movement into group learning experiences using the suggestions provided below.
A nation inside child in early childhood facilities is We are becoming a nation of the large and varied enough, as for many great indoors. Today, one in three young children, it’s their primary Australians spend less than 18 exposure to the outdoor world. minutes a day engaged in outdoor Children are best able to build recreational activities. Childhood has strength and coordination through moved inside over the last twenty spontaneous and unstructured play. years. Our children spend less than Movement and exposure to nature are two hours a day outdoors ranking as two critical factors needed for healthy some of the least active in the world child development. Young children (Zotti 2014). On average they spend need to spend two to three hours Ingrid King is an less time outside than a maximum each day in active rough and tumble occupational therapist security prisoner! play to achieve adequate sensory on the Sunshine Coast. stimulation for the development She has a passion Why aren’t today’s children playing of their vestibular, proprioceptive for school readiness outside until mum calls them in for and tactile systems. With less time arising from her therapy tea? Australian children are spending available for this, it’s not surprising experiences with about four hours a day on screens. that occupational therapists are children, her Masters in By increasingly relying on technology being increasingly called upon to Occupational Therapy, for most of their play, they are assist children like Ben. and her journey as a dramatically limiting opportunities mother and ex-home for unstructured active outdoor play. Ben’s story educator. Ingrid believes Increasing screen time is not the Five-year-old Ben thought being at in equipping children only culprit. Other factors include school was hard. He couldn’t seem to with the foundational the increasing impact of urbanisation keep up. His fingers got so tired. No skills for success at with a lack of access to natural matter how hard he tried, his letters school. She has spent environments. This is compounded and numbers were big and wobbly many years trialling, by the declining size of the average looking. He wished that his drawing researching and Aussie backyard. and colouring wasn’t scribbly. During developing music and maths he kept dropping the counters. activity resources. These Time poor parents along with a culture Did the other kids think he was dumb? are now used in over ten of risk aversion, means that today’s countries. Ingrid enjoys children have less space to roam and Ben’s Prep teacher noticed that he conducting workshops play. Super ‘safe’, artificially designed often sat with his shoulders hunched and collaborating with outdoor play spaces seldom allow for up or rested his head on the table educators, teachers and the depth and the range of sensory during bookwork. She observed parents. motor experiences that children need him swapping the crayon from his to develop their motor skills. It is right to left hand while colouring his worth considering if the regulated worksheets. While he held his pencil amount of outdoor play space per okay, he didn’t seem to have good
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control over it at all. Ben produced very little written how many will have these physical challenges? Do work. His ‘stories’ consisted of a word or two. She you struggle to identify them as they don’t meet the was worried as he was falling behind and becoming criteria for a diagnosis? discouraged. Without training, it’s easy to miss the Kindergarten Ben’s parents reported that Ben had avoided pencil and Prep children who have or are at risk of more and paper type activities at Kindy. They expressed subtle motor delays. Identification is particularly concern about Ben’s low self-esteem. But Ben is challenging in the unstructured play environments of not alone. In his Prep class of 27, there are six other early childhood setting. Children tend to avoid things students quietly struggling to physically cope with they find difficult. Without well trained eyes to see their school days. subtle signs, these children slip through the cracks into Prep. Valuable play opportunities to hone in on Alarming emerging trend required skills are lost. Between four and six years of Alarmingly, according to findings from the Australian age there’s a critical window for the development of Early Development Census, in Prep classrooms, one fine motor skills. out of four children age five years is behind in their fine and/or gross motor skills, physical independence and/ Occupational therapists who work with children or readiness for the school day. This doesn’t include are ideally suited to help with early identification children with special needs. Since the last census and intervention for under developed motor skills. in 2012, the percentage of children classified as Given our current challenges, best practice calls developmentally vulnerable in the physical health and for educators and teachers to liaise with their local wellbeing domain, has increased (AEDC 2015). therapists for general screening sessions. It is time and cost effective for these to occur in educational OT screenings for early identification settings. I advocate across the board Kindergarten Think about the four- to five-year-old children you screenings no later than six months before starting know and work with. According to the statistics, school. Screenings in Prep should occur by term two
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to allow for sufficient time to address any delays or Exercise play targets the core and proximal muscle immaturities before problems compound. groups especially in the shoulder region. It involves heavy work actions like lifting, pulling, pushing, New partnerships, new learning climbing and crawling. Some popular exercise play I have found that parents look strongly to their child’s activities include animal walks and animal statues. educator or teacher for guidance as to whether an Children love pretending to be animals moving occupational therapy screen is necessary. Educators slowly in deliberate ways as we tell stories. They and teachers play a crucial role in fostering parent find it fun to see how long they can curl up like a and therapist relationships. It goes without saying snail, lifting their head, neck, arms and legs against that parents and caregivers will need to be on board gravity. for general screenings to occur. Parental perceptions Once children improve their core and upper body on the value of a screen for their child will need to be strength, they find being active outside easier and addressed. Education and exposure to the important more enjoyable. In turn their gross motor skills contribution of occupational therapists in the area of improve and their motivation to play physically