In the Loop Winter 2016

Winter 2016
REFLECTIONS
OF A JOURNEY
TO CULTURAL
INCLUSION
TOGETHER
UNDERSTANDING
RACISM AS PART OF
RECONCILIATION
WORK
REFLECTIVE PRACTICE
& DOCUMENTATION
DEADLY KIDS
DEADLY FUTURES
2016-2026

CONTENTS
04
07 08 10
13
Reflections of a
Journey to Cultural
Inclusion Together
Inclusion Support
Queensland
Leading from Within
Understanding Racism
as Part of
Reconciliation Work
Reflective Practice and
Documentation
16
18
21
22
24
Confused About
How To feed Babies?
Action Research, Play
and The Early Years
Learning Framework
Law Helps
Clear the Air
Subsidised Skill Sets
Helps Fill Skill Gap
Deadly Kids
Deadly Futures
2016-2026
23
Do you Hold a
Certificate III in
Qualification in ECEC?
26
Professional Educators
Resource Library
Copyright © 2016 Health and Community Services Workforce Council Inc
ISSN 2201-8344
Published by
Health and Community Services Workforce Council Inc
Level 16, 100 Edward Street, Brisbane Q 4000
www.workforce.org.au | (07) 3008 3644 | info@workforce.org.au
Health and Community Services Workforce Council
IPSP Professional Support Coordinator, QLD
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).
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.
ADVICE AND SUPPORT LINE
PHONE 1800 112 585
info@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 Education and Training.
Proudly funded and
supported by the
Queensland Government
2
IN THE LOOP

IN THIS ISSUE
From little things big things grow...
This is a retrospective edition as we look back and reflect on
many of the workforce development opportunities that have
been offered by Workforce Council between April 2006 and
June 2016.
We began with a range of state-wide contractors from all
service types who travelled across the state to all 14 regions,
delivering opportunities across all quality areas. Over the
time, this has led to over 10 000 workforce development
opportunities offered to early childhood education and care
and school aged care services in Queensland. We thank all of
those who have been with us for all or part of this journey.
This edition will reflect on some of the opportunities and
remind you about some of the significant moments that you
may or may not have been a part of. We will also let you
know how you can continue to connect with Workforce
Council and access a suite of workforce development
strategies to support the quality of your service, the
inclusiveness of your service and your ability to lead your
service through another round of changes into 2017 and
beyond.
Our focus over this 10 years has been on ensuring our
opportunities are grounded in processes that support reflection
in action and lead to significant changes in practice – with a
focus on content areas that make a difference to educators,
children and families, within the context of play and the Early
Years Learning Framework.
Action Research took the state by storm and we delivered
over 200 sessions with 3500 attendees inquiring about 30
different topics. We have included an article in this edition
to remind you of the power of this methodology and to
encourage you to think about how you might use it into the
future. The article ‘Reflections of a journey to cultural inclusion
together’ tells the story of our work with the Multicultural
Development Association to support inclusive practice, and
the transformational changes that have occurred as a result of
educators using this service.
Workforce Council’s Reflection in Action Tool Kit was
developed to assist people with this inquiry and to host
conversations with colleagues to a deeper understanding
of pedagogy and practice. Some of our key partners in this
program like the Family Day Care Association Queensland
have also developed processes to build capability and unpack
practice and pedagogy with the Practice Mentor Capability
Framework, it is showcased in this edition.
We’ve been collaborating with community members and peak
organisations to challenge your thinking through open panel
discussions to explore Aboriginal and Torres Strait Islander
inclusion in early childhood education and care, the article
entitled ‘Understanding Racism as part of Reconciliation Work’
gives a glimpse of some of this thinking.
Over the years we’ve introduced Deadly Kids, Deadly Futures
in Yarn Up Tok Blo Yumi to assist in understanding some of
the issues that impact hearing for Aboriginal and Torres Strait
Islander people, find out more about the Deadly Kids, Deadly
Futures plan in this final edition of ‘In the Loop.’
A big part of workforce development is vocational education
training and in this article we let you know about how you
might use subsidised skill sets to help fill some skill gaps.
The new inclusion support provider KU services will work with
you from the 1st July 2016 please check their article for more
information.
Health risks impact children’s growth and development so
work with us to clear the air and learn about the new smoking
laws impacting on children’s services. And if you’re feeling
confused about how to feed babies? Well we’ve got some
insights for you.
We have certainly enjoyed delivering the LOOP to you for
the last ten years, one for each season, with this wrapping
up it might be a good time ask yourself this question “how
will I keep myself In the Loop and up to date with what is
happening in early childhood education and care into the
future.”
Tara Lee Franks
Health and Community Services Workforce Council
WORKFORCE.ORG.AU 3

MULTICULTURAL DEVELOPMENT ASSOCIATION
REFLECTIONS
OF A JOURNEY
TO CULTURAL
INCLUSION
TOGETHER
By BSS team at MDA
4
IN THE LOOP

JUNE 2016 MARKS THE END OF THE BICULTURAL
SUPPORT SERVICE (BSS) AT MDA WHICH HAS BEEN
DELIVERED IN PARTNERSHIP WITH THE WORKFORCE
COUNCIL SINCE 2007.
We have been privileged to spend these almost ten years
working hand in hand with educators, children and families.
The goals of the program have been to increase the capacity
of ECEC services to engage and meet the specific needs of
children and families from culturally and linguistically diverse
(CALD) backgrounds. The program has aimed to achieve this
though mentoring, role modelling, workshops and practical
support, enabling services to gain skills, knowledge and
confidence to successfully include children and families from
diverse backgrounds in ECEC.
In this time several hundred educators have invited us to walk
alongside them as they have journeyed along their own path to
greater cultural competence. They have offered us the privilege
of supporting them as they have built more culturally inclusive
services.
The heart and essence of this program has always been the
unique cultural knowledge, insight and perspective that our
pool of 290 CSWs have so generously shared. To our CSWs
we say; it is impossible to overstate how crucial that your skills
have been to this program. Without exception, each one of you
have brought so much more to this role than any job description
required of you. Thank you for taking the hands of children,
educators and families and wrapping them in a warm cultural
experience. Thank you for being our most important teachers
during this journey.
One of our greatest pleasures has been for us to watch “our”
CSWs gain valuable work experience in the sector with many
going on to begin child care qualifications and ultimately
become employed as educators. The economic participation of
these motivated and deserving people with uniquely valuable
skills is one of the unmeasured achievements of the program.
If CSWS have been our greatest teachers, educators have
been our greatest inspiration. As we have witnessed the
joy and satisfaction of educators and directors as they have
forged connections with children and families from diverse
backgrounds, the most important stories of this program have
been revealed. Those of children and families who, as a result
of the support and friendship shown by the ECEC service,
become empowered members of the community. These stories
of success have also provided us with the evidence that has
helped to direct and refine the bicultural support program.
Thank you to the inspirational educators that we have had the
pleasure to journey with.
Our experience has shown us that educators own lives are
enriched by embracing culturally diverse families who are
often new and on the fringe of the community. Educators have
shared with us their stories of how the gratitude of families has
been humbling and enriching for them but has also broadened
their world and opened the door to new communities. These
communities are now an important resource for those educators.
“I know how scary it can be in another country,
with different foods, smells and systems of work.
One of my priorities is always to establish rapport
and make families feel welcome. A few words
of greeting in home language can make all the
difference in putting someone at ease and showing
that we respect and are interested in their culture”
EDUCATOR
It is likely that the most meaningful achievements of this
program have not been measured, reported or documented.
For there is no way to measure how valuing a small child’s
cultural identity may affect the trajectory of their life. There
is no easy way for us to measure how raising a generation
of culturally sensitive children will affect the way our society
looks in the decades to come. However, the stories shared by
educators do give us some insights into how this important
work may be helping to achieve a unified, tolerant society.
Teach them well and they lead the way.
WHITNEY HOUSTON
The Culture in Practice book produced in 2015 was born
out of a desire to capture; in a meaningful and lasting way,
some of the many successes that we have witnessed when
educators further open their hearts and minds to diversity. It
is important that all children and educators understand the
importance of respect for and acceptance of our diversity
so that the future of multicultural Australia is a bright one.
Our hope was that this publication would inspire others to
understand the importance of embedding language and
culture into early education programs so that children from a
CALD background are able to thrive. We were delighted and
proud to produce this publication.
The Cultural Expo held in 2014 was a proud moment
where we got to watch our CSWs in action as they met
educators and gave them a taste of our program. Many
new services were introduced to the program on that day in
a colourful, flavourful, musical, visual bazar of culture and
storytelling. A lasting memory is of educators, ISFs and CSWs
in traditional cultural clothing dancing together to Persian
music. Feedback was rapturous and educators left the day
with great enthusiasm for reviewing their practice, for BSS
and genuine warmth toward the CSWs and communities
represented. ‘I came home with a load of resources and an
abundance of enthusiasm to embed culture into our program. I
have been raving about the expo.’ From this began wonderful
collaborations between BSS and several services.
WORKFORCE.ORG.AU 5

