EDUCATING YOUNG CHILDREN - ECTA · 2019. 6. 13. · Educating Young Children- Learning and teaching in the early childhood years 3 From the President The quest for knowledge is a

JOURNAL OF THE EARLY CHILDHOOD

TEACHERS’ ASSOCIATION INC.

EDUCATINGYOUNG CHILDREN

Learning and teaching in the early childhood years

AUTUMN 2005

VOLUME 11

NUMBER 1

Address all correspondence and advertising enquiries toEarly Childhood Teachers Association (ECTA Inc.)PO Box 3254, Brisbane Q 4001p. +61 7 3211 4260 f. +61 7 3211 4900e. [email protected] w. www.ecta.org.au

Journal contributionsArticles and ideas for possible inclusion in the journal following reviewby the editorial panel are welcomed. Your contributions are required ondisk (Microsoft Word). Photographs need a release agreement andbromides are to be included for advertising.

Advertising rates (GST inclusive)Per Issue 1 Issue 2 Issues 3 IssuesFull Page $451.00 $407.00 $363.00Half Page $269.00 $242.00 $214.50Quarter Page $181.50 $148.50 $121.00Eighth Page $121.00 $88.00 $71.50Inside Back Cover $1100.00 $825.00 $715.00Outside Back Cover $1100.00 $2887.50

Inserts$200 for an insert to be included. Written notification of intent isrequired, as there is a limit on the number of inserts per issue.

Dates for contributionsPublishedNo 1 Last week in January AutumnNo 2 Last week in June (conference papers) SpringNo 3 Last week in August Summer

Advertising policyECTA Inc. reserves the right to determine the suitability and quality ofany camera-ready artwork supplied by advertisers. Advertisements inEducating Young Children (EYC) are the responsibility of the advertiser.While EYC makes reasonable efforts to ensure that no misleading claimsare made by advertisers, responsibility is not accepted by EYC or ECTAInc. for statements made or the failure of any product or service to givesatisfaction.Inclusion of a product or service should not be construed asan endorsement or recommendation by ECTA Inc. Advertisers shouldcomply with the Trade Practices Act 1974.

Copyright ©No part of this journal may be copied or reproduced in any formwithout written permission. To the best of the editors knowledge alldetails were correct at the time of printing.

EYS subscriptionsSubscriptions to the journal are included in your ECTA membership. Seedetails on the inside back cover. Single back copy issues can bepurchased for $15 plus postage (GST inclusive).

EYC disclaimerThe opinions expressed in this magazine are those of the authors andnot necessarily those of the ECTA Inc. or the editorial panel.

Editorial policyThe material published in the journal will aim to be inclusive of childrenin Australia wherever they live, regardless of race, gender, class, cultureand disability. The journal will not publish material which runs counterto the well-being and equality of all children and their families, andthose who work with them.

PUBLISHED BYEarly ChildhoodTeachers Association(ECTA Inc.)

Copyright © 2004ECTA Inc.ISSN: 1323:823x

EDITORIAL PANELDeborah BrowneAngela DrysdaleCathy HolyoakLyn HuntLynne MooreSue Webster

ECTA JOURNALLIAISONLyn Huntp. +61 7 3251 2118m. 0403 068 493f. + 61 7 3252 4488e. [email protected]

ECTAADMINISTRATIONOFFICERLorelei Broadbentp. +61 7 3211 4260f. +61 7 3271 4900e. [email protected]

DESIGNGraphic Skills Pty Ltd

PRINTINGCornerstone Press

The ECTA CoordinatingCommittee and theECTA Journal EditorialPanel wish toacknowledge thecontributions of thechildren for theillustrations used for thejournal cover and otherECTA printed material.

Educating Young Children - Learning and teaching in the early childhood years 1

EditorialFrom the Editorial Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2From the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

The Prep YearCamp Hill State School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Teacher TalkHouse Gardening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Lunch Suggestion Recipes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Teacher ProfileNicole Chiplin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Partnerships With ParentsMaintaining Vital Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

What’s OnChildren and FamiliesAunties & Uncles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Professional DevelopmentIan Wallace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Conferences and Seminars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Feature ArticleSugar and Spice and all things gender specific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Get ‘Back to Basics’ with food for kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26The Epidemic of Childhood Obesity - Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28The Epidemic of Childhood Obesity - Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31“Get Active” in early childhood education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34‘Good’ Early Childhood Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

CommunicationsMedia Watch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42News from ECTA Regional Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

International PerspectivesWaldkindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Book ReviewsRoos in Shoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Healthy Children - A Guide for Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47Positive Food for Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Educating Young Children - Learning and teaching in the early childhood years2

From the Editorial Panel

On behalf of the editorial panel I welcomeyou to our new look journal. We hope that itconveys our forward looking approach tochange and our commitment to learning andteaching in the early childhood years.

This journal is loosely themed around thetopic ‘health and well-being’, although youwill notice that there are a range of articlesthat will be of interest to all. In continuingwith our spotlight on the Prep year, FeliceEastwood shares her experiences as a Prepteacher at Camp Hill. In Teacher Talk wedocument a gardening project undertaken bythe students at St Margaret’s Primary School.The article, Maintaining Vital Links, written byCarolyn Atkinson from Amberley CommunityPreschool and Kindergarten, demonstrates justwhat can be achieved when technology isutilised to ensure that parent partnerships aremaintained, in spite of deployment overseas.

In this journal we are pleased to feature abroad range of articles from authors whohave been willing to share their research,writing and thoughts with you. Dr MikeNagel, Head of Middle Schooling, Educang,provides some thought-provoking evidenceand insights into aspects of the ‘genderedbrain’. Deb Browne, from Southbank TAFE,and fellow EYC editorial panel member, asksthe question ‘What makes a good earlychildhood curriculum?’ Physiotherapist, DavidMartin, takes a look at the growing epidemicof obesity in childhood, and the value ofincreased physical activity. Robin Tilse andAloysa Hourigan, from Nutrition Australia ‘getback to basics with food for kids’ and we takea look at the Get Active Queensland Childrenand Young People strategy.

Finally, I share with you my visit to a forestkindergarten in Germany. I hope that youenjoy reading our journal. It is the product ofa small but very dedicated editorial panel. Ilook forward to seeing you at our conferencein June.

In this journal we are pleased tofeature a broad range of articlesfrom authors who have beenwilling to share their research,writing and thoughts with you.


From the President

The quest for knowledge is a lifelongchallenge that is assumed by people in allareas of endeavour. Few fields of work cansay that those who take up employmentknow all that is needed to be known both forthe present and for the future. As societymeanders its way through vast numbers ofchanges in perception and attitude, asworkplaces negotiate new patterns ofemployment, industrial relations andassociated policy, as the generation of BabyBoomers makes way for Generation X andGeneration Y, educators too must take up thechallenge to ensure that we are meeting boththe needs and the expectations of those whouse our services.

From childhood, our society is taught toquestion and challenge. Schoolsacknowledge this and students areencouraged to speak out and up for whatthey believe to be right ... and for what theywant. Teachers, along with otherprofessionals such as dentists, doctors andlawyers, are no longer placed on a pedestalof professional respect as they were in dayspast. The vast majority of parents want toknow not only what, but also how, why,when and how much cost is associated witheverything that happens in the educationalsetting in which they are involved. Educatorsare expected to be articulate about whattheir program entails and why, and to beable to communicate this to parents, carersand others in a knowledgeable yet caringand supportive manner. All parents, but

particularly those who are of theGenerations X and Y, have greater access toinformation than ever before with thewealth of internet knowledge so readilyavailable to any home.

It is an interesting exercise to do an internetsearch of, for example, discipline, and to seehow much comes forth with a negative view.No wonder parents are questioning

From childhood, our society is taught toquestion and challenge.


traditional information that is given byeducators. The power of the written word isstrong and the temptation to believe all thatis read on the internet compelling. Howmuch better informed do we need to be, tobe able to counter misinformation andcompetently communicate the messages weknow to be true?

The less pleasant accompanying features ofthe knowledge and information culture arethe lessening of emotional controls and theinclination towards litigation. “Rage” isexperienced and reported everywhere – fromthe road to the surf, even rearing its uglyhead in the classroom. “I’ll sue”, or “Youshould sue”, has become the catchcry ofanyone who has experienced or hears of anunpleasant situation. The emotion attachedto education makes this a harsh reality formany in educational settings.

We cannot neglect the need to continue tolearn new things about our field and to revisitwhat we learned in undergraduate training.We cannot get left behind on the informationsuperhighway. ECTA is all about professionaldevelopment and continuing education, andabout making sure that you and your teamhave access to a range of the best possibleprofessional development programs available.The 2005 ECTA conference is set to be yetanother great opportunity that you will notwant to miss. Plan now to attend. We willlook forward to seeing you there.

“Knowledge is

of two kinds.

We know a

subject ourselves,

or we know

where we can

find information

upon it.”

Samuel Johnson

1709-1784


Camp Hill State School

When taking on the challenge of teaching in aPrep classroom there are many similiarities tothat of teaching in a preschool. It is not aformal learning environment. The prep programhas no place for formal desk work that is carriedout in traditional classrooms. Instead it providesfor learning and development to occur within aplay context.

The learning context of play and the provisionof resources are similar to that of a preschool.Prep extends children through experiences in avariety of learning contexts. These include reallife experience, focused learning episodes,investigations, routines and transitions torespond to children’s interests. Prep play is

purposeful, cognitively complex and is used as aspringboard to further enhance children’slearnings. Prep implements an Early YearsCurriculum that has been developed around theidentified factors for success in schooling andmonitors children using an early learning anddevelopment framework.

The parents and their child’s introduction to prepat Camp Hill Infants State School is similar to thatat the preschool. I conduct interviews for the firsttwo days. Doing this gives me the opportunity tofind out about the children who are in the classand any special needs that they may have. I takethe opportunity to talk to the parents as a wholegroup while my teacher aide helps the childrenfamiliarize themselves with the room and facilitieswe have to offer. I find conducting a groupparent session provides me with the opportunityto talk about my philosophy, the Early YearsCurriculum, my expectations and generalhousekeeping issues. It also gives the parents theopportunity to meet each other.

Once interviews are complete, the children startin two gradual intake groups. This is terrific as it

Felice Eastwood

Prep play is purposeful,cognitively complex and isused as a springboard tofurther enhance children’slearnings.


helps me establish a relationship with themmore quickly. For those children who haven’tattended any day care situations, kindergartenor preschool facilities their starting day is not sodaunting when it occurs in a small group. Ourschool is very supportive of the needs of youngchildren and, as such, the children’s first week ofschool is comprised of half day sessions. Thesecond week of school sees the beginning of fullday sessions.As in any classroom the beginning of the year isalways very hectic. The children and I worktogether to establish a daily routine as well as aweekly one so that every day there is somethingto look forward to, whether it be libraryborrowing, cooking or specialist lessons such asP.E. or Library. My children are very lucky to beable to access specialist lessons. They areprovided at the discretion of the school.

Planning for the daily routine in my prep class isdescribed in similar terms to planning for apreschool routine. Rather than allocate mysessions to curriculum areas I divide my day intolearning contexts. However, there are manydifferences from the preschool context as thechildren are heavily involved in the planning and

reflection of the program; are encouraged toaccept responsibility to persevere with theirlearning; and I monitor the children’s learning asan integral part of teaching.

Our day starts with a circle time where we setthe scene for the day. During this time I involvethe children in real life investigations. Forexample the roll is marked with the children’shelp at the beginning of the day. I work withthe children to determine how many childrenhave arrived at school and we use count-onstrategies to determine how many children areabsent or running late. Such an activity offerslots of opportunities to discuss mathematicalunderstandings of number. We then move intooutdoor time where the children are involved indeveloping their health and physical well-beingthrough activities that have been co-constructedwith the children. An example of this isallowing the children, as a group, to decidewhere the starting point in the obstacle courseshould be, the sequential order they need topass through the activity stations and number oftimes they are required to perform a task beforethey can move on to another activity. After

My teacher aide and I helpscaffold their learning byusing a plan, do and reviewsequence. During this timewe try to use the children’splay to capitalise on teachablemoments by challenging,supporting and extendingtheir learning.


returning to the classroom the children areinvolved in a transition activity time, which oftenallows for focused learning opportunities. Morning tea and lunch are held in theclassroom as they allow for many informal sociallearning episodes. During indoor time thechildren and I plan, initiate activities and worktogether. My teacher aide and I help scaffoldtheir learning by using a plan, do and reviewsequence. During this time we try to use thechildren’s play to capitalise on teachablemoments by challenging, supporting andextending their learning. Music and storysessions are times when the whole class enjoysworking together. Often, these times allow forthe development of oral language and earlyliteracy concepts. Within our prep day thechildren have many opportunities to work asindividuals, in small groups, and as a whole classgroup.

As a Prep teacher while planning my program Itry to make a focus on the children makingdecisions, solving problems, developing thinkingprocesses, developing effective communication,developing collaboration strategies, developing

a sense of self and a positive disposition towardslearning.