also school readiness will be vital. increases. Not only this, but they are able to sit upright I am sure that many occupational therapists working for longer and they can pay better attention while with children will be willing to share at parent evenings. on the mat. Better core and proximal stability also From a therapist’s perspective we can contribute provides the best possible foundation for developing in many areas of child development. Parents must the control to draw, write, cut with scissors and all the hear that swiping screens and pressing buttons other myriad of things children need to do well with doesn’t provide the hands-on physical interactions their hands and fingers. that children need to learn and develop. While looking productive, this doesn’t allow for the development of Vertical and 3 friends play the muscle strength and coordination which leads to Having children work in a vertical plane against good fine motor skills. gravity has many benefits including developing I explain to parents that good fine motor skills proximal stability and wrist extension. Small pieces of are important. Fine motor skills are linked to the sidewalk chalk, some simple shape templates, a large development of attention and are a major contributor chalkboard or chalk wall and a plastic spray bottle to school readiness. When their child takes a crayon filled with water, is my number one for developing and draws they are not only developing fine motor prewriting skills. As long as they are taught to draw control, but at the same time, they are activating at shoulder-level with their elbow below their hand, their prefrontal cortex. This part of the brain is critical they will naturally hold their wrist in a bent back or for self-regulation: paying attention, exercising self- extended position. Teach them to hold the chalk and control and using working memory. the spray bottle neck and trigger in their 3 friends, or thumb, pointer and middle fingers. Then they will be on What’s more, research shows that fine motor skills are their way to developing the strength and coordination a significant predictor of later academic achievement. they need to succeed at school. Five-year-old children with good fine motor writing and fine motor manipulative skills do better on maths and Helpful Websites reading in Year Two than those with less developed www.learnwithmyfantasticfingers.com fine motor skills (Dinehart & Manfra 2013). www.mamaot.com There are links between fine motor skills and attention, www.ot-mom-learning-activities.com and fine motor skills and learning that we are just www.theinspiredtreehouse.com beginning to understand. Don’t forget that up to 60% of a REFERENCES child’s time in class is spent on fine motor tasks. Children Commonwealth of Australia 2016, Australian Early Development need good fine motor skills to cope well at school. Census National Report 2015, Department of Education and Training, Canberra, viewed 8 October 2017,
38 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 FEATURES Desley Jones We are not all friends, but that’s ok: reassessing slogans for social guidance.
It’s busy working with a group of young Initial responses for most people children. Social situations come and might be: ask Brianna if she is happy go – someone has taken a truck; for the other child to play, support someone is looking for a playmate; the other child to build their own someone else is complaining that game nearby if Brianna isn’t happy they didn’t get a turn. Often in the to include them, or support Brianna reality of early childhood education, practitioners resort to ‘fast’ ways to respond and provide guidance to young charges. And particularly in the area of social interactions, and Desley Jones has over 25 the complexities that come with years’ experience in early them, it can seem easier and more childhood education productive to rely on slogans such as: and is director of z ‘We are all friends here’ Ballymore Kindergarten in Brisbane. She has z ‘Sharing is caring’ a degree in education z ‘Use your words’ and an honours degree z ‘You were playing together, you in psychology, and is a work it out’ recipient of a NEiTA ASG Inspirational Teaching z ‘That’s the rule at kindy.’ Award. She was You won’t be alone if you have heard nominated for the award these at your centre but it may be time by kindergarten parents to stop and consider whether these in recognition of her slogans are as useful as some might emphasis on children’s think or whether, if we are going to social and emotional use a slogan, saying or rule of thumb, to allow the other child to join in, wellbeing in her there may be a more appropriate and or even to say ‘Brianna, sharing is educational program. effective one to employ. caring!’ However, on reflection, might Desley’s framework for our responses vary if we know that: intentional teaching for Here is a scenario to consider: Brianna always plays alone, or that relationships ‘Creating her mother is currently very ill and in a Caring Community of Brianna has just made a fairy hospital, or that this is the first time Learners’ was accepted game. She has a space in the play that the other child has asked to join for presentation at room marked out with pieces of a game, or that the other child always the Infants and Early material attached to posts. On wants to take over when they see Childhood Social and her small mat she has arranged new materials being played with? Emotional Wellbeing artificial flowers, a china tea set Conference (IECSEW) Would sharing be caring if Brianna’s with glitter for food and small held in Canberra in 2013. mum is sick and Brianna has built this china fairies. Another child small game as a safe space for her to approaches Brianna’s game and care for herself in? Is it caring if the wants to play. As the educator child who always wants to take over working nearby what would your response be? What information when they see what someone else might you need to guide your is playing with, actually gets their intentional teaching decision? way? Who wins in this situation? – certainly not Brianna who has HAD to
