Stakeholder and community engagement key findings · PDF fileSTAKEHOLDER AND COMMUNITY ENGAGEMENT KEY FINDINGS REPORT : THE EDUCATION STATE, EARLY CHILDHOOD 1 Contents 1. Executive

March 2016

Stakeholder and community engagement key findings report: The Education State, Early Childhood

2STAKEHOLDER AND COMMUNITY ENGAGEMENT KEY FINDINGS REPORT : THE EDUCATION STATE, EARLY CHILDHOOD

PrivacyCapire Consulting Group and any person(s) acting on our behalf is committed to protecting privacy and personally identifiable information by meeting our responsibilities under the Victorian Privacy Act 1988 and the Australian Privacy Principles 2014 as well as relevant industry codes of ethics and conduct.

For the purpose of program delivery, and on behalf of our clients, we collect personal information from individuals, such as e-mail addresses, contact details, demographic data and program feedback to enable us to facilitate partici-pation in consultation activities. We follow a strict procedure for the collection, use, disclosure, storage and destruction of personal information. Any information we collect is stored securely on our server for the duration of the program and only disclosed to our client or the program team. Written notes from consul-tation activities are manually

transferred to our server and disposed of securely.

Comments recorded during any consultation activities are faithfully transcribed, however not attributed to individuals. Diligence is taken to ensure that any comments or sensitive information does not become personally identifiable in our reporting, or at any stage of the program.

Capire operates an in-office server with security measures that include, but are not limited to, password protected access, restrictions to sensitive data and the encrypted transfer of data.

For more information about the way we collect, use, store and disclose information as well as our complaints procedure, please see www.capire.com.au or telephone (03) 9285 9000.

Stakeholder EngagementUnless otherwise stated, all feedback documented by Capire and any person(s) acting on our behalf is written

and/or recorded during our program/consultation activities.

Capire staff and associates take great care while transcribing participant feedback but unfortunately cannot guarantee the accuracy of all notes. We are however confident that we capture the full range of ideas, concerns and views expressed during our consultation activities.

Unless otherwise noted, the views expressed in our work represent those of the participants and not necessarily those of our consultants or our clients.

LimitationsThere were limitations associated with the stakeholder and community consultation that should be acknowledged:

The information included in this report is based on qualitative data collected from willing, non-incentivised participants. Comments and feedback should not be regarded as facts, or a representation of the views of a statistically validated

sample of the community. Even with an emphasis on inclusive engagement, it is sometimes impossible to hear from all community cohorts.

The Education State Early Childhood Consultation Paper framed the discussion, however not all participants read the document prior to providing feedback.

The consultation period was held in part over a school holiday period and this may have impacted levels of participation.

A number of face-to-face activities and consultation sessions included mixed stakeholder groups. As a result, attributing comments to a specific stakeholder group has not always been possible.

In some instances, the total number of respondents who participated in each ‘toolkit conversation’ was not recorded, therefore, determining the exact number of participants has not been possible.


Contents

1. Executive summary 3

1.1. The Education State 3

1.2. Stakeholder and community engagement 3

1.3. Summary of key findings 3

2. Engagement approach 7

3. Key findings 9

3.1. Theme 1: Earlier engagement in learning 9

3.2. Theme 2: Boost to educational quality 12

3.3. Theme 3: More support for parents 16

3.4. Theme 4: More support for vulnerable and disadvantaged children and families 20

3.5. Theme 5: Better connection between services 25


1.1. The Education State

The Andrews Labor Government is committed to making Victoria the Education State. The Education State is about giving every Victorian the opportunity to succeed in life, regardless of background, place or circumstance. Education is more important than ever: skills, knowledge, creativity and adaptability will be central in the economy of the future.

It is well known that the first years of life are crucial to lifelong learning, wellbeing and success, and the Education State is focused on strengthening early childhood services for children and families.

The purpose of this report is to provide a summary of the early childhood engagement and issues discussed by partic-ipants during the engagement period. It acknowledges and presents the range of significant ideas, concerns and views documented during face-to-face consul-tation and via submissions and toolkits. In reading this report it is important to note that the early childhood system involves all levels of government, as well as the private and not-for-profit sectors. There is recognition of the different levels of government and the range of roles they play in delivering and supporting early childhood facilities, services and programs.

1.2. Stakeholder and community engagement

The Andrews Labor Government has made a commitment that the Education State will be characterised by a deep and ongoing conversation with all Victorians. Early childhood was a key theme in the first stage of consultations, which commenced in June 2015.

Consultations focusing on early childhood were launched on 26 August 2015 and concluded on 9 October 2015. The objectives were to:

• Understand and acknowledge the diverse range of ideas, needs and priorities in early childhood health, wellbeing, learning and development.

• Generate discussion and feedback on the five proposed themes put forward in the Consultation Paper:

1. Earlier engagement in learning

2. Boost to educational quality

3. More support for parents

4. More support for vulnerable and disadvantaged children and families

5. Better connection between services

1.3. Summary of key findings Throughout the community and stakeholder engagement process, all stakeholder groups provided honest, constructive and considered feedback about their experiences, aspirations and ideas for change. There was broad consensus on the critical importance of supporting early childhood development, the strengths and weaknesses of current approaches and the ‘big picture’ ideas.

The five proposed themes in the Education State early childhood consultation paper were generally supported, with variations noted in the body of this report.

The importance of early childhood development

Stakeholders emphasised the importance of providing a strong foundation for early childhood development from a range of perspectives. Some focussed on the universal rights of the child, and the need to respect and collaborate with families

1. Executive summary


and the community to ensure accessible, inclusive services for all children. Some focused on the positive outcomes that can be achieved if all children get a strong start – the outcomes for those children and their families, along with a fair society and a prosperous economy. Others focused on the risks and costs to government and society that could be avoided if Victorians better support the health, learning and development of young children. Some participants voiced all three points of view.

All agreed that getting it right for children from their earliest days was a critical part in achieving the government’s goal of making Victoria the Education State. Some highlighted strong links to the Roadmap for Reform: Strong Families, Safe Children work.

The evidence about the importance of early childhood years in brain development was well accepted. Participants discussed that a strong start in life supported later good health and academic and social success. They highlighted that early childhood is a critical life stage for developing strong social, emotional and learning skills including independence, self-advocacy, confidence, sense of self, resilience, acceptance of difference and curiosity.

Many stakeholders said stronger leadership was required, to increase community understanding of the importance of early childhood and encourage all parts of our society to support early childhood development.

