ecta vol 13 no 2 · 4 educating young children- learning and teaching in the early childhood years...

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

Editorial

From the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

From the Editorial panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

A photo diary of the 2007 ECTA conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teacher Stories

ECTA Life member for 2007 – Mark Cooper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2007 conference support for regional and remote members . . . . . . . . . . . . . . . . . . . . . . . . 8

Democracy in action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The Prep Year

Surviving a maze of change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Feature Articles

The power of the word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

ECTA 2007 video conferenced workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

For beauty, for culture, for memory, for storytelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Green is the new black: Education for sustainable development in the early years . . . . . . . . 18

Prep digital folio systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Child protection in Queensland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Classroom animals and little children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Interactive science with the young is fun! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

International Perspectives

C&K at the 2007 World Forum on Early Care and Education . . . . . . . . . . . . . . . . . . . . . . . . 37

Book Reviews

Press Release: Family Planning Queensland launches children’s storybook . . . . . . . . . . . . . . 38

Eats, Shoots & Leaves - Why, Commas Really Do Make a Difference . . . . . . . . . . . . . . . . . . 39

Freaks Ahoy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Billy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

The Kid Whose Mum Kept Possums In Her Bra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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

Hopefully, for most of ourmembers working with childrenacross the state, the newenrolments have settled in andyou have been able to establishroutines and relationships withthe children, parents and staff.For many, you may have a newteaching partner and are workingat establishing your individualroles within this closerelationship. For some, you maybe working with several otherpart-time teachers and/or aides.

I have recently been approached by severalnewspapers and National Nine News seekingfeedback from our members. Having earlychildhood in the news, I believe, is a powerfultool to promote the value of early childhoodeducation and care and to improve the qualityof early childhood programs offered to children.Obviously, with the introduction of Prepclassrooms across the state, the focus of thesemedia reports has been Prep. Aide timecontinues to be the major issue discussed.

I sometimes wonder if anyone outside the earlychildhood classroom truly understands theimpact a highly experienced, well trained,dedicated teacher aide has on the quality of theprogram offered to children. Over the past 25years of teaching I have had the great privilegeto work with aides of exceptional integrity, abilityand passion for early childhood. Each broughtto the program their own unique qualities andskills. As a team we interacted with children,made plans for future possibilities, followed upon incidental learning experiences and sharedreflections of the program, individuals andgroup. This sharing enabled the program weoffered to be shaped by the children, parentsand ourselves so that it provided the best qualitypossible. This level of teamwork and quality, I

believe, is only possible when aspecialist full time aide isavailable.

In my discussions with teachersacross the state, I am hearingthat not having a specialisedteacher aide is impacting on allaspects of the program. Theimpact on how teachers areable to support the specialneeds children in their class isof particular concern and needsto be addressed as quickly aspossible.

No early childhood teacher wants to see full-timeaides funded by the lowering of aide time forother teachers. We have seen P&Cs taking theinitiative and funding full time aides and parentscontributing directly to funding aide time. Inother schools, routines have been established forthe slow integration of the Prep children into theschool mainstream. Prep precincts have beenestablished for eating and break times; staggeredstarts and parental interviews were carried out tohelp establish relationships; staggered finishtimes over the first five weeks supported tiredchildren; specialist sessions are being placed inthe afternoons when no aide is available; specialsupport from guidance officers during first termis helping teachers with the identification andsupport of special needs children. These are onlya few examples of the initiatives being providedat a school level.

ECTA hopes to highlight those schools makinggood choices around Prep so that others will beencouraged to follow their lead. If you areworking in a primary school that has madegood choices around the implementation ofprep, I encourage you to invite your principal tosubmit an article for publication on our websiteor in Educating Young Children. The PrepImplementation Branch will distribute links to

From the PresidentKim Walters - ECTA President


these articles published on our website via theirprinciple E-News update.

Our state conference is set once again to be anoutstanding success with a huge selection of 27practical workshops that are guaranteed to suitour members who work in all the varioussectors of early childhood.

The conference committee, headed by RobbieLeikvold and Toni Michael, has done anoutstanding job donating enormous energiesand time. The committee members’ work iscarried out voluntarily. I would like to extend ahuge thank you to them from the StateCoordinating Committee and on behalf of allthat attend the conference. The planningsystems and final quality of the conference hasbeen finetuned by the committee over manyyears with many committee members havingbeen involved in the conference for well overten years. Each year they learn more andadapt the program accordingly and theconference just gets better and better.

This year we will continue to spread ourconference articles out over all the journals somake sure you pay your membership feesbefore March next year to guarantee you willreceive all journal and DVD copies.

This year we were able to offer three ECTAmembers financial support to attend theconference:

• Meredith Scales, Emu Park State School • Tracey Francis, St Finbarr’s Quilpie • Wendy Manners, Catholic Education ServicesCairns.

Our website committee has several newmembers and they have settled in well in theirvarious roles. Thank you to Gail Halliwell whoworks tirelessly on the website developmentand coordinating the specific roles of the webweaver committee members. Our website isnow a professional communication tool whichwill continue to expand and improve as we stepfully into the digital world of the 21st century.

From the Editorial PanelLynne Moore -

As I sit at my computerwriting these words Ican’t help but reflect onmy life as an earlychildhood professional. Iuse the word life becauseto me it is much morethan work. Somewheredeep inside me there is aspecial something that Ishare with all of you - I

can’t actually find the words to describe it, but Iknow you will know what I mean because youtoo have felt it, each time you have attendedthe annual ECTA conference in Brisbane:

• the selflessness of the conference organisingcommittee members who, at dawn, are

making final arrangements before theformalities of the welcoming address

• the togetherness of huddling as one in thatgiant auditorium on a cold winter’s morning

• the passion and inspiration (and sometimestears) that well, as we listen to the presenters

• the wealth of early childhood knowledgeand wisdom that we each contribute to theone place at the one time

• the commitment to learning that brings 600educators together on the first day of theschool holidays!

• the shared laughter and friendship, and• the tacit knowledge that we come together

in the best interests of children.

I hope that you will enjoy revisiting the 2007ECTA conference experience in this edition ofEducating Young Children.


A photo diary of the 2007 ECTA conferenceBronwyn MacGregor

From early in the morning, the conference committeemembers were ready to greet the delegates.

Once again, around 600 delegates huddledtogether on a cold winter’s morning.

ECTA Vice President,Gary Davey, welcomedthe crowd, andacknowledged thegrowing number of maledelegates attending theconference.

The ECTA stand was packed with journals for sale ... and Shae was readyand waiting to register new ECTA members.

The trade displayswere as colourful asever, and therewere plenty ofbargains to be had.


Kim Walters, ECTA President, was pleased to honourMark Cooper with the ECTA Life Member award. Markhas been an active member of ECTA for 19 years.

Robyn Moore ...an inspiring orator... and a talentedcommunicator ...what better wayto start the day?

Workshops got underwaywithout a hitch, thanks toour excellent venue - JohnPaul College, Daisy Hill.

As always, the food warmed us up andkept everyone mingling ...

...and there were plenty of lunchtime anticsat the Clinton Woodvine “Circus Challenge”

Some last minute shopping before it all ended ...

and some wine andcheese to celebrateanother successfulconference!


In 1973, twenty-one teachersemployed in thefirst state preschoolcentres to open inQueensland,formed the StatePreschool Teachers’Association. Theseteachers werescatteredthroughoutQueensland andknew that theirmajor professional

need was to share their experiences in order toimprove their ability to manage troublingevents and incidents.

In 1976 the name was changed to ECTA,reflecting membership recognition that anAssociation was needed that would serve theprofessional needs of teachers working in allsectors offering educational programs forchildren from birth to eight years of age.

In 1998, the twenty-fifth anniversary of thefounding of this Association, the first lifememberships were awarded. The awards aremade ‘as an appreciation of contributions anddedication to the field’. This year, at the annualECTA conference for 2007, the ECTA lifemembership award was presented to MarkCooper. Mark joined ECTA as a first yearteacher 24 years ago and has played a key rolein the state coordinating committee, journalcommittee and conference committee forlonger than nearly everyone presently involved.

Mark graduated in 1982 and began teachingin1983 where it has been reported he ‘swannedaround on the beach’ whilst teaching at SarinaPreschool for six months. Enough of the good

life though, and Mark was soon transferred toTieri - a mining town in central QLD. In TieriMark opened the town’s preschool in the oldpub which in fact was a donga (sleepingquarters for miners). Resources were scarce butMark came through his first year inspectionwith flying colours – the children drawing withcoloured chalk on the cement floor of the oldbeer garden showed Mark’s creative use ofmaterials and equipment. The Departmenteventually built a new preschool, opened by FloBjelke-Petersen, but Mark’s partner, Kim wastransferred to Blackwater so the couple movedfrom one mining town to another and theystayed in Blackwater for two years.

In 1986, Mark was once again transferred toFerny Grove Preschool and in September of thatyear Mark and Kim were married. Mark andKim now have two beautiful daughters.

After Ferny Grove Preschool, Mark wastransferred to Murarrie Preschool where thehigh quality of the programme he offered, andthe way he involved parents, led to a role aseducational consultant for the Department ofEducation, based at the Mount Gravatt EarlyChildhood Resource Centre. In this role, Markworked with preschool/Year one, two and threeteachers encouraging them to sharephilosophies on how children learn anddevelop, classroom management and matchingcurriculum to development and sectors. Thisteam also worked with school administrators todevelop P-3 philosophies in order to developpolicies for the lower school.

After approximately three years as a consultant,it was back to working with children, parentsand the associated primary school at Whites Hilluntil 1996 when Mark was seconded to CentralOffice as an Acting Senior Policy Officer, EarlyChildhood.

ECTA Life member for 2007Mark Cooper


This was the first of many positions in whichMark has worked since this move into CentralOffice at Education Queensland. He iscurrently the Acting Principal Policy Officer inthe Strategic Implementation Branch and, asEarly Childhood teachers, we must alwaysappreciate that we have such aknowledgeable, committed andphilosophically sound voice to speak for us.

Mark’s varied career and his understanding ofthe workings of all sectors – schools andadministration – has made him a valued andactive member of the ECTA State CoordinatingCommittee from 1989 until 2000 and he has,over the years, taken responsibility for a rangeof committee positions.

As the ECTA State Regional Group Coordinator,Mark kept members all over Queensland intouch with trends, events and newdevelopments while encouraging regionalgroups to share their own ideas and solutionsto problems which are specific to country areasvia networking, workshops and seminars.

During his time with ECTA, Mark also spentthree years on the Editorial Panel of theEducating Young Children journal. From 1997to 1999 he avidly canvassed for suitable articles,selected contributions and decided on possiblefuture themes. Mark was well able to managethe stressful nature of this position, especiallywhen deadlines had to be met. Over the yearsMark has also been a journal contributor,writing articles about practical ideas to be usedin the classroom and others that explore newinnovations such as the introduction of the PrepYear.

The ECTA Conference Committee were alsopleased to have Mark aboard from 2000 untillast year, helping to organise workshops, tradedisplays, negotiating venues/catering andassisting on selecting guest speakers. There aremany demands on the Conference Committeeleading up to a conference as this event hasnot only a high professional standard to

maintain but is the major money-spinner forECTA. Over the years Mark has run ECTAconference workshops – one with his wife Kimwhere they used their combined expertise andunderstandings to explore how teachers canmake links in literacy between Preschool andYear One.

2007 sees the circle begin again with Markonce again on the State CoordinatingCommittee. He continues, as he has for thepast 19 years, to represent ECTA at variousmeetings and forums.

Those on the ECTA committees with whomMark has worked have described him in thefollowing ways:

a most effective ‘doer’ who considers no job,beneath, below or unworthy of him

a man with a kind thoughtful manner whoalways gives you his full attention and makes youfeel that he is very interested in what you aresaying (and he is)

a most unbelievable, behind-the-scenes ‘moverand shaker’

a tireless worker, a professional leader and asupportive and dependable friend to all theteachers, colleagues, children and parents withwhom he has worked over the years.

a tall man but he is also a great man – a greatteacher, facilitator, early childhood advocate,mentor, advisor, husband and father.

With his wide knowledge of all things regardingEC he has contributed to the success andrelevancy of the ECTA we have today. One canonly commend Mark on his ability and integrityto be an ECTA member supporting practisingteachers with such dedication.

Every early childhood teacher in Queensland,nay, every teacher in Queensland, says, ‘Thankyou!’