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relinquish her safe space and certainly NOT the other does not have to be an insular relationship. Taking child who has just learnt that if they complain loud or away the pressure to be, or to have, friends can allow long enough, or if they look sad and despondent, they children the opportunities to experience a range of will get their way. No support was given here in helping relationships. them to inhibit responses and to problem solve what Likewise, a reliance on ‘rules’ can have some unintended else they might do if they see something they want to consequences. In supporting the development of self- play with. regulation, it is essential to link children’s cognitive, Slogans can become simplified notions of what language and emotional development. When children relationships entail. By accepting and perpetuating verbalise the reasons behind certain actions – ‘We won’t these views, we diminish children and their capacity run and jump off the fort because someone may be to understand the complexities of relationships and to underneath’ – they combine these areas of development, interact positively in a range of situations and with a building understanding and thoughtful action. This range of people. experience is more conducive to growth than attributing an action to the fact that ‘It’s a rule at kindy’. Here are some other points to consider: Similarly a comment such as ‘You were playing together, The saying ‘We are all friends here’ seems, on the you work it out’ will not be helpful to young children surface, to demonstrate a well-meaning sense of caring. who have not yet developed the theory of mind needed However, if we consider the issues of friendships from to understand and predict another person’s mental other angles we may decide that this is in fact not a processes, including their intentions, emotions, motives, useful statement to make to young children. Expecting thoughts. When we leave children to ‘work it out’ it everyone to be friends is not realistic in any group, or seems likely that the person who is loudest, strongest at any age. But it is realistic to expect everyone to care or fastest is most likely to have the upper hand. for one another or to be respectful of one another. Friendships are complex relationships and often young Working with large groups of young children, early children have not reached a level of development to childhood practitioners are often faced with making understand the reciprocity of friendship, and that this on the spot decisions bearing in mind all that we
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know about the individual child and group dynamics. zz Relationships are complex and require ongoing Relationships are complex and there are often no black observation, reflection, pedagogical challenge, and white rules. A clear long-term planning strategy and the use of both overt and subtle supportive for positive relationships can, however, provide a strategies. useful tool in clarifying goals and guiding responses. zz There is a need for an overall coherent long- In evaluating and integrating the current science term plan to support the development of positive of early childhood development, From Neurons to relationships rather than rely on spontaneous Neighbourhoods (Shonkoff et al, 2000) asserts that responses to incidents as they arise. positive relationships require: zz That such a plan, with a focus on developing positive zz reliable support to establish confidence and trust relationships, can form the basis of curriculum zz responsiveness to strengthen agency and self- planning, meeting the learning outcomes of the efficacy Early Years Learning Framework, and can (and should) inform the intentional teaching decisions zz protection from harm and unforeseen threats that underpin planning for all parts of the day in zz affection to build self-esteem an early education/care centre. zz opportunities to experience and resolve conflict If, however, slogans remain a preferred option in a cooperatively busy early education or care setting maybe it’s time to zz scaffolding of new skills and capacities consider some alternatives: zz reciprocal interaction to build understanding of the Common slogan/saying Alternative slogan/saying give and take of sociability We are all friends here. We are all practising zz the experiencing of mutual respect. to care for one another From current brain research we know that: here. ‘… overall neurological development which is Sharing is caring. Let’s think of ways to arguably the cornerstone of cognition, emotion care for one another. and all other aspects of development, thrives Use your words. What words do you think when parents and caregivers … nurture you might say to…, or an environment of healthy relationships. Maybe you could try [Responsive relationships have been linked with] saying… stronger cognitive skills in young children, fewer You were playing Think about how you behavioural problems, enhanced emotional and together, you work it could solve this problem social competence, and long-term achievement out. in a caring way. I’ll be in school.’ (Nagel 2012, p157). here to lend a hand. Research also points to the importance of emerging That’s the rule at kindy. Why do you think this executive function skills (including working memory, might (or might not) be inhibitory control and cognitive flexibility) for a young the best thing to do? child’s learning and development and the strong links Relationships are complex, but when we remember between these skills and social and emotional growth. that helping children to build attitudes and skills to ‘Children’s executive function skills provide the navigate the complexities of relationships will in fact link between early school achievement and support all areas of their development, it makes the social, emotional, and moral development investment of time, patience, thinking, and energy so ... some researchers have hypothesized that much more manageable. the complexity of human social relationships, rather than the need to do higher math, is why REFERENCES: the human prefrontal cortex is so large and our Center on the Developing Child at Harvard University (2011). Building executive function abilities are so advanced.’ the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper (Center on the Developing Child, Harvard No. 11. Retrieved from www.developingchild.harvard.edu University 2011, p5). Nagel, M.C. (2012). In the Beginning: The brain, early development and learning. Camberwell, Aust: ACER Press. It is essential to remember that: Shonkoff. J.P. & Phillips, D.A. (2000). From Neurons to zz Positive relationships are essential for children’s Neighbourhoods: The science of early childhood development. overall development and learning. Washington DC: National Academy Press
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 41 WELLBEING Madeline Avci Making sense of sensory processing
You look up from your lesson to see … someone pulling their shirt tightly over their knees and then rocking slowly from side to side … someone chewing on the collar of their new shirt, the third for this year and it’s only term two … someone slumped forward with their head propped up in their hands … someone pulling their socks apart thread by thread … someone looking out the window at the children from the next door class walking by …someone wriggling around while poking the person next to them … someone returning from the toilet slamming the door on their way in and then bumping against several desks before they return to the floor and sitting very close to one of their classmates … someone with a booming voice, talking to the person next to them.
