Preschool Field Officer Program

Published by theCommunications Divisionfor Wellbeing Health and Engagement DivisionDepartment of Education andTrainingMelbourneDecember 2015

©State of Victoria (Department of Educationand Training) 2015

The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.

Authorised by the Department of Educationand Training,2 Treasury Place, East Melbourne, Victoria, 3002.ISBN This document is also available on the internet atwww.education.vic.gov.au

Contents

Introduction 3

Preschool Field Officer Program 3

Purpose of the Preschool Field Officer Guide 4

Background 5

Contemporary Frameworks for Children's Learning

and Development 5

Diversity, Equity and Inclusion 6

The PSFO Program 8

Who is Eligible for the PSFO service? 8

Who are Children with Additonal Needs? 8

The PSFO Role 8

Capacity Building Support to Kindergarten Educators

10

Working with Families 11

The VEYLDF Principles and the PSFO Program

Qualifications and Capabilities of the PSFO

Monitoring

References 17

IntroductionThe first years of life are crucial to lifelong learning, wellbeing and success – we are making Victoria the Education State by strengthening early childhood services for children and families.

With over 70,000 children attending Victorian Government funded kindergarten programs each year, Victoria has a strong and vibrant early childhood education system and is committed to supporting the personalised learning and development of all young children.

Kindergarten programs aim to engage each child in effective learning; promoting communication, learning, thinking, positive relationships, identity, health and wellbeing.

Engaging children in high quality programs and services benefits all children and their families and improves a child’s learning and development outcomes, emotional wellbeing, longer term educational and social outcomes and overall life experience.

Research shows that providing high quality early childhood services that support the diverse needs of children, extra support for families and appropriate early intervention are effective ways to break the cycle of disadvantage.

The Department of Education and Training (the Department) provides a range of policies, programs, supports and resources for early childhood education and care services to support the delivery of high quality kindergarten programs for the diverse needs of all children, including children with disabilities, developmental delays and additional needs.

The Preschool Field Officer (PSFO) program assists educators in funded kindergarten programs to plan and deliver a kindergarten program that provides for the access, learning and development, and meaningful participation of children with additional needs.

The PSFO program also assists kindergartens to link families into the range of available supports and services in relation to children with developmental concerns and broader child and family supports.

The PSFO program complements other universal and specialist services that are available to support children’s learning, development and wellbeing in the kindergarten program.

Department of Education and Training 3

Preschool Field Officer ProgramThe PSFO program is a locally responsive approach to providing kindergarten services with practical advice, support and professional services to enhance service capacity to provide for the access and participation of children with additional needs. The PSFO’s role is to support early childhood teachers and educators to build their skills, knowledge and confidence to plan for and include all children.

Children with additional needs attending a Victorian state government funded kindergarten program are the target group for PSFO support.

The Department funds community service organisations and local councils to provide PSFO services across the state. The service utilises an outreach model, enabling the PSFO to provide services within the kindergarten program and environment.

There is no cost to the kindergarten program or families for the PSFO service and it is accessible within the universal service system.

Purpose of the Preschool Field Officer GuideThis guide has been developed for PSFO providers and the PSFOs they employ to support a consistent understanding and delivery of the PSFO program.

The guide aligns a contemporary framework to the PSFO role and incorporates initiatives and research in the early childhood field. It complements the Specialist Children’s Services Standards (1998) and is underpinned by the practice principles and outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF), the foundation for professional practice of all early childhood professionals, including PSFOs.

The document provides: PSFO service providers with information to support employment

processes, ongoing professional development and service delivery A framework for the PSFO role Information regarding the existing performance measures and data

collection requirements.

Department of Education and Training 4

Background

Contemporary Frameworks for Children’s Learning and DevelopmentThere have been significant changes to both State and Commonwealth children’s services in recent years through the introduction of both the National Quality Framework (NQF) and the VEYLDF. These frameworks guide early childhood education and care professionals in their work with young children, including children attending funded kindergarten programs.

The VEYLDF advances all children’s learning and development from birth to eight years by supporting all ECEC professionals to work together with families to achieve common outcomes for all children. The VEYLDF sets the highest expectations for every child and identifies eight practice principles to guide professionals and five early years learning and development outcomes for all children. It also links directly with the NQF for Early Childhood Education and Care services (ECEC).