2007 conference support for regional and remote members

Each year ECTA sponsors the attendance ofregional and remote members to theconference held in Brisbane. If you would likefurther information about sponsorship pleasevisit website at www.ecta.org.au

Please meet our 2007 conference sponsorshiprecipients:

Wendy Manners, EarlyYears Education Officer –Catholic EducationServices – Cairns

Wendy has been involvedin Early ChildhoodEducation for the mostpart of her 18 year career.She has worked in primaryand infant classes at

schools in both New South Wales andQueensland and has undertaken internationalteaching posts in Canada (1994), England(2000) and most recently the United States(2001 until 2003). She has also worked as theDirector of an Early Learning Centre.

In 1996, in search of sunshine and warmweather, together with her husband David, shemoved from Orange in Central Western NSW toFar North Queensland, where she took up theposition of Teaching Principal in a small countryschool on the Atherton Tablelands.

For the past year and a half, Wendy has beenworking part-time as the Early Years EducationOfficer at Catholic Education Services – Diocese ofCairns, as well as part-time Junior School A.P.R.E.at St Andrew’s Catholic College in the RedlynchValley. Along with other Prep Facilitators Statewide, Wendy has been responsible for the localimplementation and Professional Development ofAdministrators, Teachers, School Officers andParents with the Early Years Curriculum Guidelines.

Holding a particular interest in developingteaching programs which extend students’abilities and tap into each child’s strengths,

while developing strong family connections,Wendy finds her work in the field of EarlyChildhood Education has been both rewardingand, at times, entertaining! She sees herselfhappily staying involved in the Early Childhoodfield for many years to come.

Meredith Scales, Teacher –Emu Park State School

Looking for a change ofcareer in the mid-1980’s,Meredith began a Diplomaof Teaching, specialising inEarly Childhood, in 1987at BCAE (Carseldinecampus), graduating in1989. Fantastic

experiences in community kindergartens andpreschools reminded her of her love of youngchildren, the importance of play and a desire tobe involved in early childhood. She wasappointed to Tingalpa State School in Brisbane17 years ago, where she stayed for four and halfyears in various year levels before taking up aposition as Acting Teacher-in-Charge atRochedale South Preschool. This was thebeginning of her association with ECTA.

At this time Meredith was completing herBachelor of Education at Griffith University – MtGravatt Campus. From Rochedale South it wasoff to the ‘bush’, or an approximation of it, atBlackbutt Preschool where she was Teacher-in-Charge for two years. Later, there came a moveup the road to Nanango, where she taught YearOne for a number of years before returning toteacher in Preschool. For Meredith, a stint atReading Recovery reinforced the importance ofearly literacy experiences. Finally, she attendedan ECTA conference. She remains passionateabout the importance of play and early literacyexperiences and continues to enjoy all theelements of early childhood right up to YearThree. She hopes to have a Prep class next year,following her sea change to the Yeppoon areain 2007.


It’s ten past nine on aThursday morning atPine CommunitySchool, and already theweekly school meetingis well underway.Chloe, aged five, isclamouring for theattention of this week’sappointed chairperson,Lachlan, aged ten. Sheis thrown the ‘talkingfrog’, and states her‘issue’ – swings. Thisweek, the secretary is Natasha, aged six, abeginning writer who is helped by close friendJessie, aged eight, to add the item to theagenda (using words, symbols and pictures).As the meeting unfolds, many topics arediscussed: bike safety reminders, changingoutdoor game rules to ideas for end of termexcursion. Finally, Chloe’s topic is reached.

Often the youngerchildren find it hard todistinguish between‘news’ and ‘issues’. Asthe early years teacher,part of my job is toscaffold this process. Wetalk about issues as‘problems, ideas, thingsyou would like to fix orchange’. I use gentlereminders at meetingtime e.g. ‘Is this news oran issue?’ The physical

set-up of the room is different news. We still sitin a circle, but on chairs instead of the floor.Meetings are conducted officially, according toa familiar process that accords them status andrespect. Most importantly, older childrenpatiently model and support their youngerpeers. Still, it takes time. So this week, I wasfilled with pride and deep pedagogicalsatisfaction when Chloe spoke.

‘My issue is the swings. The big kids keepputting them up too high and when I want toswing, I can’t reach.’

This was a watershed moment for Chloe, likethe first time a child speaks or learns to read.Only this time, the voice she was tapping intowas her democratic voice. She was raisingissues that mattered to her in a friendly forum,and discussing and resolving them with herpeers. The culture of a democratic school is onethat values children’s voices, teaching them thatthey have the right to be heard, as well as the

Democracy in action - How school meetings can unlockchildren’s voices, resolve conflicts and create child-centred social learning

Mathilda Element

Children at school meeting

Pine Community School

Mathilda Element teaches a multi-age early years (P-3) class at Pine Community School, a small,parent-run democratic school in the leafy bush land of Arana Hills. Last year, she attended the 12thInternational Democratic Education Conference, along with 300 representatives from democraticschools in over 15 countries.


responsibility to listen. Like many child-centredlearning environments, there is the expectationthat children’s concerns be taken seriously.

This issue was a prime example. Over the nextfive minutes, other children had the chance toadd their perspectives. Some things that mayseem trivial end up being like a Pandora’s Box,opening up undercurrents of feelings, potentialtensions and needs. In meetings, children aretaught to be careful with their speech - to talkcalmly, articulate their feelings using ‘I’language, be respectful and never use children’snames in meeting. (This way, issues arediscussed neutrally and no-one feels accused). Awhole-school curriculum that focuses onconflict resolution, negotiation and problem-solving skills is connected to this.

As a teacher, my curriculum and pedagogysupports the democratic schooling approach.The ‘spirit’ of democracy pervades all ouractivities. Not only do we have symbols ofdemocracy (such as school, class and parentmeetings), but also big decisions from unitplanning to hiring staff are collaborative

processes. At meetings, anyone can raise anissue – parents, admin, children, teachers, butall must follow the same process. It may seema big undertaking, but actually starts on thesmallest level – a shift in thinking ‘What am Igoing to do?’ to ‘What are we going to do?’Teaching using democratic processes is time-consuming, but achieves brilliant results in thelong-term as children feel empowered andresponsible for their own learning and socialbehaviour.

In case you were wondering, the swing issuewas resolved quite swiftly. Once the ‘big kids’had a chance to state their case, everyonerealised there was no deliberate maliceintended. The children decided to make a sign,reminding the big kids to lower the swings afterthey had finished. They voted, passed themotion and nominated a team to carry it out.They decided to re-visit the issue in a few weeksto ensure Chloe’s concerns had been addressed.The teachers helped to ensure this process wentsmoothly. In short, just another day’s work at ademocratic school!

Sample from minutes book Sample from minutes book 2

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

Surviving a maze of change

Edge Hill State School introduced a phase-inPreparatory year in 2006. I was the teacher of astraight Preparatory class with an assistant for 20hours per week.

As I began this learning journey I felt excitedbecause I was reminded of event based learningand the principles of Reggio Emilia. I had a feelingof uncertainty of how this could be achieved whilemeeting the expectations of the Early YearsCurriculum Guidelines and my school. I becameoverwhelmed with talk and displays of collaborativeplanning, documentation, learning stories anddigital portfolios!

How did I get through this maze of change?

As I made changes to my program I continuallyreflected on

• My beliefs about young children and learning• Ways to scaffold the children’s learning• Collaborative planning.

This began on a small scale. A group of childrenwere lining up small blocks and rolling cylinderblocks. After a discussion with the children, Idiscovered it was a bowling game. I explainedthat I liked the idea but I was concerned abouttheir safety. So the questions were posed:

• What happens when you go bowling?• What else could we use for a bowling game? • How could we make the game?

With this small group we fostered exploratorydiscussion and displayed our ideas through aplanning web. We revisited our planning web andadded ideas as the play developed. Adult-initiatedideas were introduced by posing problems for thechildren to solve.

We proceeded to make signs, bowling balls, pinsand lanes. Many learning areas were developedthrough these discussions: copying numerals,counting pins, sorting the bowling balls by size,copying children’s names for turn taking, andproblem solving what materials were needed tomake the props and how to make them. Part ofour learning journey was an excursion to the localbowling alley and the children were integral in theplanning of this.

I felt it was important to communicate with theschool community about the learning taking placein this play based curriculum. Our daily,collaborative, butchers paper planning was part ofthe children’s contributions to their daily play andwas displayed outside the room each day. Thisplanning, a daily photo slide show, planning websand monthly newsletters, provided opportunities tocommunicate the links between the Early YearsCurriculum and the role of the children and adultsin co-constructing their learning environment. Thepartnership between the school and the parentsdeveloped as these links were realised and parentsoffered their ideas, resources, skills and support.

There were day-to-day challenges ofimplementing the Early Years CurriculumGuidelines: increased workload, less aide time, notoilets in the room and the purposefulinvolvement of the children in the schoolcommunity. Each time I faced these issues orothers I reflected using these questions:

• What do I want to achieve? • Why am I doing this? • Who is this for? • How am I going to achieve this?

Changes made were gradual with very positiveoutcomes for the children:

• “Real” ownership of their learning andenvironment

• Confidence to take risks• Using problem-solving strategies• Communicating and planning in group

situations• Using skills such as cutting, early writing

behaviours etc. in a meaningful play context.

With the support of my Assistant (JudyAbercromby), family, colleagues and schooladministrators, I found my way through this mazeof change. It is important to take risks, reflect onthe changes and celebrate achievements, nomatter how small. I have begun teaching anotherPreparatory year with new challenges and ambuilding upon what I achieved last year. We needto believe in our philosophy and gain confidenceto gather support from all involved in this richlearning environment, to try new ideas and sharethe outcomes of this play-based curriculum withour learning community.

April Schipke, Prep Teacher, Edge Hill Cairns

11


Robyn shares these salient words from herkeynote presentaion:

• If we can sell millions of dollars in a 30second commercial ... we can enrich ordestroy a child’s life in 30 seconds or less.

• ‘Engaging’ speaking creates ‘engaged’listening in a child ... in this sacred andprivileged encounter, we get to grow children!

• Keep every child’s/parent’s/colleague’s name‘safe in your mouth’.

• You have 30 seconds or less to inspirepeople about the work you do ... don’t ripthem (or you) off!

• Evoke emotional responses in your speaking.

• Be a sponge for ‘Crikey Moments’ in yourlife. Collect childrens’ Crikey Moments (whatthey say and do) and share with theirparents. The parents don’t want to missthese magical steps in their child’s life. Thesestories can transform a ‘bad day at work’ ...and grow good parents because of yourgood role-modelling.

• ‘Living with Urgency before the Emergency’allows us to be present to the sadness and joyin life ... and be empowered in each situation.

• If we are free enough to do comedy like‘How Green Was My Cactus’ ... we are freeenough to grow a generation of childreninto their magnificence.

• The word ‘Teach’ means to impartinformation ... the word ‘Educate’ means togrow, raise up, maintain, lead. Embracebeing an EDUCATOR.

• Ask yourself ‘Am I a leader who iscourageous enough to stand up for childrenwho are not being nurtured and protected?’

• When Political Correctness gets in the way of‘the greater good’ ... bad things happen toour children and in our society.

• Put the right words into any particularsecond ... and the future can beEXTRAORDINARY (and unrecognisable)!

• Everyday, appreciate and acknowledge yourcolleagues’ contribution and achievements.

• Words can sell products and sell us back toourselves ... every second we are the author ofwho we are going to BE as HUMAN BEINGS!

• Laughter can only happen NOW! If you havelost laughter, it means you are upset aboutthe past ... or dreading the future.

• The words RESPECT and SORRY cantransform the behaviour of difficult people.

• Don’t give cynics your passion, vision,enthusiasm ... they’re yours!

• When you take the front-door key out ofyour pocket at home ... ask ‘Who’s cominghome?’ Tired and ? You are the author ofthe second empowering word! Give yourself

The power of the wordRobyn Moore

For 30 years, Robyn Moore has been changing peoples’ perception through “thepower of the word” as an educator, in advertising, syndicated radio comedy,animation series and now as a speaker at National and International Conferences.She is passionate about increasing access to human potential and openingpathways to 100% participation in life through “breakthrough” communication!

Robyn is the National Patron of the Make-A-Wish Foundation, an Australia DayAmbassador for the Australia Day Council and is Australia’s most in-demand female

speaker. She has a unique relationship with words and weaves together humour, powerful stories andlife-altering distinctions to create experiential presentations which, she promises, will create greateraccess to “well-being”, resilience, passion, balance, results and satisfaction for participants...bothprofessionally and personally.


back to the people you love, by being self-determining. This is really behaving like amature adult.

• Leadership is not conditional ... you can’t do50%/50%. Leadership is unconditional ...100% or nothing! Choose to eat the MEALand not the MENU!

• The four thieves of laughter are: Cynicism,Resignation, Anger and Procrastination.

• Everyday you get to ‘make yourself up’.