The cultural conversations and training sessions that
we have provided across Queensland have often been the
place at which we have witnessed educators’ early steps on
a journey toward cultural competence. In these sessions, we
have always attempted to provide an environment in which
educators would feel safe, free of judgement, supported and
inspired to acknowledge their own challenges when it comes
to working with diversity and where they could begin to
plan the way forward to truly inclusive practices. Thank you
to the many educators who have challenged and stretched
themselves to grow in cultural competence. Thank you also
to those champions in many childcare services and industry
bodies who have supported and promoted these sessions.
When the elderly ones in a house travel, the
younger ones quickly grow in experience.
NIGERIAN PROVERB
Over the years, our “Multicultural Calendar” proved to be
very popular by all our stakeholders. This “just in time” resource
for the educators and Inclusion Support Facilitators provided
opportunity for the services to celebrate the special days around
the world, open the communication lines with the families about
special days in their family/community and invite them to the
services to participate or/and organise these special events.
“One mum, who is originally from China, came
to our centre to help us make dumplings as part of
Chinese New Year celebrations. She thanked us
for making her feel welcome and for supporting
their culture”
EDUCATOR
Social media and online communication were an
important strategy for us in terms of providing “just in time”
resources to educators and ISFs. In the last few years we have
enjoyed establishing a fledging online community. Our ultimate
aim was to give general cultural information about building
cultural capacity and sustainable practice through all mediums,
including virtual platforms. Pinterest, Facebook and YouTube
have allowed us to supply a large range of materials including;
key word tutorials, bilingual songs, fact sheets, programming
guides, information, examples of best practice and exercises to
encourage reflection.
We have also been awed by the strong leadership and support
provided by Inclusion Support Facilitators (ISFs) across the
state. The role that ISFs have played in our work with services is
crucial. Helping directors to form their “masterplan” for cultural
inclusion and being an integral person for getting the right
CSW to the service at the right time, sometimes literally picking
that CSW up from the bus stop and driving them to the centre.
Thank you for being the architect, instigator and the web that
has kept educators connected with services like ours. Thank you
for supporting and advocating for our program.
We thank our partners at the Workforce Council for what
has been a highly enjoyable and productive partnership. The
many conferences, presentations, cultural conversations and
networking events that we have worked on together have been
truly supportive and stimulating collaborations. We are so
grateful for this opportunity and the journey we shared over
the years, witnessing on our way to many changes in practice
towards more culturally inclusive service provision and proud
to see the movement towards a more accepting, curious and
welcoming next generation of Multicultural Australians.
We say goodbye with heartfelt thanks for all that you have
achieved in embracing our diverse families, children and
communities. We say this with conviction that in every end
there is a new beginning. In the future there will be new
support available to educators as they journey to more inclusive
services. However, it is equally important to look to those
leaders who are already succeeding in their services and in
their diverse communities. Reach out and as for this support
and also reach out to these leaders because each and every
educator is vital to this change.
The real change will start with you, from your own
drive and the willingness in your heart to embrace
difference.
6
IN THE LOOP

INCLUSION SUPPORT
QUEENSLAND
A New Government Programme...
A key component of the Child Care Safety Net is the Australian Government’s
$543 million Inclusion Support Programme (ISP) which will begin on 1 July 2016.
The ISP will assist early childhood and child care services to include children with
additional needs by providing tailored inclusion advice and support from state-wide Inclusion
Agencies, as well as funding to support more challenging inclusion barriers and specialist
equipment where required. The Inclusion Agency will replace the current support provided by
regional Inclusion Support Agencies (ISAs), however most of the current staff in ISAs will be
working in the new Inclusion Agency.
WHO ARE WE?
KU Children’s Services and Cairns and District Child Care Development Association are proud to
have been selected as the Inclusion Agency for Queensland. We are not for profit early childhood
education organisations who have been operating Inclusion Support Agencies in multiple
locations, from metro to regional, rural and remote areas for the past 10 years.
Our vision is to build the capacity and capability of educators to provide and embed quality
inclusive practices within daily programmes, address participation barriers, and include children
with additional needs alongside their typically developing peers.
FURTHER INFORMATION
From 1 July Inclusion Support QLD will be providing more information to services
on how you can access inclusion support in your local area.
Our website inclusionsupportqld.org.au will have lots of information
on what types of inclusion support are available and how to access
them plus helpful inclusion resources.
WE CAN ALSO BE CONTACTED TOLL FREE ON
1800 811 039
www.ku.com.au
www.cairnschildcare.com.au
WORKFORCE.ORG.AU 7

FAMILY DAY CARE ASSOCIATION QUEENSLAND
LEADING
FROM
WITHIN
By Cathy Cahill
“This resource presents a new vision for the role of the practice
mentor to ensure they are able to meet the needs of education
and care in the 21st century”.
Our sector is at a crossroads. External change is placing opportunities and
demands upon us at a faster rate than we are responding. For too long we
have turned our gaze inwards and not been mindful enough of the enormity
of change occurring around us. We have continued to do what we do bestworking
with children, but we have also allowed external forces to define us,
and today the sector is becoming increasingly fragmented and divided. It is
not overstating the case to say that the action we take now will determine our
future survival and sustainability, and our continued capacity to offer amazing
education and care to children.
THIS RESOURCE IS PART OF FAMILY DAY CARE ASSOCIATION
QUEENSLAND’S EFFORT TO LEAD FROM WITHIN BY:
• Presenting a new vision for the coordinators role to meet the needs of the
21st century. As part of this we have renamed the role to Practice Mentor.
• Building knowledge, skills and capacity within family day care to manage
the opportunities and demands ahead.
FDCAQ engaged external consultants to develop the Practice Mentor
Capability Framework and the Position paper on the role over a five month
period in 2015. This consultation and research processes included; FDC
sector interviews and consultative forums with external government and
nongovernment personnel including State and National regulatory bodies,
web-based surveys, a review of existing documentation of the Coordinator
Role, and research into leadership and capability frameworks.
The Practice Mentor Capability Framework presents a new vision for the role
of the practice mentor to ensure they are able to meet the needs of education
and care in the 21st century. The resource explores the Early Years Learning
Framework core themes, principles, practices and outcomes as they relate to
the family day care context and the role of a practice mentor.
THE PRACTICE MENTOR CAPABILITY FRAMEWORK WILL:
• Highlight the skills and knowledge required to facilitate the expected
outcomes of the National Quality Framework
• Provide a framework for exploring the current capacity of a practice
mentor and identify areas for development
• Showcase and highlight the complex work of the practice mentor,
specifically focusing on how this contributes to and enhances the outcomes
for children.
• Support engagement in the development of professional capacity for
Practice Mentors
“The goal was to devise a capability framework that is
inspiring, practical and easy to use – a document that
people would see as relevant and want to use.”
This resource is made up of:
• Practice Mentor Capability
Framework
• Practice Mentor Capability
Framework Poster
• Family Day Care Coordinator role
position paper
• Capability Pursuit Cards
Cost of Kit $99.95
To purchase these new and exciting
resources visit: www.fdcqlg.org/shop
FDC is capable of initiating sector level change,
lifting its own benchmarks, challenging within and
externally, boldly setting a vision for the future. We
are so much more than ‘nice ladies playing with
children’. We are professionals taking responsibility
for providing the best possible education and care
to children – children who like us are facing an
increasingly complex and rapidly changing world.
This resource will support Coordination Units
and Practice Mentors to take responsibility for
stretching their thinking and practice, being clear
about what they do and why and the standards
they expect and where they want to be in the
future.
“FDCAQ embraces these new perspectives
on learning and explicitly adopts capability
development (rather than professional
development) as the new emphasis for working
and learning in the modern era. “
8
IN THE LOOP

Practice Mentor Capability Framework
The Practice Mentor Capability Framework is an interactive
resource which FDC Services are able to explore areas that are
of interest to their staff in their own context. Individuals and
team leaders can use this resource to identify strengths and
growth areas.
$27.95 /
$10.95 – E Book
Practice Mentor Capability Framework Poster
The Practice Mentor Capability Framework Poster presents
the framework as a visual diagram and acts as a quick
reference guide for practice mentors.
$5.95
Family Day Care Coordinator Role Position Paper
This position paper will provoke, inspire and challenge practice
mentors (coordinators) and team leaders whilst deliberately
pushing the boundaries of the complexities of the role. This role
position paper can also be used to support the recruitment and
induction process.
$15.95
Capability Pursuit Cards
The Capability Pursuit Card Set have been designed to
support services to implement the capability framework. The
Capability Pursuit pack comprises of four sets of different
coloured cards (in all 70 cards)-Domain cards, Action Words
cards, Key Skills and Attributes cards and Reflection cards.
$44.95
WORKFORCE.ORG.AU 9