As the year progresses the amount of time spentusing these different learning contexts will varyas the children develop longer attention spansand more skills. To my surprise, each year thechildren are developing a greater ability tomaster many skills I once thought wereattributed to older learners. Instead of waitinguntil later in the year to introduce the childrento the notion of working together as a group, Ihave started right from week one providing thechildren the opportunity to share and worktogether in small group situations. It neverceases to amaze me how quickly children cantake on these challenges.

Through taking on the challenge of being aprep teacher I have discovered that it isimportant to be open to new ideas and flexibleto change while relating current educationaltheory to practice. Teaching Prep is a lot ofhard work but is very rewarding!

By Felice EastwoodPrep Teacher

The prep program has noplace for formal deskwork that is carried out intraditional classrooms.Instead it provides forlearning and developmentto occur within a playcontext.


House Gardening

In 2004 Gardening was introduced at StMargaret’s Primary School. The aim ofthe program was to instil a sense ofownership and respect for the schoolenvironment.

The students were grouped in HouseGroups (grades 1-7) and each Houseselected a garden for which they wouldbe responsible. This program had socialbenefits as it provided the opportunityfor students to work in multi-age groups.In this social context the students learntto socialise, nurture, mentor each otherand how to become leaders.

Through gardening, students gained anunderstanding of the needs of livingthings as well as the planning requiredto create a garden. This was anoutcome of the Science syllabus.

St Margaret’s Anglican Girls Primary School

This program had social benefits as it providedthe opportunity for students to work in multi-agegroups. In this social context the students learntto socialise, nurture, mentor each other andhow to become leaders.


The garden will be developed in 3 stages:1. Planning2. Preparation3. Construction.

In the planning stage the students reviewedthe garden site and conditions, identifying thelight, aspect, soil type/ fertilising, water andwind.

Then they designed the garden. This wasrecorded in a design book. Look for moreinformation in upcoming journals regardingthe fruits of the children’s labour.

An interesting resource:Starbuck,S;Olthof,M;Midden,K. ‘Hollyhocks andHoneybees:Garden Projects for Young Children’.Available through Early Childhood Australia


Lunch Suggestion Recipes

From Positive Foodfor Kids byJenny O’Dea.Published byDoubledayRRP $27.95

Sandwich Suggestions

Never underestimate the nutritional quality ofthe humble sandwich! A healthy sandwichcan easily supply a third of a child’srequirements for protein, iron, Vitamin C,niacin, thiamine and, if served with cheese, yoghurt or with a milk drink, it will provideprotein, calcium and riboflavin as well.

Bread is a very nutritious food whether it iswhite, brown or wholemeal. It is a veryunfortunate myth that white bread is a non-nutritious food. Sandwiches are best madefrom wholemeal bread because it containsslightly more vitamins, iron and zinc and muchmore dietary fibre than other breads, but whitebread in Australia is fortified with iron and Bvitamins and is good food both for childrenand adults. Some children who like to eat onlywhite bread will get enough nutrients from it,but will also need another source of fibre suchas wholegrain cereals or fruits and vegetables.

Bread does not need to be spread with butteror margarine – this is just a habit to which wehave become accustomed. Try moistening

sandwiches with yoghurt, chutney, cranberrysauce or a small spread of light mayonnaise.Never sprinkle salt on children’s food.

The Top Ten Tips for SchoolLunches

1. Grated cheese – pre-grated

packs, light and reduced fat.

Toss a handful in the lunchbox

every day

2. Light cream cheese and light

processed cheese spread

3. Wrap breads – pita, Lebanese,

lavash

4. Fruit snack packs

5. Cherry and grape tomatoes

6. Rice cream snack packs

7. Mini yoghurts

8. Mini custards

9. Chicken drumsticks

10. Wholegrain crackers

Toast Toppers

Toast can be a nutritious meal provided thetopping is healthy. However, salty spreadsand jams provide too much salt and sugar,and few nutrients, so it’s good to keep an eyeon how often you use these.


White or wholemeal bread is nutritious andcan be toasted and topped with any of thefollowing:

* Scrambled, boiled or poached eggs * Grilled cheese and tomato * Pizza topping – grated cheese, tomato,

ham and onion * Baked beans (high in protein) – with

chopped ham or cheese * Peanut butter and sultanas * Chicken, chopped walnuts and

mayonnaise * Creamed corn and melted cheese * Tuna, chopped apple and mayonnaise * Cream cheese * Meat from the night before (e.g. sliced

lamb) and tomato * Cottage cheese, pineapple and dates.

Recipes -

Hummus

6 cups cooked chick peas 1/2 cup tahini (sesame seed paste) 1 cup of lemon juice 4 cups water 1 clove garlic, chopped 3 teaspoons ground cumin 2 teaspoons ground coriander pinch cayenne powder

Blend the chick peas and tahini, lemon juice,water and garlic until very smooth. Mix in thespices. Chill overnight before serving to allowflavours to blend and develop. Use as asandwich filling, or spread on Lebanese flat bread or crusty bread and serve with salad,chicken or meat on sandwiches. Hummus isalso very handy as a dip.

Marinated Chicken Drumsticks

5 chicken drumsticks 1/2 cup water1 tablespoon brown sugar 1 tablespoon soy sauce 2 tablespoons tomato paste (no added salt) 1 clove garlic, crushed 1/2 teaspoon ginger, ground 1/2 teaspoon paprika

Remove skin and visible fat from drumsticks,Combine all ingredients for marinade. Pourover chicken and marinate for at least twohours. Bake in oven at a moderatetemperature for 20-30 minutes. Bastefrequently in marinade.

Sophie Carter Publicist

RANDOM HOUSE AUSTRALIA 20 Alfred Street Milsons PointSydney NSW 2061 Australia M 0419 248 901T +61 2 8923 9833F +61 2 9954 4562

www.randomhouse.com.au<http://www.randomhouse.com.au/>

LunchSuggestions


Nicole Chiplin

Nicole is an Early Childhood Teacher atJunction Park State School. She is currentlyteaching a Year 1/2 composite. Nicole has ataught in many different grades across thestate.

Nicole started her career in Clermont StateSchool where she taught a Grade 1/2/3multi-age for two years. Nicole says that shewas fortunate enough be in a team teachingsituation with an experienced teacher whosupported her throughout these first years.

Nicole then taught a Year 1, Year 2 and aYear 2/3 composite at Clermont. Nicoleremembers that there were many positiveand negative issues linked with teaching agroup of children over a three year timeperiod. The positivi ties included the ability towatch and guide the continued developmentof a child over several years, while one of thenegatives was that personalities of childrenand teachers may get a little frayed over thesame period.

Nicole enjoyed country life – the socialaspects, the friendliness and the support offellow teachers in an isolated position – butapplied for a transfer back to Brisbane to beinvolved in a larger city/school and all thatentails.

Nicole has been teaching at Junction Park forfour years. She has also taught Year 1 andPreschool. In her current 2/3 year level,Nicole says that she is now using the width ofher experiences across the Early Years tofacilitate a classroom that caters for theindividual in a greater way then she has everdone before. She feels that she can follow thecurriculum in a more productive way because

of her understanding of the outcomes belowand above her year levels. Nicole feels thatshe also has a much greater understanding ofchildren’s social and emotional development,which allows her to better meet theindividual needs of each child.

Nicole likes the diversity of her EarlyChildhood training as it allows her to moveacross a range of classes, continuallydeveloping her skills and keeping in touchwith the many changes and innovations thatoccur in the Education Department.

... ability to watch and

guide the continued

development of a child

over several years


Maintaining Vital Links

Most early childhood professionals agree that thekindergarten and the home need to be engagedin a collaborative partnership in order to helpchildren achieve their full potential.Communicating with parents today is more andmore challenging. As the numbers of workingparents increase, the time they have available tobecome involved in the program, or stay and talkto teachers, is limited. Separated families andparents on deployment or extended businessleave are also becoming more common.

For teachers there is the challenge of how toconnect with families and share information in ameaningful way and how to encourage parentinvolvement with parents who are unable to beinvolved in traditional kindy activities such asroster. For management committees, it meansinnovational ways of structuring meetings to fit inwith varied work schedules and heavier familycommitments outside business hours.

Every centre has a different philosophy, variedresources and abilities among its personnel whichcan be utilised in order to maintain the vital linksbetween the kindy and the family and betweenmembers of the family who may be separate. Thechallenge is how to make use of these factors ininnovative ways to complement the programwithout placing more demands on staff.

Amberley Community Kindergarten andPreschool staff members addressed this issue, andhave recently had their efforts at communicatingwith families rewarded by receiving runner-up forthe W Keith Hayes Award for excellence andinnovation. The staff members at AmberleyKindergarten excel in their communication withparents on deployment or extended businesstravel, and with families for whom difficultcircumstances temporarily prevent their child’sattendance at the centre. They are continuallystriving to improve their (previously non-existent)

Carolyn Atkinson

Most early childhoodprofessionals agreethat the kindergartenand the home need tobe engaged in acollaborativepartnership in order tohelp children achievetheir full potential.


computer skills in order to utilize technology toaid regular communication with absent parentsand families.

Due to the large number of families with one ortwo parents working shifts on the RAAF baseclose by, the centre is fortunate to experience asignificant amount of involvement of bothparents in their child’s early childhood education.Their involvement varies widely, but includesdropping off and collecting children, staying onroster, sharing special skills and interests, andattendance at picnics and special events duringthe term. However, many of these parents arealso deployed or away on business for weeks ormonths at a time. During these periods theremaining parent is busy with the children, oftenstressed and usually unable to become involvedin the program.

Staff members strive to maintain close contact ona daily basis with parents to help determine theneeds of the children in the group.Acknowledging the extra support parents mayneed, they structure their programs to makethemselves available for extended periods at pick-

up and drop-off times. One staff memberincludes the children in a group time, leaving theother staff member free to talk. This meansparents wanting to talk or needing extra supportfeel relaxed about seeking it, and can do so awayfrom the child.

The recent international crises served as a catalystand made Amberley Kindergarten staff memberscarefully consider how they could strengthen thefamily bonds, share information about theirchildren’s lives, and help the deployed partnerstay in touch with the uplifting everydayoccurrences which they regularly experience atkindy. Ideally, the method used would also givethe deployed parent opportunity to comment onthe program, or correspond with the staff or thegroup of children about some of theirexperiences.

With few technological skills and one oldcomputer, correspondence was initially sent using

Due to the large number offamilies with one or twoparents working shifts on theRAAF base close by, thecentre is fortunate toexperience a significantamount of involvement ofboth parents in their child’searly childhood education.

Murray Thorpe with the preschool children of the AmberleyPreschool and Kindergarten


hard copies. Children’s paintings, drawings andcomments were made into a book which wassent to the deployed parent. These were muchappreciated by the parents who returnedcorrespondence thanking the children and staff.

Recent acquisition of a digital camera for thecentre has resulted in the staff now utilizing emailand digital photography to acquire the sameresult. They can now send a snapshot of a child’sday, experiences they particularly enjoyed,comments from the children, and informationabout their child’s progress at kindy.

The immediacy of digital photography and emailappeals to both the children and parents, as theycan see, and consequently converse on thephone, about what they did TODAY. (In somecases it is still necessary to use hard copies as forsecurity reasons some attachments cannot beopened.) Using email also enables staff to sendthe same message to both parents if needed,thus reducing the time and effort required.

The comments do not have to be lengthy to bemeaningful to the parents or the child. A picturetells a thousand words.

Digital photography and emailing have alsoenabled kindy staff and children to remainactively in touch with a family whose child iscurrently undergoing chemotherapy. The family isalso keeping in contact with the class throughregular visits and phone calls. Photos of specialevents, friends and messages are included in theemails. The latest correspondence showedchildren at the centre taking part in the FootyColours Day run recently to raise money for theBone Marrow Institute of Australia in support of

the affected family.Exchange of information between the kindy anddeployed parents, and families temporarilyseparated from the centre, has encouragedempathy, understanding and support in the otherchildren in the group. It has increased the selfesteem of the children involved and given themthe confidence to talk about their situation andtheir feelings. It has also resulted in a myriad ofspontaneous learning experiences along the way,such as literacy awareness, knowledge of, anddiscussion about world events.

As dedicated early childhood professionals, wecan make a difference by developing new andinnovative ways of sharing those treasuredmoments which make early childhood special,and maintaining the vital links within familieswhich are so important for a happy healthychildhood.

By Carolyn AtkinsonAmberley Community preschooland kindergarten

Exchange of information

between the kindy and

deployed parents, and families

temporarily separated from

the centre, has encouraged

empathy, understanding and

support in the other children

in the group.


Children and Families

The program, which provides mentoring andsupport to “at risk” children and their families,is based on a simple formula of communitysupport and involvement. The child spendstwo days a month with their “auntie” and/or“uncle”, gradually forming a lastingrelationship. The volunteer “aunties” and“uncles” are thoroughly screened (suitabilitycard required, interviewed, assessed by a socialworker experienced in child protection) beforebeing linked with a child who needs support.

For the child, there are many benefits to havinga stable friendship with a person who makesthem feel special. For the family, a supportsystem is in place to help them cope withchallenging family responsibilities.