Perhaps this is happening all at body awareness (proprioception) and once, perhaps not, but these are balance (vestibular). Proprioception all behaviours that teachers report is the awareness of ourselves gained occurring with increasing frequency through muscles and joints and in classrooms in primary and high through the receptors within our own schools. Each of the above examples bodies. The vestibular sense relies are signs of sensory dysregulation. on receptors in our ears that respond These are signs that the child is to changes in head position to help not effectively interpreting and using us keep our balance. The vestibular the sensory information provided to system constantly checks in with our them to form a functional response. eyes, muscles, and joints to keep us Madeline Avci is an Either they are reacting to the oriented to gravity and is how we Occupational Therapist sensory information being presented balance and move our bodies. and teacher who has in an atypical way or they are seeking The ability to process the information worked with children additional sensory information to help that our bodies receive from the world for over twenty years them meet the demands of the task in Australia, America at hand. Sometimes these strategies is important for both our physical and and Turkey. She is work for the child, sometimes they cognitive development. Children who also the mother of don’t and often they are distracting do not interpret sensory information three energetic and and disruptive to the learning of those accurately, can experience difficulties imaginative boys. around them. in a wide range of activities including, Madeline is a big academic skills, motor skills, This article will consider what we advocate for reducing mean by sensory processing and children’s time in self-regulation, how they impact on front of screens and a child’s readiness to learn and how providing them with a we can use a basic knowledge of the multisensory childhood by getting them above to more effectively prepare outside. Both at work children for learning and manage and through her own behaviours. children she sees time Sensory processing is the ability and time again, the joy of the nervous system to register in children’s eyes as input from our senses, interpret the they rise up to meet the information and form a response. challenges that nature The senses of the body include provides. the five senses we are all familiar with including sight, touch, hearing, taste and smell. In addition there are two ‘hidden senses’ that are central to our ability to understand the world around us and interact with it. These hidden senses are
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behaviour, organisational skills, attention span and more, making it difficult to function at school and/or home. The brain locates, sorts and orders sensations similar to a traffic lights and street signs that allow different vehicles across an intersection at different times. When sensations flow in a well organised and integrated manner, the brain can use those sensations in a way that allows the person to be ready and able to learn. When the flow of sensations is disorganised, life can be very chaotic and difficult to organise, like an accident in peak hour on the highway. This tends to present in clusters of behaviours including sensory seeking behaviours, sensory defensive behaviours and sensory under-registration (See Appendix A). A well developed and neuro-typical sensory system enables a person to attend, concentrate and perform tasks in a way that suits that particular situation. For example, the required level of alertness in the of proprioception and other sensory inputs that classroom is very different to that which is appropriate enables the child’s nervous system to have the best at an indoor trampoline centre or when going to sleep chance of functioning optimally. Understanding that at night. This ability to reach, sustain and change your movement and other sensory motor behaviours level of alertness appropriately to each situation, is have a purpose allows us to better meet the needs known as self-regulation. of our students by optimising their readiness to Self-regulation occurs continuously and it is usually an learn. We need to debunk the myth of ‘sit still and unconscious process. While you have been reading this listen’ and instead be champions of the need to article, you have most likely been using sensorimotor provide movement opportunities and other sensory strategies to maintain attention. You may be twirling input that allow our students to self-regulate in your hair, chewing gum, sipping a drink, jiggling your preparation for learning. It’s important to remember leg, flicking a pen, putting your hands near your mouth, that by providing sensory input we’re not rewarding shifting the chair, or crossing and recrossing your legs. negative behaviour, instead we are setting students These slight movements are rarely considered a sign up for success. of inattention because they are socially acceptable and The following strategies are just a few considerations less obvious. In the same situation, a child may need in the development of a sensory friendly classroom: greater input to sustain attention. They may chew their hair, suck on their fingers or shirt collar, rock on their z Provide a period of sensory input and movement chair or wriggle and squirm. There is another group of directly before a period of focus and concentration. children who need even more sensory input than many If you have planned a 20 minute lesson, aim to of their peers in order to self-regulate. These children provide two to three minutes of targeted sensory are what is known as sensory-seekers (See Appendix input before it starts. A). Everyone has an innate drive to seek and receive z Finish regulating activities with a deep breath to the sensory and movement input their body and help the children to focus. brain needs. As the normal nervous system matures, this inner drive remains but the degree of intensity, z Tipping the head upside down (touch toes, heads, duration and frequency of experiences changes and shoulder, knees and toes game) is a very powerful usually decreases. Most adult nervous systems do not dose of vestibular input and is a quick way to assist need as much sensorimotor input as children do to children to regulate their level of alertness. reach or maintain optimal functioning appropriate for z Incorporate movement throughout the day as a specific task or situation. much as possible – during lessons and during In the classroom, in order to optimise learning, we transitions. Remember movement can occur need to become skilled at observing, understanding while children are sitting – chair push-ups, giving and respecting our own and our students sensory yourself a hug or doing a monkey grip provide lots preferences. An understanding of a child’s sensory in information through muscles and joints to assist signals allows us to then provide a ‘sensory diet’ with self-regulation.