Understanding Racism as
part of Reconciliation Work
By Melinda G. Miller and Alison Evans
10
IN THE LOOP

In early childhood education, there is growing support for
Reconciliation and increasing awareness about the role early
childhood educators play in enacting Reconciliation as part
of classroom and whole-centre activities. While educators
articulate support for Reconciliation, it can be difficult to
identify how some attitudes and practices reinforce inequities
in practice, and undermine educators’ efforts. These inequities
are often subtle forms of racism, but are rarely identified in
this way. Racism is also rarely discussed in early childhood
circles.
In contemporary societies, racism can look different to
historical forms of racism that were often more direct and
overt. Subtle forms of racism are more difficult to identify,
but have the same harmful effects on people who experience
racism as part of their everyday lived experiences. Racism
is expressed individually and institutionally through “beliefs,
prejudices or behaviours/practices and can be based on
race, ethnicity, culture or religion” (Paradies et al. 2009, p.
7). In Australia, Reconciliation efforts are a response to the
racism experienced by Aboriginal and Torres Strait Islander
peoples since colonisation. The term Reconciliation continues
to be contested and dynamic, and has different meanings and
interpretations for people within and across different groups
(Behrendt, 2003). In simple terms, Reconciliation is concerned
with relationships between non-Indigenous and Aboriginal and
Torres Strait Islander peoples, as well as reparation for the
removal of Aboriginal peoples from their lands, territories, and
families.
At the recently held Early Childhood Australia (Queensland
Branch) Reconciliation Forum, discussion around
Reconciliation highlighted differences in standpoints and
experiences. The forum participants heard from a panel
comprising members from Aboriginal and Torres Strait
Islander backgrounds, together with people from non-
Indigenous backgrounds who shared their standpoints on
what Reconciliation means to them personally. Over the course
of the day, Aboriginal and Torres Strait Islander Elders also
spoke about their lived experiences of racism in Australia
including growing up under the Aboriginal Protection Act, in
place from the 1840s to 1970s. Protection laws determined
every aspect of Aboriginal people’s lives, from “the forced
removal of children, where they lived, worked, had wages
and entitlements withheld (now known as Stolen Wages),
owned land, to their personal relationships and contact with
family and community” (Australian Institute of Aboriginal and
Torres Strait Islander Studies, 2016). Many participants at the
Reconciliation forum were surprised to learn that these forms
of racism continued until recent times, along with the ways the
legacy of the laws impact on the lives of Aboriginal and Torres
Strait Islander people today.
It is important for non-Indigenous people to recognise that in
contemporary Australia, Aboriginal and Torres Strait Islander
people continue to experience racism in many forms. For
example, research by the University of Western Sydney
Challenging Racism Project, shows that 3 in 4 Aboriginal
and Torres Strait Islander people experience racism regularly.
Complaints filed under the Racial Discrimination Act (2012)
have also increased 60% in recent years (Australian Human
Rights Commission, 2016).
As key social institutions, education settings reflect broader
society. For this reason, they are spaces where racism occurs,
but also where racism can be challenged through various
avenues including Reconciliation initiatives. Of concern for
early childhood education is an uptake of Reconciliation
that only translates to symbolic efforts such as aspirational
statements and practices that reflect inclusion but do little to
unsettle inequitable practices. Symbolic perspectives play out
as the use of symbols, celebrations and ceremonies that are
highly visible, but are sometimes used in place of the presence
and participation of Aboriginal and Torres Strait Islander
people. Symbolic approaches may also translate as a lack
of commitment to learn about silences in Australian history,
ongoing impacts of colonialism, and new forms of racism that
operate subtly in early childhood education policy, procedures
and practice. As Burridge (2006) suggests:
... the education community may be more
responsive to some of the historical issues of
reconciliation and the need to say sorry – but is
still vague regarding the extent of its commitment
to the process. (p. 74)
What does racism look like in early childhood settings?
As a first step to challenging racism in early childhood
settings, it is imperative to understand what racism looks
like in curriculum and operational procedures. When
educators develop a shared language and analysis of race
and racism, it becomes possible to more easily identify and
reduce the impacts of racism as they occur in daily practices.
The following lists outline some examples of racism at the
curriculum and operational levels.
At a curriculum level, subtle forms of racism include:
• Using ethnocentric resources that only reflect the lives and
experiences of the mainstream cultural group;
• Including resources of an Indigenous and multicultural
nature but failing to evaluate the appropriateness of these
resources, and monitor teacher talk around these resources
in daily practice;
• Adopting an add-on approach to engaging with cultures
and languages rather than embedding Aboriginal and
Torres Strait Islander perspectives in everyday practices;
• Representing aspects of Aboriginal and Torres Strait
Islander cultures as ‘exotic’ by presenting simplified
versions of culture that conform to Western concepts (e.g.,
only including representations of Aboriginal people in
historical terms; only focussing on music, art or dance as
representations of Aboriginal cultures);
• Avoiding embedding Aboriginal and Torres Strait Islander
perspectives for fear of causing offence (it is better to
take action so that you have practices to reflect on and
improve);
• Failing to talk about difference with children and colleagues
(talking about difference is important – it is the meanings
that become attached to difference to mean ‘abnormal’ that
need to be challenged in the talk and actions of children
and colleagues).
WORKFORCE.ORG.AU 11

UNDERSTANDING RACISM AS PART OF RECONCILIATION WORK
In relation to operational procedures, Lane (2008) outlines that
racism includes:
• Asserting power over people from a different cultural
background in communication and interactions;
• Failing to question the impact of decisions and policies on
particular groups;
• Assuming that families from the same cultural backgrounds
will share the same beliefs, values and practices;
• A lack of preparedness from the leadership team to address
issues of racism in daily discussions and meetings;
• Failing to provide ongoing professional development for
educators that supports sustained investigations of culture,
diversity, identity, Aboriginal and Torres Strait Islander
histories, Reconciliation, and racism;
• Failing to engage with research about racism in education,
including consideration of how research findings relate to
service provision.
At a personal level, it is critical for educators to deepen their
own knowledge and understanding about Reconciliation,
Aboriginal and Torres Strait Islander cultures, and Australian
history. The past has far reaching influences on children
and families from Aboriginal and Torres Strait Islander
backgrounds, and it is critical for educators to be supported
to acknowledge and understand how the past informs thinking
and practices in the present day. For example, educators can
be supported to reflect critically on the influence of their own
cultural background on their values, beliefs, knowledge, and
approaches to early education and care. Early Childhood
Australia’s newly released Code of Ethics (2016) highlights
values and processes of respect, democracy, honesty, integrity,
justice, courage, inclusivity, social responsiveness, cultural
responsiveness, and education. In relation to children,
Item 10 states:
I will … work to ensure children are not
discriminated against on the basis of gender,
age, ability, economic status, family structure,
lifestyle, ethnicity, religion, language, culture,
or national origin.
For centre leaders and educators, responding to this ethic
of education and care raises questions such as: How can
our team work to uphold this code? How do we respond
when a child treats another unfairly based on their culture or
language? How do we support children and colleagues to
recognise, respond to and challenge bias?
WHERE TO FROM HERE?
At the recent Reconciliation Forum, participants were asked
to document their questions, concerns and plans for action on
return to their centres. Responses were rich and varied and
included:
Make peace with the ignorance I have had in the past and
move out of my comfort zone. Live and breathe Reconciliation
every moment and embrace the challenge and change.
It starts with me, to build relationships, to learn more and
become more involved and connect with community.
These responses show that there are many starting points
for Reconciliation initiatives, and for challenging racism.
Should your team wish to learn more, Early Childhood
Australia (Queensland Branch) will be holding a second
day of professional conversations around Reconciliation in
September. For further enquiries, please email: ECAQLD@
earlychildhood.org.au
For further reading and learning, you can also access:
• Closing the Gap Report: www.dpmc.gov.au/sites/
default/files/publications/Closing_the_Gap_2015_
Report.pdf
• Culture: www.australia.gov.au/about-australia/
australian-story/austn-indigenous-cultural-heritage
• Languages: www.gambay.com.au
• Protocols:
www.datsip.qld.gov.au/people-communities
protocols-for-consultation
• Reconciliation: Narragunnawali:
Reconciliation in Schools and Early Learning:
www.reconciliation.org.au/schools
• Health: www.kidsmatter.edu.au/atsi-resources/search
• Fostering Culture: www.snaicc.asn.au
• Professional Development: www.workforce.org.au
REFERENCES:
Australian Institute of Aboriginal and Torres Strait Islander Studies. (2016). To remove and protect. Retrieved May 19, 2016, from: http://aiatsis.gov.au/collections/
collections-online/digitised-collections/remove-and-protect
Behrendt, L. (2003). Achieving social justice: Indigenous rights and Australia’s future. New South Wales: Federation Press.
Burridge, N. (2006). Meanings of reconciliation in the school context. The Australian Journal of Indigenous Education, 35, 68-77.
Early Childhood Australia. (2016). Code of ethics. Retrieved May 20, 2016 http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/
Lane, J. (2008). Young children and racial justice: Taking action for racial equality in the early years – understanding the past, thinking about the present, planning for the
future. London: National Children’s Bureau.
Paradies, Y., Chandrakumar, L., Klocker, N., Frere, M., Webster, K., Burrell, M. & McLean, P. (2009). Building on our strengths: A framework to reduce race-based
discrimination and support diversity in Victoria (full report). Melbourne: Victorian Health Promotion Foundation.
12
IN THE LOOP