Very few programs are able to supply practicalsupport to families before serious problemsdevelop. Most programs are like bandaids thatare applied once a family’s problems becomeinsurmountable. Each weekend across SouthEast Queensland, volunteers take their “niece”or “nephew” into their homes and hearts,providing stressed and “at risk” families withthe benefits of an extended family.

The parties benefit from the program in thefollowing ways -

– The children, many of whom have sufferedfrom rejection, develop higher self esteem

through their long term relationship withtheir “aunt” and/or “uncle”.

– Parents feel supported by their community,and have someone to help them cope withthe tough times.

– The volunteers benefit from the specialrelationship they have with the child, andenjoy the feeling of helping theircommunity.

– The community becomes a safer place forthe child and intervention by childprotection agencies or the juvenile justicesystem is prevented or, at a minimum,reduced.

The program has run successfully in NSW forover thirty years and, in 1991, was establishedin Brisbane by Ann Thew, a former NSWvolunteer. It is a very satisfying program inwhich to be involved. The child becomes partof your family – participating in family activitiesand outings. All that is required is an interest inchildren and a commitment to set aside twodays a month on an ongoing basis to give achild quality time.

For further information on the program and howto become involved contact Ann Thew, VicePresident Links Aunties and Uncles (Queensland)Lions Club on telephone 3216-2097 (after hours)or email [email protected].

Aunties & Uncles

Mission: Building a better life for children, their families and the communityin a spirit of mutual understanding and co-operation.

EARLY INTERVENTION ANDPREVENTION PROGRAM

FOR CHILDREN


Professional Development

Ian is a consultant psychologist, the Director ofForestway Psychology Centre, in Sydney. Ian is wellknown for his expertise in dealing with very defiant,disruptive and challenging behaviour in childrenand adolescents. Ian specialises in diagnosing and,more importantly, supporting children, families andteachers in dealing with severe disruptivebehaviours, including ADHD, Oppositional Defiance,ConductDisorders and Autistic Spectrum Disorders, includingAsperger’s Syndrome. He has provided consultantservices for over twenty years to Australian andoverseas practitioners, including paediatricians,

psychiatrists, doctors and other professionals. Ian ismost recognised for his emphasis on practicalstrategies and his down-to-earth approach. Ian ismost respected for his positive determination andwillingness to work with severe disruptive behaviourdisorders. Ian is the resident psychologist andregular guest on “Mornings with Kerri-Anne”, onChannel 9. Ian’s bestseller book, “You and YourADD Child” (now in its ninth reprint), has becomethe practical handbook for managing everydayADHD problems. He coauthored “Coping withSchool” and writes for KidsLife.com.au andMelbourne Weekly Magazine. Ian is an editorialboard member and professional contributor for“Practical Parenting Magazine”. Denise, Ian’s wife,and he are the parents of a university graduate sonand undergraduate daughter. Ian presents totelevision, radio, university, professional, school andparent support groups, speaking to thousands eachyear, in a practical, humorous and interactivemanner. Ian’s blend of practical advice, infectious,positive enthusiasm and determination in buildingstrengths, leaves audiences empowered andenthralled.

ECTA is proud to bring Ian Wallace toHervey Bay and Mackay

Hervey Bay 22 October 2005Mackay 5 November 2005

ECTA members no cost.More details to follow.

Ian Wallace, consultantphyschologist, is one ofAustralia’s foremostauthorities on thetreatment of ADD usingbehavioural therapy.



Learning in the Garden SeminarPresented by Growing Communities,Brisbane, Qld.Monday 20th to Tuesday 21st June, 2005

an opportunity for educators to walk through school and community gardens andfamiliarise themselves with the resources and programs developed to support “learning inthe garden”.

For more information contact Growing Communities. Phone: (07) 3857 8775 email: [email protected]

Landscapes of ListeningReggio Emilia Information ExchangeHilton on the Park Melbourne9-10 July 2005

A provocation and an opportunity to reflect on the relationships between learning,listening and teaching in the rich and diverse context of Australian society.

Keynote speakers - Carlina Rinaldi & Eulalia BoschCost: $440Expressions of InterestReggio Emilia Information Exchange 442 Auburn RoadHAWTHORN, Vic, 3122

Provoking Encounters Transforming Thought12-15 July 2005St Cuthbert’s College, AUCKLAND, NEW ZEALANDSpeakers include Ellen Hall, Diti Hill, Deb Curtis, Margie Carter, Margaret Carr and CarlinaRinaldi.

Relationships between adults and children are strengthened during encounters in whichthoughts and actions are challenged and transformed. When provoking and transformingare seen as essential to the learning-teaching process, both adults and children engage indialogue that is grounded in their past but relevant to their present and to their future.

Registration of interest: [email protected]

Conferences and Seminars



Advance promotion for ACEC 2006,2-4 October 2006.

The organisation of the Australian Computers in Education Conference (ACEC) 2006: Technology in theTropics to be held in Cairns (Far North Queensland) from the 2nd - 4th October, 2006 is well under way.This gala event will be staged at the internationally award winning Cairns Convention Centre – crownedthe World’s Best Congress Centre for 2004. Delegates can expect all the best aspects of ACECs from pastyears, but with some new initiatives and events which will be sure to be of great interest andprofessionally rewarding. Contribute to and learn from the presentations, debates and experiences inareas that span ICT in curriculum, E-Learning, ICT leadership, Computing studies and Network Design andManagement. Speakers will be drawn from right across Australia and overseas, with keynote addresseswhich will challenge and entertain. Pre-conference workshops will help you keep that leading edge.

Register your interest now:the web site www.acec2006.info contains a Register Interest tab where you can register to receiveoccasional newsletters and become aware of early specials, prizes and opportunities

Mater Children’s Hospital and Education Queensland: Encouraging Diversity: Challenging the Concept of DifferenceEducation Queensland’s Staff College, Inclusive Education, and The Mater Hospital DevelopmentalGroup, have formed a partnership to provide learning and development opportunities for thoseworking to support students with diverse learning and health needs. The partnership is presenting a2005 series of twilight sessions (4.30 – 6.00pm) to provide latest understandings and to encouragecollaborative responses to children experiencing difficulties at school.

For more information please contact:Clare Grant, Manager, Staff College,Inclusive EducationPhone: (07) 3237 0982Fax: (07) 3239 6536Email: [email protected]

VALUES EDUCATION CONFERENCEMonday 29TH August 2005

FOR PRIMARY AND SECONDARY TEACHERS, PARENTS, STUDENTS AND OTHER INTERESTED STAKEHOLDERS

TO* deepen understanding of the theory of values and values education - relationship between ethics,

morals, values and spirituality

Conferences and Seminars


* explore ways of incorporating the common and agreed values into the curriculum * explore the most effective ways of developing values in the whole school community * prepare and support teachers, parents and students to take up values education * share successful practices * link the National Framework for Values Education in Australian Schools with other Australian

Government initiatives.

VENUE: HOLIDAY INN, ROMA ST, BRISBANETHIS IS THE FIRST IN A SERIES OF FREE VALUES CONFERENCES. THE SECOND ONE WILL BE HELD INCAIRNS AT A DATE AND VENUE, TO BE ANNOUNCED LATER THIS YEAR

Joint Council of Queensland Teacher Associationshttp://www.pa.ash.org.au/jcqta

Kaleidoscope – Changing Images of ChildhoodEarly Childhood Australia Biennial Conference28 September - 1 October 2005, Brisbane

Confirmed speakersDr Jackie Marsh - Lecturer in Literacy Education, University of Sheffield, UK Professor Joe Tobin - Early Childhood, Arizona State University, USAA/PROFESSOR MARGARET CARR - Associate Professor, University of Waikato, NZ.A/PROFESSOR ANN SANSON -Associate Professor, Dept of Psychology, Melbourne UniversityRegister your interest at www.eca2005.com

Making Meaning: Creating Connections that Value Diversity 29th Annual Conference of the Australian Association of Special EducationBrisbane, Australia.23-25th September 2005Details via our web-site www.aase.edu.au

The Australian Association of Special Education is pleased to confirm the participation of ProfessorRobert Stodden as our International Keynote Speaker for the 29th Annual National Conference to beheld in Brisbane 23-25th September 2005.This international keynote address will explore current educational improvement initiatives and theimpact of such initiatives upon students with diverse learning and behavior needs. While educationalinitiatives have focused upon improving educational outcomes for all students, questions continue tobe asked about the role of special education personnel and special programs - this address willexplore the intent of federal educational policies and the reality of school-level practice as studentswith diverse learning and behaviour needs pass through the four phases of learning. The speaker willexplore implications for special educators in their quest to “find a place” and to “make an impact”within the current policy-practice climate.

Professional DevelopmentConferences and Seminars


Sugar and Spice and All Things Gender Specific

BEd, MEd, PhD

Michael Nagel has worked in education fortwenty years in a variety of contexts and with anumber of experiences. Previously a lecturer inCultural and Language Studies in Education atthe Queensland University of Technology, Mike isnow the Head of Middle Schooling for EDUCANGLtd encompassing Forest Lake College, SpringfieldCollege and The Lakes College in Brisbane.During his career Mike has taught primary school

and high school in Canada, was the Director of aforeign language institute in Japan and workedfor Education Queensland as a teacher andbehaviour specialist. Mike’s doctoral thesis, whichlooks at how children in Australia and Canadaconceptualise various school experiences, ispresently with examiners. His current researchinterests focus on how children ‘see aspects oftheir world’, incorporating neurological researchwithin educational contexts, the importance ofstudent voice in educational decision making andenhancing the total school environment for boysand girls. He is a Master Trainer for the U.S.based ‘Gurian Institute’ which focuses ongendered brain difference and why boys and girlslearn differently. He has presented discussionpapers, workshops and seminars nationally andinternationally. Mike draws his insights and ideasfrom almost two decades of practical educationalexperiences on three continents; contemporaryneurological research; and from watching his twochildren, Madeline and Harrison, grow up.

Mike can be most easily contacted through emailat [email protected].

In the last decade, a great deal of medical andscientific research has provided new insights into theneurological and physiological differences of themale and female brain. Throughout an individual’slife these differences become evident in variouscontextual settings, are influenced by experience andenvironmental stimuli and can now be verifiedthrough Magnetic Resonance Imaging (MRI’s) andother research techniques. Such advancements inresearch pose some interesting points regardingearly childhood education, especially as some statesappear to be moving towards incorporating aspectsof literacy and numeracy teaching earlier in theacademic lives of children.

Dr Mike Nagel

From the moment of conception tothe first tentative steps into apreschool classroom, earlyneurological development takesplace at a phenomenal rate. Thecapacity to learn, coupled with aninnate sense of curiosity, is simplyastonishing, and visible daily aschildren tend to make the ordinary,extraordinary.


From the moment of conception to the first tentativesteps into a preschool classroom, early neurologicaldevelopment takes place at a phenomenal rate. Thecapacity to learn, coupled with an innate sense ofcuriosity, is simply astonishing, and visible daily aschildren tend to make the ordinary, extraordinary.Raising and educating a child is therefore inherentlycomplicated and a challenge for parents, caregiversand policy makers. Given the vested interests of allparties involved in the development of a child, everyperson participating in such endeavour can claimsome level of expertise. Furthermore, with a wealthof growing insights in childhood development, itbecomes imperative to harness this mountingknowledge in such a way that it will ensure the well-being of all young children. This becomes evenmore critical as policy makers begin to delve intovarious aspects of pedagogy earlier and earlier in achild’s life. A look at the developing brain offerssome justification for this stance and suggests thatconsideration of neurology is warranted whenplanning early childhood initiatives.

The human brain, that mass of greyness locatedbetween the ears, is arguably the most complex

object we know. Consisting mainly of three layers,this part of our anatomy has long been a mystery withregards to how it operates and grows. However, withadvances in neurological research and technology,researchers have been able to identify and theorisehow the brain works and matures. When workingwith young children, some very interesting insightsregarding overall brain development and genderemerge.

From the onset of life, the brain is busy setting upneural connections or synapses that seem to developin fits and starts followed by periods of consolidation(Diamond & Hopson, 1999). It is these connectionsthat allow the brain to interpret and passinformation from one area to the other and duringthe early stages of life the neural connections of achild come to outnumber those of an adult. This,however, does not necessarily mean that the earlyyears are a time for overzealous stimulation, butrather a period where a safe and supportiveenvironment plays as much a part of learning asanything else. Developing the types ofenvironments that might enrich an early childhoodsetting necessitates a number of vital considerationsincluding notions of gendered brain difference andpedagogical timing.

