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Vol 15 #1, March 2010

opportunity for innovation

Life skills for kidsMaking things grow

The buzz

new approach to programming

BeDrocK the IEU early childhood education magazine 2

executive eDitorsDicK shearman NSW/ACT Independent Education Unionand terry BurKe

Queensland Independent Education Union

Design/layout Tina Delandre

journalists/suB-eDitingTara de BoehmlerSuzanne Kowalski-RothSue OsborneFiona StutzJim Marr

coorDinatorVerena Heron

printing anD DistriButionPrint & Mail Pty Ltd23—25 Meeks RoadMarrickville, NSW 2204

puBlication mailing aDDressNSW/ACT Independent Education UnionGPO Box 116Sydney 2001Tel: (02) 9779 3200Fax: (02) 9261 8850Email: [email protected]: www.ieu.asn.au

aDvertising anD suBscriptionsBEDROCK is published three times per year by the NSW/ACT and QLD Independent Education Unions and has a circulation of 4,000. Intending subscribers and advertisers are invited to direct enquiries to Tina Delandre at the IEU on (02) 9779 3200 or email: [email protected]

aDvertising DisclaimerAdvertising is carried in BEDROCK in order to minimise the costs to members. Members are advised that advertising is paid at commercial rates and does not in any way reflect endorsement or otherwise of the advertised products and/or services.

bedrock is a joint publication of the NSW/ACT Independent Education Union (NSW/ACT IEU) and the Queensland Independent Education Union (QIEU).

Vol 15 #1 March 2010 BEDrock

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In this issue, we discover there is a commonality of interest between early childhood professionals and good quality centre operators that is being reflected in new agreements.

We look at one such example in Wollongong, where the IEU, staff and operators of the Illawarra

Children’s Service have joined forces to head off the negative consequences of reverting to a basic modern award.

We look at how a recycling scheme established 20 years ago as a way to save money, has turned into a commitment to environmentalism. So successful has it been that it has won a $3000 grant to extend its vegetable and herb gardens.

Amidst all the issues facing early childhood education, one of the oldest and most difficult is the level of remuneration and job satisfaction available to professionals in the industry.

It is set to raise its head again with the Federal Government’s move to underpin all workplace agreements with a set of new modern awards.

In the early childhood sector, these could well reduce the wages and conditions of teachers, with all the negative implications for educational standards that implies.

Staff need to negotiate new agreements that enshrine improved wages and conditions with employers.

Dick Shearman

The Buzz 4Latest news in childcare

New approach to programming 6New programming and planning model for childcareproviders.

KidSmart 9The IEU can help you get a computer for your centre.

10 minutes with... 10Cheryl Peris reflects on 30 years in childcare.

Building skills, playing for literacy 12New tools in review.

Member profile 14Margaret Wayland shares her Montessori experience.

Fairgo at Fair Work Act — training 16The IEU gives staff the lowdown on the move to a Federal industrial landscape.

Agreement safeguards conditions 18New benchmark agreement set by employer for Illawarra Children's Services employees.

Reviews and giveaways 20

From small beginnings. . . 21Environmentally savvy centre leads the way.

Greenover 22Plastic not fantastic.

Building new skills

12

9

21

Terry Burke

Homegrown success results in grant

KidSmart 2010

Contents

16Fair work training

small beginnings

cont

ents


thebuzzGet connected with Kidsmart Short of computer power for your centre?

KidSmart may be the answer. Now it’s even easier for members in the ACT as the IEU has been appointed facilitator for the ‘KidSmart’ program in the Territory.

Training will be held at Macquarie University in November 2010 and NSW members are encouraged to continue applying too.

Early Childhood Services Organiser Lisa James says successful applicants receive a computer specifically designed for children (no loose cords, and a completely flat keyboard), lots of educational software and two days of professional development on integrating technology into the classroom. IBM also offers 12 months support. See p9 for more details.

Mental health mattersThe first national early childhood specific mental health

promotion, prevention and early intervention initiative is being piloted in over 100 preschools and long day care centres throughout 2010 and 2011.

The KidsMatter program aims to support early childhood services to implement evidence based strategies which will help improve the mental health and wellbeing of children from birth to school age.

It also aims to give greater support to children experiencing mental health difficulties and their families.

KidsMatter has been developed in collaboration with the Department of Health and Ageing, BeyondBlue: The National Depression Initiative, the Australian Psychological Society and Early Childhood Australia.

For further information and to register interest icontact [email protected] and seehttp://www.fahcsia.gov.au/about/publicationsarticles/research/socialpolicy/Documents/prp40/sec1.htm

Complying with the Early Years Learning Framework

Changes to the Education (Queensland Studies Authority) Act 2002 will enable QSA to develop, approve, purchase, revise and accredit kindergarten guidelines.

Clear expectations for children’s learning and age appropriate teaching and assessment practices will be set, with a key focus on enhancing children’s language, play based learning, literacy and numeracy knowledge, and physical and social skills.

The guidelines will be trialled in 2010 and implemented in 2011. They aim to help kindergarten services comply with the national Early Years Learning Framework, providing more clarity for Queensland’s early childhood educators around the expectations of learning in kindergarten.

Copies of the Education Legislation Amendment Bill 2009 can be obtained from the Office for the Queensland Parliamentary Counsel website at http://www.legislation.qld.gov.au/Bill_Pages/Bill_53_09.htm


"Aboriginal and Torres Strait Islander children were eight times more likely to be on care and protection orders."

Child Protection Cases Up A snapshot of Australia’s child protection situation was

released in January 2010 in the 13th Child Protection Australia 2008-09 report.

The number of Australian children subject to a notification increased to 207,462 while the number of substantiated notifications increased by 1.7% to 32, 641. However, over a five-year period the number of children subject to a substantiated notification decreased by 4%.