REFLECTIVE
PRACTICE
&
DOCUMENTATION
An Opportunity and a Challenge
By Stephen Gallen
This article was originally published in the Spring 2011 edition of In the Loop. Workforce Council wishes to thank
Stephen Gallen for agreeing to the republication of this article. Workforce Council are looking forward to continuing
our work with Stephen Gallen as a delivery partner, please call us on 1800 112 585 for more information.
WORKFORCE.ORG.AU 13

Within Early Childhood Education and Care there has been longstanding advocacy of reflective practice as
an important professional tool. The Early Years Learning Framework suggests it is so significant that alongside
our commitment to continuing professional development, ongoing learning and reflective practice should
be our guiding principles (2010, p. 13). Within this longstanding tradition there has been a significant shift
away from private, individual self-reflection, and towards collaborative, collegial reflection.
The idea of collaborative reflection wherein reflection is
shared with colleagues in an ongoing process of dialogue
– cultivating and supporting “communities of inquiry” – is
a striking one, full of potential and possibility. In this field,
planning and reflection have usually been private, invisible
activities carried out in isolation and only displayed to
validators and supervisors. So it is pretty ground-breaking
to consider a process which instead foregrounds making
meaning in relation with others (colleagues, children, families
and other stakeholders): reflection as a sort of ongoing
conversation and dialogue (Rinaldi 2006, p. 55).
The current reality of our field (and broader context) is one in
which we lack the resources and capacity for educators and
services to dedicate significant amounts of time, energy and
thought to collaborative reflection and professional dialogue.
Services can’t afford to release educators from contact duties
for appreciable amounts of time; educators don’t have the
employment conditions which would enable them to engage
in in-depth collaborative reflection; and the field as a whole
lacks extensive experience in working collegially and critically.
Given this reality, how can we construct systems which might
enable sustainable and achievable collaborative reflection?
It simply isn’t realistic to add new, intensive processes and
systems into what is already an overloaded system without
the provision of additional resources and support. What is
possible, however, is to use what we are already doing in
new ways, and to make some choices about what we value
and prioritise. Can we make actual (reflective) practice, actual
pedagogy, and the processes of reflection and dialogue
visible and central? Can we make this our first priority, rather
than an ideal aspiration, which more often than not comes to
be seen as a utopian luxury which we both can’t afford and
can’t hope to achieve? We can’t magically pluck time, money
and other resources out of thin air. However, we can choose
what we value, and where we put our energies.
With this in mind, one simple yet powerful answer to these
challenges lies in the use of pedagogical documentation.
This is not just any use of documentation, nor any type of
documentation. This is documentation (as informed by the
theoretical perspectives and practices of Reggio Emilia among
others) which is focused on small and particular moments of
actual practice (Vecchi 2010, p. 134). It might include photos,
words, work samples, learning stories or be couched in a
range of formats, but it will be centrally concerned with the
meaning of specific pedagogical events and experiences.
This documentation is concerned with making actual
pedagogical practice visible (and central), along with
children’s actual learning and meaning-making strategies
and processes.
This type of pedagogical documentation has certain key
characteristics which make it highly effective as a platform
and a process for the double-barrelled nature of collaborative
reflection. Firstly in terms of reflection, by making pedagogy
visible it creates something to reflect on; all dialogue and
conversation needs an actual subject. Secondly it makes it
shareable. By creating artefacts of documentation (printed
images, written stories, etc.) this visible pedagogy can be
both portable and accessible. In this way, using some simple
techniques, documentation can be incorporated into already
existing workplace practices and processes in practical and
achievable ways.
The following scenarios suggest specific ways in which
documentation can generate reflective dialogue in a range
of settings:
SCENARIO 1: A Family Day Care Home
A coordinator arrives for her monthly visit at the home of a
Family Day Care educator. As always there is an initial period
of welcoming, greeting each other and the children, and the
usual exchanges that are made in these encounters. There
may be pieces of administration or paperwork that are dealt
with, as well as the opportunity for the educator to “sound
off”, to ask questions, to relay significant moments of “success”
or current challenges and anxieties. A sensitive coordinator
knows that no matter how small such matters might seem,
this opportunity to talk and share is a valuable professional
moment for an educator who can feel quite isolated for much
of her professional life.
Then, at some point during the visit the coordinator brings out
a clutch of photos she had taken on her previous visit: eight
images of two children working with play-dough at a table.
The sequence of images, being taken from several angles
and fairly close up, replay a very short moment out of the
play-dough activity. Together the coordinator and educator
look at the photos. Two of the images capture an interaction
between the children, including the expression on their faces
and their eye contact, which the coordinator points out. Other
images portray close ups of their hands rolling the play-dough
into balls. The educator notices how differently both children
work with the balls. The sequence of photos shows how one
stacks them on top of each other, and how the other child then
imitates. The educator shares an insight from her knowledge
of the two children and the dynamics and history of their
relationship.
The coordinator is struck by her perception and offers to
sit and draft out a simple learning story – merely a short
paragraph – that incorporates both this insight and the other
meanings they have shared about these images. She spends
some minutes doing this, and passes it onto the educator, who
will later be able to use this in her planning journal.
14
IN THE LOOP

As the coordinator prepares to leave, she notices that three
children are poring over a picture book on the sofa. As
unobtrusively as possible, the coordinator snaps six or so
images on her digital camera. The children clamour to see the
images on playback which the coordinator shares with them.
She comments on how much they seem to be enjoying the
story and encourages them to return to it. She will take these
images away with her to print out and reflect on, and return
with them next visit to share with the educator as part of their
ongoing reflective conversation.
SCENARIO 2: A long day care centre – staff room
In the staff room there is a lunch table with chairs. On the
table, an educator has left a documentation journal open
for colleagues to look at. While there is no set format to
his journal, much of the documentation consists of in-depth
pieces of documentation, which focus on specific and
particular learning moments. The journal is open at a page
which features three older infants playing at what seems to
be a game of “peek a boo” and “Simon Says” with their
own reflections into a mirror. As there are multiple images
capturing this episode, it is easy for those who were not
present at the encounter to see and understand the processes
and strategies the children engaged with. Two educators are
sitting at the table and as they casually glance at the photos
they become intrigued.
SCENARIO 3: An OSHC Service
In an outside school hours care service, it is time for the
semi-regular staff meeting. The first item on the agenda is
the sharing of a piece of documentation. This is a regular
item which occurs every meeting, and as curriculum (and
curriculum reflection) is the number 1 priority at the service;
at every meeting it is always the first item. Each meeting,
one educator shares a piece of documentation they have put
together.
Today is Jane’s turn. She has brought along a large piece of
display chart, in which a group of Year 5 girls have painted a
mural to hang on the wall of the service. As well as bringing
the mural to show the meeting, the educator has also brought
a panel which shows, in photos and words, some of the
process behind the making of the mural, including how the
project got started as well as showing some of the techniques
the girls used in the mural making process. One in particular
involved them transferring a digital image onto the mural.
This technique generates lots of questions on the part of the
other educators, who can see some interesting possibilities.
The educator involved explains how she had had to support
the girls in this part of the process. Another educator questions
her around how she had made decisions on when and how
to intervene – how much to support and suggest, and when
to stand back. Questions arise about how to know whether
this might interfere with or alternatively extend and support
the girls’ own creative and thinking processes and learnings.
The discussion continues around the possible consequences of
these actions, and the decisionmaking processes of educators.
One wonders aloud, ‘I wonder what those children are
thinking? Do you think they recognise their own reflections?’
The other says emphatically, ‘I don’t think babies at that stage
are supposed to have a sense of their own self.’
The first replies that she doesn’t think there is a definitive
answer to that and this leads both to wonder about the
process by which infants come to recognise and think about
who they are.
One suddenly realises something: ‘Hey, they might not
recognise themselves, but wouldn’t they see that the images of
their friends are reflections: same clothes, faces, movements?
That would have to get you thinking that the third reflection
might be yourself!’
They then begin to consider more closely what might have
been going through the children’s minds, the questions
they may have asked and encountered, and also of what
possibilities there might be for working with reflections and
using mirrors with their own (older) age groups.
SOME FINAL THOUGHTS FOR REFLECTION
To develop and cultivate “communities of inquiry”, and to
bring about a field characterised by a culture of collaborative,
collegial, reciprocal dialogue and reflection requires a
transformation in our usual and habitual ways of working. It
requires resources, good faith, transparency and trust.
It also requires a dismantling of our professional hierarchies
and a willingness to share power with colleagues —
especially educators: an acknowledgement of the professional
capacity and value of all, whether a Family Day Care
educator or university professor.
Most of all it requires intention. Each of us can start where and
wherever we are by making a choice about what we prioritise
and value – to visualise and reflect on actual pedagogy, and
to make it the centre of our professional conversations and
concern.
REFERENCES:
DEEWR 2010. Early Years Learning Framework, Commonwealth of Australia, Canberra.
Dahlberg, G et al 1999. Beyond Quality in Early Childhood Education and Care, Routledge, London.
Reggio Children/Project Zero 2001. Making Learning Visible, Reggio Children, Reggio Emilia.
Rinaldi, C 2007. In Dialogue with Reggio Emilia, Routledge, London.
Vecchi, V 2010. Art and Creativity in Reggio Emilia, Routledge, London.
WORKFORCE.ORG.AU 15