There exists detailed and compelling evidence of howthe brain is provided with its gender architecture inutero as a result of cellular, hormonal and chemicalinfluences. (Blum, 1997; Moir & Jessel, 1989; Moir &Moir, 2000) There is also evidence to suggest thatchanges in this early developmental process can alterthe makeup of the brain whereby we see boys whodisplay greater feminine traits, girls who displaygreater masculine traits and children who can bereferred to as bridge-brained – equal in genderattributes (Gurian, 2001; Moir & Jessel, 1989). Giventhese insights, it is also important to acknowledge thatbrain development is best understood as a spectrumof development rather than two poles being male andfemale. After all, each child is an individual living in acertain context with certain experiences. In otherwords, men may be from Mars, but there aredifferences amongst Martians. With that in mind, it is

... it is also important toacknowledge that braindevelopment is bestunderstood as a spectrumof development ratherthan two poles being maleand female. After all, eachchild is an individual livingin a certain context withcertain experiences.


important to examine some of the above ideas in thecontext of early childhood education.

As noted earlier, the brain has three areas ofprominence - the brainstem, the limbic system and thecerebrum. The brainstem or region closest to thespine is where fight-or-flight survival responses areactivated. The limbic system or central part of thebrain processes our emotions. Finally, the cerebrum isthe region where processing environmental stimuli,thinking and consciousness exist (Wolfe, 2001;Hardiman, 2003). It is also important to note thatbrain maturation generally occurs from the bottom upwhich means that those regions responsible for survivaland emotive processing mature sooner than theregions responsible for conscious thought (Giedd,Blumenthal, Jeffries, Castellanos, Liu, Zijdenbos, Paus,Evans & Rapoport 1999). The important point here isthat this rate of maturation is different for boys andgirls which has implications for how boys and girls dealwith emotion; girls tend to ‘act in’ and boys tend to‘act out’ (Blum, 1997; Giedd, Vaituzis, Hamburger,Lange, Rajapakse, Kaysen, Vauss & Rapoport 1996;Jensen, 1998; Kitchenham, 2002). In the confines of atypical learning environment this often leads toeducators reprimanding boys for misbehaviour andconversely missing cues when girls are upset or angry.

A second area that often creates problems for boysin particular is evident in the apparent predispositionof boys to be active and restless. It would seem that

boys need to move and both parents and teachersalike can attest to this. However, many educatorsattribute this desire to move as a behavioural issuewhen in fact it may be a biological imperative.Serotonin and testosterone offer interestingparameters for looking at a boy’s predisposition formovement.

Serotonin is a type of neurotransmitter or chemicalmessenger that carries out communication in andbetween the brain and body. Serotonin is also linkedwith processing emotion and acting as a calmingmechanism (Gurian 2001; The Society forNeuroscience 2002; Strauch 2003). Both boys andgirls have serotonin, however, for boys their level ofthis important chemical is substantially lower than thatof girls resulting in boys having a greater disposition tofidget and act impulsively (Gurian 2001).

Testosterone, on the other hand is considered bymany to be the primary hormone distinguishing thehuman male as such and driving many of hisbiological functions. In itself, testosterone is themale growth hormone and has been linked withaggressive behaviour. It is important to note thataggression is arguably a product of many factors.However, there is sufficient evidence identifying thesignificant role testosterone plays in exacerbating apredisposition for aggressive behaviour in boys andthat the behaviour and moods of boys are “verydependent on the interplay of hormones and thebrain” (Gurian 2001, p.18; see also Hawkes, 2001).Often these moods and the emotions attached tobehaviour can actually hinder learning. Indeed,understanding the interplay of emotion andcognitive functioning is quickly becoming animportant consideration in educating children andadults alike.

For many years it was often believed that emotionand cognition worked in isolation from one anotherand that people were able to learn becauseunderstanding and feeling were separate (Caine &Caine 2001). Current research suggests thatemotions play an integral role in learning wherebyemotion and cognition are inextricably linked

In the confines of a typicallearning environment thisoften leads to educatorsreprimanding boys formisbehaviour and converselymissing cues when girls areupset or angry.


(LeDoux 1996). It appears that emotions canactually slow down or shut off most thinking in thetop of the brain and the potential for learning(Goswami, 2004). This occurs when stress or highlyemotive situations arise and the brain stem andlimbic system work to override higher order thinkingprocesses. The implication of this for parents andteachers is that learning environments must strive tobe safe, supportive and as free of stress as possible.Furthermore, providing a variety of developmentallyappropriate experiences helps to alleviate stress andanxiety for both boys and girls. This is a veryimportant consideration for all educators during atime when it seems that there is an agenda of doingmore and doing it sooner driving education, withthe belief that schools must somehow make or ‘prep’children for Year One and beyond; too much toosoon may actually stress children whose innatedisposition to learn is not driven by a curricularagenda.

As noted earlier, there is a growing body ofneurological research that identifies brain maturationas actually occurring in stops and starts, suggestingthat learning is influenced by this maturation process(Diamond & Hopson, 1999). In other words, thereappear to be ‘windows’ of opportunity for learning.While this might suggest that educators can enhancelearning in knowing how and when these ‘windows’open, a far greater consideration lies in the fact thatencouraging or teaching children to do somethingprematurely might actually hard wire the braininappropriately. As an example, consider how manychildren ‘learn’ to hold a pencil incorrectly. At atime when their brains are not ready to manipulatethe fine motor coordination necessary for correctpenmanship, many children are encouraged to takeup rudimentary writing. The end result is that thesechildren have now hard wired their brains in such away that trying to ‘fix’ this learned skill becomesnext to impossible; in a sense the ‘window’ forlearning to write was forced open too early.Consider then, the possible ramifications ofembedded beliefs that early childhood educationmight best be founded on the idea that we mustacademically ‘prep’ children for the rest of their

educational lives beginning in year one. We do nothave to make children ready to learn for year one.Infants are born curious and ready to learn; this is asmuch about survival as it is intellect. Policy makerswould do well to keep this in mind when teasing outwhat an early childhood curriculum might look likeand remembering that preparing for future years isas much about individual difference and the actuallearning environment as it is about promoting skilldevelopment.

Some years ago and with great vision, Languis,Sanders and Tipps (1980) identified the importance ofthe interplay between a child’s experiences and thelearning environment in the context of neurological

We do not have to makechildren ready to learn foryear one. Infants are borncurious and ready to learn;this is as much about survivalas it is intellect. Policymakers would do well tokeep this in mind whenteasing out what an earlychildhood curriculum mightlook like and rememberingthat preparing for futureyears is as much aboutindividual difference and theactual learning environmentas it is about promoting skilldevelopment.


development and early childhood education.Contemporary neurological and educational researchalso acknowledges the importance of the learningenvironment due to the role emotions play inlearning. In fact, the environment itself may be ofgreater significance than the curriculum. If youngchildren have supportive, safe and stimulatingexperiences in an educational context, they will bebetter prepared to take full advantage of futurelearning opportunities. As a species, human beingsare not ‘completed’ quickly. Children mature slowly,learn gradually and develop bit by bit. Neurologicallyspeaking, this can take longer than twenty years.Consequently, education would do well to ensure thatwhat is presented to young learners is not a hyper-linear pathway to the future but, rather, opportunitiesfor both boys and girls to learn in a stress-free waythat suits their gender and neurological make-upwithout asking too much too soon.

By Dr Mike NagelHead of Middle SchoolingEducang Ltd.

References

Blum, D. (1997). Sex on the brain: the biological differencesbetween men and women. New York: Penguin PutnamBooks.

Caine, G. & Caine, R.N. (2001). The brain, education, andthe competitive edge. Lanham, Maryland: Scarecrow PressInc.

Diamond, M. & Hopson, J. (1999). Magic trees of the mind:How to nurture your child’s intelligence, creativity, and healthyemotions from birth through adolescence. New York: PenguinPutnam Inc.

Giedd, J.N., Blumenthal, J., Jeffries, N.O., Castellanos, F.X., Liu,H., Zijdenbos, A., Paus, T., Evans, C. & Rapoport, J.L. (1999).Brain development during childhood and adolescence: Alongitudinal MRI study.Nature Neuroscience, 2(10), 861-863.

Giedd, J.N., Vaituzis, C., Hamburger, S.D., Lange, N.,Rajapakse, J.C., Kaysen, D., Vauss, Y.C. & Rapoport, J.L.(1996). Quantitative MRI of the temporal lobe, amygdalaand hippocampus in normal human development: Ages 4-18

years. Journal of Comparative Neurology, 366, 223-230.

Goswami, U. (2004). Annual review: Neuroscience andeducation. British Journal of Educational Psychology, 74, 1-14.

Gurian, M. (2001). Boys and Girls Learn Differently. SanFrancisco: Jossey-Bass.

Hardiman, M.M. (2003). Connecting brain research witheffective teaching: The brain-targeted teaching model.Lanham, Maryland: Scarecrow Press Inc.

Hawkes, T. (2001). Boy oh boy: How to raise and educateboys. Frenchs Forest NSW: Pearson Educational Australia.

Jensen, E. (1998). Introduction to brain compatible learning.San Diego: the Brain Store.

Kitchenham, A. (2002). Vive la difference: Gender,motivation and achievement. School Libraries in Canada,22(2), 34-37.

Languis, M., Sanders, T. & Tipps, S. (1980). Brain andlearning: Directions in early childhood education.Washington, DC: National Association for the Education ofYoung Children.

LeDoux, J. (1996). The emotional brain: The mysteriousunderpinnings of emotional life. New York: Simon & SchusterInc.

Moir, A. & Moir, B. (2000). Why men don’t iron: Thefascinating and unalterable differences between men andwomen. :Birch Lane Press.

Moir, A. & Jessel, D. (1989). Brainsex: The real differencebetween men and women. London: Arrow Books.

Strauch, B. (2003). The primal teen: What the newdiscoveries about the teenage brain tell us about our kids.New York: Doubleday.

The Society for Neuroscience. (2002). Brain facts: A primeron the brain and nervous system. Hong Kong: EverbestPrinting Company.

Wolfe, P. (2001). Brain matters: translating research intoclassroom practice. Alexandria, Virginia: Association forSupervision and Curriculum Development.


Get ‘Back to Basics’ with food for kids

The processed food industry is continuallycreating and heavily marketing new foodproducts aimed at children and adolescents.Twenty-first century family life is hectic, and thetime saving meal and snack ideas beingmarketed readily appeal to both parents andkids. These often highly processed foods aremaking up the larger proportion of what manychildren are choosing, or are being given toeat. Does this allow children’s diets to remainwell balanced, and provide for healthy growthand development? The simple answer is - NO.

You don’t have to look far in Australian societythese days to see we have a very seriousproblem in our country when it comes to thehealth of our children. The number ofoverweight children and adolescents is nowthought to be approaching 30%, and estimatedto be rising at 1% per year. This generation ofoverweight and obese children we are seeingemerge in Australia, may well be the first

generation ever to have a life expectancy that isless than that of their parents. As a society weall have a responsibility to correct this. It is alsoimportant to realize that it is not only theoverweight children we are concerned about.All children and adolescents, irrespective oftheir weight, need to eat foods that give thema wide range of nutrients to allow their bodiesto grow, develop and reach the maximum oftheir potential not only physically but mentally.Highly processed foods cannot provide this. Weneed to get ‘back to basics’ and start nurturingthe healthy development of our childrenthrough food.

Where can we start?

Encourage Fruits and VegetablesParents and community settings, such asplaygroup, kindergartens, childcare, schoolsand sporting venues, need to ensure childrenare given every opportunity to eat healthyfoods. As parents we need to get back tobasics, and make sure our children are eatingfrom the five food groups every day. Do aquick mental check each day and be sure kidseat fruit; vegetables/salad; bread or grains(riceor pasta); dairy (milk/cheese/yoghurt); and,meats(meat, chicken, fish, eggs, legumes, nuts).Nutritionists are particularly concerned aboutthe vegetable and fruit intakes of many childrenand adolescents. Eat 2 and 5 - is a good wayto remember. We all need at least two piecesof fruit and five types of vegetable or saladeveryday.

Limit ‘Extra’ FoodsThe Australian Guide to Healthy Eating showsthat we should limit foods such as lollies, crisps,muesli bars, sugary cereals, chocolate, cakes,fruit straps, cereal snack bars, chocolate dips,cream dips, biscuits, soft drinks, sports drinks,pies, sausage rolls pastries, fried foods,

Robin Tilse - Aloysa Hourigan

All children andadolescents, irrespectiveof their weight, need toeat foods that give them awide range of nutrients toallow their bodies to grow,develop and reach themaximum of theirpotential not onlyphysically but mentally.


crumbed/battered foods, takeaway pizza andhamburgers, and chips. These are all examplesof foods that Australian children andadolescents are eating to excess. Take a look at how the “Extras” add up:If a child’s daily food intake included:

* A bowl of chocolate puffed rice cereal(1 extra);

* Small packet of chips (1 extra); * A can of soft drink (1 extra); * Small handful of sweets (1 extra); * Sausage roll (2 extra serves)

This would be classed as six serves of extrafoods.

Nutritionists would recommend children onlyhave one serve a day of these foods, leavingkids lots of room to include healthy foods suchas fruit, vegetables, breads/grains, dairy andmeat products and WATER. Better still wouldbe to leave the Extra Foods out of kids diets ondaily basis, and save them for special occasionslike birthdays and outings. There are alreadytoo many occasions in their lives where kidshave opportunities to eat these Extra foods.

