the best start in life - SDN Children's Services

More documents

Recommendations

Info

The promise & potential of every child is realised SDN provided exemplary education and care to 2,874 children in our 21 centres. We made it possible for 2,371 children who are marginalised to be enrolled in mainstream settings through the following programs: 799 Inclusion Support Subsidy Program/Flexible Support Pool funding 1,330 SCAN 198 Brighter Futures 22 Child Care Links 12 Poet’s Corner 10 Aboriginal scholarships We provided specialised early intervention for 121 children with disabilities or learning difficulties through: 61 Early Learning Program 60 Playlinks We reached another 435 children through child and family programs: 246 Child and Family Resource Centre at Granville 155 Partnerships with Parents program 34 Stepping Stones playgroups With the 2,874 children in our centres, and the 2,927 children in our programs, SDN made a difference to 5,801 children during 2008. ‘The best start in life’ is not a given; for many children a quality early learning environment is beyond their families’ reach. Achieving the Federal Government’s goals of universal access to 15 hours of early childhood education a week for all four year olds, and for all Aboriginal children to participate in early childhood education, is still for the future. SDN, however, is already doing this, albeit on a much smaller scale. So it is with this knowledge that we have been evolving and differentiating what we offer children, families and communities in the delivery of early education and care. Our centres: Three education models tailored to our children’s and families’ different needs 1. All of our 21 centres offer exemplary early childhood education and care, supported by qualified Early Childhood Teachers. 2. Additionally, some centres – for example, SDN Riverwood Child and Family Learning Centre – provide additional support, such as scholarships for families who are marginalised, parenting education, and professional development for staff, all within a community hub framework. 3. Yet a third type of centre offers a service that is more responsive to local conditions. An example is our Redfern centre where 10 Aboriginal children are supported through scholarships and where we have been able to employ two Aboriginal child care workers to be a link with Aboriginal children and families. The following case studies examine these three models of early education and care. 12 the best start in life
SDN Erskineville Early Learning Centre In last year’s Annual Report, we talked about SDN being a community of learners, where centre staff and teachers support children in their learning with honour and respect. We also talked about the emphasis we place on children developing ‘social capital’ with the communities in which they live. At SDN Erskineville, these qualities are exemplified by its garden transformation that occurred over nine weeks last Spring. Centre Manager, Zoe Heaton, talks about how the renovation was a learning experience and enriched everyone’s life. ‘When new children join the centre it’s fascinating to watch their peers guide them around the new garden, giving instructions and advice on how the space is used. One example would be that the sand stays in the sandpit. This level of involvement doesn’t happen overnight; it’s a lot of conversations around expectations and respecting space. It’s about giving children the opportunity to explore and take some risks. The children also appreciate that the space is part of the centre community and is shared by children, families and the staff. When we were planning the playground, the children researched what plants and equipment they wanted. We showed them photos and gave them stickers to put on pictures. The families were invited to comment also. Interestingly, the children moved away from bright plastic, choosing natural materials such as sandstone and wooden sleepers. The old playground wasn’t an inviting space. Now it has active and passive spaces, large gross motor spaces, and is very calm, with green plants and neutral soft fall reflecting the centre’s external colour. The children have respect for the garden because they were part of the process. They were fascinated from day one, watching, asking questions, talking with the landscapers – and developing relationships with them. When a tree had to be removed, the children requested that it be made into tables and chairs. So we now have six cross-sections of trunk grouped around a larger ‘table’, which they use often. Now, a lot of things they used to do indoors they take outside to do, for example painting. It might have been different had the garden been transformed while they were away over the summer. Now they feel involved and they’ve contributed. They don’t run on the garden beds. When heavy rain earlier this year exposed some irrigation lines in the ground, the children didn’t try to lift them – which I think reflects the respect they have for the environment. There were, of course, times when we had to get away from the mess while the renovation was happening. Twice a day we went on mini visits to the park opposite the centre. Occasionally we also walked the couple of blocks to our sister centre at Linthorpe Street where everyone was very welcoming. And on one memorable day we went to David Bitton’s café down the road where he ‘hosted’ us all to babychinos, pancakes and strawberries. The renovation has strengthened the relationships between our staff and families. At the end of the process our very supportive families shouted us all dinner.’ SDN is grateful to the late Lady (Nancy) Fairfax AO, OBE for her generous donation that contributed to this renovation. The children have respect for the garden because they were part of the process Experiential / contextual learning #1: At Erskineville The 3-5s in the Explorers’ Room have been fascinated for some time now with restaurants and cafes, and have set up a café in the room. They’ve also been a little too keen on playing with the overhead projector. Their teacher, Amy, let them know that if they continued to flick the on/off switch needlessly, the machine would break. When it did, she discussed with them what they could do to replace it. The children decided they’d raise the money themselves to buy another one. They designed and distributed an invitation for families and friends to come to their ‘restaurant’. On the day, the children played the role of waiters and the money they raised was sufficient to buy another overhead projector. Since that time, not one child flicks the on/off switch unnecessarily! SDN ANNUAL REPORT 2008 13
Page 1 and 2: the best start in life ANNUAL REPOR
Page 3 and 4: conTENTs Mission/ Values/ Vision/ P
Page 5 and 6: Achievements for 2007-08 For childr
Page 7 and 8: SDN ANNUAL REPORT 2008 7
Page 9 and 10: Early Childhood Australia, NSW Bran
Page 11: SDN’s model of integrated service
Page 15 and 16: SDN Redfern Child and Family Learni
Page 17 and 18: Linking up services for children &
Page 19 and 20: This year Michelle began quarterly
Page 21 and 22: Conference Presentations • Chang,
Page 23 and 24: Financial Highlights The surplus fo
Page 25 and 26: Board of Directors The Directors in
Page 27 and 28: We thank everyone who gave permissi

the best start in life - SDN Children's Services

Create successful ePaper yourself

Delete template?

Save as template?