The number of children on care and protection orders increased by 8.5% to 35,409 while the number of children on care and protection orders increased by 47%. Aboriginal and Torres Strait Islander children were eight times more likely to be on care and protection orders, nine times more likely to be in out-of-home care (with relatives or in foster care) and substantiations were 7.5 times more likely than for non-Indigenous children.

Source: www.aihw.gov.au/publications/cws/35/10859-sum.html

Dear Lisa and Tina, I recently graduated as an Early Childhood Teacher. I worked as an Advanced Child Care Worker (Qualified) as an Associate Diploma holder for six years prior to becoming a teacher. I have been placed on Step 1 of the Early Childhood Teachers Award, is this correct? A.

Dear A, Experience is recognised for all qualified childcare workers. For every three years of full-time service as a childcare worker you receive an increment of 1 step. If you have six years experience as a childcare worker you should initially be employed as an early childhood teacher on Step 3 of the incremental scale. However, your employer may request that you substantiate your past experience as a childcare worker. In order to do this you will need to provide your employer with a copy of a Statement of Service detailing the position held and the period in which you were employed in each of your previous workplaces.

Please contact the IEU if you would like advice or assistance regarding your individual situation.

Ask Lisa and Tina

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UTS Childcare Inc has a unique approach to programming and planning, which could provide a model for other childcare providers, writes Bedrock Journalist Sue OSBORNE.

CEO Debra Clarke says UTS Childcare started an overhaul of its procedures back in 2008 when staff began expressing concerns about programming and planning.

“They felt that when we planned ‘in the boxes’ they knew what was required but with the move to a new curriculum, they were unsure how many entries were required to go into a child’s portfolio. They didn’t know what was needed for accreditation and licensing,” says Debra.

“I don’t think this situation is unique to UTS Childcare, I think lots of staff are saying they no longer know what to put in children’s portfolios. The move to a more spontaneous curriculum had created some uncertainty.

“It comes from staff wanting to do what’s best for our families. With the Early Years Learning Framework coming we felt like we wanted to work towards more professionalism.”

While writing the budget for 2009, money was set aside to

employ a project officer one day a week for the entire year to work with staff at UTS’ three childcare centres on their programming and planning.

“We were really lucky the Board agreed this was relevant professional development (PD) to offer to the staff.

“This was on top of the regular PD we already had for staff. We didn’t touch the normal training budget to allow staff to access other training.”

Macquarie University academic Fay Hadley was chosen to provide the staff training, because her academic experience meant she was on top of current practices and standards, but she also had experience as a teacher in a long day care centre.

“It was really important that she knew and understood what a typical long day care day was like.”

At the beginning of 2009 Dr Hadley carried out a survey of all staff to find out what they needed help with, and overwhelming they said programming.

“We decided we would remove all programming

Opportunity for innovationNew approach to programming


responsibilities from untrained staff, as our trained staff are best qualified to do that,’’ Debra says.

A small working party with a representative from each centre was formed and an overhaul of all programming formats across the organisation was undertaken.

Debra says the new programs were rolled out slowly, probably at the rate of one a month, so staff had time to familiarise themselves with the process.

Each program was workshopped with staff by Dr Hadley.

Concurrently, with the help of IEU Industrial Officer Verena Heron, a new workplace agreement was formulated for all teachers, enshrining the right to one and a half hours programming time per week for every licensed place (child) in their care.

“There was a level of mutual responsibility — by requiring staff to increase their programming, we gave them more programming time. You can’t expect staff to take on more responsibilities without also giving them the tools that they need to be able to do that.

“I feel this is a very good clause in our agreement. It is very generous. It was negotiated with the IEU and LHMU and it sent a message to staff and the rest of the childcare sector about professionalism.

“There is a cost to us but we feel the benefits outweigh the cost. Higher quality programming is beneficial to staff and children.”

For the first six months of the agreement, staff were actually given two hours per five children a week.

“There’s been no question whatsoever that the quality of work has improved. The work samples we collected six months ago and the recent ones have shown an improvement in quality.

“A validator recently commented at one of our centres on the improvements in programming. She could see the work that had been done over a year. The staff was thrilled about that. We sent a memo to parents about what we have done. We are getting positive comments from families as they now better understand what staff were doing with their children.”

City Campus Centre Director and IEU Member Ana Franco-Garay says the new work agreement has “strengthened the centre’s program — there’s a lot more detail in the information we’re putting out”.

“It’s been a big learning curve for some teachers, but they are happy they are supported to think about things a lot more,” Ana says.

“There’s less focus on children’s photos and more details, more focus on their work. It provides more meaningful information for parents.

“We produce an analytical study for each child and have one-on-one interviews with parents. Parents are really impressed with that, really happy to have the opportunity to meet with staff one-on-one. We like to get the feedback from the families too.

“The extra time has been a help, instead of trying to do it in your lunch-break. It’s made it more clear for staff what they should be doing in a certain period. Of course there are times they still have to work in their lunch breaks.”

Teacher and IEU Member Claire Sevilla, who also works at the City Campus Centre, says the new programming hours have been “very good”.

While she still has to manage her time well she says it is good to know that a set amount of programming time is available.

“I still feel sometimes ‘where’s the time gone’, but I’m really pleased with the extra time.

“I have changed my teaching style a little bit as a result, I set myself a goal of spending more time doing projects, having displays around the wall, being more proactive, doing extra work on top of the portfolios, and this time has allowed me to do that.

“We can do a lot more documentation. I’ve been able to extend the children’s interests and their learning.”

“You can’t expect staff to take on more responsibilities without also

giving them the tools that they need to be able to do that.”