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main clusters of behaviours are generally observed – sensory defensive, sensory seeking and sensory under-responsive. It is important to keep in mind that each person’s response to sensory information is unique and although it may be different to the typical or expected response, it is a real response or reaction for that person and should be acknowledged as such. For example, if a child’s sensory system is sent into a reflexive fight or flight response at the touch of different textures such as sand or playdough, they cannot control this response and telling them that it’s ok and to just give it a go is likely to be more harmful than helpful. Children who present as sensory defensive can exhibit behaviours such as: z responding negatively to light touch sensations z avoiding messy play and certain textures z Provide alternative options to sitting in a chair z appearing irritable or fearful when others are including laying on the floor propped on elbows, close by standing to work, sitting on a gym ball or wobble z fearful of using stairs stool, or sitting in a beanbag with a clipboard. z avoiding group movement activities z Do not remove play and ask children to sit still during their lunch break. This will only set them z being distressed by loud or high pitched noises up for failure in the upcoming lessons as their z avoiding bright light sensory systems have not had a chance to reset. If removal of play is a consequence for behaviours, z avoiding eye contact ask the child to do an active job such as stacking z over responding to painful experiences books in the library or picking up rubbish. This movement will assist them to self-regulate and z appearing stubborn, rigid, inflexible and wilful return to class more ready to learn. Children who present as sensory seeking, tend to z Consider the visual input in the classroom in terms exhibit the following behaviours. They: of lighting, colours, amount and positioning of z touch and feel everything artwork and posters displayed in the room z like to be barefoot z Consider the sounds in the classroom particularly z get very close to others and touch them your use of voice and its role in self-regulation. A very quiet voice is much more effective to assist children z seek out movement to regulate their nervous systems, than a loud voice. z constantly chew objects z Incorporate both auditory and movement input z can appear aggressive when teaching new skills or expecting children to concentrate and focus. Children often respond z exhibit school work that is often messy and very well to learning things through song. unorganised. For a program that is contextualised to the needs of Children who under respond to sensory information, the individuals in your class, consult an occupational tend to: therapist who works with children and has experience z be unaware of messiness on face in the area of sensory processing. z show little response to pain from scraps and cuts Appendix A: typical behavioural presentation of z not realise if something is dropped sensory dysfunction z lack the inner drive to be active When the sensory information that the brain receives does not get organised or processed efficiently, three z be clumsy and uncoordinated.
44 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 WELLBEING Heather Joy Campbell (Re)learning lessons from the playground for health
The World Health Organization has described stress as the epidemic of the 21st century. It’s a major workplace issue and, despite the joyful sound of children’s laughter, early childhood educators are far from immune. Indeed occupational stress in teaching has been reported as endemic and cross- cultural since the 1980s1 with a concerning annual exit rate of around 5.7% from the profession in Australia. Australian Bureau of Statistics figures suggest 53% of people who hold a teaching degree are not working in education and that one in five education graduates don’t even register as teachers on graduating.2
As teachers, you know that student that early childhood teachers can Heather Joy – and yes, wellbeing is strongly linked to benefit from taking some lessons that is the name given learning; when engaged and from the playground on childlike to her at birth! – is a satisfied, children learn well and playfulness – acknowledging also professional laughter behave well.3 It stands to reason that Australian children are losing wellness practitioner and that part of that satisfaction and natural playfulness sooner with dire one of a handful of Certified engagement comes from teacher consequences.5 Laughter Yoga Teachers continuity – having a teacher who ‘I’m stressed: I have nothing to in Australia personally knows the children, who creates a laugh about’ trained by the founder of positive learning environment for Laughter Yoga, Dr Madan them and feels good in themselves. Along the way to ‘growing up’, Kataria. Her working life in many people get swept up in the media and organisational Exercise is known to help relieve seriousness of life and become communications has stress. One of the more recent conditioned to think that laughter been ruled by deadlines regimens, creating a ‘happydemic’ only relates to something that is and headlines. Stress in its growth worldwide, is laughter funny or humorous. has been ever-present. yoga (LY). Developed by Indian In truth, laughter is as natural Heather Joy deals with it physician Dr Madan Kataria and as breathing; a universal form of differently now, thanks to his yogi wife in 1995, LY blends communication. Small children laughter yoga, a unique the calming restorative breath of laugh often, hundreds of times a combination of slow yogic yoga with playful exercises that day and mostly when they play. breathing, gentle stretches stimulate intentional laughter, Their laughter is a physical act, and simulated laughter without humour, jokes or comedy.4 exercises. Heather Joy has without intellectualisation. LY been engaged to facilitate While LY shows positive results trains you to laugh ‘on demand’ by laughter yoga sessions and on student behaviour and learning coaxing the inner child ‘out’ through conference workshops, anecdotally, this paper suggests playful exercises. In the meantime, present public forums and train laughter yoga leaders 1Borg, M & Riding, R 1991, ‘Occupational stress and satisfaction in teaching’, British Education throughout Queensland. Research Journal, vol. 17, no. 3, pp. 263-281. Her mission is to spread the 2http://www.abc.net.au/news/2017-02-04/why-do-teachers-leave/8234054 happydemic of wellness 3 Noble, T, McGrath, H, Roffney, S & Rowling, L 2008 A scoping study of student wellbeing, through laughter, seriously Department of Education, Employment and Workplace Relations, Canberra, p. 30. 