LEAPS PROJECT, QUEENSLAND UNIVERSITY OF TECHNOLOGY
CONFUSED ABOUT
HOW TO FEED BABIES?
NEW VIDEOS HELP CLEAR UP WHAT’S SAFE AND WHAT’S NOT.
By Rebecca P hilipps and Leanne Mitchell
16
IN THE LOOP

When it comes to questions about how to feed babies it can
seem like everyone has an answer with old wives tales, doctor
google and ‘in my day we did it like this…’. This often results
in mixed messages and confusion about how, when and what
to feed babies. With many parents returning to work within
their baby’s first year, Early Childhood Education and Care
(ECEC) services can help to support parents with the right
evidence-based information that will keep babies safe and
happy. But what is best-practice?
The best sources of information on the safe feeding practices
for babies are the Australian Infant Feeding Guidelines and
the Get Up and Grow Guidelines. These cover what and
how to feed babies aged 12 months or younger. To make this
information easier to understand, two QUT Dietetics students
recently created step-by-step videos on the safe preparation,
storage and transportation of expressed breastmilk and
formula. One video is aimed at educators while the other is
aimed at parents so that ECEC services can ensure parents
understand their responsibilities when their baby starts care.
ECEC educators as well as representatives from Queensland
Health and non-government organisations, were consulted
to make the videos. This highlighted the confusion that exists
around the requirement to wear gloves while preparing feeds
for babies and other common misunderstandings around
microwave use and breastmilk storage. These areas have been
clarified in the videos which cover the following key points:
KEY POINTS
• Educators can promote breastfeeding by ensuring
breastfeeding mothers feel supported in the use of
expressed breastmilk when their baby starts care.
• When preparing bottles, always clean preparation surfaces
and follow handwashing and food handling procedures.
• It is advisable that once a baby starts its bottle, any leftover
expressed breastmilk or formula should be thrown away.
• It is not a requirement under the Australian Infant Feeding
Guidelines or the Australian Food Standards Code to wear
gloves when preparing or feeding expressed breastmilk
or formula. However you should always follow the Food
Safety Policy of ECEC service.
• Microwaves should never be used to warm or thaw bottles
of expressed breastmilk or formula. Microwaves can
create hot-spots that increase the risk of burns and can also
destroy some of the nutritional properties of breastmilk.
• Formula powder is not a sterile product and requires careful
preparation and storage to avoid illness in babies.
• To reduce the risk of spoiling, expressed breastmilk
transportation and storage timeframes should be
understood and adhered to.
These videos are practical resources for ECEC staff and can
be used to start a conversation about feeding babies in staff
meetings. ECEC staff can also direct parents and carers to
a separate tailored video to assist them safely feeding their
babies at home.
WATCH THE VIDEOS NOW ON THE
NAQ NUTRITION WEBSITE:
www.naqld.org/category/leaps
The LEAPS Professional Development Program has a list of
other useful links, fact sheets and resources available:
• for Active Play:
www.achperqld.org.au/leaps/links-resources
• for Nutrition and Sleep:
www.naqld.org/leaps-2/
• Get Up & Grow:
www.health.gov.au/internet/main/publishing.nsf/content/
phd-early-childhood-nutrition-resources
• Australian Dietary Guidelines:
www.eatforhealth.gov.au/guidelines/australian-dietaryguidelines-1-5
WORKFORCE.ORG.AU 17

QUEENSLAND UNIVERSITY OF TECHNOLOGY
ACTION RESEARCH,
PLAY AND THE
EARLY YEARS
LEARNING
FRAMEWORK
This article was
originally published in the
Summer 2011 edition of In the Loop.
Workforce Council wishes to thank
Melinda Miller and Sue Grieshabor
for agreeing to the republication of
this article. If you would like to find out
more about Workforce Council’s Action
Research Model, or how you could
participate in action research in your
service, please call us on
1800 112 585.
The “R” word (Research) is not something early
childhood educators usually associate with what
they do as part of everyday practice, and as we
found, the idea of making action research part of
daily practice can be quite daunting. But eighteen
educators who were involved in a year-long
action research project about play and the Early
Years Learning Framework worked out how to do
exactly that.
They embarked on innovative projects that were
unique to their settings and services, and which
brought about planned change. In what follows
we provide some background information about
action research, introduce projects in which
participants were involved, and give examples
of what was achieved over the year for the
participants and for us as facilitators and mentors.
18
IN THE LOOP

BACKGROUND TO THE ACTION RESEARCH PROJECTS
Action research allows educators to investigate aspects of
their work in their own setting over time. Undertaking an
action research project can be daunting at first because
there is no set plan for the research. Rather, educators
begin with questions about an aspect of their practice and
collect information (data) to learn more. Plans for changes
to practices are then implemented, and further questions
are asked about what occurred and why. Action research
is an unfolding process that requires educators to embrace
uncertainty in the early stages of a project. If you have
questions about aspects of your practice, then action research
provides a useful means of investigating these questions in a
sustained and purposeful way.
The 18 participants with whom we worked were highly
motivated. They were keen to investigate everyday practices
in their settings that related to play. Participants were able to
identify easily an aspect of play they wanted to explore that
would provoke them to think about current practices, plan for
change and ultimately improve practice. Once they had settled
on their topic of investigation, participants began cycles of
critical reflection, data gathering, planning and action that
were aimed at producing changes and improving practice.
Educators worked in a range of services and settings (long
day care; family day care; school age care; inclusion support
facilitators) and engaged in a wide variety of projects related
to play.
As facilitators and mentors, our role was to visit participants
in their services to provide research support, and to share in
their learning. We also facilitated an action research project
day every 4-6 weeks in which all participants came together
to develop thinking and skills around critical reflection, the use
of theories in our work, documentation, working with the Early
Years Learning Framework, and writing for publication.
THE PROJECTS
A wide variety of projects explored aspects of play. Here we
describe some the projects that were undertaken by providing
the title and brief details about each to give an idea of what
we investigated and how we collected data.
Reconnecting children with nature in school age care.
We gathered information through surveys, drawings,
photographs and narratives to establish what our stakeholders
saw as natural play and whether it was deemed important
to them. As educators we were passionate about the benefits
of outdoor natural play, and early on identified the role we
played in perpetuating limited access to the outdoors. This
was the catalyst for a philosophy and routine review, to
acknowledge and protect the unique opportunity that natural
outdoor play delivers.
From a social work model to an educational model: An
Inclusion Support Facilitator (ISF) perspective.
As an Inclusion Support Facilitator (ISF), I was interested in
looking at ways to promote a shift from a social work model
to group learning in my work with services. Under the social
work model, support was usually requested with a specific
child as the focus. The expectation was for additional staff
that would “fix” the challenges. In an educational model,
educators recognise their own strengths and knowledge, and
use this to support all children. They develop strategies to
recognise each individual child’s uniqueness and abilities.
I reviewed how I approached and worked with services to
find better ways of supporting a shift in the model of practice
employed to support children and families.
Take outdoor play off the endangered list.
We collected data from parents and families about their
outdoor childhood memories and their suggestions about
how to improve our outdoor play area. Children provided
information about how they liked to play at the centre, at
home or at the park, and we gathered information about
children and adult learning styles. Using this information, we
made changes to the outdoor environment, took photos of
before and after backyard revamps, had children conduct
a safety risk assessment, created learning stories with the
children about special projects being undertaken in the yard,
and sought feedback from children about the changes.
Embedding Aboriginal and Torres Strait Islander
perspectives in play.
The impetus for this project was the lack of emphasis in the
Child Care Regulations about understanding Aboriginal and
Torres Strait Islander heritage. We wanted children’s play
to be respectful of the Aboriginal and Torres Strait Islander
people in our centre and community. We made a connection
with a member of the local Aboriginal community to assist
in gathering resources and building a positive relationship
with the local Indigenous community. We thought this would
help us to have a better understanding of the importance
of including perspectives about Indigenous cultures for
ourselves, staff, children, families and the greater community.
These experiences have helped us to be more confident in
acknowledging and embracing Indigenous cultures and to
begin to break down our own stereotyped understandings of
Indigenous Australians.
Have we regulated the fun out of play?
This project started by looking at the impact the Queensland
regulations have on children’s play and the opportunity for risk
in play by posing the question: Does avoiding the risks reduce
the benefits? We believe that challenge and risk allow children
to test limits; we feel that if educators provide encouragement
and allowing more challenging opportunities for children to
learn through play and exploration.
Family day care educators and professional learning.
Within Family Day Care services, there is a wide range of
experience and preparedness to embrace changes that have
come with the Early Years Learning Framework. Educators
initially completed written surveys to indicate how they felt
about the Framework and what their needs were. We used
this feedback to make changes to the way we delivered
training and the workshops we provided. Feedback from
newly devised workshops and discussion groups was used to
provide further individual support and assistance and to guide
future ideas about ways to support our educators’ professional
learning.
Changes to play space and the impact on children’s play.
Our motivation began from identifying that as a new centre
and a new team, our environment was highly commercialised
(plastic) and not naturally aesthetic. We wanted our play
spaces to provoke curiosity, investigation and enquiries
that were meaningful, had purpose and were connected to
children’s play. Surveys were offered to staff and parents. The
parent survey gave us an idea of the types of environments
and materials that children enjoy in their homes. Children’s
participation was sought through group discussions, with
children’s voices highlighted through documentation and
photos of how they see their environment (from their level).
WORKFORCE.ORG.AU 19

