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Episode 15 Transcript Talking Teaching with Maxine Mckew, Miriam Brown, Trish Eadie and Deb Brennan

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Episode 15 Transcript Talking Teaching with Maxine Mckew, Miriam Brown, Trish Eadie and Deb Brennan EPISODE 15 TRANSCRIPT TALKING TEACHING WITH MAXINE MCKEW, MIRIAM BROWN, TRISH EADIE AND DEB BRENNAN 0:00 Maxine McKew I’m Maxine McKew is Talking Teaching - music - 0:16 Miriam Brown In your group challenge... 0:27 Child I like chocolate ice-cream 0:29 Miriam Brown I love vanilla - music - 0:36 Maxine McKew Hi there again, and today’s focus is on early childhood education. Now one oF the big achievements oF the past decade has been the 20% increase the nation has seen in the number of young children who attend a pre-school programme. The participation rate is now up to 95% which means that many more children are better placed to start school as happy, conFident learners. This is after a decade of change right across the system to the point where the Australian National Quality Framework For early childhood education is now accepted as a Foundational document. I’ll make a declaration here as I’m hardly a disinterested observer. I played a role as the Federal Parliamentary Secretary with responsibility For this area and pushed For system wide change. But it was a collective win For a very disparate sector. Together with a group of dedicated academics and policy makers, they all managed a big transformation, and that was to engineer the policy settings and structures that recognise that children are hard-wired to learn and that aiding the astonishing development that starts From birth should be the primary Focus For the years beFore school. Still, there’s a lot of unfinished business. The push now is For universal access For three year olds, and already the state oF Victoria has committed to this. We’re going to hear shortly From two academics who’ve been central players and thinkers in this area – the Miriam Brown, Trish Eadie and Deb Brennan Talking Teaching – Episode 15 Page 2/13 University oF Melbourne’s Associate ProFessor Trish Eadie whose research has Focused on developmental pathways and Deb Brennan, ProFessor oF Social Policy Research at the University of New South Wales. But first here’s a taste of the kind of teacher interaction that happens on a daily basis at one of the Gowrie Centres, this one at Claire Court just outside of the Melbourne CBD. Miriam Brown is a graduate of the Master’s programme ofFered by the Melbourne Graduate School oF Education. She teaches at Gowrie so let’s listen to what she has to say about the relationship between educators and young children. 2:42 Miriam Brown I guess our intention at the beginning of the day is just to start with its settling in, reconnecting, it’s Monday morning, we’ve all been doing all sorts of different things. So we’re running routines like a morning circle time, a regular show and tell morning on a Monday with different challenges for the children. So they come in quite excited to share what they’ve brought with them. Today the challenge was really simple, it was find something between home and kinder that you can share with your friends today 3:17 Miriam Brown And this one was spiky and this one was...? 3:22 Child Soft 3:22 Miriam Brown Soft and they both smell? They both smell good. And where did you find them Georgia? 3:30 Child At kinder 3:32 Miriam Brown Ah they are kinder show and tell discoveries yeah? 3:37 Child And I’m going to take it home 3:40 Maxine McKew I noticed you had guidelines there that you were encouraging them not to talk over each other to wait 3:45 Miriam Brown Conversational pragmatics is there. Everybody’s very excited to start their session with ringing a bell, they then get a little bit of Miriam Brown, Trish Eadie and Deb Brennan Talking Teaching – Episode 15 Page 3/13 conversation time with me and we’ll open it up to some questions, and we need to differentiate there. Some children come in fully prepared to share a long story about what they’ve brought with them, and others need a little bit more drawing out, and sometimes that’s showing rather than actually verbalising what they’re doing. 4:17 Miriam Brown Tell us about ... I can see a photo but I can see something else you’ve got there. What have you got there? 4:26 Child A slap band 4:28 Miriam Brown What did you call it? 4:30 Child A slap band 4:30 Miriam Brown A slap band? How does it work? Oh it just slaps onto your wrist 4:38 Miriam Brown So it’s about sharing stories, it’s about listening. We have listening songs that remind us of how we do that with each other. Identity is a complex thing but I guess it’s as simple as the pictures of our families that we have up on our walls, the stories that we share with each other about who we are and where we’re from, and that’s definitely part of a relational model I guess I’m working on as a teacher. 5:05 Miriam Brown Who’s in the photo? 5:08 Child This is my sister and me 5:09 Miriam Brown What’s your sister’s name? 5:10 Child Alice 5:12 Miriam Brown Alice? 5:12 Child Alice in Wonderland 5:15 Miriam Brown Alice in Wonderland. There’s Alice and Eva and who else is in that picture? Is that dad? Miriam Brown, Trish Eadie and Deb Brennan Talking Teaching – Episode 15 Page 4/13 5:26 Child It’s an elephant 5:28 Miriam Brown Who is it? 5:27 Child Elephant 5:27 Miriam Brown It’s an elephant and what are you doing with the elephant? 5:33 Child Washing it 5:37 Miriam Brown The learning is always where the excitement is for children. When you see that opening up, that curiosity starting to emerge you know that they feel secure in their place. It’s just a deep sense of satisfaction that you get from the knowing that those children feel connected with themselves as a learner. 5:58 Maxine McKew Now you draw on the early years learning Framework, how helpful or applicable is that to what you do? 6:05 Miriam Brown Oh it’s everything it’s absolutely wonderful. We engage with particularly the practice principles. The outcomes flow very naturally when you’ve got those practice principles embedded in what you’re doing. I guess it’s always there in terms of being advocates for the children’s learning in a play-based emergent programme, it’s a wonderful way to sort of tease out that very complex sort of process that’s going on in that kind of a learning environment. Oh good coat! It’s like the air we breathe, you know children play, but understanding what’s going on when children play and the potential that there is in children’s play for learning, that’s the framework for you. So it’s understanding the child’s use of technology or drawing one concept from one area of your programme, connecting it with something from home and creating something completely new. It’s a very creative process yeah. 7:11 Maxine McKew And with the children you’re working with now who will be starting school next year, do most of them hit their developmental goals? Miriam Brown, Trish Eadie and Deb Brennan Talking Teaching – Episode 15 Page 5/13 7:18 Miriam Brown Oh absolutely yes and some. 7:22 Maxine McKew And tell us what that means. 7:23 Miriam Brown Well I guess we’re advantaged in many ways here at this location. Our families are very proactive when we raise a concern for example about I don’t know speech or occupational therapy that might be of advantage to that child, they’re very eager to get onto it. But when we take a strengths-based approach, we find that you know we don’t look at the children as deficits to be filled up, we look at their strengths and see where that can lead their development. So for example you know a few years ago we had a child with a physical delay, and we were able to work with his many, many strengths as a creative force, as a companion, as an observer of his world, and in fact he arrived at school with many more advantages than some of his peers. The relationship he was able to build is really quite exceptional yeah. - music - 8:31 Maxine McKew Well let’s take up some oF those themes now with both Trish Eadie and Deb Brennan and welcome to both of you. I’d like to begin our discussion by looking at the important recommendations in the review of the national early learning landscape that you conducted Deb, and this is a report to senior officials in all states and territories and with input from others, from you as well Trish. If we look First at the overall picture, now it seems to me you’re saying in the past ten years Australia has put in place some important pieces of policy architecture, but we’re now at a point where we need to do some more heavy liFting, hence the title Lifting our Game. So Deb Brennan to you First. You make the strong argument that iF we get the investment and the policy settings right, there is as you put it a double dividend.
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