Earlier intervention, strong universal services and greater support for those who need it

‘The earlier the better’ was a common idea heard throughout the consultation from many participants. Stakeholders emphasised doing more in the zero to three

age group, particularly for vulnerable and disadvantaged children. Some participants recognised this would involve changes at the local, state and federal government levels, and urged the Victorian Government to take the lead in pushing for change.

There was widespread support for strong universal services (such as Maternal and Child Health [MCH] and kindergarten) as a way of preventing problems from emerging, optimising the development of all children and as a non-stigmatising platform for identifying children and families who needed extra support.

All stakeholder groups discussed the importance of increased and earlier support for children at risk of poor outcomes. Many stakeholders identified the need for services to be inclusive and flexible; respond to families and their needs; deal with ongoing vulnerability and disadvantage; and be nimble enough to address short-term issues, such as sleeping difficulties or nutrition. Many stakeholder groups suggested improvements to ensure early childhood services are welcoming and inclusive, particularly for fathers, children with a disability, and Aboriginal1 and Culturally and Linguistically Diverse (CALD) communities children and families.2

Some participants raised the idea of moving to a more integrated and coordinated place-based early childhood development system. It was suggested that governments and government departments should

1. In this report the term Aboriginal is inclusive of Aboriginal and Torres Strait Islander communities. 2. In this report the term CALD is used generally throughout the report, as it often was by participants, but it is noted that the issues raised in relation to CALD families can vary – for example, depending if they are a refugee or recent migrant, or have a non- English speaking background.

Executive summary


work together to create more flexibility for those on the ground to tailor support to the needs of families and communities, and focus more on best practice and accountability for outcomes. Participants suggested there should be less focus on individual programs, which each have their own requirements and reporting, and instead create more effective, integrated and convenient support for all Victorian communities. This would include eliminating ineffective transitions between services and as children move into school. This would be supported by better information sharing between services, especially for children experiencing vulnerability.

Supporting positive parenting and a high quality early childhood workforce

Participants identified ‘putting the child at the centre’ or ‘putting the family at the centre’ of early childhood development services as critical. More generally, many participants supported the idea that the education system should be ‘child ready’ rather than requiring children to be school ready. Many pointed out that a child’s family makes the biggest difference to their outcomes, and that parents (or those playing that role) are children’s first educators.

It was suggested there should be more evidence-based support for positive parenting, including supported playgroups. Many participants also mentioned there needs to be stronger partnerships fostered between families and early childhood professionals. Some suggested this could be achieved through training for profes-sionals in family-centred practice. The idea that adult services (for example, drug and alcohol and mental health services) should take more account of some clients’ roles as parents was also raised. Participants

suggested that all services should be mobilised to support positive parenting.

The importance of quality training and professional development for early childhood professionals was a strong theme raised by all stakeholder groups. In particular, there was agreement that early childhood education and care professionals need consistently high quality training and ongoing professional development to be effective and inclusive educators. This included improved practice for all children, including those with disabilities; greater cultural competence; and trauma-informed practice to better help refugee children and children who have experienced family violence or other abuse or neglect.

There was much discussion about the need to increase the status and remuneration of early childhood education and care professionals, and the need for those who run early learning centres to have the time and resources to improve the quality of what is offered to children and families.

Finally, many participants identified the need to build strong relationships between different types of early childhood profes-sionals (for example, MCH nurses, educators and social workers) to provide a more integrated service for children and families.

Executive summary


The early childhood engagement program was designed to hear the views and perspectives of individuals and organisations from across a variety of sectors, regions and communities. It provided people with numerous ways to participate.

A variety of face-to-face and online engagement tools were used to inform stakeholders and the community about the engagement program and to facilitate the expression of their opinions, experiences and ideas.

Further information on the engagement approach can be found at Appendix B.

The Education State Early Childhood Consultation Paper2,236 downloads 1,000 hard copies

Email Announcements and Updates55,854 recipients

Online Hub6,380 unique visitors

Online Forum50 comments/votes

Toolkit – Discussion Guide and Workbook610 downloads 322 downloads

Expert Reference Groups24 Participants

Submissions and Toolkits88 Participants

Small Discussion Groups90 Participants

Forums283 Participants

Melbourne Symposium107 Participants

One-to-one Meetings17 Participants

2. Engagement approach


This section provides a summary of the themes and issues raised by participants during the six-week engagement period. It acknowledges the range of significant ideas, concerns and views raised by participants. It should be noted that while some ideas sit across multiple themes, they have only been reported once. All feedback documented has been provided to Department of Education and Training (DET) for their review and will be drawn upon to inform the Government’s ongoing reform process.

A thematic analysis of all feedback was undertaken at the conclusion of the engagement program. Responses were categorised by stakeholder group and collated under the five proposed themes outlined in the consultation paper. Where possible, stakeholders have been grouped into the following categories:

• Parents and families: parents, carers, expectant parents, grandparents and families, including Aboriginal, CALD, and refugee and migrant communities

• Service providers and educators: Early Childhood Education and Care (ECEC) service providers and educators, CSOs, managers of children’s services, supported playgroup facilitators, and Early Childhood Intervention Service (ECIS) workers

• Enhanced Maternal and Child Health (EMCH) and MCH practitioners

• Local government representatives

• Peak body representatives from the early childhood, health and education sector.

3.1. Theme 1: Earlier engagement in learningThis theme relates to the value of earlier engagement in learning. The consultation paper identified the importance of early childhood on brain development, and the opportunities to enhance engagement in education during this vital growth period.

Early childhood education and care

There was strong and broad support for kindergarten funding by government.

All stakeholder groups supported funding for both three-year-old and four-year-old kindergarten programs to ensure the best start in life for all Victorian children.

Parents and families believed that three-year-old kindergarten is a valuable service that should be funded, encouraged and given the same level of importance as four-year-old kindergarten programs.

Service providers and educators also supported the funding of three- and four-year-old kindergarten and believed it could be better linked with the school system to improve access and raise awareness and understanding of the importance of early childhood. They specif-ically suggested providing universal access to three-year-old kindergarten to improve the participation rates of children experi-encing vulnerability and disadvantage. There was discussion about the service itself, with some service providers suggesting an increase in three-year-old program hours would provide greater engagement with children and families.

3. Key findings


Stakeholders raised a number of concerns about access to, and affordability of, early childhood education and care, including kindergarten programs.