20
Benefits of uninterrupted play.
At our service, educators had often asked, ‘Why do we
have to pack up just because it is morning tea time?’ It
would seem that we would just get involved in play and
activities and then it was time to prepare for group time
and then morning tea. Educators and children found this
frustrating. We posed the question: How do children benefit
from uninterrupted play? Educators were asked to be aware
of times they were interrupting children’s play and to put
themselves in the children’s position when they were being
interrupted for nappy changes and meal times. We focused
on how children could benefit through opportunities to
explore all areas of play and make decisions that affect the
running of their day. We took observations at morning tea
time/group time to support our reasons for change.
Following a trial, we introduced a flowing morning tea and
an indoor/outdoor program.
Change begins at home.
The Inclusion Support Facilitator (ISF) role has in the past
positioned us as “experts” or “keepers of knowledge”,
which has limited our ability to learn new ways and new
ideas. After many years as an educator, I had developed
“truths” and unspoken understandings around familiar
practices that kept me in my comfort zone. Action
research for me was an invitation to dig deeply into the
understandings of multiple truths and critical thinking,
challenging my taken for granted truths about my role,
about early childhood educators and about children.
Pushing the boundaries: When we stop saying ‘No’
We used a question we have asked so many times, but
reflected on and thought about only a little: Is children’s
play affected by our “cotton wool” or preventative
approach to play — that is, removing or stopping anything
that could be seen as a “hazard” to prevent injury to
children? We started by surveying families and educators
about their memories of childhood play and, given no
boundaries, the experiences they would love to provide
or see the children participating in. This began with a
few small changes in the environment, including allowing
children access to real shovels and hoes with which to dig
in the open garden area. Once the idea was planted that
we didn’t necessarily have to hold children back so much,
the philosophy of children’s play within the centre changed.
ACHIEVEMENTS
Achievements in action research can occur on multiple
levels. We observed positive change in participants’
practices, their professional relationships, and their
experiences with research. Here, we share some examples
of outcomes, reflections and comments documented
throughout the project.
CHANGES IN PRACTICE
Changes were seen in participants’ work with children, as
well as their approaches to reflective practice. Examples
documented for the final sharing day on June 10, 2011
include:
• Educators reflecting before saying ‘No’ to children, and
investigating ways of encouraging children’s choice of
play in a safe way, sometimes by adapting slightly, and
sometimes through discussions with children to assist
them in learning to manage risk.
IN THE LOOP
• ‘Now, I persistently look at what I do and why I do it (in
which theoretical framework I am working), considering
who benefits and who is disadvantaged by my actions, and
other choices I have available.’
• ‘Our daily curriculum is built around children’s preferences
and interests in a much richer sense, with increased
participation from parents.’
• ‘Our observations and documentation of children’s play
scenarios is richer, with added links to relevant literature
and theory.’
CHANGES IN PROFESSIONAL RELATIONSHIPS
Participants’ reflections about changes to professional
relationships were also documented for the final sharing day.
Relevant comments include:
• ‘Our staff have become much more confident in their own
abilities and can advocate for their environment, centre and
the profession. Building community partnerships with other
centres has also occurred.’
• ‘The project has brought our team together collaboratively
in our focus – what to change and incorporate, taking
in others’ feedback, research, and thinking outside the
square.’
• ‘As director, I have learnt how to inspire others and involve
their ideas to gain more ownership and utilise their own
strengths.’
• ‘As an educator I am now seeking peer support and
mentoring
EXPERIENCES WITH RESEARCH
Many of the emails we received from participants mentioned
their positive experiences with processes of action research,
which was so very different from the apprehension expressed
at the beginning of the process:
• ‘It is so inspiring to see the great steps we as a group are
making in the changes to our services! I know for myself
and [my colleague] we love hearing what everyone else
is doing and to use each other’s successes and failures as
guidance to make similar changes in our setting! I’m so
glad we joined this action research group...’
• ‘... this has been a great journey for me, I feel honoured to
have had the opportunity to attend the AR project... this
experience has inspired my practice and expanded my
thinking.’
• ‘I have really enjoyed working with you all. It has been
great, and also fun!’
• ‘Thank you so much for your visit yesterday, it has truly
inspired [us]. We had our staff meeting last night and
introduced to our team the concept and question regarding
our Action Research Project. Most of the staff were intrigued
by the information you provided us with... it opened a
whole new line of thinking...’
CONCLUSION
As facilitators and mentors we have been inspired by the
ability of educators to reflect on aspects of their program and
to enact change. Through the processes of gathering data,
deep critique and reflection, consultation and collaboration,
educators have enacted changes that have made a difference
to the children, families and their peers. These stories of
changing and changed practice show the dynamism of
the field and the ways in which educators are creative and
innovative in their individual settings and circumstances.

QUEENSLAND HEALTH
LAW HELPS
CLEAR THE AIR
IN THE COMING MONTHS, ANYONE ENTERING
OR LEAVING AN EARLY CHILDHOOD SERVICE WILL
NOTICE A CHANGE IN THE AIR.
From 1 September 2016, smoking will be banned at services
and for 5 metres beyond their boundaries to further protect
children, families and staff from the dangers of tobacco
smoke exposure.
This new legislation complements existing state and national
laws which mandate a tobacco-free environment for early
childhood services and is consistent with the 5-metre smokefree
buffer zone around schools.
It applies to services approved under national and state
legislation, including long day care, kindergarten, family day
care, outside school hours care, occasional care and limited
hours care services.
While tobacco smoke exposure is harmful to everyone’s
health, babies and children are at serious risk of:
• sudden infant death syndrome
• bronchitis, pneumonia and other lung or airway infections
• respiratory symptoms, such as coughing and wheezing
• middle ear disease, also known as glue ear
• asthma.
Research shows that young people are much less likely to
ever smoke if their early childhood services, homes and
recreation areas are no-smoking zones.
Parents can be positive role models for their children by
quitting if they smoke or helping other adults to butt out.
Quitline (13 7848) is a confidential, free service that
provides a tailored approach for people who want help
stopping smoking for good.
If you see someone smoking where they shouldn’t, phone
13 QGOV (13 7468) to report possible breaches of
tobacco laws for further investigation.
Smokers working in services are encouraged to take part in
the 12-week Workplace Quit Smoking Program well before
1 September to comply with the new law and set a good
example for the next generation.
Visit the Healthier. Happier. Workplaces website at
www.workplaces.healthier.qld.gov.au for more
information about the program.
You can help spread the smoke-free message by displaying
the posters and other promotional material your service will
receive from Queensland Health in late June.
PHONE 13 QGOV (13 7468) FOR FREE
“NO SMOKING” SIGNS TO DISPLAY ON
YOUR PREMISES.
WORKFORCE.ORG.AU 21

