STRATEGIC ASSESSMENT OF THE CHILDREN’S SERVICES INDUSTRYMobile Preschool 9A new initiative in <strong>the</strong> remote north-east <strong>of</strong> <strong>the</strong> Nor<strong>the</strong>rn Territory (NT) is <strong>the</strong> establishment,currently as a pilot project, <strong>of</strong> a mobile preschool service. Prior to mid-2002, preschool-agedchildren in many remote communities <strong>of</strong> NE Arnhemland had no access to preschoolprogrammes. As well, <strong>the</strong> remote Yirrkala community school lost its preschool teacher whenstudent numbers dwindled. The former stand-alone child care service had been providingchild care only, and <strong>the</strong> Department <strong>of</strong> Health and Community <strong>Services</strong> wanted <strong>the</strong> centre tobe more focused on early childhood education. Hence, <strong>the</strong> preschool <strong>the</strong>re joined with <strong>the</strong>existing child care centre to become an innovative child care centre with preschool. WithYirrkala being just one <strong>of</strong> several communities supported by <strong>the</strong> Mobile Preschool PilotProgramme (MPPP), <strong>the</strong> teacher could be <strong>the</strong>re only one day per week to support <strong>the</strong>preschool programme to be delivered by <strong>the</strong> MPPP assistant. This arrangement allowed <strong>the</strong>child care centre to become more oriented to community and early childhood education, andalso made it possible for preschool sessions to be held each morning. Delivery <strong>of</strong> <strong>the</strong>preschool programme within <strong>the</strong> child care centre has extended <strong>the</strong> programme for all <strong>the</strong>children in <strong>the</strong> centre, as well as involving more mo<strong>the</strong>rs as <strong>the</strong>y interact with <strong>the</strong> children in<strong>the</strong> activities.During this time, Commonwealth funding through <strong>the</strong> National Indigenous English Literacyand Numeracy Strategy (NIELNS) became available to increase <strong>the</strong> proportion <strong>of</strong> Indigenous3 to 5 year olds in preschool education. This funding source allowed <strong>the</strong> planning and piloting<strong>of</strong> a mobile preschool model. Jan O’Shea was appointed as <strong>the</strong> mobile preschool teacher with<strong>the</strong> responsibility <strong>of</strong> resourcing and supporting outlying remote preschools. Jan’squalifications are in primary and special education, specialising in hearing impairment, andshe has worked for many years in <strong>the</strong> Arnhem region. She considers that knowing many <strong>of</strong><strong>the</strong> children and parents <strong>the</strong>re before <strong>the</strong> project started has helped her to engage with <strong>the</strong>communities, to employ appropriate ‘teachers’ (mostly mo<strong>the</strong>rs or grandmo<strong>the</strong>rs) and to get<strong>the</strong> mobile preschool programme started. She now visits <strong>the</strong> Yirrkala Innovative Child carecentre / preschool once per week on Monday morning and <strong>the</strong>n on Friday, at a time suitablefor <strong>the</strong> staff, when <strong>the</strong>y work toge<strong>the</strong>r to develop <strong>the</strong> following week’s programme.The facility in Yirrkala is great for children. Under child care funding, all <strong>the</strong> children getmorning tea and lunch, paid for partly by <strong>the</strong> local ASSPA (Aboriginal Student Support andParent Awareness) committee. ASSPA funding can be accessed by schools for excursions andtutoring, and for breakfast and lunch programmes. At Yirrkala, <strong>the</strong> ASSPA group helps t<strong>of</strong>und <strong>the</strong>se aspects <strong>of</strong> <strong>the</strong> preschool programme and so facilitates <strong>the</strong> successful merging <strong>of</strong> <strong>the</strong>preschool with <strong>the</strong> child care service. The relatively new building has all sorts <strong>of</strong> equipmentincluding climbing frames, a sandpit, push bikes, and play equipment such as paints, paper,puzzles, books, games and construction materials. Most <strong>of</strong> <strong>the</strong> children’s parents come fromless than one kilometre away. Most <strong>of</strong> <strong>the</strong> preschool children travel to <strong>the</strong> centre on a buswhich drives around <strong>the</strong> community, first picking up <strong>the</strong> teacher, <strong>the</strong>n <strong>the</strong> children and somemo<strong>the</strong>rs who may accompany <strong>the</strong>m.There is a fair amount <strong>of</strong> parental involvement in <strong>the</strong> preschools as about 1/3 or 1/4 <strong>of</strong>children have <strong>the</strong>ir mo<strong>the</strong>rs or aunties present, with most getting involved in <strong>the</strong> activities. Janherself speaks little <strong>of</strong> <strong>the</strong> children’s language, but <strong>the</strong> teacher who is <strong>the</strong> prime deliverer <strong>of</strong><strong>the</strong> programme does, as do <strong>the</strong> mo<strong>the</strong>rs, aunties and o<strong>the</strong>r family members who are involved.9 Source: Secretariat for National Aboriginal and Islander Child care and Centre for Community Child Health,2004.57
STRATEGIC ASSESSMENT OF THE CHILDREN’S SERVICES INDUSTRYJan talks with <strong>the</strong>m about <strong>the</strong> programme, and toge<strong>the</strong>r <strong>the</strong>y decide which books to be read,how best to present something to <strong>the</strong> children (i.e. individually, in small groups or as a wholegroup) and how activities will be organised. While English is not <strong>the</strong> language used by <strong>the</strong>people in <strong>the</strong>ir community, parents and teachers involved with <strong>the</strong> preschool participate indiscussions in both English and Yolngu about <strong>the</strong> programme, <strong>the</strong> children’s development,and appropriate strategies and ideas, with translation to facilitate understanding andparticipation.At each site, she plans with <strong>the</strong> local preschool person what <strong>the</strong>y would like in <strong>the</strong> nextprogramme i.e. <strong>the</strong>me and activities. This follows evaluation <strong>of</strong> <strong>the</strong> previous programme, howchildren are going, what <strong>the</strong>y need, and what is happening in <strong>the</strong>ir community. Jan notes <strong>the</strong>irdiscussions and decisions, assesses what available equipment and resources are available, <strong>the</strong>programmes are typed up, resources are ga<strong>the</strong>red, and this goes out to <strong>the</strong> site on <strong>the</strong> nextvisit. As <strong>the</strong> new programme begins, <strong>the</strong> previous programme resources are packed up toreturn to <strong>the</strong> <strong>of</strong>fice where <strong>the</strong>y are stored.While it is too early yet to evaluate <strong>the</strong> programme, <strong>the</strong> local people are pleased with <strong>the</strong>mobile preschool model and are hoping that <strong>the</strong> pilot programme will continue until it canbecome sustainable as part <strong>of</strong> <strong>the</strong> NT Department <strong>of</strong> Education.58
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