• If little people or BIG people don’t talk, stoptalking, get loud and violent, or speaknonsense ... it might mean they DON’T FEELHEARD! This is the perfect time to begin again... and create ‘listening agreements.’ Never sayanything unless you know you are building apowerful future in this conversation.

• Listen with EARS/EYES/HEART.

• The four thieves will steal the best of yourhumanity.

• The thieves for children are Waiting, Hard,Angry and Mean. The acronym is WHAM!Talk them through the distinctions so theycan see what the thieves steal from them ...

then they have a say in growing theircharacter into a BIG character.

• Always share your PEAK experiences as aneducator at the end of the day (or in staffmeetings). This also grows people andreminds people why they chose thisvocation. Sometimes the circumstances willcover peoples’ passion with plaque. Yourstories help ‘dust the plaque away’!

• Declare when things are tough ... how canyou shift them if noone can see them?

• Which one empowering word will you betoday? Write the word on your name-tag(i.e. Passionate Betty, Listening John,Understanding Suzie) Get the children topractise being self-determining too. Write apowerful word on their name tag so they arereminded of who they can BE on this day ...Friendly, kind, creative, helpful, courageousetc. Children respond beautifully to thisexercise and take responsibility for beingtheir word if you support them in their‘BIGNESS!’

ECTA has now held two very successfulvideoconferenced workshops for 2007. The firstone held in March ‘Rethinking Attachment 0 - 8s’with Dr Sharne Rolfe, was attended by over 250people in various TAFE and QLD Health sitesacross the state. As this session was conducted inpartnership with QLD Health, there wereparticipants from a variety of professions e.g.speech pathologists, psychologists, occupationaltherapists, as well as early childhood professionals.The feedback from this session was very positive.Although many people commented on thecontent, the majority of the comments related tothe great opportunity for networking with theseallied health professionals and vice versa.

The latest videoconferenced workshop ‘EarlyLiteracy – Making A Splash’ was supported by the

School of Early Childhood at QUT and by theUnder Eight’s Week Committee of EarlyChildhood Australia (ECA) Qld Branch in supportof Under Eight’s Week. This session was attendedby nearly 150 participants in 16 sites acrossQueensland from as far north as Mossman to asfar west as Charleville. Once more the sessionreceived some very positive feedback and it wasvery encouraging to see that we again had somepsychologists and speech pathologists attend.

ECTA would not be able to offer these FREEsessions of professional learning without thesupport of TAFE Queensland and, in particular,the Children’s Services section of TAFE OpenLearning (TOL). We hope you will make themost of the opportunity to participate. Checkthe ECTA website for details of the next session.

ECTA 2007 Video conferenced workshops

Stefania is an Early Childhood teacher from Rome, Italy. She is currently a full-time PhD student, in receipt of a University Postgraduate Award, in the GraduateSchool of Education, The University of Western Australia. A recipient of theprestigious Creswick Foundation Fellowship for 2006, Stefania has recentlyreturned from a unique six-month research internship in the municipal infant-toddler centres and pre-schools of the city of Reggio Emilia, Italy.

In Reggio Emilia, Stefania investigated research questions in dialogue witheducators, children, and families. She observed how culture is created and

learning communities are built through processes of pedagogical documentation. She is currentlyresearching in dialogue with educators, children, and families at Bold Park Community School inPerth, Western Australia.


‘What is a place?’

‘A place is a city where Iscared the birds, wherethere are fake lion statues.’

(Teacher and Sara, 3.9years old: Dialogues withPlaces Exhibition, ReggioEmilia, Italy, 2006)

Sara thinks of home whenshe thinks of place: thesmall city of Reggio Emilia,

in northern Italy, was my home for sixmonths in 2006 while I researched andexperienced daily life in ArcobalenoInfant-Toddler Centre and NerudaPreschool.

The ‘Reggio Emilia Educational Project’ isstrongly embedded in the cultural contextof this small Italian city, in its history ofparticipatory democracy and civiccommunity Putnam, 1993, cited inEdwards et al. 1998a. The Reggio Emilia‘pedagogy of relationships and listening’(Rinaldi 2001a) is based on an image ofthe young child as a social being frombirth; a competent, intelligent child who

For Beauty, for culture, for memory, for storytelling:Building learning communities through pedagogical documentation

Stefania Giamminuti


learns in relationship with others. LorisMalaguzzi, the educational theorist and founderof the Reggio Emilia approach, used to say ‘yourimage of the child is where teaching begins’:

It’s necessary that we believe that the child is veryintelligent, that the child is strong and beautifuland has very ambitious desires and requests. Thisis the image of the child that we need to hold.Those who have the image of the child as fragile,incomplete, weak, made of glass, gain somethingfrom this belief only for themselves. We don’t needthat as an image of children. Instead of alwaysgiving children protection, we need to give themthe recognition of their rights and of theirstrengths (Malaguzzi 1994).

Pedagogical documentation, as practiced in themunicipal infant-toddler centres and preschoolsof Reggio Emilia makes learning processesvisible (Giudici et al. 2001). Documentation is:‘visible listening’ (Rinaldi 2001a, p.83); a‘construction of traces’(Rinaldi 2001a, p.83); a‘social construction and an interpretation’(Dahlberg 1999a, p.32). It ‘offers a researchorientation, creates cultural artefacts, and servesas a collective memory’ (Krechevsky 2001,p.259). Pedagogical documentation is a processof: listening to children; observing andrecording their learning processes throughnotes, images, audio and video recordings;interpreting learning processes collegially;making the learning visible to the community.Documentation informs your practice, yourfuture observations, and your future planningand evaluation, allowing you to be a reflectiveteacher and learner. Pedagogicaldocumentation makes visible a strong image ofthe child, and an image of the teacher asresearcher, learning and constructingknowledge with children:

Our job is to learn why we are teachers. It meanskeeping a distance from an overriding sense ofbalance, from that which has already beendecided or is considered to be certain. It meansstaying close to the interweaving of objects andthoughts, of doing and reflecting, theory andpractice, emotions and knowledge (Rinaldi 2006).

Documenting allows you to reflect on why andhow you are a teacher; it allows you to viewchildren from a perspective of uncertainty sothat you can approach your teaching as the‘curiosity to understand’ (Vecchi 2001), stayingclose to ‘the interweaving of objects andthoughts, of doing and reflecting, theory andpractice, emotions and knowledge’.

The Reggio Emilia Educational Project is not amodel: the pedagogy views teaching, learningand development as cultural endeavours whichare rooted in a historical and cultural context.The Reggio Emilia Educational Project is aprovocation, a challenge for us to look uponour own cultural environments, our ownassumptions, our own contexts; to develop ourown educational projects, inspired by thecontinually evolving experience of a small townin northern Italy.

Reggio [serves] as a mirror in which we seeourselves and our traditions in a more consciousway’ (Dahlberg, cited in Mardell 2001, p. 281).

In Arcobaleno and Neruda, I observed rich dailylife with a focus on processes of documentation,to understand how documenting children’slearning can support us in building relationships,constructing our schools as communities oflearners within the wider community. I seedocumentation as that attitude and tool whichcan allow us to look through the Reggio Emiliamirror and see ourselves, to ‘construct themeaning of school’ (Rinaldi 2001a) for us in ourown contexts, inspired by the work of theeducators in Reggio Emilia.

Documenting begins with holding a ‘valuingperspective’ as they say in Reggio Emilia: ‘anattitude that does not allow you to take anythingfor granted’ (Mara, atelierista, Neruda Preschool).A valuing perspective is an attitude which allowsyou to see the extraordinary in the ordinary ofdaily life and to document it for the beauty, theculture, the memory, the narrative that it holdsfor you, your children and your families.

One day in May, during a conversation with thesix-year-old children at Neruda preschool, their


teachers and I asked them: Why do wedocument? Why do we have panels on thewalls? Chiara replied: ‘For beauty’. So we askedthem: ‘what would Neruda preschool be like ifthere were none of the things that you do onthe walls?’ ‘It would be ugly.’ (Chiara, 5.9 years);‘You wouldn’t understand anything.’ (Alessia,5.10 years); ‘We wouldn’t say the things that wesaid.’ (Federico, 6.2 years). In reflecting on themeaning of documentation, the children realisethat there is a connection, a relationship,between beauty and thought, betweenaesthetics and understanding. If there was nodocumentation on the walls the school would beugly and we wouldn’t understand anything.Reggio Emilia educators view beauty andaesthetics as a ‘sensitivity to the structures thatconnect’ (Bateson, cited in Vecchi 2006). Beautylies in the relationships, in the connections.

In considering provocations from Reggio Emilia,we engage in the challenging endeavour ofreflecting on our own cultural context andassumptions. Culture is a thread, a link, arelationship. Like aesthetics culture is ‘sensitivityto the structures that connect’.

Culture is the way in which we relate to eachother, it is a way of sharing meanings, but itdepends on the fact that these meanings areconstructed together in the same environment.[Authors translation from the Italian] (Bruner1996d, p.17).

I asked a small group of parents of the four-year-old children at Neruda what meaningdocumentation has for them as families.Francesca replied: ‘Documentation is culture.’Documentation is a way in which we relate toeach other, sharing and constructing meaningstogether in the same environment. Observation,interpretation and documentation are processesthrough which we make meaning and, bymaking the documentation visible, we sharemeanings, experience, and values with thecommunity, thus contributing to developing anew culture of childhood by sharing a strongimage of the child and the teacher.

I believe that documentation is a substantial partof the goal that has always characterized our

experience: the search for meaning - to find themeaning of school, or rather, to construct themeaning of school, as a place that plays an activerole in the children’s search for meaning and ourown search for meaning (and shared meanings)(Rinaldi 2001a, p.79).

When we asked the six-year-old children atNeruda why their teachers write notes and takephotos all the time, they often replied ‘as amemory’. We wished to understand this ideafurther, so we asked them: What is memory for?Federico reflected: ‘To tell a story’.

This is Tommaso’s story of the Ghost-Horse

... ’On top of his head he has a straight manethat goes all the way down his back; he needsit to keep the head and the bottom attached tohis body. If he doesn’t have it he dies. His legsare toothpicks, as long as sticks; his body isalways fat and he always has hoofs. Otherwisehe can’t walk ... When he runs, all his musclesmove, his mane waves, his legs bend and makea sound that is like the sound of drums ... Hisname is Ghost-Horse; he’s male. I gave him thatname because he likes death. He’s a younghorse, he’s thirteen years old ... He always hasto work; he always wants to go to school withhis brother. He likes to have friends and jumpobstacles.’ (Tommaso 2006)

Tommaso’s teachers listened, observed anddocumented his process of building a clayhorse; they recorded his words and asked openquestions about his work. For each child, theycreate ‘a memory’. For Tommaso, this includedimages of his learning process; his words on theidentity of his horse; his reflections on thechallenges he encountered in the process of

Figure 1: The Ghost-Horse (Tommaso 2006)


building a clay horse; his drawings of horses; animage of the final product (the clay horse); andthe clay horse itself.

So, at the end of the year Tommaso’s motherbrought home the ghost-horse (Figure 1) withthe story; a story that holds within it thechallenging process of building a clay horse andgiving it life, a life which is related toTommaso’s own. How else would we havelearned that the Ghost-horse needs his mane tokeep his head attached to his body, that hemakes the sound of drums, always has to work,and likes to go to school with his brother?

Documentation gives us a context for theprocess of learning: it gives us a story to share.

It is only in the narrative mode that one canconstruct an identity and find a place in one’sculture (Bruner 1996a, p.42).

We come to know each other’s minds, wedevelop ‘intersubjectivity’ (Bruner 1996a)through narrative, through the invention,telling and sharing of stories and, throughintersubjectivity, we build communities oflearners. Documentation is intersubjectivity; it iscoming to know each other’s minds; it iscreating, believing in, and telling stories aboutlearning, about adults and children learning in acommunity.

It is through an attitude of listening andobservation, and through makingdocumentation visible and share-able, that wecan construct our schools as learningcommunities. In the words of the children,teachers, and parents of Reggio Emilia: forbeauty, for culture, for memory, for storytelling,we listen, observe and document learning, toconstruct a new culture of childhood, a ‘worldof the possible’ (Malaguzzi 1998a).

AKNOWLEDGMENTS

I wish to thank the children, educators, families,and citizens who made Reggio Emilia my home,sharing their experience, words and beautywith great generosity and sensitivity.

I acknowledge the generous support of TheUniversity of Western Australia and The

Creswick Foundation, who contributed tomaking my journey possible.

REFERENCES

Bruner, J. S. 1996a, The Culture of Education, HarvardUniversity Press, Cambridge, MA.

Bruner, J. S. 1996d, ‘I processi di conoscenza dei bambini el’esperienza educativa di Reggio Emilia’, in, CentroDocumentazione e Ricerca Educativa Nidi e Scuoledell’Infanzia, Reggio Emilia.

Dahlberg, G. 1999a, ‘Three Different Constructions of theChild – The Childhood Landscapes’, in UnpackingObservation and Documentation: Experiences from Italy,Sweden and Australia, eds A. Fleet & J. Robertson, Instituteof Early Childhood, Macquarie University, NSW.

Edwards, C., Gandini, L. & Forman, G. (eds) 1998a, TheHundred Languages of Children: The Reggio EmiliaApproach - Advanced Reflections, Ablex, Westport, CT.

Giudici, C., Rinaldi, C. & Krechevsky, M. 2001, Makinglearning visible: Children as Individual and Group Learners,Reggio Children, Reggio Emilia, Italy.

Krechevsky, M. 2001, ‘Form, Function, and Understandingin Learning Groups: Propositions from the ReggioClassrooms’, in Making Learning Visible: Children asIndividual and Group Learners, eds C. Giudici, C. Rinaldi &M. Krechevsky, Reggio Children, Reggio Emilia.

Malaguzzi, L. 1994, ‘Your Image of the Child: WhereTeaching Begins’, Child Care Information Exchange, vol.96, pp. 52-6.

Malaguzzi, L. 1998a, ‘History, Ideas, and BasicPhilosophy: An Interview with Lella Gandini’, in TheHundred Languages of Children: The Reggio EmiliaApproach - Advanced Reflections, eds C. Edwards, L.Gandini & E. Forman, Ablex, Westport, CT.

Mardell, B. 2001, ‘Moving Across the Atlantic’, in MakingLearning Visible: Children as Individual and GroupLearners, eds C. Giudici, C. Rinaldi & M. Krechevsky,Reggio Children, Reggio Emilia.

Rinaldi, C. 2001a, ‘Documentation and Assessment: Whatis the Relationship?’ in Making Learning Visible: Childrenas Individual and Group Learners, eds C. Giudici, C. Rinaldi& M. Krechevsky, Reggio Children, Reggio Emilia.

Rinaldi, C. 2006, In Dialogue with Reggio Emilia: Listening,Researching and Learning, Routledge, Oxon.

Tommaso 2006, Cavallo Fantasma, Scuola Pablo Neruda,Reggio Emilia, Italy

Vecchi, V. 2001, ‘The Curiosity to Understand’, in MakingLearning Visible: Children as Individual and Group Learners,ed. C. E. A. Giudici, Reggio Children, Reggio Emilia, Italy.

Vecchi, V. 2006, ‘Estetica e Apprendimento [Aesthetics andLearning]’, in Winter Institute, Reggio Emilia, Italy.


Green is the new black!

There is unquestionably a rising tide of awarenessand interest with regards the state of the world’senvironment. The media is saturated with reportsof global warming, pollution and associatedhealth issues, deforestation, floods and drought;Al Gore’s (2006) An Inconvenient Truth and theStern Report (2006) out of the UK have bothserved to raise people’s awareness. What doesthis mean for us as early childhood educators? Aswe enter the third year of the UN Decade ofEducation for Sustainable Development, it istimely that we ask ourselves – ‘How do we ‘ridethis wave of interest’ and capitalise on thisunprecedented opportunity to engage childrenand families in life-changing educationalexperiences for the environment?’ This paperserves to explore some possibilities and tells thestory of one early childhood centre’s approach toeducation for sustainable development.

Environmental Education, Education forSustainability and Education for SustainableDevelopment (ESD) are some of the terms usedto describe teaching practices for theenvironment. In the interests of consistency,and in keeping with terminology used by thepeak international body, the United Nations,the term Education for SustainableDevelopment has been used in this article.Similarly, definitions used to describesustainability vary greatly. The definition belowis most closely aligned with the authors’philosophy.

Sustainable development is development that meetsthe needs of the present without compromising theability of future generations to meet their ownneeds (Bruntland Report 1987, p.8).

What is Education for SustainableDevelopment (ESD)?

Diagram 1 describes a holistic approach to ESD.Four interdependent dimensions or systems ofsustainability and their associated principles areidentified:

Green is the new black:Education for sustainable development in the early years

Robert Pratt and Natasha Moore

Dimension of Sustainability Value Principle

Social Sustainability Peace and Equity

Ecological Sustainability Conservation

Economic Sustainability Appropriate Development

Political Sustainability Democracy

Robert is the Preschool teacher at Campus Kindergarten, University of Queensland, Brisbane, Australia.He has worked in a variety of Early Childhood settings in Australia and overseas for over 15 years.Throughout his life Robert has enjoyed a love and appreciation for the environment. He feelsfortunate that he has the opportunity to incorporate his passion for the environment with his work inEarly Childhood Education. As key teacher with overall responsibility for the Environmental Educationprojects at Campus Kindergarten, Robert works collaboratively with children, teachers and thecommunity to embed sustainability ideals, concepts and actions into everyday life.

Diagram 1 (UNESCO, 2006)


In addition to the abundance of environmentalissues impacting on our lives, including speciesdecline, deforestation, ‘natural’ disasters, climatechange and pollution, a holistic approach toESD must take into consideration the equallyimportant concerns of social, economic andpolitical sustainability (Fein 2004, pp.185-186).

From an early childhood education perspective,Education for Sustainable Development mustalso recognise that:

• children are less frequently engaged innature

• children have a diminishing ‘connectedness’with nature

• experiences with nature shape who we areand our attitudes, values and practicesregarding the environment.

As Dighe (1993) in Davis, Rowntree, Gibson,Pratt & Eglington 2005 emphasises, ‘One canhardly imagine a generation of persons withneither interest in nor knowledge of theoutdoors making responsible decisionsregarding the environment.’

As early childhood educators, we are in aposition of great importance and responsibilitywith respect to sustainability education.Recognition of the early years as a critical timein a child’s development, a period where thefoundations for lifelong responsible living maybe laid, offers us the opportunity to implementESD principles in our programs that may trulychange the world. The very nature of earlychildhood education, a child-focused andholistic approach to teaching, lends itselfperfectly to the successful integration of ESDteaching practices in an early childhoodprogram.

Campus Kindergarten’s Approach

Background

Campus Kindergarten (CK) is located on theUniversity of Queensland St. Lucia campus in

Brisbane. The centre operates jointly as aCréche and Kindergarten Association ofQueensland affiliated kindergarten and a longday care centre. CK is open from 8.00am-5.30pm Monday to Friday and caters tochildren from two and half years to five years.There are three rooms: Pre-Kindy – sixteenchildren per day, and two kindergarten rooms –each with twenty-two children per day.Children may attend five days (M-F), three days(M-W) or two days (Th-F).

CK Culture

Over the course of several years a strong culturebased on the core principles of rights, respect,trust and responsibility has evolved at CampusKindy (CK Prospectus, 2004). Central to allinteractions these basic concepts of socialjustice are further defined by concepts such as:democracy, critical reflection, active listening,empowerment and active citizenship. Diagram2 seeks to represent Campus Kindy culture andapproach to early childhood education:

Diagram 2. Teachers’ model of curriculum andculture, October 2004

At the core are the members of the CKcommunity: the children, teachers, families and


the greater community. The communitymembers’ images, perceptions andunderstandings of one another, along with thecore principles of rights, respect, trust andresponsibility, and the approaches to teaching(fourth band from centre) influence allinteractions and the development, content andimplementation of the programs (fifth band).The teachings of the various theorists aroundthe outside also permeate CK’s culture.

This culture underpins all facets of CampusKindy’s operation and is clearly evident in theformulation and evolution of the centre’sSustainable Planet Project (SPP).

The Sustainable Planet Project

The title Sustainable Planet Project (SPP) is theterm used to describe all elements of the CKcurriculum pertaining to ESD and should not beconsidered as separate to the broadercurriculum. Indeed the interconnected nature ofits implementation could be considered anintegral factor in the project’s success.

The Sustainable Planet Project was born at aCampus Kindy staff professional developmentweekend in 1997. It was created to providean opportunity for all members of theCampus community to contribute their ownideas, energy and interests, with the commongoal of developing Campus Kindy’senvironmental education program. At theproject’s inception the teaching teamdeveloped their vision for the SustainablePlanet Project. It is our vision that:

Environmentally responsible practices become anintegral part of our everyday lives. Simply ‘whatwe do’, not something we do because we think weshould (Campus Kindy teachers, 1997).

As the Sustainable Planet Project evolved, theteachers, children and families began workingon a number of projects. These have included:

All of these ‘green’ projects are integralcomponents of the Sustainable Planet Projectand have now become part of the everydaypractices at Campus Kindy as envisaged at theproject’s inception. Each addresses ecologicalissues. They could be described as the ‘tangible’elements of CK’s approach to ESD.

However, as demonstrated in Diagram 1, aholistic approach to ESD must also consider theother three dimensions of sustainability: Social,Political and Economic. Elements such asdemocracy, equality, co-construction, criticalreflection, immersion/connections, empowermentand active citizenship, all present in CK’s culture,address some of the issues apparent in thesedimensions of sustainability. These elements couldbe described as the ‘intangible’ elements of CK’sapproach to ESD. The following case studydemonstrates some of these ‘intangible’ elementsof CK’s culture-in-action.

The Shopping Trolley Project

This project – outlined more fully in Davis et al(2005) – originated when the children arrivedat the centre one morning to find a shoppingtrolley dumped in the playground, raising manyquestions about why and how it happened tobe there. The preschoolers’ initial brainstormingcame up with the following ideas:


Ryan: A burglar dressed up as a normalperson, got the shopping trolley andtook it to Campus Kindy.

Emily: He put it in there in the night andquickly ran away.

Teacher: Well what should we do about it?

John: Ring up.

Hamish: Take it back to the shop.

Fizza: Ring them and let them know.

(“The Trolley” Documentation 2003)

The children were concerned not only about themorality of stealing, but also about the visualimpact and damage that dumped trolleys andother rubbish have on the local environment. Itwas decided to write a letter to the ‘Coles people’,informing the store manager that their shoppingtrolley had been found and that there were more‘stolen’ trolleys in the area. The children also listedideas for stopping such behaviour as well asoffering to return the trolley to the store.

They also wanted to write to ‘the burglars’expressing their concerns about their behaviour.

Not knowing their addresses, alternative waysof sending a letter were explored. In the end, adecision was made to write to the localnewspaper in the hope that, with its localcommunity readership, the burglars would readof their concerns.

Their story made front page news in this localnewspaper, along with a photo story outliningthe children’s ethical and aesthetic concernsabout stolen and dumped shopping trolleys.There was also editorial comment entitled‘Young teach us a worthwhile lesson’, wherethe editor praised the children for their socialresponsibility.

With local attention adding momentum to thechildren’s interest, a visit to the supermarketwas then organised. During a tour of the carparks, the children identified that existing signsdiscouraging customers from taking shoppingtrolleys outside the shopping centre could onlybe read if customers actually utilised the carparks. However, the children had alreadydetermined that those who had ‘borrowed’ thetrolleys were not car owners. Consequently,they suggested to the supermarketmanagement that they (the children) make newsigns which were then posted on thesupermarket’s main doors, targeting the‘shopping trolley thieves’.

Figure 1: Letter to the local newspaper (CampusKindergarten preschoolers).

Figure 2: Example of children’s signage to the‘trolley thieves’ (Alexander).


Although perhaps not a classically ‘green’project with obvious ecological connections, thisproject does demonstrate how young childrenequipped with knowledge and skills and giventhe opportunity in a democratic classroom inwhich they feel valued and empowered, havethe capacity to participate as active citizens. Theprocesses involved and outcomes attainedthrough this project potentially address all fourdimensions of sustainability:

• Ecological: less pollution (i.e. discardedtrolleys) in the local environment

• Social: collaboration and connections withlocal community

• Political: builds democracy, active citizenship

• Economic: the ‘trolley stealers’ stop stealingtrolleys.

Conclusion

At the inception of the SPP, the teachersrecognized the importance for children to beactively engaged in learning experiences thatwould promote the development of soundenvironmentally sustainable practices. They setabout developing a number of projects thatwould teach the children about environmentalissues and develop skills for improving theenvironment. These have been identified as thetangible elements of the SPP. However, over aperiod of time, through processes of criticalreflection, professional development andresearch, the intangible elements of CampusKindy culture were recognised as equallyimportant for the success of the SPP. Elementssuch as social justice, democracy and activecitizenship – present in the Campus Kindy

culture and enacted in the programs – haveenabled the members of the Campus Kindycommunity to engage in a holistic approach toeducation for sustainable development. As earlychildhood educators, it is our responsibility toreflect upon our practices. This involvesexploring possibilities in our programs forengaging children, not only in the tangible‘green’ experiences, but also in investigatingopportunities for creating the “new black” - avision of ESD that creates cultures thatempower children to work together for ahealthy and sustainable planet – now and forfuture generations.

References

Bruntland, G. (1987). Our Common Future. WorldCommission of Environment and Development: Oxford.

Campus Kindergarten (2004). Prospectus, Brisbane.

Davis, J., Rowntree, N., Gibson, M., Pratt, R., & Eglington,A. (2005). Creating a culture of sustainability: from projectto integrated education for sustainability at CampusKindergarten, Handbook of Sustainability Research. W. L.Filho. Germany, Peter Lang Publishing: 563-594.

Fien, J. (2004). Education for sustainability. In R. Gilbert(Ed.) Studying Society and Environment: A Guide forTeachers. 3rd edition. Thomson Social Science Press:Sydney, pp.184-200.

Gore, A. (2006). An Inconvenient Truth: The PlanetaryEmergency of Global Warming and What We Can DoAbout It. Emmaus, Pa.: Rodale.

Stern, N. (2006). Executive Summary. In The Economics ofClimate Change (pp. i-xxvii). London: British Government.

UNESCO (2006). Teaching and Learning for a SustainableFuture. [On-line]URL:http://www.unesco.org/education/tlsf Accessed on 8May 2007

teachers recognized the importance for children to beactively engaged in learning experiences that wouldpromote the development of sound environmentallysustainable practices


Early childhoodprofessionalshave alwayskept samples ofchildren’s workto validatejudgements,reflect on thechild’s growthover time andplan futurelearningopportunities.Technology hasgiven us anopportunity tocreateinteractive,

stimulating, engaging records of children’sgrowth. The e-folio or digital folio of the 21stcentury is capable more than ever before ofpainting a full picture of the processes oflearning for each child in our classroom. Ease ofstorage and versatility, combined with noongoing running costs, make the modern dayfolios a dynamic and valuable educational tool.Audio, video and still images give each child avoice to tell their own story of learning alongsidepeers, educators and parents as they choose andreflect on evidence gathered.

These multimedia story books traverse thelimitations to communication generated whenchildren and/or parents are illiterate, hearingimpaired, non-English speaking or have Englishas a second language. Educators, for example,

can now capture and insert audio recordings ofconversations with and/or between children inthe child’s home language.

Quality communication systems contribute to theeducational success of children and contribute to thedevelopment of good relations between parents, childrenand staff (Hughes & MacNaughton, 2001).

The Early Years Curriculum Guidelines (EYCG) states:

The individual folio describes what a child has beenlearning ... The individual folio is co-constructed asan ongoing process between a teacher, a child,parents/carers and other partners. It becomes adynamic record of examples of child’s learning anddevelopment in the Preparatory Year. The folioshould contain selected evidence that best reflectsthe child’s understandings, capabilities anddispositions. The folio’s contents will inform futureplanning and judgement-making for the earlylearning record (QSA, 2006).

The Prep Digital Folio Systems book and CD-ROM package available from<www.digitalpreschool.com.au> aims to giveQueensland Preparatory teachers support in theprocesses of planning, interacting, monitoringand assessing and reflecting. The Prep Folio filecontains slides for each of the Specific Focuseswithin each Early Learning Area (ELA) and a slidefor the Early Learning Record (ELR). The PrepFolio file within the Prep Folio Systems folder haslinks to the child’s Picture folder, a PhaseDescriptors document and Rubrics and Helppresentations. The 30 ready-to-go Prep Folios

Prep digital folio systemsKim Walters

Kim Walters has taught in early childhood settings for over 25 years, working withKindergarten and Preschool children in C&K centres and in a Preparatoryclassroom. Kim has developed several resources to support early childhoodprofessionals in Childcare and C&K centres to document children’s learning usingdigital photography and Microsoft Word and PowerPoint. QSA gave Kimpermission to create and modify the EYCG materials to produce a resource forPreparatory Year teachers. Her website www.digitalpreschool.com.au aims toprovide advice and resources for EC professionals wishing to use digitalphotography to enhance learning and communication in their settings.


are linked together via a Home Page for ease ofviewing. The Home Page also has links to 30Individual Observations Word documents torecord individual planning and observations,specialist report information etc. for each childand a Journal Word document for teacherreflections and group planning. These Worddocuments can be viewed or edited via the linkon the Home Page.

The five Systems available on the CD provide avariety of opportunities for the child, familiesand carers, communities and other professionalsto assess, view and collaborate on the creationof documentation of individual and grouplearning and assessment. Teachers will chooseto use one or two of the Systems on the CD.The Learning Stories Only System can be used toshowcase group projects or experiences in theclassroom whilst the Prep Folio System is usedfor planning, monitoring and assessing.

Teachers build partnerships and positiverelationships within the Preparatory Classroomthrough shared planning and documentation.

(Teachers) must discover ways to communicate anddocument the children’s evolving experiences atschool. They must prepare a steady flow of qualityinformation targeted to parents but appreciated bychildren and teachers. This flow of documentation ...introduces parents to a quality of knowing thattangibly changes their expectations. (Parents) take anew and more inquisitive approach toward the wholeschool experience (Malaguzzi, 1993).

The various systems contained within the PrepDigital Folio Systems resource are more thanassessment tools. They provide several foliosystems useful as a reflective tool to demonstratea child’s development over time. The LearningStories Only and Child Power Systems on the CDmay be used by any classroom teacher as acommunication tool, a reflective tool, a revisitingtool and a learning tool for children of all ages asthese are not created specifically for the EYCG.

The various folio systems seek to provide a vehiclefor teachers to organise artefacts that they recorddaily as they interact with and observe childrenindividually and in groups. Teachers will collect avast array of artefacts such as observational notes,

verbatim transcripts, audio and video recordingsand still images of children and work samples.Multimedia artefacts capture the many languagesexpressed during movement and dance; outdooradventures; negotiations, plans and constructionsduring project work or event-based play; theprocess of creating block buildings, paintings,drawings, clay, dough, collage or combinations ofseveral mediums. These artefacts may be storedinside the group or individual child folderscontained in each system.

Artefacts become evidence of learning when theyare combined with a commentary or reflection.An image of a child using one-to-onecorrespondence whilst setting a table in the homecorner or a child tapping heads during a game ofDuck Duck Goose will show evidence for the EarlyNumeracy ELA. The teacher’s commentaryrelating to one-to-one correspondence used,verbal counting heard, will tie the image to theELA. The recorded commentary will allowteachers to make judgements related to the phaseof learning reached by the child.

The commentary may include the time frame,date, learning context, learning or knowledgeand/or skill level achieved, children and adultsinvolved etc. It may be derived from an audio orvideo recording or transcribed interview with thechild or children reflecting on their experience orthe teacher may record the processes of learningshe observed during the experience. The artefactand commentary may be used for futureplanning, monitoring and assessment andreflection. Storing and presenting artefacts in thefolio system will allow teachers to share themwith the child, class, family and specialistteachers in an organised manner and allow themto pass information on to future teachers.

You should not however include every picturetaken or observational note written.

A haphazard collection of artefacts is difficult tomanage and should be avoided.

The value of images may only become evidentonce you begin to create documentation.Routinely cull your collection if storage is an issue.Similarly, reduce the size of pictures inserted intothe PowerPoint slides as this will dramaticallyreduce the storage required. Instructions for


picture reduction are given in the Technical Helpsection of the Prep Digital Folios System book.Only keep pictures if you believe you may usethem at a later date to create a resource or insertinto a folio or if you intend to burn a CD-ROM forparents. If storage space is an issue, pictures of nofurther use should be removed from the harddrive each term and burnt to a CD for archivalpurposes as they can slow the computer down.

When taking pictures, teachers should beconscious of the image captured. Does it havethe potential to become evidence? Can it besupported by reflections from the child and/orteacher? Does it capture the story of learning? Ashort sequence of images may at times bettercapture the process of learning. A single imageof the final product gives an archive of productscreated or work samples. Teachers should beaware of the Specific Focus within each ELA andendeavour to capture images relating to each.Having several images to choose from will allowteachers to choose the image that best capturesthe child’s learning or they may use severalpictures to show the child in various contexts orto highlight the processes involved.

Teachers should record annotations as soon aspossible after the event in either the IndividualObservations or Journal Word documents with areference to the number (name) of relatedpictures. Later, these can be used in the PrepFolios to substantiate a reflection or help tell thestory of learning.

Interactions between teachers and children areenhanced when they collaboratively makedecisions on Folio content. Children should begiven the opportunity to capture images of thingsthat are important to them. Children should alsobe given opportunities to add reflections abouttheir work or experiences they were involved in.These can be stored as written transcripts or asaudio or video recordings within the System.Audio and video recordings are especially valuableas they provide a vehicle for communication forchildren and parents who have English as a secondlanguage or are non-English speaking.

A portfolio tells a story. It is the story of knowing.Knowing about things ... Knowing oneself(Paulson, 2002).

Teachers may use the Learning Stories Only systemon the CD, or Child Portfolios of the Child PowerSystem, in the room to allow children to revisitexperiences and encourage collaborative planning.They can make decisions together about whatthey will learn, how they will learn and how thelearning can be assessed (EYCG, QSA, 2006). Aschildren view the learning story of a currentproject or focus they may suggest ideas for futureplanning, reflect on the experience and makestatements which can be recorded by the teacherand added to the child’s Individual ObservationsWord document or the Learning Story itself.Children may suggest additional ways to capturethe essence of the learning – for example, aparticular picture or video already taken, or to betaken in the future, and added to the LearningStory. The digital displays give childrenopportunities to represent what they have learntand provide a vehicle for the child’s reflections.The displays also allow them to share theirlearning with peers, family and teachers and be akey player in the documentation process itself.Alternatively, the Learning Story can become adigital multimedia diary with pages being addedeither each day or at the end of the week tosummarize the adventures of the group.

Teachers may use the Journal Word document asa diary to reflect on their practice and informfuture negotiations of curriculum decisionsaround such things as routines and transitionsand teacher-initiated focused learning. TheJournal may also contain evaluations andreflections about incidental and spontaneouschild and adult-initiated experiences. The QSAencourages teachers to record reflections.

Documenting reflections allows ideas, relationships,issues and possibilities to be explored, clarified andrevisited. Reflection is an integral part of teaching,and is essential when adopting the roles of teacher asaction researcher and lifelong learner (QSA, 2006).

Each file within each System can be used as is orcustomised to suit your particular needs.Detailed information is given in the CustomisingYour System section of the Prep Digital FolioSystem book for those wishing to make changes.Detailed information on using the various files isgiven in the Using Your ... and the TechnicalHelp sections of the book.


The Prep Digital Folio Systems book and CDpackage is available from Kim Walters via herDigital Preschool website<www.digitalpreschool.com.au> or via email on<[email protected]> or phone via0418157270. Kim is also available for school orregional training.

Technical Tips for working with thePowerPoint-based folio

Inserting & Recording Audio from withinPowerPoint

Attach a microphone to the computer and usethe PowerPoint Recorder to embed an audiorecording directly onto a slide.

1. Open the PowerPoint presentation.2. Select the slide you wish to add an audio

recording to.3. Click Insert on the Main Menu.4. Select Movie and Sound.5. Select Record Sound.6. The Record Sound dialog box will appear.7. Press the red round Record button.8. Speak into the microphone.9. When finished press the blue square Stop

button.10. Press the blue arrow Play button to hear the

recording. 11. Give the sound a name (optional).12. Press OK to insert sound icon onto slide.13. Drag the icon into position after the

transcript and resize as required.

Filling an AutoShape or PowerPoint Table Cellwith a Picture

Each slide in the Prep Folio has a table consistingof three table cells. You can fill each cell with apicture and then add text which will sit in frontof the picture.

1. Click the edge of the AutoShape or into theTable Cell to select it.

2. Click the small black arrow to the right ofthe Fill icon on the Drawing toolbar.

3. Select Fill Effects.4. Click onto the Picture tab and select Select

Picture.5. Locate your picture using the Look in drop

down list. (Click black arrow to open the list.)6. Double click the pictures thumbnail twice

quickly.7. Select Lock Picture Aspect Ratio to stop the

picture from being distorted by the shapeof the AutoShape(Office 2002 2003).

8. Click OK to insert the picture.

Hyperlink to an existing file

When in Show mode of a PowerPointpresentation you can click an object that has ahyperlink set to it to open another file. Youmight use this other file to tell the full story ofthe group or an individuals’ role in a project.You can hyperlink (open) any type of file. e.g.Word and Excel documents, another PowerPointpresentation or a movie. You can also hyperlinkto a folder or specific picture.

1. Select the text, AutoShape or Picture youwish to Hyperlink from.

2. Open the Hyperlink Window using one ofthe following methods.* Click the Hyperlink icon on the Standardtoolbar or * Click Insert on the Main Menuthen select Hyperlink or * Press CTRL+K.

3. The Insert Hyperlink dialog box will open.4. Click Existing File or Web Page.5. A list will appear of all files in the same folder

that the PowerPoint Folio file is saved to.6. Locate and select the file by double clicking

its icon. Note: Audio and/or movies should be saved inthis folder to guarantee links will work if thefolder is burnt or moved.7. Save the changes.

References

Hughes, P., & MacNaughton, G. (2001). BuildingEquitable Staff-Parent Communication in Early ChildhoodSettings: An Australian Case Study. Early ChildhoodResearch & Practice. http://ecrp.uiuc.edu/v6n2/index.html

Malaguzzi, L., (1993) History, Ideas, an Basic PhilosophyThe Hundred Languages of Children: The Reggio EmiliaApproach to Early childhood Education. Edwards, C.,Gandini, L., Forman, G. (eds.) Ablex, Norwood, N.J.

Queensland Studies Authority 2006, Early Years CurriculumGuidelines. www.qsa.qld.edu.au<http://www.qsa.qld.edu.au>


Child protection in Queensland

Acknowledgements are due to Emeritus ProfessorFreda Briggs AO, University of South Australia, forher support in the research for this article.

Many children who have been sexually abusedcontinue to suffer further unnecessary traumaduring criminal proceedings (Eastwood, Patton &Stacy, 1998). In an effort to minimise distress tochildren, the Queensland Government hasendeavoured to make the system more childfriendly. In March 2004, the Department of ChildSafety (DChS) was officially launched in an effortto reform the child protection system (AustralianInstitute of Health and Welfare, 2007). Inaddition, new processes were introduced during2005 which allow children to provide evidencevia videotapes so they do not have to be presentin the court room. This article aims to simplify thecomplex legal process involved in substantiatingclaims of child sexual abuse, so that teacherspractising in Queensland can support childvictims and their non-abusive parents. A processflow chart that identifies the progression ofactions that may occur as a result of child sexualassault allegations can be reviewed at Appendix A.

Child protection in Queensland is the jointresponsibility of the Department of Child Safety(DChS) and the Queensland Police Service(QPS). Both organisations are governed by theChild Protection Act 1999 (Australian Instituteof Health & Welfare, 2007). The core principlesassociated with this Act are:

• the welfare and best interests of the child areparamount

• the preferred way of ensuring a child’s welfareis through support of the child’s family

• intervention is not to exceed the levelnecessary to protect the child

• family participation in planning and decisionmaking for children

• consultation with Aboriginal and Torres Strait

Islander agencies in decision making regardingAboriginal and Torres Strait Islander children

• children and families have a right toinformation

• services are to be culturally appropriate

• coordination, consultation and collaborationwith families, other professionals, agenciesand the community

• accountability of the Department.

(Queensland Department of Child Safety, 2007)

Queensland and Western Australia are the onlyAustralian states where there is no mandatorylegislation for the reporting of suspected ordisclosures of child abuse cases by theprofessionals whose work involves children. Itis, however, compulsory in Queensland forteachers to report suspected or disclosed sexualabuse of a child younger than eighteen years ofage, but only if the abuser is an employee ofthe school (Bromfield & Higgins, 2005). Best(2001) suggests that mandatory reporting isoften not introduced because it may result in anincrease in reports when there is already a lackof resources in child protection departments. Inother words, we know that there are manymore children being abused but governmentsdo not provide the funds to investigate them.Between 2005 and 2006, a total of 25,687notifications of child abuse were reported toDepartment of Child Safety (DChS) (cited bythe Commission for Children and Young Peopleand Child Guardian, 2006, p. 13). DChS reportthat 13,184 cases were substantiated duringthis period. Each year, 50,000 Queenslandchildren under the age of seventeen aresexually assaulted (Bravehearts, 2005).

Regardless of reporting requirements, if teacherssuspect or are advised that a child is beingsexually abused they have a duty of care (Briggs& Hawkins, 1997, p. 151) to report details to

Karen Thorpe


either DChS or QPS. The informant’s personaldetails will be kept confidential. However, thereporter may be contacted at a later date toprovide a witness statement. If concerns areraised about individual safety (for example ateacher may be frightened of the allegedoffender), QPS may engage a condition inaccordance with the Bail Act, to prevent theoffender interfering with potential witnesses. Inaddition, if the case was to proceed to court, thereporter may be declared a special witness underthe provisions of the Evidence Act (Section 21) ifthey met the criteria and it was accepted by amagistrate or judge (Aquilina, 2007).

When telephoning QPS, it is recommended thatthe reporter asks to speak to a detective fromthe Child and Sexual Assault Investigation Unitor Task Force ARGOS (Loud and Clear Booklet,2005). Once disclosure has occurred it isimportant to keep a detailed record of thealleged abuse (Briggs & Hawkins, 1997, p.149). This is because of the possibility that thereporter may become a witness and theaccount may be used as evidence in future legalproceedings. Aquilina & Walter (2007) suggestreporters document exactly what has beendisclosed and to resist further questioning ofthe child. This is to avoid discussions beingclassified as ‘leading’ and therefore dismissed bythe defence team in any future legalproceedings.

Once a teacher has reported suspected childsexual abuse it is then classified as a ‘notification’.DChS staff and QPS representatives will worktogether (Bravehearts, 2005) to ensure the safetyof the child. Investigations will be planned to:

• identify individuals who will need to beinvolved (including Recognised Entities {RE}and Suspected Child Abuse and NeglectTeam {SCAN})

• ensure that interviews and actions areconducted in the most appropriate sequence

• provide an appropriate timeframe for tasksto be completed (at the time research wasgathered, there were no timeframes assigned

to guide the completion of investigationsand assessments)

• discuss proposed actions.

(Bromfield & Higgins, 2005)

DChS personnel will define the report anddetermine the most appropriate level ofresponse. All information in relation to the caseis entered into DChS databases such as theChild Protection Information System, which areavailable to other child safety units acrossQueensland. It is at this stage that a DChSrepresentative will check the relevant systems forany previous contact with the child, additionalchildren in the family, the child’s parents andtheir partners and any other householdmembers (Bromfield & Higgins, 2005).

The child in question must be sighted and ifdeemed age appropriate, qualified staffmembers from DChS and QPS will interview thechild in partnership. Other identified childrenliving in the home must also be sighted(Bromfield & Higgins, 2005). A non-offendingadult may accompany the child during theinterview. The child’s parent/s do not have tobe notified of the interview if it is suspected thatthey may hinder investigations (Aquilina &Walter, 2007). If this is the case they will benotified by representatives from either DChS orQPS as soon as practicable after the interviewhas been conducted to advise why the child wasquestioned (Aquilina, 2007). In addition, arepresentative from Recognised Entities (RE) mayalso be invited to attend the interview, if thechild is of Aboriginal or Torres Islander descent.

The interview is video recorded and is classifiedas the ‘s93A tape’ in accordance with theEvidence Act 1977. The interview may beconducted within the school grounds or withina child-friendly interview room located within aQPS station such as QPS headquarters locatedon Roma Street in Brisbane. The meetingroom in the Brisbane QPS headquarters hasbeen set up to resemble a family lounge roomwith comfortable lounge chairs, curtains, coffeetable etc. It also includes toys and a


blackboard. Briggs (2007) suggests that,during the interview, if children are reluctant totalk about the alleged abuse with strangers, it ispossible that they will draw pictures of whathappened, describing events as they draw.

It is extremely important that the interview isconducted professionally because, if sufficientevidence is gathered, it can prevent a childfrom having to attend a potential courtproceeding. It is imperative that the interviewis conducted in such a way that the evidencereceived meets legislative and judicialrequirements and trauma to the child isminimised. To guarantee quality interviews, ajoint training initiative has been developed byDChS and QPS termed Interviewing Childrenand Recording Evidence (ICARE). The ChildSafety Co-ordination Unit of QPS delivers thetraining to QPS and DChS officers adopting thefollowing framework:

• pre-planning

• opening

• strategies to bridge barriers

• ground rules, truth, lies and discussion

• free narrative (full disclosure, clarifyingquestions, validation, sufficient informationand closure), or further rapport building, riskassessment, child safety, protective measures,closure and planning for further interview.

(Queensland Department of Child Safety, 1990)

It is important to note at this stage that reportsmay not be investigated further if the claimscannot be validated. The allegations are thenclassified as unsubstantiated. This does notnecessarily mean that abuse did not occur, it maysignify that, for a variety of reasons, the child isunable to talk about the abuse. It is unlikely that ateacher who reports allegations of mistreatmentwill be notified of the outcome of the assessmentof risk (Bromfield & Higgins, 2005).

Once the interview has been completed a multi-disciplinary meeting is called to assess the risk ofharm to the child (Aquilina & Walter, 2007).

This involves all parties present at the interview,with the exception of the child and adultsupport person. Appropriate options under theChild Protection Act 1999 will be implementedto ensure the child’s rights to protection areexercised such as Chapter 2: Protection ofChildren - Part 1, Children at Risk of Harm.

If the risk of significant harm is identified and anon-abusive parent is either unwilling or unableto protect the child, an order may be taken outby QPS to protect the child. A TemporaryAssessment Order (TAO) allows the child to beremoved from the family for a period of threedays. Court Assessment Orders (CAO) and/orChild Protection Orders (CPO) enable the childat risk to be placed into foster care (Aquilina &Walter, 2007). If a child is removed from thefamily home, it is advisable that parents/carersseek legal advice (Legal Aid Office, 2007).Sometimes, notification and assessment of riskoccur outside the DChS working hours. If this isthe case, QPS may work alone until a DChSofficer is contactable the next business day andthe child may be referred to the DChS after-hours service Crisis Care (Australian Institute ofFamily Studies, 2005).

At this stage, a representative from Protect AllChildren Today (PACT) will work with childvictims to ensure that they do not sufferadditional trauma during the justice process(Eastwood, Patton & Stacy, 1998). The PACTrepresentative will ensure that the child is awareof the processes involved from theirperspective, until the possible conviction of theperpetrator. In the case that the child has toattend court the PACT representative may takethe child to see the court room beforeproceedings commence to familiarise the childwith the environment. The PACT representativewill also be present with the child if there is asecond and final ‘Division 4a evidenceinterview’ or if the matter is committed to theDistrict Court (Aquilina & Walters, 2007).

To determine whether a crime has beencommitted, evidence must be gathered by QPS(Bravehearts, 2005). In addition to interviewing


the child, representatives from QPS will alsointerview the alleged offender, witnesses, takephotos of injuries, and gather medical reportsand deoxyribonucleic acid (DNA) samples suchas fingerprints. If significant evidence isgathered the accused offender may be chargedand prosecuted, given bail and provided with adate to attend court. Should family membersbe concerned for the safety of the child in thecase that bail is granted, they may request thatit is a condition of bail that the accused doesnot come near the child (Loud and ClearBooklet, 2005). The offender should then seeklegal representation (defence lawyers) for theupcoming court proceedings.

All criminal court matters commence in theMagistrates Court. The child will be representedby a police prosecutor or solicitors/barristers whoare acting on behalf of the Office of the Directorof Public Prosecution (ODPP/Crown). Legalrepresentatives from both parties will state theircase. According to statistics provided by ChiefJudge Wolfe (2007), a child is rarely requested togive evidence in person at the Magistrates Courtand, instead, the ‘s93A tape’ (recording from thechild’s first interview) is usually heard. TheMagistrate will then make a decision to eitherdismiss the case, if s/he does not believe there issufficient evidence to proceed with prosecution,or commit the matter to trial through the DistrictCourt.

The Director of Public Prosecutions (DPP) mustpresent the indictment to the District Courtwithin six months of the accused’s committalfrom the Magistrates Court (Wolfe, 2007). Thecase is then presented to a Judge and twelveimpartial members of the public known as theJury. Once presented, the case will generally takeup to six weeks until a child’s video evidence iscross-examined (Wolfe, 2007). The child’sevidence may be provided via video conferencefrom the Affected Child and Vulnerable WitnessSuite, so the child does not have to appear in thesame room as the accused. Alternatively asecond interview may be pre-recorded inaccordance with Division 4A of the Evidence Act

and played during the trial (Wolfe, 2007), alongwith the ‘s93A’ evidence which was recordedduring the first interview with DChS and QPS.

The defence lawyers do not have to prove thattheir client is innocent. It is up to the policeprosecutor or solicitors/barristers acting onbehalf of the Crown to prove the allegedoffender is guilty beyond reasonable doubt(Loud and Clear Booklet, 2005).