Stakeholders suggested that cost may be a barrier for some families to access three-year-old kindergarten programs. Some stakeholders were mindful of the impact of fees on participation, and the importance of ensuring that universal services were genuinely affordable. Others proposed that the right to free education should be extended into early childhood. Some stakeholders strongly felt that early childhood education should be considered an entitlement, in the same way that school education is seen.

Parents and families wanted greater funding for three- and four-year-old kindergarten. They suggested three-year-old kinder-garten is currently unaffordable for many families, including those living in rural areas. There was also some discussion among this stakeholder group about making an additional year of funded kinder-garten more accessible for families that feel their child is not ready for school.

Local government representatives also suggested introducing a universal kinder-garten program for three-year-olds. They suggested both an increase in the funded hours the year prior to school, and a funded three-year-old program. This group emphasised that kindergarten service planning is about more than program delivery; it needs to cover workforce, infrastructure and operations and needs to be resourced accordingly. Additionally, they proposed a trilateral planning process between local, state and federal governments.

Peak body representatives further suggested that funding three-year-old kindergarten for families experiencing vulnerability should be a priority.

Stakeholders commented on the complexity of current funding arrangements in early childhood education and care.

Peak body representatives considered the existing funding models to be inconsistent and difficult to navigate. However, they acknowledged that reform in this theme would be complex due to the interaction with the Commonwealth Child Care Assistance and the National Partnership on Early Childhood Education. They suggested that the three levels of government should agree on a coherent funding plan.

Playgroups

The key message raised by all stakeholder groups was that playgroups should be recognised as an important component of early childhood education.

All stakeholder groups believed playgroups played a fundamental role in building informal relationships between children, families, communities and schools in a safe, local, play-based learning environment.

Stakeholders voiced support for increased funding for playgroups.

Both peak body representatives and service providers and educators expressed support for additional funding of playgroups, particularly supported playgroups. They were concerned that a lack of federal funding had put pressure on the funds available. They suggested additional funding would provide greater equity and increased access and participation for children and families, particularly those living in rural and regional areas.

Service providers and educators suggested that playgroups could be funded and administered through local government areas to utilise and promote children’s health and wellbeing, especially for some families that have recently migrated or that are experi-encing vulnerability.

Key Findings


Stakeholders were concerned with increasing access to playgroups and with improving the capability of playgroup staff.

Stakeholders encouraged enhancing the capability of staff at supported playgroups to identify potential develop-mental issues and to work with families to take up referral opportunities.

One group suggested as part of an increased focus on early intervention, there could be better promotion of the role of playgroups as a means for providing information and support to vulnerable families. Additionally, more funding could be provided to supported and transition groups to build their capacity so they can work towards a community-led group model.

Raising awareness of the value of early learning

Stakeholders agreed that community perceptions of the value of early childhood development needed to change.

All stakeholder groups supported placing a greater emphasis on services for children aged zero to three years to enable early support, diagnosis and intervention. Many participants believed there is a perception among some parts of the community that education does not start until school, and that early childhood services are sometimes considered as child-minding services rather than an important part of a child’s learning and development. Many raised the opportunity to draw on detailed evidence to enhance the broader community’s understanding of the importance of early childhood.

Peak body representatives suggested that the state government may be best placed to lead an education campaign to raise awareness about the importance of early childhood.

Stakeholders suggested changes to existing programs that would support this effort.

As part of putting greater emphasis on services for children aged zero to three years, parents and families suggested mothers’ groups commence earlier or while mothers are still pregnant.

Service providers and educators discussed the value of better engaging parents to improve their understanding of a child’s development stages so they can help to identify issues earlier. They suggested that established programs such as playgroups, smalltalk, Rhythm and Rhyme could be better utilised to this end.

Key Findings


3.2. Theme 2: Boost to educational quality

This theme relates to understanding opportunities to boost educational quality in Victoria. The consultation paper identified that four in five Victorian services meets the minimum standards of the National Quality Framework (NQF), established to ensure consistent quality early childhood services.

Enhance community understanding of the sector

Stakeholders highlighted the importance of enhancing community understanding of the sector.

It was noted that early childhood provides the foundation for children’s learning and brain development. Stakeholders discussed the flow-on benefits that would result from improved status and recognition, including attracting and retaining quality staff, increased pay and improved working conditions.

All stakeholder groups believed that more leadership within the sector is required to support broader acknowl-edgement of the benefits of quality early childhood services that are responsive to local community needs.

There was strong support for the NQF, with most stakeholders acknowledging it had resulted in the sector being more

mobilised, with a stronger focus on integration than in the past. Stakeholders acknowledged that boosting education quality could improve the five learning and development outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF): that children have a strong sense of identity, are connected with and contribute to their world, have a strong sense of wellbeing, are confident and involved learners and are effective communicators.

Workforce as an important contributor to education quality

All stakeholders identified the need for improved early childhood education quality.

Parents, service providers and educators supported the promotion of ECEC as an attractive and rewarding profession. It was considered particularly important that the sector workforce reflects the diversity of the community, by increasing the partici-pation of some under-represented groups such as men, people with a disability and people from all cultural backgrounds. It was suggested that increased workforce diversity could potentially be achieved through stronger leadership in the media or community education campaigns.

Parents and families identified the opportunity for more state government support to ensure consistent, high

Key Findings


quality early childhood services across Victoria that are flexible and responsive to the varying needs of families. This was considered especially important for those living in isolated areas, families experi-encing periods of vulnerability, or those caring for children with additional needs.

Parents and service groups generally agreed that early childhood programs provided children with great opportu-nities for learning. While some parents were concerned that the play-based learning environment does not focus enough on numeracy and literacy, others acknowledged that it provides children with an excellent learning environment that encourages language and reading skills, team work and develops an understanding of health and nutrition.

Quality of kindergarten and childcare services

Stakeholders highlighted that quality early childhood programs provided children with an opportunity for play-based learning, building children’s resilience and social skills.

Service providers and educators discussed increasing the entry requirements (ATAR) for ECEC qualifications, which could boost the quality of the workforce. They called for the VEYLDF to be embedded into the broader early childhood framework, with a stronger parent voice. Additionally,

it was proposed that resources be focused on local area planning to ensure that services are better connected and responsive to local communities.

Some parents and families identified that they are enrolling in services based on availability rather than their quality. Long waitlists, high demand for kindergarten and limited childcare options were identified as significant issues. Many felt pressured to use whichever service had a place available and felt it a luxury to have choice between available services. This opinion was expressed most strongly by those living in inner city metropolitan areas and in regional and rural locations. It was also suggested that additional long day care centres were required to boost the number of places available to children under three years of age, particularly in regional areas.