What can we do as a community?Again community settings, such as playgroup,kindergartens, childcare, schools and sportingvenues, should be restricting the access childrenand adolescents have to these unhealthy foods.Ways to achieve this would include:

* Establish a healthy foods policy in yourcommunity setting.

* Offer only a healthy choice of snacks andmeals based around the five food groupsand encourage water consumption.

* As adults set a good example, by eatinghealthy foods based around the five foodgroups and drink water.

* Help support the education of children andadolescents about the need for healthy foodand the effects of poor food choices.

* Actively discourage the eating of Extra foods.* Encourage kids to be physically active - and

be a role model for them.

Let’s make it easy for our children to makehealthy food choices.

By Robin Tilse and Aloysa HouriganNutrition Australia.

For Further Information and Support or to becomea member of Nutrition Australia (Qld) contact:Nutrition Australia (Qld)Ph: (07) 3257 4616Fax: (07) 3257 4616Email: [email protected] www.nutritionaustrallia.org

Nutritionists would recommendchildren only have one serve a day ofthese foods, leaving kids lots of roomto include healthy foods such asfruit, vegetables, breads/grains, dairyand meat products and WATER.


The Epidemic of Childhood Obesity

The health of Australia’s children and adolescentsnow, and in the future, is under threat frompreventable illness. According to recent studiesthe most prevalent health issues affecting childrenare preventable: obesity, dental disease, emotionaland behavioural problems, bullying and learningdelays. These conditions often present togetheras comorbidities, each interrelated and reinforcingthe other. Overweightness and obesity areserious, chronic medical conditions, which areassociated with a wide range of debilitating andlife threatening conditions. It is time weunderstood why this is happening to our childrenand decided to do something about it.

BackgroundLarge increases in obesity rates among Australianshave the potential to erode many recent healthgains. Recent studies estimate that 67% ofAustralian men and 52% of Australian women,aged 25 years and over, are now overweight orobese and we are passing this trend on to ourchildren. In the ten-year period from 1985 to1995 the level of combined overweight/obesity inAustralian children more than doubled, whilst thelevel of obesity tripled in all age groups and for

both sexes.1 In 1995, the proportion ofoverweight or obese children and adolescentsaged 2-17 years was 21% for boys and 23% forgirls.1 There is no reason to believe that the rapidrise in the prevalence rates is not continuing.

The underlying cause of the obesity epidemic isenergy imbalance. Weight gain and obesitydevelops when the energy intake from food anddrink exceeds energy expenditure from physicalactivity and other metabolic processes. On theSeesaw below Energy in > Energy out.

We expend 3000 kJ/day less than ourgrandparents but have increased caloric intake byover 10% and the continuing trends in thesebehaviours are not encouraging. Average rate ofweight gain is a 0.17% mismatch between intakeand expenditure over ten years.

Some simple trends suggest relatively simplesolutions. Children’s fruit and vegetableconsumption has decreased over the past twentyyears and their physically active time has alsodecreased, while time spent in sedentary activitiessuch as television watching and computer gameshas increased. Data from the NSW Child HealthSurvey 2001 found 40% of children, aged 5-12years, reportedly watch two hours or more oftelevision or videos a day on average and 15% arereported to play computer games for an hour ormore a day on average. Such sedentary leisure

David Martin Part 1

Overweightness andobesity are serious,chronic medicalconditions, which areassociated with a widerange of debilitating andlife threateningconditions.


time pursuits are now widely available to childrenand are replacing more traditional active pastimes.Finally, consumption of energy-dense foods(including sweet soft-drinks and snack foods with ahigh sugar content) has increased.

Future health risksChildren or adolescents who are overweight orobese are more likely in the short-term to developgastrointestinal, endocrine or certain orthopaedicproblems than children of normal weight andmore likely in the longer-term to developcardiovascular disease. Medical conditionsincluding hypertension, dyslypidaemia and eventype 2 diabetes are showing increased prevalencein obese children. Other problems such asmusculo-skeletal discomfort, obstructive sleepapnoea, heat intolerance, asthma and shortness ofbreath greatly affect their life style.3 However, themost immediate consequence of beingoverweight as perceived by the childrenthemselves is social discrimination. This isassociated with poor self esteem and depression.

Low self esteem associated with being overweightmay prevent participation in physical activity and

therefore practice in physical skills, resulting in anoverweight child missing out on developing basicmotor skills most of us take for granted. Issues ofsocial acceptance, athletic competence andphysical appearance are well known to obesechildren and affect their sense of social andpsychological wellbeing. Obese children withdecreasing self esteem are also more likely tosmoke and drink alcohol compared with thosewhose self esteem increases.

On this graph (Mathers 1999) you can see thatalready the cost of obesity and associated physicalinactivity combine to outweigh the well publishedmortality burden of tobacco related illness inwomen. A proportion of the burden of high bloodpressure and high blood cholesterol is also relatedto the problems of being overweight. As theproportion of people who are overweight or obeseincreases, so too will the number of years of lifelost due to these conditions.

It is now clear that there are numerous healthbenefits to be gained by individuals and thecommunity as a whole through the maintenanceof a healthy weight throughout life. Obesitydevelops over time and, once it has done so, isdifficult to treat. Obese children have a 25-50%chance of progression to adult obesity and it maybe as high as 78% in older obese adolescents.Obese adults who were overweight as adolescentsalso have higher levels of weight-related ill healthand a higher risk of early death than those obeseadults who only became obese in adulthood.

“By providing practical support programs on fitnessand nutrition for overweight children, we can breakthe cycle of childhood obesity transferring toadulthood,” says Dr Philip Morgan from theUniversity of Newcastle.

Factors contributing to the problemWith genetics and lifestyle both playing importantroles in determining a child’s weight, obesity in

It is now clear that thereare numerous healthbenefits to be gained byindividuals and thecommunity as a wholethrough the maintenanceof a healthy weightthroughout life.


children and adolescents is generally caused byinadequate physical activity, unhealthy eatingpatterns, or a combination of the two. On thegenetics side there are now over 40 genes thathave been linked with obesity. These are notthought to make people obese but, rather, allowsusceptible individuals under the right conditions tobecome obese. It is the large range ofenvironmental influences, such as thetechnological, social, economic and environmentalchanges in our society that has reduced physicalactivity and increased food access and passiveenergy consumption to accelerate this process.

Increases in sedentary activities (e.g. TV, videogames), increased use of the motor car fortransport, an increase in the consumption of highfat and high energy foods, fears regarding security,altered family structure, time restraints andperceived cost have all been cited as causes of thisepidemic. In order to make a difference for ourchildren these issues need to be looked at andaddressed individually.

Unhealthy eating habits may also play a part.Examples such as “not hungry eating”, eating abovewhen you are full, and eating for comfort - which islinked with depression and poor body image, lead

to the body altering the set point telling us howmuch food the body needs. This unbalances theenergy equation further in favour of ingested energyat the expense of expended. This excess ingestedenergy is stored by the body as fat.

The second part of this article will address whatwe can do to help our children break the cycle ofchronic obesity in childhood.

by David MartinPaddington Physiotherapy & Podiatrypaddophysio.com.au

References:1. Booth ML, Wake M, Armstrong T, et al. Theepidemiology of overweight and obesity amongAustralian children and adolescents, 1995-1997. AustN Z J Public Health 2001; 25: 162-169.2. Magarey AM, Daniels LA, Boulton TJ. Prevalence ofoverweight and obesity in Australian children andadolescents: reassessment of 1985 and 1995 dataagainst new standard international definitions. Med JAust 2001; 174: 561-5653. Must A, Spadano J, Coakley EH, et al. The diseaseburden associated with overweight and obesity. JAMA1999; 282: 1523-1529.4. AIHW: Mathers C, Vos T & Stevenson C 1999. Theburden of disease and injury in Australia. AIHW Cat.No. PHE 17. Canberra: AIHW.

“By providing practicalsupport programs onfitness and nutrition foroverweight children, wecan break the cycle ofchildhood obesitytransferring to adulthood,”


The Epidemic of Childhood Obesity

For any intervention to be possible in the struggleagainst the growing epidemic of childhoodobesity, it must have two separate arms with onecommon aim. That is, we must educate thechildren, we must educate the parents and wemust aim for a behavioural change.

Parental education strategies should includehealthy food choices, activity options, obesitytrends, as well as supportive behavioural changestrategies. The emphasis should be on behaviouralgoals not weight loss per se. Weight loss may notbe appropriate for a growing child but a decreasein rate of weight gain may be highly desirablefrom a physical and mental health point of view.There are no quick fixes and small behaviouralchanges that are conducive to a healthier energybalance are the way to go. Subtle increases inenergy consumption and decreases in energyintake are often all that is necessary to make adifference. It is vital not to set unrealistic goals that

only set the scene for failure as the benefits arebest seen gradually.

Overweight and obese children need support,acceptance, and encouragement from theirparents and carers. Parents and carers shouldfocus on their child’s health and positive qualities,not the child’s weight. Overweight and obesechildren should not be made to feel different but,rather, feel included, especially in physicalactivities.

Decreasing sedentary behaviourIt can’t be emphasised enough that this needs tobe a family affair. Our lives today seem to be moreand more about convenience and saving time.Modern devices that remove the impetus formovement should be considered in a new light.Both adults and children rely heavily on gadgetsand services which reduce physical activity – lifts,escalators, remote control devices for garagedoors/TVs/videos, internet shopping, take-awayfood and home delivery, which all reduce physicalactivity. Every opportunity to walk instead of driveneeds to be pursued – to school, to the bus, tothe shops.

Research shows that Australian children now watchbetween 20-30 hours of television every week, anddon’t even have to move to change the channel.Remote controls are a great invention, but onlyserve to take away opportunities that encouragechildren to move more. Whilst this may soundtrivial, the frequent number of times we use suchdevices can make them important in the energybalance equation.

Hundreds of studies have linked the number ofhours watching television with childhood obesityand this is a problem that needs addressing byparents. Recently, it has been proven that people’sBasal Metabolic Rate (energy consumed by thebody at rest) is lower when watching TV than

David Martin Part 2

For any intervention to bepossible in the struggleagainst the growingepidemic of childhoodobesity, it must have twoseparate arms with onecommon aim. That is, wemust educate the children,we must educate theparents and we must aimfor a behavioural change.


when asleep! Limits need not only to be placedon the time in front of TV and computers but thistime needs to be replaced by other activities. Thiswill require planning within the family. There are,of course, all the safety concerns and timepressures of the modern world to contend withand there is no universal answer to this other thanto say that time out with our children is a highpriority for their well being. Parents need to leadby example, and show that physical activity needsto be fun not a chore. A Pedometer (which countssteps taken) can be a good monitoring device toeasily and accurately monitor activity level forpeople who are in desk jobs – like school!

Modifying energy intakeThe focus here again, needs to be on behaviourchange and fat restriction rather than dieting andcalorie counting. Again for success this needs toinvolve the whole family not just one individualmember. Breakfast provides an opportunity tohave a satisfying low fat, high fibre meal thatdecreases the desire for high fat snacking later inthe day. The issue of snacking is one to address asthere are many low fat choices that can be madeavailable to hungry children.

Snacking in front of the TV should be discouragedbecause the habit of associating junk food andtelevision is a very hard one to break, especially ifdeveloped in childhood. Shopping needs to reflectchoices in healthy grazing for the whole family. Planfor healthy snacks and provide healthy options suchas fresh fruit and vegetables, instead of snacks thatare high in fat, sugars, and low in essential nutrients.Soft drinks, fruit juices and cordials are full of emptycalories and we should emphasise these as food anda source of energy which needs to be burned to ourchildren while encouraging the use of water toquench the thirst. Having sit down family meals ishelpful for managing portion sizes and childrenneed to be encouraged to set the levels of how

much they feel like and not be forced to finisheverything on the plate. Encourage the avoidance ofusing food to comfort children and avoid using it asa reward; also discourage withholding food as apunishment.

Dieting in children is not the answer. Dietingleads to decreasing the Basal Energy Expenditureand reduces the body’s awareness of the signalsthat tell us that we are hungry and full. Diets area negative experience that leads to a yo-yo effectin weight and are associated with a sense offailure.

Increasing physical activityPhysical activity plays a major role in maintaining ahealthy body weight and that’s why it is so importantto encourage children to be active. Children are oftenquite happy being active, they just need ideas andopportunity. It is important that activity for a child isa positive experience so that they are notdiscouraged at a young age. For instance, if the childis not coordinated at ball catching, it might beimportant to encourage practice of this skill – but in anon-threatening environment, not in a competitiveteam environment. Activity doesn’t have to be astructured sport, but the important ideal is thatchildren are given encouragement and theopportunity to participate.

Physical activity plays amajor role in maintaininga healthy body weight andthat’s why it is soimportant to encouragechildren to be active.


Encouraging children to be active at a young age issetting up an invaluable lifestyle for the future. Ofcourse, children are also encouraged by example. Ifthe adults surrounding children are active thenchildren can observe that activity and sport are notjust for kids! So parents and teachers need to set agood example. Whenever you can, walk instead ofdriving to the shops; take the stairs instead of thelift; organise social meetings with friends aroundactivity. For example meet them in a park with playequipment.