DEPARTMENT OF EDUCATION AND TRAINING
SUBSIDISED SKILL SETS
HELP FILL SKILL GAPS
As part of the Queensland Government’s 2016-2019 Early Childhood Education and Care Workforce
Action Plan (WAP) three new early childhood education and care (ECEC) subsidised skills sets in guiding
children with complex behaviours, inclusive practices and team leadership are now available:
1
2
3
Building inclusive practices in early childhood
education and care (CHCSS00072)
Supporting children and families with
complex needs (CHCSS00090)
Team leader skills set (CHCSS00091).
These skill sets address gaps identified by the sector through
the review of the 2011-2014 ECEC WAP. Each attracts
government subsidises through the Higher Level Skills (HLS)
training program.
To maximise the number of educators benefiting from these
subsidies, the HLS program eligibility criteria has been
broadened so that educators, who may already hold a
higher level qualification or have accessed the HLS program
previously, are now eligible.
Further to the skill sets outlined in the 2016-2019 ECEC WAP,
eligible individuals who work with children, youth or families
can now also access the Child Protection (CHCSS00074) skill
set at a government subsidised rate.
SKILL SETS ARE A VALUABLE TRAINING OPTION
ECEC employers across Australia understand the benefits of
nationally recognised qualifications. Like qualifications, skill
sets are nationally recognised and are designed to support
quality service provision.
Skill sets are a combination of units of training (called ‘units of
competency’) in the vocational education and training (VET)
system that provide a specialised focus of learning. Skill sets
can be used to top-up skills already gained in a qualification.
Qualifications and skill sets in the VET system have been
designed and endorsed by industry through a national process
to ensure they provide training recipients with the critical skills
and knowledge required to operate effectively in a workplace.
WHY THESE SKILL SETS WERE DEVELOPED
During the review of the Queensland Government’s 2011-
2014 ECEC WAP, the sector expressed a critical need for
additional skills development in supporting educators working
with children with complex behaviours.
“More professional development and resources
are required to adequately train staff in the skills,
knowledge and understanding of working with
high-needs families with trauma, disabilities and
emotional and behavioural difficulties.”
SURVEY RESPONDENT
“There should be more training for Directors, which
acknowledges the importance of the leadership
and management roles they perform.”
SURVEY RESPONDENT
An opportunity arose through the then Community Services
and Health Industry Skills Council review of the Community
Services and Health Training Package (CHC TP), for the
Queensland Children’s Services Alliance (QCSA) to assist the
Department of Education and Training to verify these findings
and develop ways to respond to the identified skill gaps.
Consisting of an alliance of peak ECEC organisations and
large service providers, QCSA members provided a diverse
group of ECEC industry representatives who substantiated
each unit of competency within the skill sets.
Dr Susan Irvine, Associate Professor, School of Early
Childhood, Queensland University of Technology and QCSA
member comments on her experience in the development of
the ECEC skill sets:
“The role of the ECEC educator is ever evolving. The
importance of ensuring educators have the knowledge and
skills needed to confidently respond to the daily challenges
that working with children and families can bring, cannot
be underestimated. I believe these nationally recognised
skill sets offer a valuable opportunity for educators to
build their confidence and capacity to provide quality and
inclusive educational programs. Each unit of competency
was examined by QCSA members and chosen specifically
for this purpose. Another advantage for educators is that
once approved a government subsidy is available to reduce
the cost for them to study.”
For a list of registered training organisations
funded to deliver the skill sets, please visit
www.skillsgateway.training.qld.gov.au.
To find out more about the 2016-2019 ECEC
Workforce Action Plan and associated initiatives
visit www.earlychildhood.qld.gov.au/WAP.
A full list of QCSA members is available at
www.qcsa.net.au/about-us.
22
IN THE LOOP

DO YOU HOLD A CERTIFICATE III
QUALIFICATION (OR HIGHER)
IN ECEC?
THE FOLLOWING SKILL SETS HAVE BEEN
DEVELOPED SPECIFICALLY TO ANSWER
INDUSTRY DEMAND. YOU OR YOUR STAFF
MAY BENEFIT FROM SUBSIDIZED ACCESS TO
THE FOLLOWING:
SOME ELIGIBILITY CRITERIA MAY
APPLY, FOR MORE INFORMATION,
PLEASE CONTACT KELLY AT THE
WORKFORCE COUNCIL
1800 112 585
• CHCSS00090
Supporting Children and Families with complex
needs Skill Set
• CHCSS00072
Building Inclusive Practices in Early Childhood
Education and Care Skill Set
• CHCSS00091
Team Leader Skill Set
The 2015-16 VET Investment Plan has a number
of programs which support individuals wishing to
undertake study to pursue a career in Early Childhood
Education and Care and those already working in the
sector.
The VET Investment plan outlines VET investment through
the following programs:
• User Choice (apprenticeships and traineeships)
• Certificate 3 Guarantee
• Higher Level Skills
• Skilling Queenslanders for Work.
Information about the VET Investment Plan is available
at www.training.qld.gov.au/documents-data/strategiesplans-reports/vet-investment-plan/index.html
Information about which qualifications and skill sets will
attract a subsidy is available through The Queensland
Training Subsidies List.
Staff in ECEC may also benefit from the following:
• CHC30113
Certificate III in Early Childhood and Care
• CHC50113
Diploma of Early Childhood and Care
• CHC50213
Diploma of School Aged Education and Care
• CHCSS00074
Child Protection Skill Set
WORKFORCE.ORG.AU 23

CHILDREN’S HEALTH QUEENSLAND HOSPITAL AND HEALTH SERVICE
DEADLY KIDS
DEADLY
The Dead ly Ears Program
FUTURES
2016-2026
THE QUEENSLAND GOVERNMENT’S RENEWS IT COMMITMENT TO IMPROVE THE EAR AND
HEARING HEALTH OF ABORIGINAL AND TORRES STRAIT ISLANDER CHILDREN
On 1 March 2016, the Minister for Health Cameron Dick released the Queensland Government’s new
10 year policy to improve the ear and hearing health of Aboriginal and Torres Strait Islander children,
Deadly Kids, Deadly Futures 2016-2026. The launch occurred at Koobara Aboriginal and Torres Strait
Islander Kindergarten, in the northern suburbs of Brisbane, highlighting that a key priority over the next
10 years is preventing and managing the impacts of middle ear disease in the critical 0 to 4 age group.
This is why the policy is especially relevant to the early childhood education and care (ECEC) sector as
this age group accesses services.
24
IN THE LOOP