Peak body representatives highlighted that quality could be improved by supporting a Bachelor qualified staff member for every room in long day care centres. Peak body representatives identified that limited funding sometimes results in services not having enough support or lacking a skilled workforce to deliver quality early childhood services. Ideas for improvement included investment in professional development for playgroup facilitators, targeted supportive outreach and greater investment in playgroups.

Key Findings


Provide quality training for the early childhood workforce

Service providers and educators identified the importance of training, attracting and retaining a highly skilled and engaged quality workforce.

All stakeholder groups acknowledged that quality of staff plays a vital role in the quality of a service and recognised that enhanced training and qualifications could support a quality workforce ready to meet the diverse needs of local communities.

Service providers, peak bodies and early childhood educators all identified the need to boost the skills of the early childhood workforce, including the capacity to identify children with additional needs, development of cultural competency, and the ability to cope and respond to situations where a child is experi-encing mental health issues or trauma. Stakeholders strongly supported training for educators on the impacts of family violence, child abuse, neglect and trauma on children’s health and wellbeing.

Some stakeholders suggested increased remuneration and improved working conditions. Suggestions to improve the status of the sector and attract quality educators included supported training opportunities, with importance placed on ongoing professional development beyond the initial vocational and professional qualifications.

Ongoing professional development was also supported by parents and families, who value an early childhood workforce that can respond to their child’s individual needs. Parents suggested that communi-cation skills in the early childhood workforce are key to encouraging a strong relationship between parents, educators and carers, particularly when discussing sensitive issues. Families with a child with a disability or additional needs highlighted the need to build the capacity of educators to communicate with families about their child’s needs and behaviours.

All stakeholder groups discussed the quality and consistency of Registered Training Organisations (RTOs) to deliver Vocational Education and Training (VET) courses. Stakeholders identified the opportunity for the state government to establish clear guidelines for RTOs. In particular, it was suggested that this could address concerns about the varying level of skills, knowledge and quality of both the RTO trainers and new graduates. Some stakeholders suggested creating an approved list of RTOs with a rating system, based on the myschool website model (www.myschool.edu.au).

Service providers suggested a universal VET curriculum, including a minimum course length and extended practical experience to enable graduates to support a diverse range of families with complex needs. Local government representatives suggested

Key Findings


additional focus for kindergarten workforce training, including skills to ensure early identification of children’s developmental delays and a better understanding of early intervention programs and services.

Ensure quality educators in both regional and metropolitan areas

Many stakeholder groups discussed the inconsistent quality of services across the state. Service providers and educators discussed areas of generational disadvantage and that high need does not always match high quality services.

EMCH and MCH practitioners proposed ideas to improve the system, including expanding the group’s clinical supervision so that nurses are able to learn and grow professionally and revising scholarship criteria to attract a quality, diverse workforce, especially in rural and remote areas.

Key Findings


3.3. Theme 3: More support for parents

This theme relates to understanding how the system can better support parents. The consultation paper recognised that parents and caregivers need more accessible support. The paper identified that parents have access to antenatal services prior to their child’s birth and are entitled to 10 visits with a qualified MCH nurse from when their child is born. It acknowledged that parent groups and playgroups offer an important local opportunity for parents to come together and exchange ideas and support.

The importance of parents to a child’s development

There was widespread acknowledgement of the importance of parents in early childhood development.

Many participants acknowledged the important role parents and carers play in supporting a child’s wellbeing and learning as their first educator. They acknowledged that children’s home learning environments and the quality of their relationships with their parents has a lasting effect on their development.

However, peak body representatives felt there needed to be an increase in awareness among parents about

the importance of early childhood, particularly the benefits of education for two- and three-year-olds.

There was also some discussion about the theme title and the importance of an inclusive approach. Some stakeholder groups suggested the title needed to reflect the different carers a child may have in their life such as foster carers and grandparents, and that the focus should be on parenting rather than parents per se.

Providing better access to information

All stakeholders acknowledged that more accessible information would better support parents.

Parents and families acknowledged that there are a variety of support programs available, but suggested some families don’t necessarily know about them. They suggested information be more readily available online and in a range of languages. Most parents and families said it was hard to navigate the system and that they can get overwhelmed with the different places to access information. They suggested one well-publicised, online location to list all relevant information about local government, state government and relevant support agencies and groups.

There was some discussion on the preferred format for accessing information. While some parents preferred to receive

Key Findings


information online, others suggested a hard copy information pack should be available for families who have moved into a new local government area. The information pack could include details of local support programs and family friendly social, creative and recreational opportunities.

It was also proposed that parenting support programs could include targeted information about strategies to manage children’s behaviour, the education system and more general information about how parents could be more involved in their child’s learning and development.

Empowering parents and building their capacity

There was strong and broad support from all stakeholder groups to empower parents and caregivers to have a stronger shared role, in partnership with service providers and educators, in the wellbeing of their child.

All stakeholder groups recognised the benefits of building parents’ and carers’ capacities to nurture, guide and support the development of the child.

Parents and families also desired greater access to more parenting support and programs that are specifically targeted to socially isolated or culturally diverse families.

Service providers and educators presented

ideas on strengthening the capabilities of parents and carers by providing adequate federally funded parental leave and earlier provision of information on services and programs. Many saw value in more programs to encourage parental attachment to their infants and children, and programs that teach parents how best to assist their children with early literacy and other learning.

Service providers and educators acknowledged the benefits of focussing on both the child and on building the capabilities, skills and economic partic-ipation of parents, particularly families experiencing disadvantage or from CALD backgrounds. They suggested potentially leveraging federal government funds to support this approach. Service providers and educators noted that some families have less access to support from extended family, leading to more isolation.

Peak body representatives discussed the importance of promoting parent health and wellbeing and looking at the whole family unit, not just the child. They suggested there should be a signif-icantly greater emphasis on maintaining engagement with parents across all early childhood programs and services. It was proposed this could be achieved by better treating parents as active participants and equal partners in their child’s learning.

Key Findings


Peak body representatives suggested strengthening learning in the home environment and adapting kinder-garten models to better assist parents to continue learning in the home.

Improving service provision

Stakeholders discussed the possibility of improving service provision through additional funding and better information sharing.

Service providers and educators identified that the MCH service is good at family engagement, as it is generally perceived as a friendly, welcoming and inclusive service. Many service providers and educators suggested that with additional funding and support, there was the potential to expand and build on this service to provide more support for families.