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Computer use is far from a sole endeavour, it doesn’t need to be daunting and the benefits of introducing these skills during early childhood are broad, as participants in the latest roll-out of IBM KidSmart computers have discovered.

KidSmart computers are purpose-built information technology learning centres for little people, with age-appropriate programs and a child-friendly design.

Each year a number of centres receive KidSmart computers, thanks to a partnership between IBM Australia, the NSW Department of Education and Training and the NSW/ACT Independent Education Union. These centres then provide feedback on how the computers have encouraged learning and a range of other benefits.

Below is a sample of insights from 2008-2009 participants.

Getting started“The KidSmart computer was set up in the three-to-four-

year-olds’ room. The children began with minimal experience with computers, but really keen to have a go. Our first challenge was learning how to use the mouse. We used the program KIDPIX, a great fun drawing program. We also added a star sticker onto the mouse as the children wanted to click the red [middle button] rather than the left click. Within a short amount of time the children were using the mouse with ease and started exploring the games.

Staff observe and record which children are using the computer and which children are not. We try to encourage children to watch their friends in order to gain confidence before they have a go or to choose a friend to sit beside them as they have a go.”

A multi-modal approach“I have gained a new understanding that computer

games have so much potential when incorporated into a multi-modal approach to teaching … This is the same philosophy that we incorporate throughout the rest of our curriculum. So the question is: can we extend ideas and theories found in technology and translate them with opportunities to explore and investigate them in another language or medium within the preschool environment?

“The longer we have had the computer, the more we were able to integrate it into the rest of our program. We used the idea of the ‘Sorting Station’ in Sammy’s Science House to make up a game about recycling. The computer game helped them understand the concept of sorting things into different bins and by actually physically doing this game, it helped some children with the concept of ‘clicking and dragging’ different items into different bins/categories on the screen.”

Learning for all“It took a while for staff to come around to the idea

of having a KidSmart computer as the preschool room didn’t feel that they had sound computer skills/knowledge themselves to teach the children how to use the computer. However as the year went on it was realised that the staff and children could learn how to use the programs together. It was a matter of ‘playing’ on the computer.”

KidSmartMore than just a computer

Net an IBM KidSmart computer for your early childhood centre. Teachers working in the NSW/ACT early childhood services could qualify to receive a computer for their centre later this year. If you would like to participate in this project, please provide an expression of interest, naming your centres and details via fax to Lisa James on 1800 804 042 or email [email protected] with KidSmart in your subject header. The Union will be in touch later this year.

Pictured left: staff training for KidSmartPictured below: children on the KidSmart computer


10 minutes withlong time IEU Member Cheryl Peris, who reflects on 30 years in childcare

More than 30 years ago I took a fearful leap of faith, leaving the security of a government job to learn more about children’s behaviour at Mitchell College, Bathurst, enrolling in Early Childhood.

This proved a wise move for I have remained in my chosen career for three decades. I have ventured into university and TAFE teaching with some additional tertiary study along the way. This career has become a passion with a mixture of challenges and rewards — personal, professional and political.

When I started at Hamilton Street (Bathurst Nursery School), children were gathered in groups of 20 and more for songs and stories, and music and movement were commonplace in the preschool setting. Teachers were addressed as Miss or Mrs (not too many males about then), stockings were part of respectable garb for teachers and classroom walls were covered with at least one piece of craft from each child.

The administration side was quite small compared to current practices; a small carbonised receipt book was sufficient to keep accounts and there was not a computer in sight. However, this was all to change: the introduction of the Federal Government’s Child Care Benefit impacted on

administration and computers began to appear in centres. Mothers were beginning to return to study and employment, so many more children began attending childcare.

This boom in care had a huge impact on programming and continued to change professional expectations and practices.

The introduction of the Quality, Improvement and Accreditation System (QIA&S) to the early childhood field, by the Federal Government, had a positive impact on the industry. Finally, we had guidelines for interactions and relationships, which reassured us we were doing the right things and made a genuine difference in the lives of young children and their families.

Development in brain research also had a major impact on our profession; finally scientists could prove theories early childhood professionals had long believed; that early, positive experiences for babies and young children had physical impact on the brain and long lasting developmental benefits. Through the long-term efforts of dedicated and intelligent professionals the early childhood years have become recognised as economically and socially valuable to governments — spend money early and the expensive burden on society later on will be minimised. Thanks to the commitment and conviction of unions who negotiate for early childhood staff, it is hoped that in the near future, the wages of those nurturing young children will match their valuable responsibility.

Personally, to walk in the gate each day and be quickly surrounded by shining faces bursting to tell you some


important news, well it doesn’t get any better than that.

’Legend in my own backyard’? I hope so. When I first started teaching, I was terrified a parent would ask me something I did not know. However, over the years, experience has given me the confidence to speak with conviction. I have developed an increasing awareness that we never stop learning and never have all the answers.

How fortunate to be paid to work in a field where you are surrounded by supportive and understanding colleagues who share your commitment. This teaching role has become more of a partnership with children where we learn together, how refreshing to give children the lead, who knows what direction the curriculum will take!

Together we answer questions and think of new ones: Do all the trees lose their leaves in winter? Why does dry sand run through our fingers and wet sand stick? Where do birds go when it rains? And, do all fruits have seeds? The possibilities are endless and this partnership leads to a stimulating learning environment for all, and a holistic approach to children’s development.

There is still much satisfaction in this role for me: to see a child finally say goodbye happily each morning... learn the skills of making friends... get a thrill out of finger painting, bubble blowing or a run under the garden hose... and much satisfaction for a job well done because this indicates a level of trust by these children and their parents. Perhaps only those who have worked in the field will know what I mean. We have made a connection and developed many relationships.