Once the case has been heard the judge willaddress the jury who will then make a decisionregarding whether or not the defendant isguilty or not guilty (acquitted). If a jury cannotmake a unanimous decision, a re-trial may berequired. If the jury finds the defendantguilty, the Judge will hand down a sentence. Ifthe offender is sentenced to jail, the non-abusing parent or carer (or child when theyreach the age of eighteen) can request theircontact details are placed on the Department ofCorrective Services Concerned Persons Register.They will then be notified of such details aswhere the offender is located and when he/shewill be released. If the Crown is dissatisfiedwith the outcome, the prosecution can appealboth the verdict and/or the length of thesentence through the Court of Appeal(Supreme Court). To estimate the number ofchild sexual offences that reached the SupremeCourt, statistics can be analysed in relation tohow many orders were made where pre-recordings had to take place in the District andSupreme Courts. During the period of 1st July2006 to 8th March 2007 only two orders weremade where pre-recordings had to take place inthe Supreme Court as opposed to threehundred and thirty two orders in the DistrictCourt. If there is a re-trial, the child is notrequired to attend court and their original‘s93A’ and ‘Division 4A’ recordings are playedfor the new jury (Wolfe, 2007). If an appeal isrequested, the child will not have to attend theAppeal Court (Loud and Clear Booklet, 2005).

Once legal proceedings have been finalised, or ifthe notification was not substantiated, it isrecommended that both the child and non-


RE involved ifapplicable

Assessreport of harm

DChS or QPS will work together toinvestigate claim

Risk identified – report to SCAN

Child’s right protectedChild Protection Act 1999

Orders obtained

CRISIS Care if after hours

PACT

Court of Appeal Sentencing

Crimecommitted?

Charges laid

Magistrates Court

Committed to trialDistrict Court

Casedismissed

Verdict?

Sufficientevidencefor trial?

Notification of suspected abuse Ph: DChS or QPS

DChS - Department of Child SafetyQPS - Qld Police ServiceRE - Recognised Entity

SCAN - Suspected Child Abuse andNeglect Team

PACT - Protect All Children Today

Sentence disputed

Not Guilty

Guilty

Yes No

No

Yes

offending family members seek support. It is ofparticular importance to note that the re-buildingof the relationship between child and the non-abusing parent/s is paramount to the recoveryprocess. Perpetrators are skilled at manipulatingthe mother/child relationship and children areoften led to believe that their mothers knew theywere being abused (Morris, 2003).

Briggs & Hawkins (1997) noted that a child issignificantly disadvantaged if there is a longdelay from the reporting of alleged child sexualabuse to court proceedings. Apart from it beingdifficult for the family to pick up the pieces and

move on while a court case is pending, thechild may not be able to recall inconsequentialdetail from the time of the abuse. In contrast,the offender may be advantaged because thisallows the defence to present the child as anunreliable witness. Although processes arecumbersome, the Queensland government hasbeen able to reduce the length of time fromnotification to verdict, thereby aiming to reducethe traumatic effect on children. In additionthey have implemented procedures where (inmost cases) children do not have to attendcourt and for this they are to be commended.

APPENDIX A - REPORTING CHILD SEXUAL ABUSE IN QLD


REFERENCE LIST

Aquilina, A, 2007, Personal correspondence, QueenslandPolice Service, Brisbane, May 21.

Aquilina, A. & Walter, T., 2007, Personal Interview,Queensland Police Service, Brisbane May 10.

Australian Institute of Family Studies 2005, ‘Nationalcomparison of child protection systems’, in Child abuseprevention issues, L Bromfield & D Higgins, Melbourne, pp.1-31.

Australian Institute of Health and Welfare, 2007 ChildProtection Australia 2005-2006, ACT, Australian Instituteof Health and Welfare, Chapter 1,http://www.aihw.gov.au/publications/cws/cpa05-06/cpa05-06.pdf.

Bravehearts Inc. 2005, Crisis Information Booklet,Springwood, Bravehearts Inc 2005.

Bravehearts Inc., 2005, Loud and Clear Booklet, 2005:Information about the criminal justice system for adultsurvivors of childhood sexual assault and those whosupport them, Springwood, Bravehearts Inc 2005.

Briggs, F. and Hawkins, R., 1997, Child protection: a guidefor teachers and early childhood professionals, Sydney,Allen & Unwin.

Briggs, F (2007) Personal Communication: Meeting,Brisbane May 11.

Commission for Children and Young People and ChildGuardian, 2006, Child Guardian Report 2006, Brisbane,Queensland.

Eastwood, C, Patton, W & Stacy H., 1998, Child Sexual

Abuse and the Criminal Justice System. Trends and IssuesPaper 99, Canberra, Australian Institute of Criminology,<http://www.aic.gov.au/publications/tandi/tandi99.html>.

Legal Aid Office (2007) Personal Communication: Face toFace interview, Receptionist, Legal Aid, Brisbane April 27.

Morris, Al, (2003) ‘The mother of the victim as potentialsupporter and protector: Considerations and challenges.Paper presented at Child Sexual abuse: Justice response oralternative resolution Conference. Australian Institute ofCriminology, Adelaide May 1-2.<http://www.aic.gov.au/conference/2003-abuse/morris.html>.

Queensland Government, Department of Child Safety,1990, ICARE Pamphlet, Brisbane, QueenslandGovernment, 1990.

Queensland Government Department of Child Safety, 2007,Child Protection Queensland - 2005-2006 PerformanceReport, Brisbane, Queensland Government, 2007.

Queensland Government, Department of Child Safety,2003, ‘Child Sexual Abuse’, Brisbane, Project Axis.

Queensland Government, Department of Child Safety2007, ‘Child Protection Legislation’, viewed 30 April 2007,<http://www.childsafety.qld.gov.au/child-protection/legislation.html>.

Wolfe, P (2007) Correspondence to Emeritus ProfessorBriggs, F and Chambers of the Chief Judge, District Court,Brisbane April 10.


It is a great thing to expose children to animalsand share the delights of close observation ofworms wriggling, newly hatched chickens, anaquarium of fish and tadpoles darting about thepond.

However when animals are brought into aneducational environment where smallunpredictable animals are exposed toinexperienced, highly excitable and oftenclumsy youngsters things can sometimes gohorribly wrong.

There are a few things that you might need tokeep in mind when animals are included in achildcare or a classroom situation.

When animals become part of the educationalenvironment teachers, instructors and educatorshave a duty of care to these animals becausethere are legal requirements. Apart from thatthere is a need to demonstrate to youngstersbest practice, respectful attitudes and safeprocedures so that children can learn how tomodel caring behaviours towards animals.

Take particular care with egg hatching andchickens in an incubator in a classroom setting.This activity is a wonderful experience foryoungsters. But for children it is purelyobservational. A teacher may hold a chick andchildren can touch the feathers gently but thatis it. The chickens are to remain in theincubator and the holding areas for children toobserve. There must be no handling of chicksby very young children.

Animals in educational institutions may requiresecure clean housing, warmth and ventilation as

well as being provided with food and clean

water. They may need to be rehoused over

weekends and during holiday times. What will

happen to the water quality if the power goes

off and the filter in the aquarium stops? There

may come a time when the animal goes from

the centre to another ‘home’ or it may need

veterinary attention. These are just some

considerations that need to be taken into

account when animals come onto your site.

It is acceptable for animals to be in a classroom

as an observational activity that highlights

animal welfare measures. However, if students

are to be involved in weighing, measuring or

some type of ‘experimental’ activity that

involves animals, then approval of an

application describing and justifying the activity

needs to be made to the Queensland Schools

Animal Ethics Committee.

Please contact the Animal Ethics Officer for

Queensland schools if you need any

information about having animals as part of

your educational institution.

Email: [email protected] Phone:

07 3235 9966

There is information about animals in school

settings, mainly for secondary requirements, on

the Education Queensland website, search

Animal Ethics.

http://education.qld.gov.au/curriculum/area/sci

ence/animal-ethics.html

Classroom animals and little childrenBeryl Roberts


Science is all around us. It’s in the food we eat,the clothes we wear, the buildings we live in, thetoys we play with. It’s always a thrill to open oureyes and minds by building on children’s naturalcuriosity and by including some stimulatingscience content into our programming. The valueof adding a science outlook to early yearsprogram planning, and finding some accessibleways to approach this area, is a creative activityfor both children and adults. Interactive sciencecan reach to deep levels of investigation. We’reonly limited by our levels of willingness to beexplorers, both individually and collectively.

As adult facilitators of young children’s learning,we continually aim to enrich the keycomponents of their overall development insocial, motor, language, number, and cognitiveareas. Science supports all these areas, especiallycognitive. Even with little or no background inscience, we can foster enjoyable and significantexperience through scientific inquiry andinvestigation, for the children in our care.

Science’s multi-dimensional messages havetraditionally been imparted via specialist teachers,science education officers, or media/sciencecentres. These days, the good news is thatapproaches to science learning are more varied,more accessible to the layperson and easier tointegrate. They may even be entertaining. Thestigma of science as being remote or difficult and‘only for nerds or geniuses’ is receding. With justan interest in having a go, we can open newworlds. There’s plenty of opportunity for somecross-curriculum approaches too. The inclusion ofsinging and music, drama, literature, painting orclay modelling can reinforce the theme. And

that’s where people like us can enjoy being fullyresourceful.

Science experiences have special potential forbuilding a sturdy sense of self-efficacy: the belief inour ability to cope with problems based on ourown competence (Harlan & Rivkin 2004).

There are two standard arenas available toscience teaching:

• incidental or spontaneous types ofexperience (improvised)

• planned (well-considered) science experiences.

Developing an informal science outlook

Always take advantage of spontaneousobservation and study. Explore animals, plants,the weather, and so on. But, to extend thismore fully, also include the operation of thelaws of nature. For example, consider with yourkids what happens when you let go of a swing.Or try to guess together how far your bubblesmight fly. Wonder aloud at how your ice mightchange when left out of the fridge Ask childrenquestions (as I’m sure you already do) thatencourage them to observe. Keep the questionsopen-ended, avoiding a standardised answer,and you’ll be encouraging the ‘young scientists’to think for themselves.

Develop a ‘science corner’. This is a good ideabut let it involve more than the usual ‘nature’corner. It could allow for a variety ofmanufactured items as well as naturalsubstances and materials. Include a displayboard. Attach found objects and interestingthings from home as this takes observations anddiscussion into broader realms.

Interactive science with the very young is fun!

Sharmila’s background is as a contemporary artist, holding a Masters of CreativeArts degree from James Cook Uni, and also as a passionate community educationfacilitator with over 20 years experience. She has been successfully employedsince 2001 by Queensland Museum, to research, develop and present excitingscience, history and culture learning programmes especially for 4-8 year olds - byfusing the arts with science. She is also a mother of two teenage boys.

Sharmila Nezovic, Queensland Museum, Southbank


Ways to facilitate planned learning experiences

Utilise integrated, planned experiences. Startwith familiar topics and let them buildmomentum. Allow time for building andextending upon your spontaneous investigationstogether. These extensions can sometimesabsorb adults and children alike, for up to wholeterms at a time! The how and why of things mayeven extend into the community, thus enablingchildren to glean knowledge and informationfrom people with a wide range of expertise.

The four different approaches to plannedscience education delivery are:

Discovery – where the laws of nature are waitingto be discovered; where learning arises fromlearners observing and manipulating theirenvironment. Discovery will happen when thelearner is at the right stage of intellectualdevelopment. Allow for personal learning tooccur, through singular or play-based experiences,for example, if the children are provided withwater, clay, paint, toys, to use freely.

Transmission – when the teacher tells the childrenabout things to do with the world of living things.This means the knowledge is conveyed as a bodyof knowledge with ‘right’ answers - rather than asan ongoing search for improved answers. Learningis imparted by someone creditable and reliable,one who assumes authority with ‘superior’knowledge to the children.

Process – where children carry out tasks ofmeasuring, designing, hypothesising andobserving - the doing of ‘scientific method.Here, learning these skills enables children to

develop problem-solving abilities. This isconcrete learning and only as engaging as theleader’s level of encouragement. The scope islinear and limited to single objectives.

Interactive – Where the children’s questions cangive direction to the rest of the topic! Theteacher explores with them and, in so doing,becomes a role-model of investigating for them.The teacher can challenge children’s ideas if theyneed clarification, but in a non-threatening way.There is opportunity for the senses to be entirelyengaged. For example, the teacher would gobeyond utilising role-play and enacting by askingchildren if they have considered the ideas ofanother child. The topic can be concluded withsharings or findings or comparisons with beforeand after views. In this way, science can be seenas both an individual and a collective activity, tomake better sense of the world. This approach tolearning uses present ideas and experiences toconstruct participants’ own knowledge! It is aprocess which engenders inquiry rather thanresistance. It is thoroughly engaging, creativeand broad-ranging.