Both service providers and educators and peak body representatives suggested better referral pathways and flexible hours for kindergarten, including models that include wrap around (after-hours) care. They also agreed that there is a need for improved information systems to link services so that referrals and information is easier for parents to access.

Fathers’ and grandparents’ involvement

Stakeholders agreed more should be done to support fathers and grandparents.

All stakeholder groups identified that fathers can play a key role during early childhood, and the importance of ensuring fathers, grandparents and other carers are more included in a child’s early learning.

Service providers reported that first-time parent groups are usually well attended by mothers but are not always inclusive of fathers. They suggested that the system needs to include and better support fathers and grandparents, and encourage them to

be involved in early childhood. Some partic-ipants suggested more support groups targeted at fathers or grandparents only, or holding support sessions on Saturday mornings or out of business hours. Others suggested it was important to cover topics that are more inclusive of fathers and other carers and not just the role of the mother.

Access to services

There was widespread support for making home visits more available and generally increasing flexibility of service delivery.

There was strong and broad support for more targeted and flexible support programs and service for parents and carers. All stakeholders identified the benefits of evening and weekend appointment times and the importance of in-home and outreach services. There was strong agreement that the system needed to better respond to the busy lives of families.

Many parents and families, particularly those from CALD backgrounds, suggested that more home visits would assist parents in being more engaged. They said arranging childcare for other children and transport were barriers to attending an appointment. Some also suggested that there are greater opportunities to combine or coordinate services better, for example specialist parent programs with MCH appointments. They suggested an increased provision of outreach services and programs where it is most convenient to parents. Some parents suggested playgroups while others supported in-home provision.

Some service providers and educators identified a lack of breadth of referral options to meet the different needs of parents. They felt Child FIRST does not have sufficient capacity to meet demand and that it is often declined by parents who need assistance as it can be perceived as stigma-

Key Findings


tising for some families. They saw benefit in expansion of specialist in-home programs to strengthen the infant/parent relationship and to provide more support for parents experiencing post-natal depression.

Stakeholders highlighted the importance of MCH services and discussed the benefits of reassessing the Key Ages and Stages (KAS) to encourage greater opportunities to engage and support families.

Service providers and educators considered the Victorian MCH service as the gold standard for MCH services in Australia. The 10 funded KAS visits currently provide on-going support and monitoring of the mother and child’s health and wellbeing.

MCH practitioners highlighted elements of the early childhood system that are working well. Graduate programs and the sustained home visiting models of 25 home visits by the same MCH nurse during late pregnancy and in the first years post birth, are seen as effective in the identification of, and early intervention for, vulnerable and at-risk mothers.

MCH practitioners discussed the benefits of reassessing the KAS, particularly additional visits between the two-year and three-and-a-half year appointments to ensure early intervention and greater opportunities to engage and support families. It was also seen as an opportunity to promote and navigate the kindergarten enrolment process. Similarly, practitioners highlighted that the links between the three-and-a-half-year KAS visit and primary school nurse could be strengthened by MCH practitioners alerting the school nurse of any highly vulnerable children who would benefit from early contact with the school nurse once they attend school.

Some service providers identified that an increase in the number and complexity of family needs was placing further pressure on EMCH caseloads and affecting the quality of their service. Additionally, there was concern about the ability to service the future provision of MCH services in fast growing municipalities that are expected to experience a significant increase in births in the next decade.

Key Findings


3.4. Theme 4: More support for vulnerable and disadvantaged children and familiesThis theme considers opportunities to provide effective support for children and families experiencing vulnerability or disadvantage. The consultation paper identified that one in five Victorian children is developmentally vulnerable when they start school. Vulnerability and disadvantage in a child’s early life can have serious effects on wellbeing and learning, and can have knock-on effects on increasing demand on social, health and justice services.

Throughout the consultation period, several groups were identified as being more susceptible to vulnerability, including CALD families, Aboriginal families and children with disabilities.

Some participants expressed feedback on the title and framing of the theme. Many felt the need to avoid labelling children or families as vulnerable or disadvantaged. It was also raised that any child or family can experience periods of vulnerability or disadvantage, and they should not be labelled or stigmatised.

Many considered the terms ‘vulnerable’ and ‘disadvantaged’ to be inappro-priate descriptions for children with a disability. Participants considered a

service’s inclusiveness to be an inherent part of its quality. It was therefore suggested that the focus be on ‘better access, equity and inclusion for all’.

Support for children and families experiencing vulnerability

All stakeholders acknowledged and supported the ongoing value of flexible, responsive service delivery to support families experiencing vulnerability.

Participants identified the need to be more inclusive and to increase cultural competency of the early childhood workforce to respond to the diversity of needs that children and families may have. It was identified while many vulnerable and disadvantaged families received beneficial support, there are still some vulnerable families who ‘fall through the cracks’ of the early childhood system. This is particularly the case for those who are not identified as vulnerable by the current system and find accessing or costs of early childhood education and care to be prohibitive. Local government represent-atives were particularly concerned about low participation by children known to child protection in the three-year-old kinder-garten program (where access is free).

Suggestions raised for additional family support included outreach home visits. There was a consistent opinion that due to different perceptions of vulnerability and disadvantage, as well as the effects

Key Findings


of being labelled vulnerable, it is easy for families to ‘fall through the cracks’ and find it difficult to connect with the services that would be most beneficial in periods of vulnerability or disadvantage.

All stakeholder groups mentioned numerous programs and initiatives that have been successful in supporting children and families experiencing vulnerability and disadvantage. Stakeholders highlighted direct support and programs aimed at lifting child outcomes in communities experi-encing disadvantage. Noted successful programs included Preschool Field Officers (PSFOs), Cradle to Kinder, Families First, Strengthening Families, Let’s Count and the Best Start program. This also included new trail Collective Impact approaches, where the community and other stakeholders work collectively in new ways to resolve local issues. Other suggestions raised included better promotion of the benefits of engaging early childhood services (aimed at parents), practical education in parenting skills, providing information for parents at libraries, delivering more home-based parenting support, support programs for families needing short term assistance and dedicated family support workers working with families and children experiencing vulnerability or disadvantage.

Parents and families discussed the importance of support being available before a crisis occurs. This was strongly supported by all stakeholders. MCH practi-

tioners discussed the issue of intergen-erational poverty and the opportunity for capacity building to occur in the antenatal period or even pre-conception. Local government representatives supported earlier, antenatal engagement of families with early childhood services, and also discussed employment and adult education services for parents.