The following overarching principles underpin the NQF: the rights and best interests of the child are paramount children are successful, competent and capable learners equity, inclusion and diversity underpin the framework Australia’s Aboriginal and Torres Strait Islander cultures are valued the role of parents and families is respected and supported best practice is expected in the provision of education and care

services.

Both the VEYLDF and NQF raise and drive continuous improvement in the ECEC sector.The PSFO program is delivered within the context of these frameworks.

Further information regarding these frameworks can be found via the following links:http://www.acecqa.gov.au/national-quality-framework http://www.education.vic.gov.au/childhood/providers/edcare/Pages/veyladf.aspx

In addition, the Revised ECIS Literature Review (2010) highlighted the current evidence base for understanding how young children learn and the importance of supporting the key environments where children spend their time (e.g. kindergarten program) so that these environments may be as supportive of children’s learning and development as possible.

Key themes that have emerged from recent research include: children’s development is shaped by the environments in which they

live, and spend most of their time the importance of children’s social and physical environments for their

ongoing learning and development

Department of Education and Training 5

the understanding that these environments need to be as fully supportive of children’s learning and development as possible

the importance of relationships for children’s learning and development the pivotal role of the educator in optimising learning and development

outcomes for children through intentional, sustained and shared interactions

the understanding that an inclusive kindergarten fosters the development of a sense of belonging and respects individuality and diversity in order to promote all children’s learning, development and well-being

the changing role of specialist services from working solely with the child to building the capacity of key adults in the child’s life to support the child’s learning and development.

Diversity, Equity and InclusionOver the past decades there has been a paradigm shift in the way disability and additional needs are conceptualised, involving a shift from a model of functional deficit to a model of disability that places it within a social context and recognises that attitudes and environments can constrain the functioning and participation of children with disabilities and additional needs as much as their impairments do. (Revised ECIS Literature Review (2010))

Successful inclusion in kindergarten programs recognises the diversity of all children and creates a context where all children are valued and experience a sense of belonging and are encouraged to reach their full potential in all areas of development alongside their peers.

Equity means providing all people with the supports they require to make the most of their rights and opportunities. Equity in early childhood means supporting all children to participate fully in the learning and development opportunities within the kindergarten program.

Research indicates there are a range of strategies that address the identified barriers to inclusion and support successful inclusion. At the core of this in the early childhood setting are the attitudes and skills of the early childhood teacher and educator. The PSFO program supports the kindergarten team to develop the confidence to plan for and support the diversity of all children to engage in the kindergarten program.

The right to inclusive programs is articulated in the United Nations Convention on the Rights of People with Disabilities 2009 and the Convention on the Rights of the Child.

It is acknowledged that ‘inclusion’ in the broader context may include children of cultural and linguistic diversity and children from Aboriginal and Torres Strait Islander backgrounds as well as children with a disability. For the PSFO role, the target group - children with additional needs refers to children with developmental concerns.

Department of Education and Training 6

Consistent with these UN conventions the Australian Government expresses its commitment to inclusive education through the Disability Standards for Education 2005 which outline legal obligations for educational services under the Disability Discrimination Act 1992. This legislation ensures the right of every child who experiences disability to education on the same basis as children without disabilities, including in kindergarten settings. This recognises that each child is different and that some children may require additional support to participate on the same basis. It also recognises that educators may need access to additional supports and resources to ensure they are able to provide a fully inclusive program. Disability Standards for Education: A practical guide for individuals, families and communities is available via the website: http://resource.dse.theeducationinstitute.edu.au/

Under the legislation and policies outlined above it is important that PSFOs understand the obligations of service providers and early childhood teachers and educators, to children with additional needs and their families.

Department of Education and Training 7

The PSFO program

Who is Eligible for the PSFO Service?All Victorian state funded kindergarten programs are eligible to receive PSFO services to support the access and participation of children with additional needs in a kindergarten program. Funded kindergarten programs are provided in a variety of settings including children’s centres, long day care centres, community kindergartens, independent schools and a small number of government schools.

Parents of children in funded kindergarten programs who have concerns regarding their child’s development are encouraged to discuss these with their child’s kindergarten educator in the first instance. Where a parent directly contacts the PSFO program, the PSFO will liaise with the relevant kindergarten educator to progress the referral.

Who are Children with Additional Needs?The PSFO Program defines children with additional needs as children in a funded kindergarten program presenting with developmental concerns. