professional development - the little big book club · building foundations for early learning:...

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Building Foundations for Early Learning

Professional Development

Building Foundations for Early Learning: Professional Development for the Early Childhood Sector

Over the past twenty years there have been considerable breakthroughs on neuroscience research.

The evidence from this research has had a huge impact on what we now know about early childhood development, in particular

...quality interactions during the earliest stages of life play a crucial role in shaping children’s perceptual, cognitive and linguistic ability, their physical, social and emotional development and physical and mental health, activity, skills and behaviour in adult life.

(Winter, 2010a)

However, this information and evidence has been widely unavailable due to its technical nature. At the same time families are expressing concerns on receiving a wide range of messages on how to raise their children, through a variety of sources and often conflicting information.

In the writing of Building Foundations for Early Learning we have made available current research, information, shared knowledge and strategies for the early childhood sector and how these influence literacy for life. The aim of this substantial document is to guide organisations and how their programs can positively and effectively engage with families and very young children in their community.

This document would not have been possible without the support and help of:

• SouthAustralia’sDepartmentofEducationandChildDevelopment

• TheStandingCouncilonSchoolEducationandEarlyChildhood(SCSEEC)

• AustralianGovernmentDepartmentofEducation,EmploymentandWorkplaceRelations–OfficeofEarlyChildhoodEducation&ChildCare

• TeresaBrook,Manager,PublicLibraryPrograms,PublicLibraryServices

• JillForster,ResearchAssistant,UniversityofSouthAustraliaSchoolof Education–Magill.

Finally,tothoseSouthAustralianpubliclibrariesandchildcarecentreswhogaveuptheirvaluable time to participate in the numerous surveys and meetings.

LeanneWilliams,BelindaSpryandSueHill

TheBigBookClubInc

ISBN978-0-9873861-0-6,©copyright

PrintedbyBowdenPrintGroupandgraphicdesignbyJannahPoole

PublisherTheBigBookClubInc,ABN74051182680

September2012

Acknowledgements

CONTENTS

OVERVIEW Introduction

TheLittleBigBookClub

AustralianEarlyDevelopmentIndex

SouthAustralia’sStrategicPlan

MODULE ONE

Principles That Underpin Effective Practice IntroductiontoModuleOne

The eleven Key Messages form the basis of the SCSEEC project – EngagingFamiliesintheEarlyChildhoodDevelopmentStory:

• Thefirstfiveyearslastalifetime

• Goodnutrition,health,andexercisearecritical

• Childrenarebornreadytolearn

• Thebestlearninghappensinnurturingrelationships

• Thebraindevelopsthroughuse

• Children’swellbeingiscriticaltobraindevelopmentandlearning

• Childrenlearnthroughbeingengagedanddoing

• Childrenlearnfromwatchingandcopying

• Children’sselfcontroliscriticalforlearning,responsibility and relationships

• Childrenlearnlanguagebylisteningtoitandusingit

• Childrenarebornreadytouseandlearnmathematics.

CONTENTS

MODULE TWO

Practices That Promote Children’s Learning IntroductiontoModuleTwo

TheEarlyYearsLearningFramework

PuttingIntoPractice:

• GettingStarted

• BehaviourManagement

• UsingProps

• TenTipsForSharingALoveOfReading

• ACulturallyInclusiveProgram

• EarlyLiteracySkills

• DialogicReading

• PlanningWithThemes

• LearningTime

• ActivityTime.

MODULE THREE

It’s Story Time Resources And HandoutsIntroductiontoModuleThree

Resources:

• ThemedBookandResourceList

• LearningTimeTemplateSheet

• LearningTimeSheets

• ActivityTimeSheets

• SongsandRhymes

• ParentTipSheets.

OVERVIEW: Building Foundations For Early Learning

The professional development consists of two one day workshops and a training manual. The components of the program include:

MODULE ONEPrinciples That Underpin Effective Practice These are based on the eleven Key Messages that have recently been released by the Standing Council on School Education and Early Childhood (SCSEEC).

Theaimofthemessagesistoincreasethecommunity’sawarenessandknowledge of recent neuroscience research into early childhood development and to empower organisations to educate and inform parents with the hope that their children will have better outcomes.

MODULE TWOPractices That Promote Children’s Learning This section focuses on the national Early Years Learning Framework Belonging, Being and Becoming and how it underpins the It’s Story Time program.

MODULE THREE

It’s Story Time Resources And Handouts Fullofpracticalhandsonideasincludingprintableactivities,practicalideasfor sharing stories, tips and techniques and parent handouts. The aim of module three is to be a comprehensive toolkit of resources for your Story Time sessions.

OVERVIEW: Building Foundations For Early Learning

Introduction

Webelievetherehasneverbeenamoreexcitingtimetobeinvolvedintheeducationandcare of young children.

• Forthefirsttimewehaveanationalearlychildhoodframework–Belonging, Being and Becoming.InDecember2007,theCouncilofAustralianGovernments(COAG)agreedthattheywouldworkinpartnershiponaNationalQualityAgendaforEarlyChildhoodEducationandCare.AkeyelementoftheNationalQualityAgendaisAustralia’sfirstnational curriculum, The Early Years Learning Framework

• In2011,theStanding Council on School Education and Early Childhood (SCSEEC) undertook the Engaging Families in the Early Childhood Developmental Story project. The aim of this project is to increase the awareness and knowledge of parents, carers and the community of recent neuroscience research into early childhood development to enhance positive early childhood outcomes

• The Australian Early Development Index (AEDI) gives communities a snapshot of how children in their local area have developed by the time they start school. The resultscanhelpcommunitiesunderstandwhat’sworkingwellandwhatneedstobeimproved or developed in their community to better support children and their families.

The AEDI gives each community the evidence to strengthen collaborations – from local governments, to schools, early childhood services and local agencies – to support children and families.

Togetherwithothersocio-demographicandcommunityindicators,theAEDI results are a powerful tool for influencing planning and policy around early childhood development.

Withallofthisnewinformationcomestheopportunitytoreflectuponourprogramssothatwe are providing the absolute best that we can for the organisations, children and families that we support.

The Little Big Book Club has researched all of the above, frameworks, policies and information to develop Building the Foundations of Early Learning − Professional Development program.

There is now an impressive body of evidence, from a wide range of sources, demonstrating that early child development affects health, well-being and competence across the balance of the life course.

(MooreandAustralianResearchAllianceforChildrenandYouth,2006)

The Little Big Book Club

The Big Book Club Inc. (TBBC Inc.) wasestablishedinSouthAustraliain2003as anot-for-profitorganisationto“promotereading,thediscussionofbooksandthe promotionofAustralianauthorsandillustrators”.Sinceitsinception,TBBC Inc. has become a leading provider of quality, inclusive programs designed to promote reading.

WiththesupportofaprofessionalBoardandateamofpassionateandhighlyskilled staff, TBBC Inc. continues to develop and implement comprehensive programs under The Little Big Book Club (LBBC) for parents/carers and the early childhood sector and The Big Book Clubforreadersaged15yearsandover.

Since2005,inpartnershipwithpubliclibraries,earlychildhoodprofessionalsandserviceproviders, LBBC has provided support, encouragement and inspiration to parents, families and communities.

Through a variety of programs and resources our aim is to provide children with:

• Astrongfoundationforlifelongliteracy

• Successinformalschooling

• Improvedlifechances

• Aloveofreading.

LBBCiscurrentlyinitsseventhyearofproviding22,000FREEIt’s Story Time Reading packstoSouthAustralianfamilieswithafundingcommitmentuntil2016fromtheStateGovernmentofSouthAustralia.Thisfundingenables LBBC to continue its integrated approachtolifelonglearningandreadingforchildreninSA.

LBBC’s It’s Story Time Reading pack is available from local publiclibraries,ChildandYouthHealthandavarietyofoutreachservices. It is our first engagement point with parents and carers. Theongoingdevelopmentofachild’sliteracyskillsisparamount,particularlyinthefirst5yearswhichiswhyeachmonthfamilieshave access to our It’s Story Time Monthly Book Selection program to support them in reading regularly with their children.

The most frequently asked questions from parents and carers are what to read, how do we select the right story for the right age and

whatisagoodpicturebookforatoddlerthatwon’tsitformorethan5seconds?Wewantit to be simple and fun, so each and every month we feature quality, age appropriate picture books for babies, toddlers and preschoolers as part of our It’s Story Time program.

OVERVIEW: The Little Big Book Club

How It Works

Priortothestartofthenewyearthemonthly themes are decided through discussions with parents, public libraries, speech pathologists and other early childhood professionals.

Throughout the year publishers submit books to LBBC to be considered for selection.

Eachmonth,The Little Big Book Club’sProgram Manager,withthehelpofanAdvisoryGroupselect three picture books. The aim is to help parents and carers feel confident in selecting and reading great stories with their child/ren.