Peak body representatives spoke of the importance of building strong and trusting relationships between early childhood staff and families from the first point of engagement. This could help prevent critical opportunities to identify issues being missed. Waitlists were cited as a major barrier for families attempting to access services. This was of particular concern for families trying to access critical assessments relating to developmental delay, with wait times potentially increasing the likelihood of poor wellbeing and learning outcomes.

Peak body representatives, while commending the value of universal services, commonly discussed the need to expand targeted support areas, such as EMCH, to respond to the needs of children and families experiencing vulnerability or disadvantage. Travel limitations and lack of local services in regional and rural areas was a strongly acknowledged barrier. There was support for more outreach and pop-up service support in regional, rural or isolated locations to address these issues.

Key Findings


Support for Aboriginal children and families

All stakeholder groups strongly valued a skilled and culturally competent early childhood system that effectively supports Aboriginal children and families.

It was raised that some early childhood services are not culturally competent and have little knowledge or understanding of the challenges impacting Aboriginal families. All stakeholder groups identified the benefit of having culturally specific early childhood programs. Stakeholders suggested encouraging greater Aboriginal participation in the early childhood workforce across all services. Cultural awareness training for the broader early childhood workforce also has the potential to increase understanding of some of the challenges and complexities Aboriginal families face. Training also supports broader benefits of building a more inclusive and informed community who have a greater understanding of Aboriginal history and culture.

Parents, families and peak bodies identified information gaps for Aboriginal families who may be unaware of available support services, particularly support that is available for children to attend kindergarten. Parents and families suggested an information initiative for Aboriginal families as a way to address this. There were divergent views among participants. Some supported a more inclusive system by encouraging Aboriginal children to be involved in the broader community, while others supported culturally-specific programs.

Service providers and educators shared concerns regarding the federal govern-ment’s changes to Multifunctional Aboriginal Children’s Services (MACS) funding. Service providers and educators, and local government, were mindful of the low participation rates for targeted funding that provides Aboriginal children with 15 hours of three-year-old kinder at no cost. It was suggested that a more responsive system of effective outreach could improve this, drawing on existing community networks. This also reflects the previously discussed need for greater cultural competency of the workforce to ensure that all services are welcoming and inclusive.

Peak bodies discussed the important role of supported playgroups in connecting with Aboriginal communities and proposed further resourcing for the program. There was discussion of a range of successful initiatives, including Aboriginal health workers, specialists visiting playgroups to identify issues and connect families to services, tutoring programs, and providing resources such as reading bags to facilitate parent and child engagement in reading. Some service providers suggested the kindergarten curriculum and story time at local libraries could include more Aboriginal stories, to share Aboriginal culture with the broader community. Another suggestion was the provision of books in Aboriginal languages.

Key Findings


Support for Culturally and Linguistically Diverse (CALD) children and families

All stakeholder groups expressed strong support for early childhood services that are inclusive and welcoming of cultural diversity, supported by a culturally competent workforce.

Parents and families discussed the barriers newly arrived migrants face in accessing translation services, bicultural workers and information about the early childhood system, particularly regarding the kindergarten and school transition process in languages other than English. Parents and families acknowledged the importance of supported playgroups in providing a welcoming soft-entry to connect newly arrived migrants to the broader community and services. The benefit of these playgroups was also highlighted by service providers and educators. However, concerns were raised about state government playgroup funding that may mean multicultural playgroups are required to adapt to the new smalltalk model. There was concern this could create further barriers for families who do not speak English as a first language. There was support for bilingual support workers to assist with this transition.

Service providers and educators cited the importance of bilingual and bicultural kindergarten assistants and family mentors working as a team to support families and the early childhood workforce to deliver a more culturally responsive program of services. Service providers and educators discussed ensuring the

availability of translated information (hard copy and online) in languages other than English, ensuring there is less confusion about the early childhood services available and the processes for accessing services. Stakeholders also emphasised the successes of having advocates or case workers assisting families to navigate the early childhood system.

Service providers and educators discussed successful initiatives, including two-gener-ational education programs that focus on the child and on building the capabilities, skills and economic participation of parents experiencing disadvantage. Stakeholders proposed greater collaboration with CALD community leaders, parent advisory groups and stakeholder advisory groups to encourage local decision-making and co-design of services to ensure cultural and language barriers are addressed. MCH practitioners shared effective methods of engaging families, such as outreach programs and in-home visits with existing informal networks in CALD communities. These were noted as effective methods, as transport and childcare can be barriers to attending appointments or programs.

Peak body representatives proposed that a cultural competency framework could sit across all themes, enabling the system to keep up with the changing demographics of the state. Some suggested solutions included resourcing to provide flexible access for CALD parents to attend English language classes attached to early childhood services, as well as access to interpreters and child-minding support.

Key Findings


Support for children and families with all abilities

All stakeholder groups strongly value early childhood services that are fully inclusive and that enable equal participation for children with disabilities or additional needs.

Parents and families discussed how funding eligibility criteria can be a barrier for children with disabilities to access mainstream services. They supported increasing the provision of wheelchair friendly classrooms or community spaces to support children with disabilities to attend mainstream schooling, parenting groups or playgroups.

Service providers and educators discussed ideas for building capacity for the sector around children with disabilities or additional needs. These included the provision of online tools, such as an information hub similar to the My Aged Care gateway. This has the potential to link relevant information on services available and improve engagement with families with children with disabilities.

It was suggested to give parents a voice in guiding the development of early childhood services. Service providers and educators raised concerns regarding limited availa-bility of places for quality outside of school hours programs for children with disabilities.

Peak body representatives identified the lack of a clear implementation strategy to effectively respond to the diverse learning needs of all children as a policy gap. They suggested this is required to align with the expectations outlined in the VEYLDF – that children with disabilities and additional needs will achieve outcomes in the same domains as all other children. Peak body representatives also mentioned the value in reforming funding models to support greater inclusion, and clarifying the roles and responsibilities of the workforce. Additionally, there was concern that the consultation paper did not consider the role of the National Disability Insurance Scheme (NDIS) and its impacts on the provision of early childhood services for children and families with disabilities to interconnect.

Key Findings


3.5. Theme 5: Better connection between services

This theme addresses the ways in which services could better connect to provide seamless engagement with children and families for strong positive develop-mental outcomes. The consultation paper identified that better connected, integrated and flexible services helped in ensuring all families are engaged with the right services to provide their child with the best outcomes for wellbeing and learning.

Information sharing between services

Stakeholders supported improved integration across the early childhood development system.