Physical activity suggestionsBe more physically active, or ‘move more’. It isrecommended that Australian adults accumulate atleast 30 minutes of moderate physical activity mostdays of the week. Children should be active everyday in as many ways as they can, and there areadditional benefits in more vigorous activity.Ensure a safe environment for children and their

friends to engage in active play, e.g. running, ballsports, co-ordination based play. Encourage ‘activecommuting’ such as walking to school, the bus, orthe shops when appropriate. Several parent groupsin the Brisbane region have started “Walk toschool” groups with good reported success.

Evidence from controlled trials (although these trialsare heterogeneous as regards the age groups andsettings studied) highlights the potential for school-based programs that promote physical activity,modify dietary intake and reduce sedentarybehaviours. However, recent qualitative researchindicates that differences in outcomes will only beachieved if sustainable changes involve allgenerations, tackle the widely held beliefs regardingeating and activity, 5 involve population-wide healthpromotion messages, and dispel myths such aschildren’s overweight being just “puppy fat”.

ConclusionExercise benefits children’s cardiovascular andrespiratory systems as well as having positiveeffects on increasing their bone density,enhancing motor skill development, balance,social skills and aspects of mental health includingself confidence, body image and motivation.These benefits are best seen when exercisecombined with dietary education of both childrenand parents is aimed at implementing abehavioural change. By addressing the energyimbalance we can help our kids become healthytoday so they can actively participate intomorrow.

References:5. Haikerwal A, Waters E, O’Neill C, et al. Social-cultural influences on food choice, eating customs,and physical activity: a systematic review ofqualitative studies.Aust J Public Health 2002

Exercise benefits children’scardiovascular andrespiratory systems as wellas having positive effectson increasing their bonedensity, enhancing motorskill development, balance,social skills and aspects ofmental health includingself confidence, bodyimage and motivation.


“Get Active” in early childhood education

There has been a lot of coverage in newspapersand other media in recent times about inactivityand childhood obesity. Some of the statistics areshowing the issues are not only in adolescents andprimary schools but also very much in earlychildhood as well. You might wonder why thereshould be any need to encourage children to beactive. Surely the problem is not keeping themmoving, but rather keeping them still!

The Australian Medical Association estimates that20% -25% of Australian children are eitheroverweight or obese, with a similar number beingphysically inactive. This is alarming when we knowthat all major cardiovascular risk factors can beginin childhood. Studies show children may developfatty streaks in their aortas from as young as fouryears of age and that physical activity, particularlyweight bearing exercises such as hopping, skippingand jumping, as well as diet, help to maximise theattainment of peak bone mineral density mass – animportant factor in preventing osteoporosis andfractures in later life.

Apart from the long-term benefits, it is now wellaccepted that physical activity enhances braindevelopment in babies and mental performancethroughout life. It helps to build stronger muscles,improves coordination, helps to ease tension and tomake us feel better about ourselves. You probably already accept it is important to

educate, encourage and motivate children toparticipate in regular, physical activity because thehabits they establish in childhood carry over toadulthood. The challenge, however, is toincorporate more healthy physical activity into theeveryday lives of our children and ourselves.

As a consequence perhaps, a range of organisations(government and non-government) haverecognised the importance of the first seven yearsof life in determining attitudes and skills for physicalactivity. This article reviews the work of onegovernment agency, Sport and RecreationQueensland, and their foray into the earlychildhood sector for the very first time.

In October 2003, the Deputy Premier, Treasurer andMinister for Sport, Terry Mackenroth launched theChildren and Young People Strategy. The strategyhas four intervention areas targeting people whowork and volunteer in sport and recreationorganisations, schools, families and early childhood.

The early childhood part of the strategy includesthree great resources and a workshop. Theresources, described in more detail later, are forparents, carers, teachers and other early childhoodprofessionals. The workshops, being delivered byThe Gowrie Queensland, are mainly for family daycarers and professionals, though preschool teachersare welcome to attend.

The content of all the initiatives recognises thatplay is an essential part of the early childhoodprogram in any setting. At a recent Sport andRecreation Queensland meeting, a DevelopmentOfficer from Sport and Recreation noted that manypeople think children are already very active. Hepointed out that if you look at children in the backyard, at a childcare centre or in a preschool theylook very active, but this does not mean thatchildren will naturally engage in the ideal range ofphysical activities. The following information isbased on the discussions.

The Australian Medical

Association estimates that 20%

-25% of Australian children

are either overweight or obese,

with a similar number being

physically inactive.


In Australia, some of the fundamental motor skills(the building blocks of physical literacy) likethrowing, catching, striking and kicking are oftenlacking.

The meeting reiterated that early childhood yearsare the most influential in establishing habits andsetting the foundation for continued learningthroughout life. Just as we start the learning processto speak, read and write from day one, we shouldstart establishing daily activity routines at an earlyage to help children become strong and healthy asthey grow.

As adults, we have a large influence over the playpatterns of pre-primary children, for example,research has shown children participate infundamental movement skills for longer periods oftime when an adult is present. Although thereneeds to be a balance between directed andundirected activity, interaction and encouragementfrom caregivers lead to better outcomes inthrowing, catching, striking and kicking.

What can we do?* Provide a safe environment.* Do not restrict movement for more than an hour

at a time, unless the child is unwell or asleep.* Be aware of the importance and the need for

physical activity in early childhood to developfeelings of physical competency as well asphysical, social and intellectual skills.

* Make movement fun and non-competitive.* Encourage movement through play activities.* Provide outdoor and indoor space for children to

move freely as well as equipment thatencourages large muscle activities that aredevelopmentally appropriate for different agegroups and different abilities.

* Use creative themes and games to assist youngchildren to learn movement skills and bephysically active.

* Once children have developed basic skills,provide guided instruction of more complexphysical skills of throwing, striking, kicking,running and jumping.

The Get Active Queensland Children and YoungPeople strategy early childhood projects informparents, teachers, carers and others working in theearly childhood area about the benefits of andneed for physical activity for young children.

Resources:Move Baby Move is designed to help parents andcarers incorporate safe, active movement into theirbabies’ daily routines to promote normal growthand development. Active Alphabet is designed fortoddlers and their parents and carers to usetogether to learn basic active movement skills whilealso learning important health and safety massages.

Let’s Get Moving is for children from three to sixyears of age. It provides parents, carers andpreschool teachers with active movement ideas aswell as an activity to engage the preschoolers inphysical activity. The resource is a fun way toencourage children to learn a range of skills such asjumping, twisting and catching while also learningimportant health and safety messages such aswearing a hat and eating healthy food.

Just as we start the learningprocess to speak, read andwrite from day one, weshould start establishingdaily activity routines at anearly age to help childrenbecome strong and healthyas they grow.


Although not directly available to the public justyet, many are in their first print run and are stillbeing evaluated, copies of the resources have beensent to early childhood centres and preschools asexamples, and to public libraries and toy librariesfor loan. A number of hospitals and otherQueensland Health services are distributing MoveBaby Move across the State. If you are online, thefull text of all three resources can be downloadedfrom the Sport and Recreation Queensland websitewww.sportrec.qld.gov.au. For further informationcontact Jeff Wood on telephone 3237 1359.

Workshops:

Moving with Young Children is a series of workshopsfor professionals in the early childhood sector.Content includes support for including physicalactivity in an early childhood program andinformation about the benefits of physical activity.The Gowrie Queensland has recently been grantedthe licence to run another series of workshopsacross Queensland. For information on how toaccess these courses contact The GowrieQueensland on 3252 7174.

The resource is a fun way to

encourage children to learn a

range of skills such as

jumping, twisting and

catching while also learning

important health and safety

messages such as wearing a

hat and eating healthy food.

Annual

ConferenceSaturday 18th June 2005

John Paul College,

John Paul Drive,

Daisy Hill, Brisbane

KEYNOTE SPEAKER

Back by Popular Demand

Ian Wallace


‘Good’ Early Childhood Curriculum

IntroductionIn a ‘good’ early childhood curriculum, it is moreimportant that young children be curious and active intheir own learning than to be given specific informationand facts (Perry, 1997, p. 76).

Perry’s (1997) statement is one that encourages reflectionby early childhood teachers and leads to questions suchas: What is curriculum? What makes a good curriculum?How do early childhood teachers choose a curriculumapproach? What impact does curriculum have on theearly childhood environment and for the individualsinvolved in that environment? This paper will discussthese issues and identify the implications they present inearly childhood settings.

A Focus on Early Childhood CurriculumCurriculum is described by Stonehouse and Duffie as“everything professionals do to support children’s well-being and learning, the intentional provisions andofferings they make in order to create possibilities andopportunities for children to engage with” (Stonehouseand Duffie, 2002, p. 19). Curriculum includes (but is notlimited to) how early childhood teachers: implementdevelopmentally and culturally appropriate practices; planand support children’s interactions within the physical andsocial environment; communicate with children and fosterchildren’s communications with their peers and others;support children’s transitions in the day and betweensettings; and understand and respond to children’sbehaviour. Defining what makes a good curriculum ismore challenging than defining what curriculum is. Thereare many views on what makes a good curriculum.MacNaughton (2003) makes links between thecurriculum position of early childhood teachers and theirphilosophy, goals, and approaches to planning,observation and assessment. MacNaughton (2003)highlights three main curriculum positions that earlychildhood teachers assume. These include: conforming tosociety; reforming society; and transforming society. Byanalysing these curriculum positions, early childhoodteachers can gain valuable insight into and understandingof their own curriculum position.

MacNaughton (2003) describes the conforming to societyposition as a technical and rational one with specific

objectives. Lambert, Clyde and Reeves’ publicationemphasises this approach with statements such as “In thelight of my situational analysis, philosophical theories andvalues, my curriculum objectives would be... to helpyoung children develop skills for tomorrow’sworld...intellectual skills...decision making skills...generalphysical and mechanical skills...organisational skills...skillsin the care of dependent persons...emergency skills...verbalcommunication skills” (Lambert et al, 1987, p.20).

Lambert et al. (1987) discuss the teacher’s values as beingderived from their knowledge of child development, theirperceived needs of the children and their philosophy.

Lambert et al. go on to state “this is the point at whichcurriculum planning ends and program planning begins”(Lambert et al., 1987, p.21). In contrast, early childhoodteachers who take a reforming or transforming approachto curriculum, view curriculum planning as continuous.Use of the word ‘program’ implies the early childhoodteacher has a position of power and control in planningdaily activities. The documentation of these plans arelikely to be presented in a boxed format. Activeinvolvement by children in the curriculum is limited andMacNaughton (2003) raises concerns that teachers whoassume this position frequently consider a dominantculture, reinforce stereotypes and underestimate children’sthinking.

A reforming approach to curriculum is characterised by“a practical approach ... in which resources andpedagogies are selected in and through the process ofworking with children and on the basis of broadprinciples and flexible approaches” (MacNaughton,2003, p. 160). The emphasis for this position is movedfrom ‘learning occurs as a result of achieving objectives’(the conforming position), to ‘learning occurs throughparticipating in processes’ (MacNaughton, 2003). Theearly childhood teacher who takes the reforming society

Theoretical Perspectives and Practical StrategiesBy Deborah Browne

Defining what makes agood curriculum is morechallenging than definingwhat curriculum is.


position acknowledges that more than observation isrequired to understand the child; the child should beengaged in sharing their own knowledge about self, andteachers should attempt to interpret behaviours from thechild’s perspective (MacNaughton, 2003). Teachers’knowledge of child development and knowledge ofindividual children contribute to a curriculum based oninterests and strengths (MacNaughton, 2003). Sourcesfor such an emergent curriculum, as described byNimmo (1994), include the children’s interests, theteachers’ interests, developmental tasks, things in thephysical environment, people in the social environment,curriculum resource materials, unexpected events, livingtogether, and values held in the community, school,family and culture. Nimmo emphasises a need forcurriculum to be negotiated between teachers andchildren, and for teachers to assess the “potential of anyinterest for in-depth learning by both the individual childand other members of the adult-child classroomcommunity” (Nimmo, 1994: pp. 208-209). Thedocumentation of collaborative work is integral to theprocess. Not only does it aid teachers in understandingand making meaning of the children’s learning, but italso enables early childhood teachers, children, familiesand the community to recall, clarify, elaborate and reflecton their learning (Nimmo, 1994).

MacNaughton (2003) points out some concerns with thisapproach, including equity issues where there are narrowcultural perspectives and dominant voices and meaningsmay prevail.

The third curriculum position described byMacNaughton (2003) is the transforming of societyposition. Junjuck and Marshall (cited in MacNaughton2003) summarise the approach as one where teachers

whose curriculum intentions are transformative andwhose interests are emancipatory struggle to createenvironments that are enabling, democratic and just.(Junjuck and Marshall, cited in MacNaughton, 2003, p.182).