The interactive approach leads us naturally torealising ‘socially constructed learning’. The‘scaffolded’ early childhood science educationapproach means the teacher subtly leads theconceptual thinking, gradually increasing thelink between everyday language and thegrasping of the more technical concepts andparameters. But it’s the children’s interest thatguides the direction. Through scaffolding, wecan capitalise on their keen interests and extendinto different areas of associated activity as well.

Science areas for exploration (and these will often overlap):

Living things Matter & materials Forces &energy Earth & beyond

• Animals• Plants• Bacteria & viruses• Fungi - e.g.

mushrooms• etc.

• Chemical processese.g. cooking

• Making & compositionof materialse.g. plastic bottles

• etc.

• Physical phenomena e.g. Air• Sound• Water• Light• Magnetism• Magnification• Levers & ramps & pulleys

(machines) • etc.

• Weather• Seasons• Space• Geography• etc.


This could be with other, yet further-reachingscience pathways to explore, even including artand craft activities, to reinforce the sciencelearning, and of course, utilising the excitementof themed excursions or field trips.

THE UNIVERSE ACCORDING TO SCIENCE

Introducing science thinking is often just a matterof a change of our language and conceptsdelivery - of expressing the wonder of it all, indifferent terms. For instance, not knowing theanswers beforehand, is no longer a deterrent, asinteractive science enables us to embrace variedoutcomes. An example of this would be in the useof ‘pattern-seeking’. If children notice the spiralpattern inside a shell, they can draw and measureit, dance the pattern, build spirals and matchthem with other spirals in the environment.

Six top hints for a successful planned sciencepresentation

to encourage highly fulfilling observations,reflections, reasoning and predictions:

1. Follow-through children’s questions - let theirinterest lead the topics and theming.

2. Research the topic (solo beforehand, ANDwith the kids during) - so you extend yourknowledge base to become a more informedguide/participant.

3. Simplify content - don’t, like some scientists, getcaught up in high-faluting terms and constructs.

4. Practice the science explanations first - forease of flow in the links to understanding. Thisthen proves how easy science is to grasp.

5. Really focus on appropriate word-images -children need concepts geared to their level.

6. Have fun - your experiment’s delivery andscience demonstrations should includeenthusiasm, surprise, clarity and humour.

It is important to consider that science conceptsstimulate exploration which can be morelayered than just free-form play. And byallowing the growth of multiple contexts toemerge, the learning will automatically addressthe application of contemporary pedagogicaltheories (such as those presented by Gardner’sMultiple Intelligences). A sense of industry can

initiate a profound sense of significance - it getschildren and adults thinking together.

SUMMARY

We delight in children’s fabulous personalities,their moods, tastes, fears, and desires. Wewatch their language and social skills growdaily. Our aim can be to encourage them toexplore beyond random play or simply to focuson the mechanics of alphabets and counting.We should encourage their creative sense ofwonder at the world around and help themflourish with a deepened sense of confidence inunderstanding more about it. We can engagethem with age-appropriate scientific inquiry -it’s so accessible. We are surrounded by scienceevery day! We should recognise that scientificexploration encourages wonder and cognitionand engage with both to incorporate dynamic,all-inclusive, interactive learning approaches.

ReferencesBooksFleer, Marilyn & Cahill, Alita, 2001, I Want to Know...?Learning about Science, AECA Science Resource Books series Harlan, Jean D. & Rivkin, Mary S. 2004, Science Experiencesfor the Early Childhood Years, Eighth edition, Pearson, MerrillPrentice HallArticlesChandler, M. Dennis Jr., 2002, ‘Start Using ‘HollywoodPhysics’ in your Classroom!’ Physics Teacher Vol 40 Kirkwood, Valda, 1991, ‘Approaches to teaching & Learningin Early Childhood Science’ Australian Journal of EarlyChildhood, Science & Technology Issue, AECA Piscitelli, Barbara, Weier, Katrina, March/ April 2003, ‘Hot &Sweaty in the Museum’ Bedrock - the early childhood servicesmagazineFleer, Marilyn, September 1991, ‘Towards a Theory ofScaffolded Early Childhood Science Education’ Australianjournal of early Childhood Vol 16 - No 3 Web documentsSmith, Mark K. (2005), “Howard Gardner, MultipleIntelligences and Education” http://www.infed.org/thinkers/gardner.htm Wright, S. (2000), “Challenging Literacies: the Significance ofthe Arts” http:// www.aare.edu.au/00pap/wri00006.htm The website of the American Chemical Society, http://www.chemistry.org follow the prompts to: “Wonder Science”primary school magazinesThe website of Primary Connections, linking science withliteracy - useful curriculum resources for teachers, http://www.science.org.au/primaryconnectionsCurriculumQueensland Studies Authority 2006, Early Years CurriculumGuidelines, Spring Hill, Queensland


In May, I represented C&K at the World Forum onEarly Care and Education in Kuala Lumpur,Malaysia. The mission of the World ForumFoundation is to promote an ongoing globalexchange of ideas on the delivery of qualityservices for young children in diverse settings. Thismission is accomplished through conveninggatherings of early childhood professionals aroundthe world and by promoting the continuingexchange of ideas among participants. Along withmore than 700 colleagues in early childhood from83 countries around the world, I participated in a4 day program in which delegates wereencouraged to exchange ideas about the qualityof services for children in diverse settings. Themesincluded nature education, peace building,curriculum, quality, teacher education, diversity,environments, early childhood education and carepolicy development, health and children’s rights.

I presented two of the concurrent sessions –Defining curriculum in Early Childhood - What,How and Why? and Paths to literacy: formal andnatural routes to learning, along with colleaguesfrom South Africa, India and America. Thesesessions provided me with an opportunity toshare C&K’s approach to curriculum andlearning in early childhood education and careservices throughout Queensland. Theconference is like no other that I have attendedbefore. The organization is democratic andparticipative. Each session consists of three orfour presenters who share their perspective ofthe topic and a moderator. Prior to theconference presenters communicate via email todiscuss the format of their session. As in mycase, you meet your co-presenters for the firsttime at the conference. At the presenterinformation session you are encouraged tospeak from the heart. Each presenter is allocated10 -15 minutes with the bulk of the session leftto interaction from the delegates. Power pointpresentations are not permitted. As in the caseof both of my presentations this led to richdiscussion and dialogue. It is an experience thatI am very grateful to have been given.

The World Forum Foundation supports anumber of early childhood education and careprojects throughout the world:

• African Early Childhood Coalition• EC eTeaching• Global Leaders for Young Children• HIV/AIDS and its impact on Young Children• JohnsonDiversey Children’s Initiative• Men in Early Childhood Education• Multi-site Managers exchange• Nature Education for Young Children• Peace Building for Young Children• Windows on the World of Early Care and

Education• Working Forum for Teacher Education• World Forum Networking Project

If you would like to find out more about thisglobal early childhood organization visitwww.WorldForumFoundation.org

C&K at the 2007 World Forum on Early Care and EducationLynne Moore - C&K College of Early Childhood

Lynne with co-presenters from India and SouthAfrica - Defining Curriculum in Early Childhood:What, How and Why?

Lynne with co-presenters from America and participantsfrom Malaysia, Canada, Australia and Singapore - Pathsto Literacy: Formal and Natural Routes to Learning.


Family Planning Queensland (FPQ) launched itsfirst illustrated children’s book, Everyone’s got abottom this year.

Everyone’s got a bottom provides an opportunityfor parents to talk about self protection skillswith young children under 8 years old.

This book is a collaboration between writer TessRowley, illustrator Jodi Edwards and FPQeducators. Emeritus Professor Freda Briggs, OAand child protection experts from C&K andQUT’s School of Early Childhood contributedvaluable insights. The authors also drew on theexperience of FPQ educators who work withchildren every day through FPQ’s educationservices.

‘We all have bodies and we all want to keepthem safe,’ said FPQ project coordinator HollyBrennan.

‘Everyone’s got a bottom is astory about a boy called Ben,and his brother and sister,learning and talking togetherabout bodies. It is a tool forparents and carers to gentlystart a conversation withchildren about self protection.FPQ has been campaigning forearly childhood sexualityeducation as a child protectionmeasure for years and thisbeautifully illustrated children’sstorybook is an example of howto do it.’

‘The book is based on soundresearch about child protectioneducation. The children wefocus-tested just think it’s a greatstory, but one child protectionexpert who read it commented

that you can see the evidence of research in thestory and the dialogue and in the wholeapproach.’

The development of Everyone’s got a bottomwas funded by the Gambling CommunityBenefit Fund. It went on sale on 3 April 2007.

‘Family Planning Queensland has been floodedwith calls and emails from the general publicwanting to order the book and we anticipatethat the first print run will be sold out withinweeks of launching the book,’ Ms Brennan said.

A reprint is now being planned.

For more information go to www.fpq.com.au

Press ReleaseFamily Planning Queensland launches children’s storybook


“Eats, Shoots & Leaves - Why, Commas Really DO Make a Difference!” is adelightful picture book with a very important message. It highlights thedifference that a comma makes to a piece of text by presenting the samepiece of text with the comma in a different place. The reader is able to seeclearly, through the help of the clever illustrations, how the placement ofthe comma makes a difference to the meaning of the sentence.

The final two pages present the examples from the book with a detailedexplanation of why the comma made a difference in each example. This furthers it as a valuableteaching tool.

The Year 5 class I read this book to clearly enjoyed the book and the conversations which arose formeach page demonstrated that the author had hit the mark. The students then showed further learningby making up their own examples. They enjoyed the humorous aspect of the book and its clear,concise message.

With punctuation and grammar being a focus for teachers (and the media!) this book makes anexcellent teaching resource. It is easy to read and presents a powerful message.

Title: “Eats, Shoots & Leaves - Why, Commas Really DO Make a Difference”

Author: Lynne Truss ISBN: 9781 861 978 165Published by: Profile Books RRP: $24.95

Reviewed by: Kim McNamara, Head of Curriculum, Wellers Hill State School

About the author:

LEIGH HOBBS was born in Melbourne in 1953. Two of Leigh’spicture books, Old Tom’s Holiday and Horrible Harriet were shortlisted for the Children’s Book Council of Australia Picture Book ofthe Year Awards in 2002 and 2003. His books have won everymajor Children’s Choice Award in Australia. Leigh Hobbs was anart teacher for twenty-five years. He wants it known that some ofthe characters and incidents depicted in this book are fictitious.

About the book:

Leigh Hobbs’ sketches and condensed words transport MissSchnorkel and her class of Freaks to sea. Have they uncovered hersecret? This book is the anarchic, hilarious sequel to 4F for Freaks,also written by Hobbs. An easy, fast, fun book to read.

Title: Freaks Ahoy

Written & Illustrated by: Leigh Hobbs ISBN: 9781 741 149 838Published by: Allen & Unwin RRP: $12.95

Reviewed by: Ros Heywood


About the author:

KATE DE GOLDI is an author of three novels for young adults. She isa regular personality and reviewer of children’s books on nationalradio and teaches writing workshops throughout New Zealand.The idea for Clubs and Billy came from her own experiences inprimary school.

About the illustrator:

JACQUI COLLEY is a painter who exhibits regularly and has work inprivate collections internationally. She is also a director of a graphicdesign and new media company.

About the book:

Billy’s teacher, Ms Love “breaks the mould.” Billy Button “breaks themould.” This story presents a video or camera shot into who Billy is.

We come to know and understand him- his “ingenuity”, “passion and panache.”

Using collage and words, this story beautifully captures the hope offered to Billy when he is understoodand valued for who he is.

There is a lesson for us all in here!

Title: Billy

Author: Kate De Goldi ISBN: 9781 741 148 923Illustrated by: Jaqui Colley Published by: Allen & Unwin RRP: $14.95

Reviewed by: Ros Heywood

Plot: This story is about a young girl whose mother is a wildlife carer. Oneday Harmony’s mother rescues a baby possum and says that it needs to bekept at body temperature, therefore she keeps the possum in her bra.

Harmony, who is about 9 years old, is very embarrassed that her motherdoes this. Harmony writes a list which she gives to her mother. The listoutlines all the things Mon wants her mother to do to stop embarrassing her.For example, Do not go into town with animals in your bra.

In the end, Harmony’s mother does try to do all the things on Mon’s list butonly for one day. Then she goes back to her normal self and Harmony decidesshe likes it that way.

Recommendation: I would recommend this book for children aged from 8-13. It is pretty funny and verygood. I would rate it 8 stars out of 10.

Title: The Kid Whose Mum Kept Possums In Her Bra

Author: Dianne Wolfer ISBN: 9781 921 064 319Published by: Fremantle Arts Centre Press RRP: $12.95

Reviewed by: Isabella Ganko - aged 12 years

ecta vol 13 no 2 · 4 educating young children- learning and teaching in the early childhood years...

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