WHY IS EAR AND HEARING HEALTH
A PRIORITY HEALTH CONDITION FOR
ABORIGINAL AND TORRES STRAIT
ISLANDER CHILDREN?
Ear and hearing health plays an important
role in early childhood development because
speech, language, learning and social skills
are dependent on children being able to hear.
Middle ear disease (or otitis media) is the main
cause of hearing problems for children and is
the result of bacterial or viral infections behind
the eardrum. While the disease affects many
children at some point during early childhood,
in most cases the condition resolves itself quickly
with limited or no medical intervention. However,
the condition is a major health problem for
Aboriginal and Torres Strait Islander children
because they can experience it at a younger age,
severely, persistently and frequently, and it is often
accompanied by hearing loss. The impacts are
substantial and can result in delays in childhood
development, affect social relationships, impede
learning and reduce school readiness.
WHY DO ABORIGINAL AND TORRES
STRAIT ISLANDER CHILDREN EXPERIENCE
THE DISEASE DIFFERENTLY TO NON-
INDIGENOUS CHILDREN?
There are a number of factors that help explain
why Aboriginal and Torres Strait Islander children
experience more severe, persistent and frequent
forms of middle ear disease than non-Indigenous
children. Middle ear disease is influenced by a
combination of social and economic factors. These
factors are referred to as the ‘social determinants
of health’ because they are the circumstances and
conditions that shape and influence a person’s
health.
HOW WILL THE NEW POLICY INFLUENCE
THE EARLY CHILDHOOD EDUCATION AND
CARE SECTOR?
The Queensland Government, through
Queensland Health and the Department of
Education and Training, are committed to
partnering and supporting ECEC providers
implement the actions from the new policy and
improve the delivery of services to children over
the next 10 years.
WHAT CAN THE EARLY CHILDHOOD
EDUCATION AND CARE SECTOR DO NOW
TO IMPLEMENT THE POLICY?
Many ECEC providers currently implement these
actions as part of their day-to-day operations, but
further improvements are needed to ensure every
Aboriginal and Torres Strait Islander child has
healthy ears and can listen, learn and reach their
full potential.
For educators interacting with children on a dayto-day
basis, this means learning to identify the
signs and symptoms of hearing loss, having good
hygiene and hand washing practices in place,
and providing families and carers with information
on ear and hearing health, and encouraging them
to take their child to their local health service for a
check-up if they are experiencing ear and hearing
problems.
TABLE 1: Early childhood development actions from Deadly Kids,
Deadly Futures 2016-2026
DELIVERABLES
HEALTH
PROMOTION
AND
PREVENTION
SERVICE DELIVERY
IMPROVEMENTS
WORKFORCE
DEVELOPMENT
DATA
COLLECTION
AND RESEARCH
KEY ACTIONS
Encourage early childhood education and care
providers to embed and implement public and
preventative health approaches into their operating
practices to reduce the risk factors associated with
childhood diseases and illnesses, including middle
ear disease.
Support early childhood education and care
providers to implement stronger infection control
and hygiene practices and processes to effectively
respond to outbreaks of communicable disease.
Support early childhood education and care
providers to inform and educate parents about
the impacts of middle ear disease and associated
hearing loss on early childhood developmental
outcomes and the importance of early intervention.
Encourage early childhood education and care
providers in areas with a high proportion of
Aboriginal and Torres Strait Islander children to
identify middle ear disease and associated hearing
loss as a priority health condition in relevant
operational policies and procedures.
Encourage and support early childhood education
and care providers to implement effective practice
approaches to enhance the listening, language,
learning and play skills of children with impacts from
middle ear disease and associated hearing loss.
Advocate for listening (acoustic) requirements to be
incorporated into early childhood sections in the
Building Code of Australia and encourage private
providers to build environments to meet these
standards.
Work with relevant stakeholders to enhance the
skills, knowledge and competency of early childhood
education and care educators to identify the signs
and symptoms of middle ear disease and associated
hearing loss, and effectively manage its impacts.
Promote and engage in data collection and research
processes with relevant stakeholders to:
• Inform, review and evaluate management
approaches for Aboriginal and Torres Strait
Islander children with identified hearing loss; and
• Implement effective classroom modifications to
improve the listening and learning environments of
children.
A range of online resources and tools have been developed for ECEC
providers by the Queensland and Australian Governments about
identifying the signs and symptoms of middle ear disease and hearing
loss, and implementing practical strategies to manage the impacts in early
childhood settings. These can be accessed from the following websites:
• Queensland Health Deadly Ears Program:
www.health.qld.gov.au/deadly_ears/html/educators.asp and
• Australian Government Care for Kids’ Ear Campaign:
www.careforkidsears.health.gov.au/internet/cfke/publishing.nsf/
Content/childhood-group
To order or download a copy of the policy, please visit the Deadly Ears
website (www.health.qld.gov.au/deadly_ears), Facebook page (www.
fb.com/DeadlyEars) or ring the Deadly Ears Program on (07) 3310 7709.
WORKFORCE.ORG.AU 25

Noahs Ark Resource Centre Q ld Inc.
Professional Educators
Resource Library (PERL)
Something missing from your service?
A NOAH’S ARK RESOURCE BOX
Our library provides early education and care services and individual educators access to a large
range of resources that you can change regularly to meet the growing and diverse needs of all staff
and the children in your care.
The 2016 year is going by fast as we watch the children’s growth change and develop. Educators
can use the events of our community to support the learning and as the seasons start to change, there
are lots of new topics and interests for the children to explore. Changes to nature, the weather, what
we wear and eat as the days get colder are all interesting areas and having a Noah’s Ark resource
box delivered will motivate and inspire educators and children alike.
The resource boxes are tools for you to use to enhance your program, extend children’s interests and
introduce new ways of meeting your individual goals for the children in your care.
HERE ARE SOME STRATEGIES TO START
GETTING EVERYONE INVOLVED:
Many thanks to Lana Collier from C&K Magnetic Island
who shared her strategies when utilising Noah’s Ark
Resource Library.
• Use the delivery of the Noah’s Ark Resource Box at
“show and tell” at group time
• Use the box to encourage conversations,
questions about what is in the box discussions about
each item as they are taken out of the box.
• Talk to the children about library’s ask which
children go to the library and explore what libraries
do, including talking about the difference between
your local library or mobile library and Noah’s Ark
library sending a box.
• Talk about looking after resources, which also assists
children caring for all the resources they use while
attending the service.
• When making your request list, talk with children
about what they might like to borrow next, which may
support a sense of ownership towards the resources
and active participation in learning.
• Share your activities and experiences strategies in
accessing libraries with the families.
26
IN THE LOOP

WHAT’S IN THE LIBRARY TO TALK ABOUT CHANGES AND SEASONS.
NOAH’S ARK
also has online
borrowing for subscribers.
A PERL subscription allows
you access to Noah’s Ark
Resource Library at our
new Yeronga site.
THE ABC BOOK OF SEASONS
Martin H. Harper Collins Australia 2014
This resource celebrates the joys of each season- from the warmth of spring and summer to
autumns red yellow and brown leaves and winter’s rains and snow. The simple engaging text also
introduces children to the concept of weather and its changing patterns.
RAIN
Weather Watchers series – Mayer C. Heinemann Library Oxford 2007
Books in this series introduce children to different types of weather through stunning photographs.
THE RAINY DAY BOOK
Bull J, Darling Kindersley London 2003
50 activities for educators and children to do on those rainy days when we seem to be inside for
such a long time
WEATHER CHART
This blue felt wall hanging includes 35 felt pieces - numbers , days, months and weather with an
information sheet that provides extension ideas and activities to do with the children.
THE OUTDOOR PLAY SPACE NATURALLY
Champion B et al – Pademelon Press 2008
Professional books to challenge educators’s perceptions about outdoor play spaces and enable
the exploration of our weather and season changes. Natural spaces will enable young children to
understand the world around them .
With the change of seasons and exploration of the weather and our natural environment comes
the learning of what clothes we wear and need to wear. Noah’s Ark has a wide range of childrens
book exploring this topic inlcuding:
MAISY’S CLOTHES
Lucy Cousins Dual Language Book 2009
In dual language Maisy shows us her clothes which can create conversation with children what
season is Maisy dressed for.
LIBRARY TOURS
In addition Noah’s Ark offers Open Day library tours. Come and be guided through the library by
one of our staff who will answer questions, show you how to browse and borrow on line and see
the huge range of resources we have.
OUR LIBRARY TOURS OCCURR 10.00 AM TO 12.00 EVERY WEDNESDAY.
CALL US ON 1300 497 437 TO BOOK A SPOT.
If that time is not suitable for you we can provide an optional tour time.
A PERL subscription allows you access to
Noah’s Ark Resource Library
at our new Yeronga site.
To find out more or enquire about a
subscription, call 1300 497 437.
WORKFORCE.ORG.AU 27

UNLOCKING
INNOVATION
As service delivery is repeatedly disrupted by escalations in client
complexity, rapid demographic change, competitive market environments
and technological advances, Health and Community Services will need
to engage in real innovation in order to stay relevant.
The Workforce Council is pleased to announce a new workshop series
and webinar aimed at fostering innovation in the Health and Community
Services Sectors.
Unlocking Innovation is a workshop designed to give leaders and
decision makers in the Health and Community Services a deeper
understanding of innovation, skills and strategies for unlocking the
innovation in themselves and others, and skills in planning and
evaluating for innovation.
THROUGH THE UNLOCKING INNOVATION WORKSHOP YOU WILL EXPLORE:
• KNOWLEDGE: Understand the theoretical base of
innovation.
• APPLICATION: Appreciate the ways in which
innovation can be applied in the health and community
services sectors.
• ANALYSIS: Examine and break information into
components to identify need and opportunity for innovation.
• SYNTHESIS: Outline individual and group preparedness
for innovation.
• EVALUATION: Evaluate the efficiency and effectiveness
of innovation in the workplace.
‘‘
The WFC is my go-to place for high
quality professional development at
affordable prices. I benefited from
attending chosen events holistically
polishing my skills as an educator
and a mentor.”
FOR MORE INFORMATION OR TO ORGANISE
AN UNLOCKING INNOVATION WORKSHOP,
PLEASE CONTACT WORKFORCE COUNCIL ON
1800 112 585
PHONE 1800 112 585
info@workforce.org.au
www.workforce.org.au