I have seen Bathurst Nursery/Hamilton Street celebrate it's 50th anniversary. Many of our earlier pupils returned with their children. SDN turned 100 years, having provided

a century of care to young children. But now my focus is shifting and I have a new passion — to pass on knowledge and experience of early childhood care, development and education to future teachers. I have discovered (with the support and prompting of trusted colleagues) that I have an ability to teach students, introducing them into this rewarding field.

To know Hamilton Street has dedicated and energetic people who share my desire to give children experiences which will foster independence and self confidence, makes it easier for me to move on. You have an intelligent leader, who is firm but fair; humane and passionate, so I know you all are in good hands.

This is not just any job, it is a career and a lifestyle. When you are asked, 'where do you work?' hold your head up with pride and answer, 'I’m a childcare professional'. Say it with conviction knowing you make a difference in the lives of the children and families in your care.

To those of you just starting the journey – learn from others who see this as more than a job, who have a passion for their work. For those of you who are embarking on study, good luck. This will be most rewarding as you apply your valuable experience to theories tried and true.

To those who continue to put themselves second and the children’s wellbeing first; continue the good fight, your rewards may not always be tangible, but you know you have made a connection and a long-lasting impression.

To those I have had the privilege of working alongside, thank you for your constant encouragement and support, I have thoroughly enjoyed working in a team. I trust that, like me, at the end of the day, you will have the true satisfaction of a job ‘well done’.

“Development in brain research had a major impact on our profession; finally scientists could prove theories early childhood professionals had long believed.”


Helping children with sensory processing difficulties develop skills for successful futures is the main aim of Life Skills 4 Kids.

Children with autism, aspergers and ADHD are just some who can struggle with self-regulation skills.

Life Skills 4 Kids offers tools and resources for education professionals to better understand basic sensory processing concepts. Tools include interactive activity kit SticKids, designed to help children develop and enhance alertness through interactive, sensory-based activities. It is based on helping all children in class to understand their bodies and improve their self-regulation and concentration skills.

Life Skills 4 Kids website developer and occupational therapist Debbie Hopper says the SticKids program can be used by early childhood professionals to structure activities to help children maintain a “just right” level of alertness, so they can concentrate and attend to tasks.

The program is based around a simple diagram called a ‘critter meter’ that has six colour segments and three icons, which indicate the level of arousal or the 'speed' children are at.

“It is like an engine speedometer diagram, helping children to understand how fast their bodies are going,” Debbie says.

The critter meter is linked to a bank of over 125 colour coded games and activities. The colours indicate the neurological influence activities generally have on the nervous system — whether an activity is alerting, calming, or grounding.

“Research has shown, and we know that, movement activities are generally alerting and that deep pressure/touch

is the most calming of sensations to the nervous system.“

Images of stick people can be printed off to create individualised or group programs, guiding the user through the colour code system. One group of pictures reflects general organisational skills, such as stop, look, listen, watch others, finish task.

They can be used as a whole class tool, or placed in smaller pictures for the teacher to point to as children move past, to assist them stay on track.

Another program in the Life Skills 4 Kids suite, the Alert Program, is designed to help teachers understand sensory processing concepts. It provides children with multi-sensory methods and active participation to identify their ‘engine speed’. It shows them how to adjust it so they can be at the ‘just right’ level of alertness to sit and concentrate, or be active for other activities.

Resources include a leader's guide, which has session plans, and planning resources that can be photocopied.

“Simplification of the language and teaching concepts of fast, slow and just right works really well. The preschool setting is ideal for multi-sensory teaching of these concepts as movement activities, tactile exploration and snack time are standard components of the routine,” Debbie says.

“These resources help carers to assist children’s learning through non-drug and fun methods to structure their world to support their senses.

Debbie says knowing the neurological basis that often underpins behaviour, can help adults understand why children may have behaviour issues or ‘melt downs’, or struggle with particular environments.

Building skills, playing for literacy “Knowing the neurological basis that

often underpins behaviour can help adults understand why children may have

behaviour issues or melt downs.”

New tools in review Bedrock Journalist Fiona STUTZ examines two new sets of resources designed to support young children’s learning.

Life skills 4 kids


Online play-based literacy program Intrepica aims to revolutionise the way young children learn.

Studies indicate children are motivated when learning is embedded in online exploration or digital games (Shore 2007). Psychologists claim they engage in more complex activities and use more complex grammar in these formats than in other parts of their lives.

Intrepica Literary Director and former teacher Vicky Kadoglou says the program was developed through consultation with teachers, parents, researchers and industry experts.

Vicky says the online literary program, launched in September 2009, aims to engage digital learners with a resource that is compelling and fun.

“Targeting children from ages three to six years, the pre-reading section of Intrepica delivers high quality play and inquiry based early childhood learning,” she says.

The digital activities stimulate neuron connections, promoting cognitive development, she says. The program helps develop eye-movement skills, visual information processing, and promotes ICT competence.

Vicky says these help with media literacy, communications, problem solving, decoding and critical thinking.

Children in early learning centres cover key areas in the pre-reading section of the program, including visual skills, sequencing and learning the alphabet. Core skills including

visual/spatial awareness, eye-movement, auditory perception and letter knowledge are all covered.

“The program also equips early childhood professionals with the diagnostic tools needed to access students’ visual perception and orientation, auditory perception and letter knowledge skills,” Vicky says.

The program stops when a problem is detected and issues the student with a learning schedule that targets his/her needs. When students have completed their learning schedules, they are retested.

Early childhood professionals can also access data, including graphs and tables, to measure student performance over time.

The program not only covers pre-reading for children in early childhood, but core skills for primary and high school students.

To find out more about either new sources, visit LifeSkills4Kids.com.au or www.intrepica.com.au to receive a one-month trial at your centre.