4 – and she still makes time https://laughteryoga.org/about-laughter-yoga/ for her weekly volunteer 5Mindframe says one in seven children aged four to 17 have a diagnosed mental health or behavioural problem. Mindframe provides access to up-to-date, evidence-based information to ‘giveback’ through her local support the reporting, portrayal and communication about suicide and mental illness. See more laughter club. at: http://www.mindframe-media.info/home#sthash.MSxFdBUp.dpuf
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the adage ‘fake it ‘til you make it’ including an improved immune Once relearned, laughter comes applies as the body cannot discern system and blood pressure, lighter more readily and often not the difference between ‘real’ and brighter mood, less stress, dissimilar to riding a bicycle. laughter and ‘intentional’ laughter, and clearer and more creative Stress-less lessons from the if done willingly. thinking. This is in part due to playground a hormonal reaction taking place While natural laughter lasts for Small children in the playground in the body, complemented by a few seconds here and there, regularly clap with delight, jump deep slow yogic breaths that calm belly laughing for at least ten and dance, smile and laugh. while replenishing the body with to 15 minutes continuously, and Laughter yoga often incorporates regularly, has been scientifically heightened levels of oxygen-rich clapping, chanting, movement and proven to reap health benefits air. smiles too. Clapping, striking the full palms with moderate force, produces sound waves that we intuit as joyful. The clapping motion also activates acupressure points and increases energy levels. LY clapping has rhythm – most commonly 1-2, 1-2-3. Just as children jump and dance in delight, we can move while clapping: try swaying from side to side to start, moving feet as well. Add a laughing chant: ho-ho, ha-ha-ha. These exhalation sounds come from the belly, stimulating diaphragmatic breathing, nature’s calming force. Children’s early attempts to talk are babble. In LY, we can talk ‘gibberish’, a blurting out of sounds without meaning. This can be a playful exercise practised with others as though in conversation or a private means of ‘playing back’ negative or unhelpful self- thoughts in a way that makes them laughable. LY’s laughter exercises include yogic based, values-based (to help ‘reprogram’ a more positive mindset) and playful laughter exercises that tap into imagination and creativity. Children thrive on praise. Adults need it too. Try a popular LY chant to acknowledge little successes through the day: Very good (clap), very good (clap), YAY (lifting arms high in the air thumbs up with child-like exuberance).
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Heather Joy’s favourite laugh One metre laugh are in a library or church, where alone exercises Stand, feet slightly apart, both it would be really inappropriate to The following are a few personal hands stretched out to the left. burst out laughing. Try with your favourites used daily to kick start Slide the fingers of the right mouth closed too. This exercise my morning practice. hand over the left arm to the really engages the diaphragm. elbow while saying ‘Aeeeeeeeee’. Rise and smile Continue sliding the fingers to your Tidal breath Stand tall with legs about shoulder left shoulder then across the chest Hold your arms out in front, at distance apart. As you take a deep to the right shoulder, repeating shoulder height, palms up. As you breath in, raise your right arm, ‘Aeeeeee’ at each point. Uncurl the breathe in slow and deep, feeling fist clenched, above your head right arm so that both arms are your belly extend, draw your arms and stretch as much as you can fully outstretched, tilt your head in towards your chest. Imagine you towards your left. Exhale “haaaaa” back and laugh heartily, from the are dragging that breath in with through your mouth with a smile belly. Repeat for the right side. your hands and lungs. Hold the as you unclench the fist. Close breath for as long as is comfortable. your mouth and fist on the inhale Calcutta laugh As you exhale, extend your arms in and repeat three times. Then An original of Dr Kataria’s: both front as though you are physically change sides and repeat as before. hands splayed, push down as you chant ‘ho,ho’; then push out in releasing the breath. Repeat slowly Smiling shrug front with ‘ha, ha’. Continue for a three times. Now inhale as before As you take a deep long slow minute or more, becoming more but hold your breath until you feel breath in through your nose, lift rapid then slow down. You can do you will burst – and let it out as an your shoulders in an exaggerated this seated or move to this. explosive laugh. shrug. Exhale through the mouth with a strong “Haaaa”, allowing Silent laughter ‘Very good, very good, Yay’ is the shoulders to drop. Repeat a Keep your mouth wide open and regularly repeated through the day few times. laugh without sound. Imagine you when ‘challenges’ are overcome.