The books are selected based on the quality of the book, age appropriateness and availability for:0–2years(babies),2&3years(toddlers) and4&5years(preschoolers).

To make the most of the book experience, each month, LBBC produces free Activity Time and Learning Time resources to go with the featured picture books. These resources help developchildren’semergingliteracyskills,comprehension and fine motor coordination and most importantly for the adult and child to have fun together!


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B o o k s f o r b a b i e s Books fo r todd le rs Books for preschoolers

thelittlebigbookclub.com.au

These books are available at your local public library or book shop.

Proudly supported by


Promotion

It’snotenoughtojustruntheprograms,wealsohavetoleteveryoneknowwhatwe areselectingandwhy.Someoftheinitiativesweundertaketopromoteandmarket our activities include:

• LBBCWebsite– thelittlebigbookclub.com.au

• E-newsletter(15000+nationaldatabase)

• Facebook(4000+friends) http://www.facebook.com/pages/The-Little-Big-Book-Club/198426049960

• Posters

• Newspaperarticlesandadvertisements

Our newspaper partner The Advertiser has regular advertisements and stories every month to complement the selected picture books.

Libraries,childcarecentres,preschools,kindergartensandplaygroupshaveaccesstoLBBC’s promotional materials which include:

• BookSelectionposter

• Bookstickers

• Selectionbanner

• Activity Time sheets

• Learning Time sheets.

About The AEDIThe Australian Early Development Index (AEDI)wasfirstimplementednationwidein2009. TheAustralianGovernment’scommitmenttotheAEDI will enable data to be collected nationallyeverythreeyearsforapproximately270,000childrenintheirfirstyearof full-timeschool.

TheseconddatacollectiontookplacefromMaytoJuly2012,withresultsexpectedin2013.

The AEDIisapopulationmeasureofyoungchildren’sdevelopment.Likeacensus,itinvolvescollectinginformationtohelpcreateasnapshotofchildren’sdevelopmentincommunities across Australia. Teachers complete a checklist for children in their first year offull-timeschool.

The checklist measures five key areas, or domains, of early childhood development:

• Physicalhealthandwellbeing

• Socialcompetence

• Emotionalmaturity

• Languageandcognitiveskills(school-based)

• Communicationskillsandgeneralknowledge.

These areas are closely linked to the predictors of good adult health, education and social outcomes.

A Snapshot Of Early Childhood Development In Australia National Report 2009/ Re-issue − March 2011The key findings from this national snapshot are:

Profile Of Australia’s Children

• Thereisdiversityinthelanguagesspokenbychildrenwith246languagesotherthanEnglishspokeninthehome

• Intheyearbeforeenteringfull-timeschool,92.7percentofallAustralianchildren werereportedtobeinsomeformofnon-parentalcareand/oreducationalprograms

• Thereare11,486(4.4percent)childrenwithreportedchronicphysical,intellectual andmedicalneeds(specialneedsstatus).

Early Childhood Development Results Across Australia

• ThemajorityofchildrenaredoingwelloneachofthefiveAEDI developmental domains

• OverallinAustralia,23.4percentofchildrenaredevelopmentallyvulnerable on one or more domain/s

• OverallinAustralia,11.8percentofchildrenaredevelopmentallyvulnerable on two or more domain/s

Australian Early Development Index

• Therearehigherproportionsofchildrenlivinginthemostsocio-economicallydisadvantaged communities and in very remote areas of Australia who are developmentally vulnerable on each of the AEDI domains

• ThemajorityofAustralianIndigenouschildrenaredevelopmentallyontrackonthe AEDI domains, with the exception of the language and cognitive skills domain

• ChildrenwhoareproficientinEnglishandspeakanotherlanguageathomeareless likely to be developmentally vulnerable on most of the AEDI domains compared to all other children

• TherearechildreninAustraliawhoonlyspeakEnglish,butarereportedasnot proficientinEnglish.Thesechildrenaremorelikelytobedevelopmentallyvulnerable on all the AEDI domains.

Full report can be downloaded from the following link: http://video.rch.org.au/aedi/National_Report-March_2011_Reissue_final.pdf

Why Is The AEDI Important For Communities?

The AEDI results give communities a snapshot of how children in their local area have developed by the time they start school. The results can help communities understand what’sworkingwellandwhatneedstobeimprovedordevelopedintheircommunitytobetter support children and their families.

The AEDI gives each individual community the evidence to strengthen collaborations – from local governments, to schools, early childhood services and local agencies – to support children and families. The AEDI also helps communities understand how their local children are doing developmentally and compared to children in other communities and nationally.