Source:Shore R 2008, ‘The Power of pow! wham!’ in Children,

Digital Media and Our Nation’s Future: Three Challenges for the Coming Decade. The Joan Ganz Cooney Center Sesame Workshop, December 2007.

Playing for literacy on line

“The program helps develop eye-movement skills, visual

information processing, and promotes ICT competence.”


Member profileMontessori: A lifelong path of learning for Margaret WAYLAND

It’s the end of a busy day and the first thing Bedrock Journalist Suzanne KOWALSKI-ROTh notices is the order inside Karuna Montessori Preschool in Narraweena on Sydney’s northern beaches.

The sense of serenity is enhanced by the fresh flowers the children have been arranging in a corner, the neatly stacked wooden toys and the division of the room into dedicated areas for children’s learning like practical life where children practice activities such as food preparation, pouring and sewing buttons and areas of cultural and mathematical focus - flags from around the world colour one wall, while a collection of bells invite calm exploration.

The methodThe Montessori method believes that each

child has within them the seeds for their own development and it is part of the teacher’s role to encourage the child’s self-teaching by careful observation and preparation of the right physical environment. This enables a child to become deeply involved in an activity of the child’s own choosing. The child then moves into a state of order, becoming naturally self disciplined and independent. Montessori also believes that children’s development follows ‘planes’ of development and that from years 0-6 children learn through the physical senses and are busy developing their personalities and mental paradigms.

It is this focus on providing a rich yet structured environment that supports the child’s own interests and so nurtures self directed learning that is increasingly striking a chord with parents, says Director Margaret Wayland who has been working in Montessori method for the past 18 years.

This is Margaret’s third year at Karuna. Previously she worked at a Sutherland Shire Montessori School for 10 years. Margaret was formerly a high school science teacher who retrained as an early childhood and Montessori teacher when her children were young.

It’s the emphasis on clarity that Margaret appreciates.

“The great thing about Montessori is that it seems able to isolate particular aspects of the environment and let the children explore those aspects clearly without confusing different ones like shape and colour,” she says.

Asked to sum up what most resonates with her, Margaret is quick to point to the Montessori method’s foundation in peace.

“I see it as education for peace. The only way we can have peace is with our children. It gives children the tools to be able to be more assertive.”

Whole or nothing approachAt Karuna children stay for a three-year program

from ages three to six. Karuna has also recently

Margaret Wayland


been registered with the Board of Studies as a school.

Dilution of the pioneering Maria Montessori’s work is one of the main pressures facing the method in the modern world, says Margaret.

“It’s a whole or nothing approach. It’s not like Reggio Emilia where you can incorporate it as part of the curriculum to support what you’re doing. Often people think they can do Montessori in a one-year age bracket but you need the three-year age range for the support network. The family grouping is really important for the older children to show the younger children how things are done in the classrooms,” says Margaret.

Career pathProfessionally, immersion in early childhood and

the Montessori method has provided Margaret with a career full of lifelong learning and professional stimulation. She’s been pivotal in the movement’s teacher training courses, acts as a mentor to others, is currently involved in setting up a Montessori playgroup and participates and is on an informal Montessori Directors’ network. She keeps fresh by attending the annual Montessori immersion long weekend and really looks forward to the IEU’s annual Early Childhood Conference and meeting up with colleagues in other settings. She has never regretted her decision to leave high school science teaching.

“It’s been really exciting working in this field. I’ve made lots of friends with a variety of different people in the Montessori environment but also I’ve had quite a lot of friends in the early childhood sector who have been really wonderful to deal with. You can see we’re all working towards a similar goal. I feel embraced by the profession. It’s always been a really lovely learning experience”.

Since Karuna registered as a school in January 2010 the two Montessori Assistants - one full time and one part time have been able to join the NSW/ACT IEU.

Margaret says the introduction of the modern award has been of concern not just to teachers and directors.

“The Assistants wanted to feel their work wouldn’t be devalued. They were very positive about joining the IEU and could see the benefit in becoming members of the Union. They feel more supported now.”

“We need to be very proactive about the industrial changes and I’m hoping there will be a Montessori flavour in the multi-enterprise agreement,” she says

IEU Early Childhood and Support Staff Organiser Anne Lajoie says the introduction of the modern award has caught many unawares.

“From 2010, due to the referral of powers from the State and if there is no agreement in place, many employees may find themselves on the modern award. There are many scenarios that can ensue as a result of this predicament. One situation we want to avoid is loss of pay and conditions as a result of the introduction of the modern award,” says Anne.

“Employees could stand to loose pay and conditions that have been fought for and that they justly deserve to keep.”

Look out for the article on the Fair Work Act training day and upcoming training on pages 16/17.

“I see it as education for peace. The only way we can have

peace is with our children".


Moving to a national industrial system is an active process for many members in NSW early childhood centres, who are keen to retain the conditions they’ve fought long and hard for. Bedrock Journalist Tara DE BOEhMLER hears from two members fresh from Union training on the issue.

Catherine Sharp, Director of the Jesmond Early Education Centre in the Hunter Valley, and Louise Murfet, Director of Jacaranda Preschool, Caringbah, are both committed to finding out what the transition means for their centres, their colleagues and themselves.

Each found the NSW/ACT IEU Fair Work Act Training Day delivered this as well as a few surprises. They quickly learnt that if new agreements were not negotiated, the minimum standards - which could be put in place as a default - would be well below their current arrangements.

“The IEU Fair Work Act Training Day was an eye opener,” Louise said. “I was really pleased to go. I went in thinking ‘oh well, we’ll just do this and this and this’ ... and then I thought ‘oh, no we won’t!’