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 47 MEDIA REVIEWS
Title: Two great hardcover books by Sophy Henn, suitable for little hands with large fold back flaps that add to the suspense of the story and make page turning easy. Bedtime Excellent use of animal and toy sounds that can be easily repeated by little ones. Also cunning use of repetition of words to keep them with Ted interested and make the story more memorable. The illustrations are simple for them to interpret and the use of bright colours with a matt finish makes it easy to see and follow in all light & Playtime settings. The publisher recommends the book for birth to five year old children but with Ted it would also be good for older children or for use in reading groups at school helping them with blends, diagraphs and adjectives. Overall a great pair of books that will delight and encourage younger and Author: older readers alike. Sophy Henn
Illustrator: Sophy Henn
Publisher: Bloomsbury
ISBN: 978-1-40888-80-7 978-1-408880-79-1
Reviewed by: Kerri Groves
48 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 MEDIA REVIEWS
Title: We loved this story and it started a conversation about differences that just went on and on. The story is told by a big sister and is about a young boy who is a bit The Chalk different - he has his own language, likes to line things up and he hates the colour black. When he gets frustrated he curls up in a ball and screams which upsets everyone. At this point, most of the Year Fours Rainbow could identify something about themselves which was a bit quirky. Then his sister starts to draw a rainbow on the front steps to cover the Author: black path and the ending is quite uplifting as everyone gets in on the act Deborah Kelly and learns to look at things from a different point of view. Year Fours really got into the discussion and came to the conclusion that most problems could be solved if we looked at them from different points Illustrator: of view. Gwynneth Jones A great book to start that discussion that would be good to use at the beginning of the year to help the children settle in and accept others. Publisher: EK Books
ISBN: 9781925335453
Reviewed by: Year 4 Gympie Central State School
Vol 23, No 3, 2017 Educating Young Children – Learning and teaching in the early childhood years 49 MEDIA REVIEWS
Title: As an avid book lover, it was very easy to connect with The Leaky Story and its message about the amazing, magical world of books where your imagination can run riot and you can escape into another world. The Leaky The story begins with the Blossburn family, who are too busy sitting in their living room doing their own thing watching tv and playing on their electronic devices to ever pick up a book from their book shelf. To get the Story family’s attention one of the ignored books begins to trickle, then drip, then splash until puddles fill the living room and a ship sails out of the book! When letters drip out of the book to form the words … once upon Author: a time … you know that an adventure is about to begin! At first only the Devon Sillett child JJ pays any attention but eventually the whole family goes on a rollicking adventure involving pirates (always popular with children) and sea creatures. Now it seems that instead of each family member doing Illustrator: their own thing with technology and not interacting with each other, they Anil Tortop are looking forward to going on many more adventures together as a family. In a world where children are digital natives, this is a very timely book reminding us of the power of books to bring people together and to Publisher: ignite imaginations. A highly recommended story, enhanced by colourful, EK Books humorous illustrations, that celebrates the fun and adventures that can be had from reading a book. ISBN: 9781925335392
Reviewed by: Julie Jones
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Title: The plot of this book revolves around Patch the pony who is surrounded by farmyard companions and plenty of lush grass on which to graze. He has almost everything a pony could wish for except that special bond Patch and with one friend. Patch tries to join in with the ladybugs, the chooks and the mice however he never quite fits in, until he meets Ruby. The story talks about Ruby friendships and the challenges of belonging. When I read this book to a group of young children they enjoyed the story Author: and the illustrations. They especially found the repeated presence of Anouska Jones another character (the lady bug) other than the main character of Patch to be fascinating. The children were very engaged with the visual story as the illustrations Illustrator: are simply delightful. Patch and Ruby appealed to the children as it Gwynneth Jones allowed them to use skills related to visual imagery and create their own story while looking at images and illustrations in the book. Publisher: This book was an excellent resource for shared reading with children and EK Books led to many meaningful and unexpected conversations.