Byprovidingacommongroundonwhichpeoplecanworktogether,theAEDI results can help build and strengthen communities to give children the best start in life. Together with othersocio-demographicandcommunityindicators,theAEDI results are a powerful tool for influencing planning and policy around early childhood development.

TogiveyouamorethoroughunderstandingvisityourCommunityProfileatthislink http://maps.aedi.org.au

BelowareindividualstatisticswhichhavebeendownloadedfromeightSouthAustraliancommunity profiles. This compilation in no way wishes to highlight any one community from another but to draw attention that across the state there are children and families in need of support, guidance and direction from their local government, early childhood services, childcare centres, playgroups and libraries.

This release of AEDI results(basedon2009and2010follow-updatacollections)is presented as AEDI Maps and AEDI Community Profiles.


Summary of AEDI Results for Campbelltown Community

Theresidentialpopulationis46,160with2,899childrenaged0to5years(ABSCensus2006).

InCampbelltowncommunity,AEDIChecklistswerecompletedbyatotalof83teachersfrom 45schools(bothgovernmentandnon-government).

TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forCampbelltowncommunity is528andtheAEDIwascompletedfor484children.Thisrepresents92%ofthecommunity.

Summary of AEDI Results for Charles Sturt Community


InCharlesSturtcommunity,AEDIChecklistswerecompletedbyatotalof162teachersfrom 78schools(bothgovernmentandnon-government).

TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forCharlesSturtcommunity is1,066andtheAEDIwascompletedfor952children.Thisrepresents89%ofthecommunity.

Overall there are 17.7 per cent of children developmentally vulnerable on one or more domains of the AEDI and 7.5 per cent are developmentally vulnerable on two or more domains.



Domain Percentage of children on track

Percentage of children developmentally

vulnerable

Physicalhealthandwellbeing 79.5% 6.6%

Socialcompetence 79.5% 7.5%

Emotionalmaturity 79.5% 6.6%

Languageandcognitiveskills(school-based) 89.8% 2.6%

Communicationskillsandgeneralknowledge 79.5% 6.0%



vulnerable







Summary of AEDI Results for Onkaparinga Community


TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forOnkaparingacommunity is1,965andtheAEDIwascompletedfor1,801children.Thisrepresents92%ofthecommunity. In Onkaparinga community, AEDIChecklistswerecompletedbyatotalof196teachersfrom 96schools(bothgovernmentandnon-government).

Summary of AEDI Results for Playford Community


InPlayfordcommunity,AEDIChecklistswerecompletedbyatotalof168teachersfrom79schools (bothgovernmentandnon-government).TheAustralianBureauofStatisticsestimatedresident population(ERP)forPlayfordcommunityis1,106andtheAEDIwascompletedfor978children. Thisrepresents88%ofthecommunity.





vulnerable








vulnerable







Summary of AEDI Results for Lower Eyre Peninsula Community

Theresidentialpopulationis4,403with318childrenaged0to5years(ABSCensus2006).

InLowerEyrePeninsulacommunity,AEDIChecklistswerecompletedbyatotalof20teachersfrom10schools(bothgovernmentandnon-government).TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forLowerEyrePeninsulacommunityis258andtheAEDI was completed for221children.Thisrepresents86%ofthecommunity.




vulnerable






Summary of AEDI Results for Murray Bridge Community


InMurrayBridgecommunity,AEDI Checklistswerecompletedbyatotalof22teachersfrom14 schools(bothgovernmentandnon-government).TheAustralianBureauofStatisticsestimated residentpopulation(ERP)forMurrayBridgecommunityis206andtheAEDI was completed for 181children.Thisrepresents88%ofthecommunity.

Overall there are 36.2 per cent of children developmentally vulnerable on one or more domains of the AEDI and 22 per cent are developmentally vulnerable on two or more domains.



vulnerable







Summary of AEDI Results for Tatiara Community

Theresidentialpopulationis6,864with519childrenaged0to5years(ABSCensus2006).

In Tatiara community, AEDIChecklistswerecompletedbyatotalof9teachersfrom4schools(bothgovernmentandnon-government).TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forTatiaracommunityis75andtheAEDIwascompletedfor87children.Thisrepresents116% of the community.

Summary of AEDI Results for Whyalla Community


InWhyallacommunity,AEDI Checklistswerecompletedbyatotalof35teachersfrom11schools(bothgovernmentandnon-government).TheAustralianBureauofStatisticsestimatedresidentpopulation(ERP)forWhyallacommunityis317andtheAEDIwascompletedfor317children. Thisrepresents100%ofthecommunity.