“It really brought my thinking around to what I do and who I am and who I should be thinking about with this negotia-tion. I realise I am going to go in as an employee, not as the representative of the employer.

“That was really good for me and I know the other director I went with felt the same way.”

Catherine said the session she attended provided a similar insight.

“It’s a different part of management. When I first started I didn’t think it was something I had to be involved in — working out what my work agreement was going to be. You just took it for granted that it was there.

fair go at Fair Work Act training

Cathy Sharp

Louise Murfett


fair go at Fair Work

Fair Work Training DaysMembers in early childhood services have been flocking to NSW/ACT IEU training days on the Fair Work Act, with more sessions added to meet the demand. Check online for the latest training opportunities at www.ieu.asn.au.

Topics covered include:

• The Fair Work Act 2009 • Implications for your centre or school • How to get an agreement protecting your

conditions of employment • Input from IEU Officers and legal representatives

For reservations and more info contact Iva Coric on (02) 9779 3200 or email [email protected]

April:

Monday 12 — Dubbo (1/2 day)

Tuesday 13— Orange (1/2 day)

Wednesday 14 — Bathurst (1/2 day)

Tuesday 20 — The Dorsal Boutique Hotel, Forster

Thursday 29 — Canberra

May:

Monday 3 — Tamworth

"I was really pleased to go. I went in thinking 'oh well, we'll just do this and this and this' ... and then I thought, 'oh no we won't'!"

Act training“But there is a sudden realisation: ‘no, it’s not just there’ —

because if you accept the one that’s just there then you’re accepting something that is substandard and that does not respect the qualifications, training levels and experience you’ve had.”

Now armed with this realisation, Catherine says she is committed to learning as much as possible, particularly with negotiations for a new agreement underway at her centre. Already she had completed government-provided training but felt it was important to get informed from an employees’ perspective too.

“This way, at least if I’m asked by management where I think we should be going as far as agreements for our staff are concerned, I’ll be able to put on the right hat.

“It’s important to be well-informed about all the industrial activities occurring at the moment because it affects you in a personal way. You need to be aware so you don’t just get caught up in something and then end up with a work agreement that isn’t respectful of your qualifications.”

Louise has also completed government-developed Fair Work Act training in addition to the IEU session, and she intends to share her newfound knowledge broadly.

“I’m a Director of a centre who is employed by a management committee. I can’t just leave it up to these people just to find it all out for themselves. I don’t feel this would morally be the right thing to do,” she says, adding that most of the committee are business people without the time to go searching.

“I have told them that I will get the information and that I will give it to them in a fair way. I will tell them what I want and what I think is the right thing but it is up to them to make the final decision.

“We are a fair centre and a fair workplace but at the same time I will be looking towards what is best for us as employees.”

Louise says she is looking forward to the NSW/ACT IEU representing her in negotiations for a new agreement.

“Having the Union there shows the committee that it’s real and that it is serious and legal - that this is about more than just what I want, this is something that can be seen as across the board.

“Talking to other directors, we feel that the more we can get centres to follow the same agreement with similar pay scales, the better this will be for us as an industry.

“This also makes it easier to work with parents. If they know it is going to be the same as everyone else, we’re not fighting them every time we ask for a rise. That’s what the awards have always been for us because it was a benchmark, but now that the benchmark is so low, we really don’t want to go there. Who wants to go down?”


A recently signed agreement between staff and the Illawarra Children’s Service sets a new benchmark for other early childhood employers.

Under the Fair Work Act from 1 July employees who are not covered by an Agreement would automatically be covered by the modern award conditions. Rates of pay would also drop from July this year. New employees would have all the inferior conditions of the modern award.

IEU Organiser Tina Smith said this would see the disparity between early childhood teachers and primary school teachers’ pay and conditions become even greater.

However, staff, the Union and Illawarra Children’s Services have joined forces to negotiate the Illawarra Children’s Service (Teachers Early Childhood Services) Agreement 2009, which pre-empts the Modern Award and preserves and improves working conditions for the 40-odd teachers that work for the Service.

Illawarra Children’s Services CEO Bill Field said the outcome had been positive because the Union and organisation were on the front foot and “decided early to craft an agreement that gave members the peace of mind that they were looking for, given all the turbulence of the industrial landscape in previous years”.

“The great outcome is that the agreement codifies additional provisions being made available to staff above and beyond the old instruments, things like paid maternity leave,” Bill says.

“The Agreement itself was an opportunity for ICS to begin to bridge the gap between conditions in early childhood and conditions and remuneration in other teaching sectors.

“The organisation understands that quality teachers and directors are in short supply and we operate in a competitive marketplace.

“It’s very important ICS stands out as a leading employer and a place where teachers want to work.

“A package of entitlements that reflects that point of difference is important for our recruitment and just as important, with a staff turnover of only 5% last year, it’s gong to help us deliver key retention outcomes in the future.

“In a nutshell, it’s about recruiting the best possible teachers and giving them every reason to stay.”

Raising the barDirector of Cobbler’s Hill Childcare Centre at Figtree, Phil

Anderson has worked for the Illawarra Children’s Services for 10 years.

ICS CEO Bill Field discusses the new Agreement with IEU ECS Organiser Tina Smith, Centre Directors Karen Tonge and Phil Anderson and ICS HR manager Neil Arnold

Agreement safeguards conditions


Fast factsIllawarra Children’s Services has26 centres including:

16 early childhood centres

10 OOSH centres

500 employees

40 teachers

He has also been an IEU Member for 15 years.

Phil says the new Agreement sets a benchmark that other services could aspire to.

“It’s given us recognition of our work and commitment by voluntarily proposing this Agreement above the award rate, particularly in light of the industrial environment at the moment, where there is uncertainty,” Phil says.

