Autumn 2015

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CONTENTS 04 07 08 10 12 Developing a Professional Learning Plan for your Service Educational Program and Practice Workshop Opportunity A Fresh Approach to Problem Solving Using Appreciative Inquiry Feast on Culture IPSP Specialist Equipment 14 18 20 22 24 Telling Our Stories - Documentation and Belonging Supporting Effective Transition in OSHC Setting the Foundation for Quality Practice in Family Day Care Professional Educators Resource Library Learning Through Sharing Register Your Interest! Copyright © <strong>2015</strong> Health and Community Services Workforce Council Inc ISSN 2201-8344 Published by Health and Community Services Workforce Council Inc Ground Floor, 303 Adelaide Street, Brisbane Q 4000 www.workforce.org.au | (07) 3234 0190 | info@workforce.org.au Health and Community Services Workforce Council IPSP Professional Support Coordinator, QLD The Workforce Council acknowledges Aboriginal and Torres Strait Islander peoples as the original inhabitants of Australia and recognises these unique cultures as part of the cultural heritage of all Australians. We respectfully acknowledge the traditional custodians of the land on which we do our work across Queensland. We recognise the important role Aboriginal and Torres Strait Islander peoples have within community and country. We pay our respect to the Elders of this land past, present and future. In the LOOP is produced for Queensland’s Early Childhood Education and Care sector by the Health and Community Services Workforce Council (Workforce Council) as part of its role as an IPSP Professional Support Coordinator (PSC). ADVICE AND SUPPORT LINE PHONE 1800 112 585 ECEC@workforce.org.au www.workforce.org.au www.facebook.com/ECECworkforce The Inclusion and Professional Support Program is funded by the Australian Government Department of Social Services. Proudly funded and supported by the Queensland Government 2 IN THE LOOP
IN THIS ISSUE On reflection, there has been significant early childhood education and care policy change that has introduced new ways of thinking about early childhood education and care. Firstly, ‘Belonging Being and Becoming’ in 2009 left us grappling with how these concepts are enacted in our day to day settings and specifically within curriculums or programs. In the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’. [adapted from Te Whariki] EYLF 2009:9 MY TIME, OUR PLACE. Framework for School Aged Care was introduced in 2011, the term ‘program’ is used to describe all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s wellbeing, development and learning’. MY TIME, OUR PLACE 2011:6 Within the School Aged Care context, Kylie Brannerly outlines many ways in ‘supporting effective transitions in OSHC’. Underpinning these is guided reflection, a strategy which can facilitate rich, exploratory dialogue around matters of importance to the service. One important matter is supporting the child’s individual needs within the service so they have a strong sense of identity and wellbeing. Stephen Gallen also describes a rich and multifaceted reality through storytelling, a story about Belonging Being and Becoming. ‘Belonging is central to being and becoming in that it shapes who children are and who they can become’. How do Educators observe and document the true story to reflect the lived experiences of the child and identity within the environment? Capturing these strengths from the story is also an approach from Appreciative Inquiry. Stories shape, identify and expand imagination. What is the story we are telling? Appreciative Inquiry is a methodology that allows us to shift from a traditional deficit-based thinking to a strengths based paradigm that exposes new opportunities when faced with a dilemma or problem. These workshops are highly interactive and give participants a chance to apply this to their world. Appreciative Inquiry asks us to be deliberate in how we decide what we are going to focus on. Being deliberate requires conversation and reflection with others, this being an integral principle within the Learning Frameworks. Engaging in shared problem solving is also a core adult learning principle. In the article by Cathy Cahill from Family Day Care Association Queensland, setting the foundation for quality practice is highlighted as an effective recruitment and induction process. This sets up a partnership between coordinators and educators recognising strengths they both bring to the relationship and new dimensions of learning. This reflection on learning in the foundational phase of recruitment fits well within the framework or learning plan considered by Lynn Turner from Community Child Care Association, Victoria. Working with staff to deliberately identify and prioritise learning needs based on strengths and challenges, can ascertain similarities and differences in learning goals. It also aligns needs to quality professional development providers. This is one way of exploring difference through learning needs and planning. Building strong teams and a sense of belonging relies on a clear understanding of cultural difference; acknowledging and supporting difference is integral to inclusive practice. Consider ‘Feast on culture’ as Anaik Doyle describes incorporating food as a strategy to raise cultural awareness as one aspect of embedding inclusion. She presents food to entice interactions with families and building cultural knowledge within the team. Another service that supports inclusive practice in your service is Noahs Ark. It continues to operate the IPSP Specialist Equipment and offers PERL’s of wisdom through the Professional Educators Resource Library with an affordable subscription. There are additional development and support opportunities available through the IPSP to inform your practice. Use your LDCPLP funds to pay for any of the professional development charted on the website and ask one of our knowledgeable consultants about adding mentoring to shorter workshops to deepen your learning and critical reflection. The IPSP Online Library can also enhance your knowledge in different areas and scaffold on your learning. This collection is intended for educators, educational leaders, students and anyone working under the National Quality Framework in Australia. Within this collection you will find resources such as templates, forms, digitized booklets, vignettes, and other sources of information and inspiration for those working for and with, children and families. This collection has a focus on working with children aged birth to twelve. Tara Lee Franks Health and Community Services Workforce Council REFERENCES: Australian Government Department of Education, Employment and Workplace relations for the Council of Australian Government (DEEWR, 2009) Belonging, Being, Becoming: The Early years Learning Framework. www.communities.qld.gov.au WORKFORCE.ORG.AU 3
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Autumn 2015

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