ISBN: 9781925335224
Reviewed by: Archana Sinh
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Title: Through the Gate is about a little girl who has moved to a new house and location. The story takes us on the emotional journey that begins when she sees her new home and then - as the story develops and the house Through and yard are renovated - her feelings toward the house are renovated also. Our kindergarten group was lucky to read Through the Gate together when our friend Isobel brought it as her favourite book to share. From the the Gate very beginning the children connected with the words and illustrations. Their facial expressions reflected the disappointment of the little girl upon seeing her “new” house. Author: Sally Fawcett The illustrations beautifully parallel the repairing of both the house and the girl and the visual challenge is echoed in the text: “Something was Illustrator: Sally Fawcett different!” as the little girl arrived home each Friday. The children were captivated by the detailed changes to the house and the concurrent blossoming of the tree as leaves sprout, a nest is built, eggs are laid and Publisher: EK Books chicks hatch. As her house and tree become colourful so do the little girl’s feelings ISBN: 9781925335415 toward her new house. At the story’s end our kindergarten friends were genuinely excited for the little girl. Reviewed by: Lisa Gilmore The children loved the I Spy aspect of the illustrations, spotting all and the children from the new things that had been done. Of great interest was what was Alma Street Pre-Prep happening in the tree. This promoted us to draw the house in its grey and unhappy state and then add paint and colour to make it the happy house it was at the end of the story. Thank you Sally Fawcett for such and enjoyable and insightful language experience. Isobel Walters drew the house at the beginning and end of the story.
52 Educating Young Children – Learning and teaching in the early childhood years Vol 23, No 3, 2017 PUBLISHED BY Guidelines for writers Early Childhood Teachers’ The EYC editorial panel welcomes articles and ideas for possible inclusion in the journal. Association (ECTA Inc.) One of the journal’s strengths is in the variety and individuality of contributions. These style guidelines should help you 20 Hilton Road, to prepare your contribution in the EYC ‘style’. Gympie, Qld. 4570 Style We like to maintain a uniformity of approach within the journal. Here are some examples of the preferred ‘house’ style. Copyright © 2013 • Use Australian spelling in preference to American. ECTA Inc. • Write numbers up to twelve as words; figures are used for numbers 13 upwards. (For example: one, eleven, 18, 200.) ISSN: 1323:823x Exceptions are where numbers appear in a table, list or refer to a measure. (For example: Anne was seven-years-old when she walked 5 kilometres to school.) • Use the following examples to help you write dates and times: EDITORIAL PANEL 15 February 2006, 1900s. Lynne Moore (Editor) She left at 7.25 am in order to catch the seven-forty train. Angela Drysdale • Usually, you would write amounts of money in numerals. (For example: 20c or $0.20, $120 and $88.15.) Words may Archana Sinh be used in approximations such as ‘he made millions of dollars’. Sue Webster • Use italics for titles. For example: The Australian rather than ‘The Australian’. Mathilda Element • Use a single space after full stop. Nebula Wild • Use single quotes. • Use an en dash between spans of numbers. PROOFREADING • Aim for a style that is free of jargon or slang (unless this is relevant to your contribution). Angela Le Mare • Don’t assume that your audience has prior knowledge of your topic. For example, it is possible your readers will not be familiar with an acronym that you use every day. You should use the full reference the first time, followed by the acronym in brackets as shown here: Early Childhood Teachers’ Association (ECTA). ECTA JOURNAL LIAISON • Advertorial should not be included. Lynne Moore Referencing e. [email protected] If your contribution concludes with a list of references, you should check these carefully as the editor may only pick obvious typographical errors. A search on Google usually brings up any reference you do not have to hand. DESIGN Maybe you need help with referencing. If so, .... The preferred style for the ECTA Journal is the author-date system (pp. Graphic Skills Pty Ltd 188–208 of the Style manual for authors, editors and printers, 6th ed.). Example of in-text citations: This approach (Smith 1995; Tyler 2002) suggests ... PRINTING Example of book referencing: O’Hagan, M 2001, Early years practitioner, 4th edn, Harcourt, London. Cornerstone Press Example of journal referencing: Bredekamp, S 2006, ‘Staying true to our principles’, Educating Young Children, vol. 12, no. 2, pp. 21–4. The ECTA Coordinating Committee Direct quotations within your article should be in italics and referenced with name of author and the source. and the EYC Journal Editorial Specific terminology Panel wish to acknowledge the We are presently compiling a standardised list of frequently used terms. Examples are: contributions of the children for • day care (rather than daycare or day-care) the illustrations used for the journal • child care (rather than childcare or child-care) cover and other ECTA printed • preschool (rather than pre-school) material. • the Preparatory Year or Prep (rather than prep) • Year One, Year Two/Three (words rather than numbers) • ‘the staff members are’ (instead of the awkward singular noun ‘the staff is ...’) • five-year-olds (i.e. age with hyphens) The journal committee reserves the right to undertake some minimal editing or rewriting in order to maintain conformity of ‘house style’. If an article is provisionally accepted, but fairly major changes are required, we will contact you to discuss this. Length of contribution • Article: 1200 words • Book review: 300 words • Regular article: 650 words Form of submission Your contribution should be submitted via email to [email protected] Photographs may be submitted digitally – minimum 3 megapixels on the highest resolution. Art works should be scanned. Photographs require a release agreement. A hard copy should also be included. Author release forms must be signed and a hard copy forwarded to ECTA 20 Hilton Road, Gympie, Qld. 4570. Where original artwork or material has been submitted it will be returned at the contributor’s request. All contributors will be sent a copy of the journal. Autumn 2011
Volume 17
Number 1