All stakeholders supported better connections between services. Participants suggested that this theme should not just be about connecting services, but also building a fully integrated early childhood system, with strong connections to other services such as schools or health services. They also discussed how a better connected system would facilitate more collaboration, and supported adopting a more child and family focussed approach to service delivery.

All stakeholder groups suggested that in some instances there were conflicting goals within local, state and federal policies and that this can lead to confusion. They suggested all levels of government could work together to deliver a more integrated system, noting that stronger partnerships would likely make it easier to share data and information. Stakeholders proposed the role of state government could be to facilitate information sharing between providers in the early childhood system.

Greater state government leadership and stronger coordination.

Service providers and peak body representatives desired more leadership and guidance from DET regarding early childhood priorities. They want DET to play a stronger coordination role in managing and measuring early childhood outcomes. They also proposed better sharing of research within the sector to support more integrated policy development.

Improved information sharing processes would have a number of benefits for clients.

All stakeholder groups identified information sharing gaps across local, state and federal government agencies and organisations. Stakeholders reported that families are having to tell and retell their stories to staff at different services, leading

Key Findings


to fatigue and frustration. It was widely believed that greater permission to share information, such as children’s health and development records, could improve the efficiency of early childhood services and result in improved outcomes for children.

There was some discussion about whether and how privacy laws are restricting information sharing and cross service referrals.

Service providers and educators and peak body representatives discussed the barriers to effective information sharing. They believe that existing privacy laws are limiting some referral opportunities and preventing some services to coordinate efforts in supporting children’s individual needs.

Service providers reported that it can be challenging to find out whether families are appropriately followed up or offered an alternative referral if the initial referral does not meet the family’s needs. They identified that if a family does not engage with the referral service, it is often unknown until the next KAS visit, and the time and opportunity for early intervention on the child’s behalf are delayed or even missed.

Peak body representatives were also concerned that the Victorian Privacy Act restricts the ability of many service providers to receive sufficient information about the parents and family, specif-ically MCH nurses and support services. They noted there is an opportunity for services to closely engage Department

of Health and Human Services (DHHS) and federal agencies, such as Centrelink. It was suggested that this could better support adult services, such as alcohol and drug, mental health and family violence, support the parent-child relationship and children’s developmental outcomes.

There was some support for recent information sharing reforms.

Peak body representatives noted there were many record systems currently in use and suggested the success of an improved integrated system relied on all agencies and departments committing to the same system.

MCH practitioners discussed information sharing opportunities between MCH services, hospitals and kindergartens as a priority, particularly when accessing information on vulnerable families. To achieve this, MCH practitioners proposed the development of a clear policy on information sharing at key transition periods in a child’s development. They showed a high level of support for the new web-based Child Development Information System (CDIS) and its potential to enable a better connected healthcare system across the sector. It was suggested it would make communication and appointment tracking easier by improving safety and outcomes, expediting service delivery, maximising health care provider utilisation, and keeping costs under control, by eliminating duplicate data entry and other significant redundancies.

Key Findings


Providing information to parents and families

Stakeholders discussed opportunities for informing parents and families more effectively.

Service providers and educators supported the creation of local networks to support information sharing, including formalised networks and websites to promote activities, information and latest research. It was highlighted there are opportunities to engage and communicate through increased use of digital tools, for example online bookings, online information exchange, and instant messaging for online help or appointment confirmation or reminders. Many service providers and educators suggested the current communication methods are out of date and that many websites are difficult for parents and families to navigate.

Parents and service providers working with families experiencing vulnerability and disadvantage acknowledged that case workers provide valuable assistance to navigate the early childhood system.

Co-location and integration of services

There was strong support across all stakeholder groups for a greater integration of early childhood services.

One suggestion was to move towards well-designed, welcoming and inclusive service hubs, which were seen as an effective mechanism for encouraging integration. However, there was concern

by some that hubs did not always work in regional and rural areas due to likely increases in travel distances.

Parents and families expressed a desire for the development of integrated service hubs to improve access to services and provide a central information point, and an entry point into early childhood services for families. They identified the benefit of a centralised location, particularly when this included access to occasional care or supported playgroups to assist with childcare (for all, or some) of their children.

They also discussed the benefit of further developing schools as community hubs, to create a welcoming and safe place for family-centred engagement.

Co-location of services and location of services in central locations were considered by many stakeholders to improve access for families.

Parents and families acknowledged the benefits of integrating health (and other) services. In terms of physical integration, many identified the benefits of locating services and programs near local shops or other complementary services to improve ease of access and better facilitate incidental drops-ins, to ask questions or access information.

Service providers also noted the benefits of more integrated and co-located services.

Peak body representatives expressed strong support for continuing first-time parents’ groups facilitated by nurses to

Key Findings


establish rapport, relationships and ongoing engagement in the system. Some local government representatives identified that libraries provided an important partnership with parents to equip them with the skills to support language development and to foster literacy skills in preparation for school readiness, laying the groundwork for subsequent school success.

Government collaboration, coordination and partnerships

The delay in agencies providing referrals to specialists was identified as an impediment to effective service delivery.

All stakeholder groups considered that there were limitations in existing referral processes. Parents were particularly concerned that long wait times for specialists can lead to children missing out on the services most vital to their early development. Service providers and educators discussed that this could be the result of restricted communication between professionals as well as limited services.

Stakeholders suggested that government needs to improve its internal communication and coordination.

Service providers and educators felt that some government departments, particularly DHHS and DET, were ‘working in silos’ and supported the idea of more direct links of collaboration to strengthen the early childhood system. This is particularly important for children in out-of-home care or known to child protection. The idea of

co-located government departments was supported in enhancing multi-disciplinary knowledge, which could better assist families and advocate to outside agencies.

Service providers and educators discussed the value of integrating child-focused services (such as early childhood health and education) with parent-focused services (such as welfare and social support). It was suggested that these approaches should be localised in order to best support families achieve positive developmental outcomes.

Stakeholders also suggested that links between government services and allied health should be strengthened.

MCH practitioners supported the idea of enhancing linkages between allied health and education services. They also supported improving links to external initiatives and networks that support children and families – such as MCH family support innovation projects, neighbourhood renewal and primary care partnerships – to best connect families with a range of services of which they may otherwise be unaware.

Peak body representatives discussed the value of improving links between the early childhood sector and the family services sector, particularly through the use of innovative funding models that encouraged the development of cross-sector partnerships. They discussed that the value of early childhood could be promoted more, so that the importance of listening to early childhood professionals is realised.

