Articles

When Stephanie Alexander was a child, she grew up in a household where food was important. Food was grown, harvested, collected and prepared. She didn’t realise that this was not everyone’s experience. And so the Stephanie Alexander Kitchen Garden Foundation was created.

This article from the Spring 2017 edition of Roundtable busts some of the myths around the role of the additional educator!

The following article is adapted from a speech given by Emily Maguire, CEO Domestic Violence Resource Centre Victoria, at the Community Child Care Association AGM 29 October 2015.

Providing support to coordinators and directors and providing leadership to the committee of management (COM) are the primary responsibilities of the COM chairperson.

Successful transitions rely on children, families and early childhood professionals developing positive, supportive relationships.

This article includes some tips for educators on how to encourage the sharing of Transition Statements.

"The educational leader needs to motivate the team in a number of different ways to think about the pedagogical decisions they are making around children and their learning"

Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.

Assessment And Rating Visits –Nara Community Early Learning Centre’s Experience

Community Child Care Association recently spoke with three family day care services that have been part of the first services to go through an assessment and rating visit. We share their answers to our questions and thank each service for sharing their experience with us.

Community Child Care Association spoke with three OSHC services that have recently participated in
the assessment and rating visits and have shared their experience with us.

Every now and then, education and care services for children face dilemmas that do not have laws, policies or procedures to guide their resolution. When this occurs, ethical analysis and debate begins to inform what happens next.

If somebody asked you to think about doing research with children, what would be the first thing that popped into your mind? Children are almost always the subjects of research and almost never the researcher. This article invites you to question whether research is 'adult's business' or 'children's business' too.

Each service in FDC must appoint an educational leader to lead the development and implementation of the educational program. An educational leader can be an educator or a staff member from the coordination unit

Reflecting on our work with children, their families and each other is one of the most important aspects of our commitment to improving the quality of our services.

Effective critical reflection requires several key elements to be in place.Add your content here!

Described as a belief ‘in all children’s capacities to succeed, regardless of diverse circumstances and abilities’ (DEEWR 2009, p. 12), high expectations link closely to educators’ understanding that all children have rights to be successful learners and to be included in services and the broader community.

In April 2012, a new Act for incorporated associations was passed, changing the laws that apply to Victorian incorporated associations.

Rumours abound about what should or should not be in place – these are mostly untrue and we must become better at knowing what is actually required, rather than what someone reported to be the case.

It is with a clear purpose and with the words of the framework in mind that we consider the question many educators have been asking … ‘How much documentation do I need and what is it meant to look like?’

The family day care (FDC) home environment is the most visible aspect of the work of a family day care educator. It conveys a message: that this is a place where educators have carefully thought about the quality and the learning potential of the spaces within the home.

We hope this article provides you with a snapshot of another service in action and some inspiration and ideas of different ways to approach program planning, documentation and assessment, and implementing the learning outcomes into everyday practices.

A written statement of philosophy outlines the principles under which a service operates. It underpins the decisions, policies and daily practices of the approved provider, nominated supervisor, educators and staff members, and it assists in planning, implementing and evaluating quality experiences for children.

For many organisations, recruiting staff can seem overwhelming, complex and fraught with danger. This article will provide some simple information, steps and strategies to assist you in the process of recruiting the right person.

When the thought processes that inform an educator’s practice are based on ethical and professional standards, actions and reactions towards professional conduct, relationships, influence and position within communities and society, inform the pedagogical decisions they make about interactions, routines and experiences for school age children to intentionally affect their ongoing, learning and
development.

An interview with Karen Schneider Educational Leader at Monash Children’s Centre Co-operative.
This centre is a 100-place community managed long day care centre on the grounds of a university in Clayton.

During a recent Western Regional Outside School Hours Group (WROSHG) network meeting, services were asked to bring along their reflection journals and discuss how they were incorporating the frameworks and the National Quality Standard (NQS) into their programs. CCC was invited to this network meeting and has asked Silverton Primary School OSHCare to share how they plan for their service.

"This article provides a summary of my recent research into the experiences of older children in OSHC"

- Bruce Hurst, University of Melbourne

Some people would assert that friendships are a very specific kind of relationship with particular characteristics. However, 'friendship' is a term that is used in a variety of ways, sometimes very loosely. Educators make comments to children such as 'We're all friends here'. It's interesting to explore what the term means.