Overall there are 36.3 per cent of children developmentally vulnerable on one or more domains of the AEDI and 25 per cent are developmentally vulnerable on two or more domains.


To find the AEDI data for your community please visit the following link http://maps.aedi.org.au



vulnerable








vulnerable






South Australia’s Strategic Plan creates a future shaped by choice, not chance. Keeping our communities strong and vibrant, protecting our environment and pursuing shared economic prosperitywillprovideabetterfutureforSouthAustralians.Byinvestingtogetherinourhealth, education and innovative ideas we can secure our top priority – the wellbeing of all SouthAustralians.TheplanexpressestheState’svalues,itstargetsanditspriorities.

Communities And Early Childhood

• By2014achievea10%improvementinthenumberofchildrenreadingatanageappropriatelevelbytheendofYear1andmaintainthereafter

• MaintainthehighrateofSouthAustralianswhobelieveculturaldiversityisapositiveinfluence in the community

• Strongfamilieshelpbuildstrongcommunities

• Familiesarethecentreoflearningskills;togetherwegrow

• IncreasetheproportionofSouthAustraliansparticipatinginsocial,communityandeconomicactivitiesby2020

• ImprovetheoverallwellbeingofAboriginalSouthAustralians.Increasetheproportionof children developing well.

Vision:

Strongfamilieshelpbuildcommunities.

Familiesareoneofthestrongestbuildingblocksofcommunities.Familiesarebuiltonrelationshipsandconnectionswithpeoplewecareabout.Connectionsacrossourcommunitystrengthenourfamiliesandenrichourlives.Formany,familyrelationships are not limited to households, but also include extended families and close friends.

Having time to spend with family, friends and extended networks is central to wellbeing. Familyandthoseclosetousprovideasourceofstrengththathelpsusfacedailychallenges.Gettingtherightbalancebetweenworkandfamilytimebuildsunityand closer connections within communities.

Itiswellrecognisedthatgoodearlychildhoodexperiencesareessentialtoeachchild’sfuturelearningandensuringyoungpeoplerealisetheirfullpotential.Learningbeginsin thehome,longbeforechildrenstartschool.Earlysupportiverelationships,bothwithin the family and community, help our kids develop well.

Targets:

South Australia’s Strategic Planiscomprisedof100targets.Thesetargetsarespecificandmeasurable and enable the government to measure the progress towards achieving the Plan’svisionsandgoals.ThecompletelistcanbeviewedthroughtheSouth Australia’s Strategic Plan link http://saplan.org.au/targets.

Early Childhood12.Earlychildhood:Increasetheproportionofchildrendevelopingwell.

14.Earlychildhood–Year1literacy:

• By2014achievea10%improvementinthenumberofchildrenreadingatanageappropriatelevelbytheendofYear1andmaintainthereafter.

South Australia’s Strategic Plan

Multiculturalism With21%ofourpopulationbornoverseas(10%inEnglishspeakingcountriesand11%innon-Englishspeakingcountries),South Australia’s Strategic Plan maintains and gives expression to our distinctive cultural heritage and continues to support our diverse communities to flourish and grow.

5.Multiculturalism:

• MaintainthehighrateofSouthAustralianswhobelieveculturaldiversityisapositiveinfluence in the community.

We are connected to our communities and give everyone a fair go23.Socialparticipation:

• IncreasetheproportionofSouthAustraliansparticipatinginsocial,communityandeconomicactivitiesby2020.

Aboriginal wellbeing6.Aboriginalwellbeing:

• ImprovetheoverallwellbeingofAboriginalSouthAustralians

15.Aboriginaleducation–earlyyears:

• IncreaseyearlytheproportionofAboriginalchildrenreadingatageappropriatelevelsattheendofyear1

• KeyMeasure–ProportionofYear1studentsreadingatanage-appropriatelevelorbetter: Aboriginal students compared to all students.

ConclusionAligning programs and initiatives to the South Australia’s Strategic Plan organisations canhelptorealisetheState’svisionforfamilies,communitiesandyoungchildren.Itisfundamental that organisations in the early childhood sector and local governments work collaboratively to:

• IdentifyareasofconcernusingtheSouth Australia’s Strategic Plan and AEDI

• Findsolutions

• Shareideasandprograms

• Poolresources.

Only then can we hope to see significant long lasting changes through the collective engagement with families, the support of families and the education of families in how they engage with their children.

South Australia’s Strategic Plan

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