“ICS has shown they appreciate the work we do and recognise the work we do.

“The IEU has always been there to support us and they worked together with ICS to come up with something we can be really pleased with.

“It raises the status of early childhood teachers overall, which we’re always fighting for, so it’s a positive step.”

IEU Member, and Director of Bulli Children’s Centre and ICS employee for 12 years, Karen Tonge, says the Agreement was a great achievement.

“The negotiations between the ICS and the IEU have resulted in more recognition for our qualifications, and it has taken us a step closer to parity with Department of Education Awards,” Karen says.

“This is a great example of collaboration to do the best for teachers.”

Tina said it was important for early childhood teachers to take part in negotiations with their employers to avoid ending up on the modern award.

Constitutional corporationsLike many early childhood centres, Illawarra Children’s

Service centres are constitutional corporations. Their relevant industrial agreement (the NAPSA) expired at the end of 2009 and the Education Services Teachers Award would have been applicable from the beginning of this year. With this Agreement, teachers’ salaries and conditions have been improved and preserved.

While employers cannot automatically drop teachers’ salaries, the only enforceable working conditions are those in the modern award which are far inferior. Members should ensure that they have an agreement in place to replace their NAPSA. The IEU has developed model agreements preserving the conditions of the NAPSA and some future salary increases.

Affecting allAll early childhood services are now in the federal industrial

relations system (Fair Work Australia), whether they are constitutional corporations or not. For those services which are not constitutional corporations, the state award stays in place until 31 December 2010.

Members should advise their employer that they wish to have an agreement covering all of their conditions of employment plus some improvements in salaries and allowances.

Members are then urged to contact the Union for assistance.

“It’s given us recognition of our work and commitment.”


giveaways

From My Side: Being a childAuthors: Sylvia C. Chard & Yvonne KoganKPRESS - Kaplan Early Learning Company distributed by Pademelon PressISBN: 978 0 88076 335 6

How do children see the world? How do they know they are here? How do they work out what something does? How do they get help? This collection of beautiful photographs feature children from around the world reflecting, investigating, wondering and doing, among many other things. One to treasure.

TWO copies to give away

The ABC Book of Dinosaurs Authors: Helen Martin, Judith Simpson & Danny Snell ABC BooksISBN: 978 0 7333 24796

Who doesn’t love a good dinosaur book? Just when you thought there were enough around already along comes this children’s book which ties key concepts of textures and size with fascinating dinosaur facts and tongue twisting dinosaurs.TWO copies to give away

giveaway 2

giveaway 1

giveaway 3

To win one of these books, put your name, membership number and address on the back of an envelope addressed to Bedrock Giveaway 1, 2, 3 or 4, NSW/ACT Independent Education Union, GPO Box 116, Sydney NSW 2001. Entries close Friday 30 April, 2010.

giveaway 4

A collection of quality books is up for grabs. It includes titles like: Welcome to the Wonderful World of the Wot Wots, by Martin Baynton; Hairy Maclary Shoo, by Lynley Dodd; Check on Me, by Andrew Daddo and Jonathon Bently; and The Fairies: Magic fairy spells, by Jen Watts.

ONE set to give away

Possum and Wattle: My Big Book of Australian WordsAuthor: Bronwyn BancroftLittle Hare BooksISBN: 978 1 921541 67 4

Richly coloured in artist Bronwyn Bancroft’s trademark style, this book is a must have for any self respecting early childhood library. It will soon have pride of place in any collection of alphabet books. Each letter is vividly illustrated featuring Australian flora and fauna with a glossary at the back. In the introduction, Sally Morgan tells us that many of the words in the book come from Indigenous languages and it’s the artist’s connection to her subjects as a Bundjalung woman that makes the book so special.

ThREE copies to give away


Ever since it was established in 1986, recycling has been part of Kindilan Early Childhood Centre’s ethos, although in those days it was just called being frugal, Co-Director Dianne MILLER says.

During its early years the community-based centre at Tuncurry saved boxes and paper, made its own toys and put bricks in the toilet cistern to save water.

Over the past 20 years, environmental care at the centre has grown organically, so nowadays it is part of everyday life for the 36 staff and 90 students.

Dianne and her Co-Director Leanne James have made caring for the environment the cornerstone of the Centre’s philosophy.

Back in 1990 a teacher who loved the outdoors established the Centre’s first vegetable patch, as she believed children’s innate connection with the natural world could be nurtured by positive learning experiences involving the environment.

In 1998 a bore was established to water the gardens and lawns. Through fundraising for the next five years, two small water tanks were installed, to help teach the children about water conservation.

“The children have water cans and they can water whenever they like. We have no set times,” Dianne says.

“It becomes part and parcel of their lives and they understand the importance of water.“

In 2006 a new member of staff with an enthusiasm for organic gardening developed the gardens further. A feng shui aspect was incorporated, the vegetable and herb gardens were extended and an area for relaxation was established.

Food was grown to supply the kitchen, and an ecosystem of birds, insects and reptiles developed.

By 2008 two 22,000-litre water tanks were supplying water for sand play, mud, gardens and flushing 15 toilets. They plan to install an underground water system attached to these tanks.

Paper recycling bins are in place and food scraps are recycled as compost. Three of the centre’s rooms have worm farms. Using ‘worm wee’ as fertiliser is one of the children’s favourite chores.

Dianne says seeing children as young as three interested in tasting herbs and vegetables has been one of the many beneficial outcomes from the project.

“Children will taste foods they’ve never tasted before if they’ve seen them grown. They can pick their own lettuce or beans to have with their meal.”

The local Neighbourhood Centre has also come on board with a $3000 grant to help the centre develop more vegetable gardens.