In this approach, early childhood teachers take a sharedresponsibility for supporting children’s developmentwithin a context of relationships and society. Thiscurriculum position is considerate of democracy andfairness through feminist, anti-bias and multiculturalperspectives (MacNaughton, 2003). Nimmo (cited inMacNaughton, 2003) discusses the planning andreflecting aspects of this approach:Grounding ourcurriculum in the dynamic intersection of children’squestions and our own passions and skills involvesplanning and reflection. This curriculum is not pre-planned or received from outside experts. Rather itemerges from an intimate knowledge of the particularchildren and community. (Nimmo, cited inMacNaughton, 2003, p. 197).

A significant aspect of the transforming position is that,as a part of reflection, early childhood teachers ask thequestion “whose knowledge is in my curriculum andwhose knowledge should be in my curriculum?”

... the child should beengaged in sharing theirown knowledge about self,and teachers shouldattempt to interpretbehaviours from thechild’s perspective

In this approach, earlychildhood teachers take ashared responsibility forsupporting children’sdevelopment within acontext of relationshipsand society.


(MacNaughton, 2003, p. 195). This move away froma focus on child centred curriculum to a focus on thechild within the context of relationships curriculum is anapproach supported by the New South Wales (NSW)Government and the publication by the NSWDepartment of Community Services of the CurriculumFramework (Stonehouse and Duffy, 2002).

Reflecting on Perry’s (1997) statement, where a goodcurriculum is implied to be one where children arecurious and active in their own learning, the curriculumposition I would aspire to as an early childhood teacheris the transforming of society position. This is onewhere “curriculum plans imply that the child is a learnerwho is active and knowing, but who always inevitablyacts and knows within specific discourses (frameworksfor making sense of the world)” (MacNaughton, 2003,p.194). Taking this position has implications forpractice in the early childhood setting.

Implications for Early Childhood Settings and UsefulStrategies for Caregivers and Teachers of ChildrenAged 0 - 5 Years.Understanding what is developmentally appropriatepractice forms the foundations of early childhoodknowledge for caregivers and early childhood teachers.Gonzalez-Mena identifies “developmentally appropriate

practice includes figuring out ways for children to beactively engaged when learning – engaged withobjects, ideas, their teacher, and their peers” (Gonzalez-Mena, 2001, p. 84). This requires early childhoodteachers to have a good knowledge of childdevelopment as well as recognising a need for teachersto get to know and understand individual children andthe contexts in which they live. In practice, earlychildhood teachers need to develop their knowledge ofchild development through formal education andcontinuing professional development. As Krogh notes“skilful, knowledgeable teaching cannot take place ifthe teacher lacks child development information”(Krogh, 1997, p.32). Theories such as Piaget’scognitive stages of development and Vygotsky’s ideason socially constructed knowledge contribute to earlychildhood teachers’ overall knowledge on developmentand guide them in negotiating the types of provisionsthat are made within a curriculum. Learning a single orsmall number of theories of child development isinsufficient and limiting and, as Krogh (1997) pointsout, theories can be changing trends and haveparticular cultural relevance. A single theory does notprovide multiple perspectives, which are essential in agood curriculum.

As previously noted, there is a need for teachers to getto know and understand individual children and thecontexts in which they live. A transforming approach tocurriculum recognises that observing children isinherently problematic. MacNaughton (2003) raisestwo issues for early childhood teachers to reflect on.Firstly, does the observer empower the child todemocratically exercise the right not to be observed,and secondly, are multiple perspectives being sourcedto provide a more accurate description andinterpretation of what is being observed? In practice,an early childhood teacher who is assuming thetransforming approach to curriculum will consider theseconcerns and make use of strategies in an attempt tonegotiate this problem. Strategies may include askingchildren for permission to observe and document whatis occurring in language, such as: “Do you mind if Iwrite some notes about your play?” “Can I take somephotos to document what you are doing here?”MacNaughton (2003) emphasises a need to respectchildren’s right to say no and, in the event of this

This requires earlychildhood teachers tohave a good knowledge ofchild development as wellas recognising a need forteachers to get to knowand understand individualchildren and the contextsin which they live.


occurring, the observer should not record the event. Ifchildren agree to have their play documented, multipleperspectives and understandings can be gained byasking the children: “Have I got it right that you are...?” “So you are...?” Children then have opportunityto clarify with the observer what they are seeing.Another strategy for gaining multiple perspectives asmentioned by MacNaughton (2003) is to talk andreflect with other teachers and caregivers who arewitnessing the same events, and to talk with colleaguesand family about what is being observed so thatmultiple checks for understanding and interpretingobservations can be made. These strategies can beimplemented with children aged from birth to five yearsand, as children develop increasing language skills, earlychildhood teachers will find discussions with childrenabout their play become increasingly complex.

Early childhood teachers who take a transformingapproach to curriculum see children as existing withinsocial contexts where there are unfair and unjustconditions for some individuals and groups withinsociety. Their approach is to work with children toidentify how they can work together towards fair and justoutcomes. Stremmel and Fu (cited in Stremmel 1997)identify that individual and cultural respect is developedthrough communication and processes required innegotiating and co-constructing curriculum. Stremmeladvocates for teachers to develop practices and strategiesbased on knowledge of child development within asociocultural context; the learning patterns, culture andlife experiences of individual children; the value systemsof differing cultures; knowledge of other disciplines (e.g.education, history, cultural anthropology, andphilosophy); and pedagogical reflection on what is in thebest interests of children’s development (Stremmel, 1997, p. 372; Fu, 1993; Gambarino, 1992;Van Manen, 1991; Williams 1994).

Stremmel (1997) argues co-constructed curriculum andinclusion of family and cultural values should occur withinevery classroom. Early childhood teachers who take atransforming approach would incorporate these withdemocratic consideration. Stremmel suggests somepractical strategies to take, including “mutually directedactivities - collaborative conversation, story sharing, artactivities, cooking activities, and project work - provide

contexts in which adults and children can negotiate andshare power as equal participants in meaningful learning”(Stremmel, 1997, p. 14). Other practical strategies couldalso include, for example, speaking with children aboutfairness and asking the more dominant individuals orgroups of children how can others in the group be fairlysupported to contribute and put their thoughts or ideasforward. Porter stresses “when you negotiate withchildren ... children will be more motivated to act asagreed because they participated in deciding what was tobe done and you are not imposing anything on them”(Porter, 2003, p.83).

The social and physical environment that early childhoodteachers create is representative of their approach tocurriculum. MacNaughton and Williams (2004) discuss aneed for teachers to consider the arrangement of thephysical environment and positioning of equipment toencourage sense of security, safe exploration, thinking,and social interaction. Ensuring indoor play spaces arewell lit, ventilated and at a comfortable temperature,eliminating hazards, making all areas visible, creating anaesthetically pleasing environment, stimulating senseswith smells and sounds, ensuring children always haveaccess to drinking water, and providing areas for childrento interact with others are strategies suggested byMacNaughton and Williams (2004). MacNaughton andWilliams (2004) highlight curriculum issues of equity,

Early childhood teacherswho take a transformingapproach to curriculumsee children as existingwithin social contextswhere there are unfairand unjust conditions forsome individuals andgroups within society.


access and participation in relation to culture, gender, andadditional needs. They suggest the type of equipmentavailable and where it is positioned has the power tochallenge children’s thinking and perceptions of what isnormal. For an early childhood teacher taking atransforming position to curriculum, the issue of equity inthe environment is particularly significant. Reflection andseeking multiple perspectives (including children’sperspectives) therefore become important strategies inidentifying whose needs the environment is serving,whose needs are not being met, and how theenvironment can better support equity in relation toculture, gender, and additional needs. Consideration forsupporting children in transitions throughout the day andgiving children power to negotiate when they transitionbetween areas, routines or experiences enables children tobe active decision makers and is integral to goodcurriculum. Practical strategies suggested by Greenmanand Stonehouse (1997) include providing largeuninterrupted blocks of time for play and flexible mealroutines where a meal, such as morning tea, is offered fora period of time and children participate in the routinewhen they are ready.

By Deborah Browne

ConclusionPerry’s (1997) statement is one that encourages reflectionby early childhood teachers. This paper has discusseddiffering positions relating to curriculum and supports a

transforming approach where children are engaged andactively involved in democratically negotiating curriculumwith early childhood teachers and other stakeholders.Useful and practical strategies have been suggested inrelation to implementing ‘good’ curriculum.

Reference ListGonzalez-Mena, J. (2001). Foundations: Early childhoodeducation in a diverse society (2nd ed.). Sydney: McGraw Hill.

Greenman, J. & Stonehouse, A. (1997). Prime times: Ahandbook for excellence in infant and toddler programs. FrenchsForest NSW: Addison Wesley Longman Australia Pty Limited.

Krogh, S. L. (1997). How children develop and why it matters:The foundation for the developmentally appropriate curriculum.In Hart, C. H., Burts, D., & Charlesworth, R. (Eds.). Integratedcurriculum and developmentally appropriate practice. Excerptsfrom Chap. 2. NY: State University of New York Press.

Lambert, B., Clyde, M. & Reeves, K. (1987). Planning forindividual needs in early childhood services. Australia:Australian Early Childhood Association Inc.

MacNaughton, G. (2003). Shaping early childhood: Learner,curriculum, and contexts. Berkshire, England: OpenUniversity press.

Macnaughton, G. & Williams, G. (2004). Techniques forteaching young children: Choices in theory and practice.Frenchs Forest, NSW: Pearson Education Australia.

Nimmo, J. (1994). Emergent curriculum: Paper presented tothe conference, the Challenge of Reggio Emilia: Realising thepotential of children. Melb. Sept.

Perry, R. (1997). Teaching practice: A guide for earlychildhood teachers. Australia: Jacaranda Wiley.

Porter, L. (2003). Young children’s behaviour: Practicalapproaches for caregivers and teachers (2nd ed.). Sydney,Maclennan & Petty.

Stonehouse, A. & Duffie, J. (2002). New South Walescurriculum framework for children’s services: The practice ofrelationships: Essential provisions for children’s services..S.W.: N.S.W. Department of Community Services.

Stremmel, A.J. (1997). Diversity and the multiculturalperspective. In Hart, C.H., Burts, D., & Charlesworth, R. (Eds.).Integrated curriculum and developmentally appropriate practice.Chapter 14. NY: State Unversity of New York Press.

Consideration for supportingchildren in transitionsthroughout the day andgiving children power tonegotiate when theytransition between areas,routines or experiencesenables children to be activedecision makers and isintegral to good curriculum.


Media Watch

In January 2005, media coverage communicatedcommunity concerns regarding the provisionsof long day care. Concerns focussed on care forchildren in 0-2 years age groups, costs ofchildcare, and location of childcare services.

Thompson, T. (2005, Jan 24). Childcare sites failto meet real needs.: Centres are springing upeverywhere, but not always where they’re neededmost. The Courier-Mail. p. 1.

Thompson, T. (2005, Jan 24). Owners say staffwage costs to be passed on. The Courier-Mail. p.2.

Thompson, T. (2005, Jan 24). Shortages hitfamilies hard. The Courier-Mail. p. 2.

The 2005 start of the school year saw student,family and community concern with airconditioning classrooms, condition of schoolbuildings, and road safety surrounding schools.Media coverage reported on issues includingasbestos in classroom buildings, which schoolsshould be air-conditioned, the cost of installingand running air-conditioning, and the need forincreased supervision of school road crossings.

Alexander, M. (2005, Feb 2). School kids forcedto run for their lives. The Sunday Mail. p. 12.

Alexander, M. (2005, Mar 6). Asbestos fearsgrow over demountables: Scandal of kids taughtin ‘tinnies’. The Sunday Mail. p.27.

Allen, E. (2005, Feb 25). Pupils may take aholiday from heat. The Courier-Mail. p.7.

Giles, D. (2005, Feb 20). Aircon kids stalled:School raises cash but there’s no power. The Sunday Mail. p.20.

Gregory, J. (2005, Feb 24). Parents pull kids fromclass in asbestos row. The Courier-Mail. p. 7.

Media reports in February 2005 alerted us toincreasing public liability and the impact onplayground designs and outdoor activities forchildren. There was concern that spaces forchildren’s play are becoming boring in order tomanage risks or hazards.

Harris, S. (2005, Feb 27). Red tape entanglesfrolic in the snow. The Sunday Mail. p. 42.

Lawrence, E. (2005, Feb 27). Sorry kids, but funis banned: Public liability nightmare creates dulltowns. The Sunday Mail. p. 42.

In March 2005, the media reported on the caseof a child care worker who was dismissed for“shouting at a child who was about to biteanother child” (Knowles, 2005). The IndustrialRelations Commission became involved and theworker was awarded 10 weeks pay.

Knowles, D. (2005, Mar 6). Sacked! For daringto shout at a boy who was about to bite anotherchild. The Sunday Mail. p. 11.

Children’s lunch boxes and healthy eatingpolicies of schools and childcare servicesreceived media attention in March. Topics fordiscussion included the banning andconfiscating of some junk foods,communicating service policies with parents,making healthy food choices, and obesity.