Key Findings


Many stakeholders identified better alignment between state and local government as an important priority.

There was broad acknowledgement of the role of local government as the largest early childhood workforce and a major investor in early childhood infrastructure and planning. All stakeholders recognised the need for more alignment of local government plans with the Education State priorities, specifically the early years, health and wellbeing, cultural diversity and disability action plans. There was a strong desire for trilateral planning processes between local, state and federal governments to jointly provide a quality early childhood workforce and improved infrastructure and operational delivery.

Local government representatives strongly supported state government aligning planning for schools with local government early childhood planning. They suggested that under this approach, councils could fund planning for their own priorities with the state government providing funding to enable councils to achieve agreed outcomes related to reforms. One idea was a state and local government infrastructure and governance agreement that could formally recognise the role of local government in early childhood facility and service provision.

Service providers and educators suggested that in regional areas, improved alignment might include co-locating local government and state government early childhood teams in one office.

School transitions

Stakeholders shared some concerns about the school transition process, and specifically about transition statements.

Peak bodies supported the idea of more regular and structured local networking opportunities between early childhood educators and primary school teachers. It was suggested this could provide more opportunities to talk about the individual needs of the child to enable a smoother transition from kindergarten to school.

Service providers noted a reluctance of some parents to consent to sharing information in transition statements as they feel it may affect their child’s reputation or experience moving into school. Some parents also thought transition statements are sometimes not read by the relevant teacher. Peak body representatives added that there is confusion around the format and purpose of the transition statements and suggested clarification of what is most valuable to teachers to ensure smooth transitions for children and families.

Key Findings


4.1. Appendix A – Frequently used acronyms

ATAR Australian Tertiary Admission Rank

CALD Culturally and Linguistically Diverse

CSOs Community Service Organisations

DET Department of Education and Training

ECEC Early Childhood Education and Care

ECIS Early Childhood Intervention Services

EMCH Enhanced Maternal and Child Health

ISF Inclusion Support Facilitator

KAS Key Ages and Stages

MACS Multifunctional Aboriginal Children’s Service

MCH Maternal and Child Health

NQF National Quality Framework

NDIS National Disability Insurance Scheme

PSFO Preschool Field Officers

VEYLDF Victorian Early Years Learning and Development Framework

VET Vocational Education and Training

4.2. Appendix B – Engagement approach

The early childhood engagement program was designed to hear the views and perspectives of individuals and organisations from across a variety of sectors, regions and communities. It provided people with numerous ways to participate.

A variety of face-to-face and online engagement tools were used to inform stakeholders and the community about the engagement program and to facilitate the expression of their opinions, experiences and ideas.

The engagement program included activities to inform stakeholders and the community of the engagement program (Table 1) and activities to elicit their opinions, experiences and ideas (Table 2). Tables 1 and 2 also provide an indication of the levels of engagement and participation.

4. Appendix


AppendixTable 1: Engagement tools used to inform the community about the program

Engagement tool Levels of engagement / participation

The Education State Early Childhood Consultation Paper

The purpose of the consultation paper was to provide background information to participants and get them thinking about ideas. The consultation paper was made available on a dedicated Online Hub established by the Department of Education and Training (DET). In addition to online access, hard copies were provided to stakeholders on request or during face-to-face engagement activities.

2,236 downloads 1,000 hard copies

Email Announcement and Updates

DET launched the consultation paper and publicised the engagement program via an email to various individuals and organisations. This email announcement included background information about the Education State, an invitation to participate and details of the early childhood engagement program. Updates and reminders were also distributed during the engagement period.

55,854 recipients

Online Hub

DET’s Online Hub incorporated a range of resources and collateral to inform and educate people about the Education State. The Hub had a page focused on early childhood, Let’s Talk About Early Childhood, and included frequently asked questions, a library of publications and information about the broader engagement program.

6,380 unique visitors


AppendixTable 2: Engagement tools used to consult the community about the program


Forums

Twelve forums were held across Victoria with a range of stakeholders, interested individuals and groups. The two hour sessions were structured around three topics focusing on the importance of early childhood development; strengths, challenges, and gaps in the current system; and ideas to strengthen the current system. Forums were held in Geelong, Frankston, Bendigo, Broadmeadows, Moe, Benalla and Shepparton. Two sessions were offered at some locations in response to demand.

283 participants

Melbourne Symposium

A four hour symposium held in Melbourne included three discussions focused on opportunities and ideas to improve the system, and priorities for the early childhood system. Attendees included peak body representatives and academics, service providers and educators, community service organisations (CSOs) and local government representatives.

107 participants

Small Discussion Groups

Eleven discussion groups were held with peak bodies, groups and networks from across Victoria, including parents and carers, CALD community members, MCH and EMCH practitioners, service providers and educators. Participants were specif-ically asked for their observations and experiences of early childhood services and their thoughts on improving connections between services.

The two hour discussion groups included a maximum of 15 people to ensure all attendees could actively contribute to the discussion.

90 participants


Appendix


Expert Reference Groups

Discussions were held with members of two expert reference groups; the Ministerial Expert Panel for Early Childhood Development and the MCH Reference Group. The two hour discussion groups focused on testing the five themes identified in The Education State Early Childhood Consultation Paper and key priorities for the Education State.

24 participants

One-to-one Meetings

One-to-one meetings and telephone conver-sations were held with 10 peak body represent-atives, service providers and educators. The one hour meetings focused on the five early childhood themes and key priorities for the Education State.

17 participants

Online Forum

The Online Hub included a forum with two questions focusing on early childhood experiences and ideas. Participants were able to answer the questions and participate in discussions.

• Discussion 1: What have been your experiences with early childhood services and support in Victoria?

• Discussion 2: What are your ideas for an outstanding early childhood system?

50 comments/votes

Toolkit – Discussion Guide and Workbook

The Early Childhood Conversation Guide and Early Childhood Workbook were available on the Online Hub to support groups and organisations to host their own discussion as part of the early childhood engagement.

610 downloads 322 downloads

Submissions and Toolkits received

Written submissions were received from peak bodies and academics, service providers and educators and local government representatives.

88 submissions and/or toolkits

Table 2 (cont) : Engagement tools used to consult the community about the program

Documents

Stakeholder and community engagement key findings · PDF fileSTAKEHOLDER AND COMMUNITY ENGAGEMENT KEY FINDINGS REPORT : THE EDUCATION STATE, EARLY CHILDHOOD 1 Contents 1. Executive