Dianne says links to the curriculum framework are innumerable, including nutrition, interest-based play, science and nature, creativity, maths, language development and many more.

In the future Dianne wants to share her knowledge of how to re-use and re-make things with younger staff.

“I want to pass on that knowledge to the younger staff, showing them how to make toys from recycled materials.”

Another big challenge for Dianne and Leanne is to work out how to avoid using 450 plastic bags a week to dispose of nappies!

For details on Kindilan’s projects, contact Dianne or Leanne at Kindilan Early Childhood Centre Inc, Capel St, Tuncurry 2428, Ph: 6555 4133, email: [email protected]

“Children will taste foods they’ve never tasted before if they’ve seen them grown.’’

From small beginnings big things grow


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Bedrock Journalist Suzanne KOWALSKI-ROTh asks the question: Can some materials awaken our senses while plastic deadens them?

How does the feel of silk, fine wool, the smooth surface of a pebble compare to the feel of that plastic apple in home corner or the surface of a plastic cup held in little hands?

Since the dawn of the plastic age, generations of children have grown up sucking on plastic bottles, teething on plastic blocks and consuming food that has been touched by plastic on its journey to the child’s mouth.

American writer Norman Mailer called plastic the ‘excrement of oil’. He warned that in return for functionality, a kind of Faustian pact had been signed — where the cost of

reliance on this cheap, ubiquitous material was a deadening of senses. Mailer also saw a link between violence and plastic. He argued that extreme actions were part of a search to discover the senses.

While you may not agree with Mailer’s views on plastic it’s hard to ignore the flip side of plastics emerging worldwide.

The dark sideA recent decision of Federal Consumer Affairs Minister

Craig Emerson to ban plastic toys and baby products containing more than 1% of DEHP (diethylhexyl phthalate) highlights that some of the risks long suspected by campaigners are now beginning to be taken seriously. The

Minister highlighted international research linking DEHP — which is used as a softener in plastics — and has been linked to reproductive difficulties. This material is found in dummies, cups, soft books, rattles and bowls among many other products.

While toys and products here are thought to be DEHP free, it’s hard to know what gets into the country.

National Toxics Network Convenor Jo Immig says we need to be mindful that in a globalised economy the rules are very different, ban or no ban.

“Because we’re relying so much on imported products there is no gatekeeper standing at the docks saying ‘Hmmm. What plastic is in that raincoat?’ or ‘Is that formaldehyde level in that blanket more than what we accept in Australia?’

“Remember the Melamine in milk formula and formaldehyde in blankets incidents? It’s unfortunate because the regulatory system hasn’t caught up with globalised trade.”

BPA, otherwise known as bisphenol A, is another chemical used in plastics which is causing concern.

Researchers at the Harvard School of Public Health (2009) studied people who drank for a week from plastic polycarbonate bottles — those ubiquitous hard plastic drink bottles and baby bottles — and found that the BPA levels in their urine went up by two thirds. According to the Harvard School of Public Health, BPA is also found in dentistry composites, sealants and in the lining of food cans. BPA has

Plastic — not so fantasticgreenover


been linked to disrupting the endocrine system in animals, heart disease, obesity, diabetes and abnormal liver enzymes. Governments around the world are monitoring the research but many have yet to act in a precautionary way — the Australian Government included.

Jo Immig urges a precautionary approach in this complex area, and minimising the use of plastics.

“It’s a nightmare to be dumping all this on parents and teachers who are trying to make the right decision but in an information vacuum. There’s a real need for some good educational material on the different types of plastics and plasticisers. What’s important is to look at the risk associated with each plastic and also the likelihood of exposure,” Jo says.

Low plastics project [case study]

At KU Mayfield Preschool, Director Lisa Mearns and KU’s Manager of Sustainability, Julie Gaul, have been busy working on the pilot form of the Low Plastics Project.

The project was driven by IEU Member Lisa’s enthusiasm for cultivating a more natural learning environment for children and her move to take up the position as Director at the 60-year-old service. She approached KU’s CEO Sheridan Dudley for support and before long the pilot was underway.

The project introduced a low waste lunch day which got people thinking about the way food comes into the centre, Julie says.

Information about the project was put in newsletters and the preschool’s children were engaged in recycling and looking closely at plastics.

A workshop was held and interested parents and carers learned about imaginative, open-ended play and the different types of plastics commonly found in early childhood settings. Volunteer staff and parents then audited the plastics at the centre identifying how they were used, the context they were used in and assessed their risk level.

“We looked at younger children and the types of plastics that were going to be mouthed first because they’re more vulnerable,“ Julie says.

Such a project may seem daunting and a lot of extra work but Lisa says there wasn’t any extra work except for the audit, attending the workshop and sourcing alternatives.

This challenge was taken up by keen staff who visited local markets, hardware and op shops. Lisa has even found pattern books for toys and she’s hoping to get families to volunteer some sewing talents to make toys.

The conversation the project has started in the community has been positive.

But perhaps the most telling insight is the change in play.

No longer limited by the fixed form of a plastic toy, Lisa sees children respond to the natural materials with open-ended, creative play, limited only by imagination.

The preschool bought some beautiful elves, fairies and mermaids toys made of felt, silk and unspun wool, she says.

“The children look after them and play with them in a kind, caring way. I have a couple of fast boys and the way they sit and hold something made of unspun wool! I think the feel of different kinds of materials like that helps them understand how to use them. It awakens a child’s senses.”

She also describes a wooden car she thinks has been at the centre since it opened. It’s still there giving, generations on, with perhaps another 60 years to go.

"It’s a nightmare to be dumping all this on parents and teachers who are trying

to make the right decision but in an information vacuum".

Closes May 14, 2010

Winner drawn June 3, 2010

Results in The Australian June 8, 2010

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