Patterson, K. (2005, Mar 3). Lunchbox police:Teachers confiscate junk food in the fight againstobesity. The Sunday Mail. p.3.


News from ECTA Regional Groups

Fitzroy, Ashgrove, Mackay and District and HerveyBay groups have all received ECTA funding forregional professional development initiatives. Theyare to be congratulated for actively supporting theirmembers. Each group also applied for and receiveda $50 petty cash grant.

Thank you to the following groups who havereturned registration forms - Cooloola, Fitzroy,Ashgrove, Mackay & District and Hervey Bay. Allother groups are reminded that registration isrequired yearly. We encourage them to returnregional registration forms as soon as possible sothat they may receive free copies of EducatingYoung Children, DVD’s etc for the 2005 year andqualify for regional professional developmentfunding and petty cash grants. Forms are availablefor downloading fromhttp://www.ecta.org.au/deliver/content.asp?orgid=1&suborgid=1&ssid=112&pid=652&ppid=0.Groups wishing to apply for professionaldevelopment grants must do so at least 6 weeksbefore the date of the intended event so that priorapproval can be granted. No funding will be issuedafter the event.

Fitzroy Group will be holding workshops for parentsand teachers facilitated by Andrea Ashford duringterm 2. It is hoped that through the workshopsthey can promote effective parenting support,highlight the importance of early childhoodeducation, promote the Fitzroy group and providenetworking opportunities to professionals in theregion. The workshops will be held at the CQUcampus Quay St. Rockhampton.

Hervey Bay group will hold an afternoon workshopon Digital Documentation in the Early Yearsfacilitated by Kim Walters. The workshop will beheld at the CQU Wide Bay campus 4-6pm on 1June 2005.

Fitzroy group are organising a full day conferenceon Friday 8 July at the Holy Spirit College Baxter Dr.Mackay. The day will feature Sue Galletly providinga workshop on literacy understandings, Lyn Duncanwill introduce the new maths syllabus with an earlychildhood focus and Kim Walters will developunderstandings with regard to digital portfolios andusing digital cameras through a presentation andhands on training workshops.

Cooloola regional group have organised a hands ontraining day to learn how to create digital portfoliosto be presented by Kim Walters at St Patrick’sCollege Bligh St Gympie on Thursday 28 May.

If you are interested in any of the above professionaldevelopment events please contact the appropriateregional group. Contact information is available onour website http://www.ecta.org.au/deliver/content.asp?orgid=1&suborgid=1&ssid=112&pid=635&ppid=0

Each regional group has their own webpage wherethey can advertise events and communicate withtheir members. Registration as a regional group has manyadvantages in return groups are responsible forcommunicating information about regionalhappenings to the coordinator via email [email protected] and providing all the necessarycompleted application forms.

Groups are reminded that audited statements at theend of the ECTA financial year (30 September) areonly required if more $500 or more income hasbeen received during the year. All groups howeverneed to return their BAS statement once per year.Form available on the website. Groups wishing tokeep a small float of less than $50 for coffee cakeetc. may do so with out bookkeeping requirements.

By Kim WaltersRegional Contact


Waldkindergarten

‘Give to the children nature,then they use their fantasy’

Have you ever entered a children’s space and beentotally struck by the ambience of the moment? If youknow that feeling then you just might begin toimagine the total sense of wonder that I experiencedon a visit to the Forest Kindergarten in the town ofFlensburg in Northern Germany.

Forest Kindergartens originated in Denmark in the1950s and quickly expanded throughout Germanywhere now there are some 350 kindergartensflourishing in forests throughout the country. Akindergarten of the forest is exactly that - there are nowalls, no roofs, no buildings of any kind! The childrenare brought to an allocated gathering spot by theirparents each day – in the case of the Flensburg forestkindergarten, a sandpit in the city forestMarienhoelzung. Regardless of weather – sun, wind,rain or snow – the children walk to a special space inthe forest where they create, build, dig, hide, imagine,listen and simply ‘be’.

There are no materials or resources since it isconsidered that the forest will provide all that is

needed. During winter the children bring their sleds!During rain the trees provide shelter and in extremeconditions a small forest hut is available. The mobilephone is turned on at the beginning and end of theday.

The children, between the ages of three years to sixyears, spend three hours in winter and four hours insummer in the forest completely free to pursue theirinterests. During my visit this included a long-runningproject to dig out a large pit; an investigation tounearth animals living beneath the bark of trees and arange of rather involved and carefully orchestratedimaginative play episodes.

The day begins with a common morning circle. Onthis occasion, there was a birthday to celebrate. Eachchild in the circle was invited to give a gift - a flower, aleaf or a twig from the forest - and sing in celebration.The children then walked with their food-ladenbackpacks to a well known space in the forest - thischanges from time to time depending upon thechildren’s interest. The walk is an experience in itself. Itis not rushed. There are times of silence and times ofgreat chatter and social harmony. The teachers, of

Kindergarten of the forest, Flensburg, GermanyLynne Moore


which there were three, and 16 children, follow thechildren’s lead. On this day the older children brokeaway from the group and without supervision took analternative track about 50 metres away, through highgrass. All that could be seen were their heads bobbingup and down along the top of the grass line! This was

obviously a daily ritual in respect of the older children’sneed for greater independence. Trust was very evident.Once in the forest the children stop for an earlymorning meal break consisting of variouscombinations of German sausage and bread, beforeimmersing themselves in all of the possibilities that theforest has to offer.

The teachers find a tree and sit with their backs to itin a star shape so that they can see all of the children.There is no interaction. The children approach theteachers when needed. At the end of the morningthe children gather with the teachers in a circle and astory is told, sometimes using props from the forestor a scarf or small doll that a child has bought withthem. The children then begin the walk back. Thewalk is calm and unrushed with frequent stops toallow the younger children to catch up. No onecomplains and every one waits with great patienceand respect. Unlike many European countries such asFrance, the Netherlands, and Luxembourg, Germanyhas no national standards for kindergarten, whichincludes multi-age groups of children from three toseven years. German kindergarten isn’t mandatory.Children start school at age seven but, by law, everychild is entitled to attend regardless of income.Kindergartens can be public or private initiatives thatare subsidised by municipal and regionalgovernments. Most children participate. According toProfessor Schafer (http://www.gvnr.com/68/1.htm)the lack of mandatory curriculums at thekindergarten level, coupled with a long tradition ofencouraging alternative educational concepts, such asthe Montessori or Waldorf school philosophies, andGermany’s special romantic relationship with thewoods, help explain the success of forestkindergartens.

I look forward to returning soon!

For further information check the web athttp://www.waldkindergarten.de/.By Lynne MooreEarly Education Consultant C&K

... the lack of mandatorycurriculums at thekindergarten level, coupledwith a long tradition ofencouraging alternativeeducational concepts, suchas the Montessori or Waldorfschool philosophies, andGermany’s special romanticrelationship with the woods,help explain the success offorest kindergartens.


Roos in Shoes

Tom Keneally has written aninteresting and humorousenvironmental tale of saving ourlands from the power companies.

The tale is presented in well-constructed rhyming verse. Itfollows the story of the Drewesfamily, who live companionably inthe Australian Bush with manykangaroos as neighbours, as theycome to odds with a powercompany. The roos come to theDrewes’ aid with a ‘scheme’ toshow the power company howridiculous it is to build theirtowers close to families. The taledepicts a ‘typical’ out-of-towncountry lifestyle.

The tale ends happily with afeeling of ‘justice being served’with emphasis on all livingtogether on our wondrous landand coming to others’ assistance.

The illustrations are coloured linedrawings in suitable bush tonesbut with a humorous edge.

The text and concept would suitolder Early Childhood classes.

Reviewed by Sue Webster

Title: Roos in Shoes

Author: Tom Keneally

Illustrator: Gillian Johnson

Publisher: Random House

Rec. Retail Price: $16.95

ISBN: 1-74051-865-9

Roos in Shoes


Healthy Children - A Guide for Child Care

This text book addresses the new child carecompetencies developed by the Australian NationalTraining Authority and provides the knowledgeneeded to achieve the competencies covered in eachhealth-related unit. The wide range of topicscovered will give students a broad understanding ofeach subject.

With the emphasis on positive health experiences,the text covers disease prevention and the childcarer’s role as community health provider. The textbegins with a brief encounter of the history of childcare in Australia before focusing the attention onchild health today. The book investigates ‘the role’ ofchild care and early childhood educators in childhealth. It uses realistic examples of how child careprovides a health service to families. Families arereflective of today’s society representing ‘family’ invarious models and in different living situations.

An interesting section to the book has been the inclusion of ‘choosing to have children’. In thischapter the book explores the human reproductive system with simple but factual informationand moves into the area of contraception. The infectious disease chapter would be useful to earlychildhood staff and families in identifying illnesses and supporting the management ofchildren/staff with the illness.

The final section of the book investigates other aspects of healthy children including nutrition,child safety and accident prevention and child protection to name just a few.

The book covers many areas and therefore gives a brief insight into the many areas of health.

This book appears to be a useful resource and guide for a new practitioner to the field of earlychildhood or a simple read for the Family Library in early childhood environments.

Reviewed by Lisa PalethorpeManagement Services Coordinator C&K

Title: Healthy Children - A Guide for Child Care

Author: Coralie Mathews

Publisher: Elsevier

ISBN: 0 729 53749 8


Positive Food for Kids

It is back to school time again and thousands ofparents around Australia face the prospect ofretrieving soggy sandwiches and squashed bananasfrom the dark depths of their child’s schoolbag.

It is a dilemma many parents contemplate over thenext few weeks as they try to plan appetising andnutritious meals that keep their children interested.

With over 20 years experience as a dietitian,nutritionist and mother of two, Dr Jenny O’Dea’snew book Positive Food for Kids is packed withpractical information on how to feed your childrenhealthy food that they will enjoy. Jenny’s bookincludes 101 Healthy School Lunches, Top Ten Tipsfor School Lunches, The Big Lunchbox Mistakes,Healthy Breakfast Ideas and much more.

Jenny conducted a study of over 5000 children andtheir eating habits. This book is in response to herfindings, some of which are alarming, with one insix children admitting they had not eaten any fruitor vegetables in the last three days.

Positive Food for Kids is a practical guide for parents in helping to provide healthy choices for theirchildren. It is an excellent reference and provides valuable information on topics such as parentsas role models, your child’s healthy weight, the importance of variety in food and how to teachyoung children the many benefits of a healthy diet.

Reviewed by Sophie Carter

Title: Positive Food for Kids

Author: Dr Jenny O’Dea

Publisher: Doubleday

ECTA COORDINATINGCOMMITTEE - 2005

PRESIDENTLyn Huntp. +61 7 3251 2118m. 0403 068 493f. + 61 7 3252 4488e. [email protected]

VICE PRESIDENTToni Michaelp. +61 7 3259 4198 Wkp. +61 7 3849 2514 Hmm. 0401 692 123f. + 61 7 3219 4041e. [email protected]

SECRETARYLynne Moorep. +61 7 3552 5306 Wke. [email protected]

TREASURERKaren Skoup. +61 7 3844 4600 Wke. [email protected]

REGIONAL CONTACTSKim Waltersp. +61 7 5482 5731e. [email protected]

CONFERENCECONVENORToni Michaelp. +61 7 3259 4198 Wkp. +61 7 3849 2514 Hmm. 0401 692 123f. + 61 7 3219 4041e. [email protected]

COMMITTEE MEMBERSShae Conomose. [email protected] Halliwelle. [email protected] Nicholsone. [email protected]

MAILING ADDRESSECTA Inc.GPO Box 3254, Bris Q 4001p. +61 7 3211 4260f. +61 7 3211 4900e. [email protected]. www.ecta.org.au

FULL MEMBERSHIP - REGISTERED TEACHERS(1 January to 31 December 2005)

Surname

Given names

Home address

Postcode

School/centre address

Postcode

Phone Fax

Teacher registration no.

COST (includes postage and GST)

Teachers (registered) $77.00

ASSOCIATE MEMBERSHIP - ORGANISATIONS ANDINSTITUTIONS, NON-REGISTERED TEACHERS(1 January to 31 December 2005)

Surname

Given names

Home address

Postcode

School/centre address

Postcode

Phone Fax

Teacher registration no.

COST in Australia (includes postage and GST)

Students (full-time) $66.00 Full-time student no.

Individuals $77.00 Groups $132.00

Overseas $120.00 (includes postage)

PLEASE PHOTOCOPY AND COMPLETE THIS FORM

Amount payable

Payment method Cheque Credit card Money Order

Credit card no.

Expiry date Card type

Cardholder’s name

Cardholder’s signature

OFFICE USE ONLY Cash Cheque

Receipt No. Date:

ECTA Inc. subscriptions are tax deductible. Membership is current from 1 January to 31December. Subscriptions should be paid by 15 March if you wish to receive full benefits.ECTA membership entitlements include three journals and reduced conference registration.

(No Amex or Diners)

Documents

EDUCATING YOUNG CHILDREN - ECTA · 2019. 6. 13. · Educating Young Children- Learning and teaching in the early childhood years 3 From the President The quest for knowledge is a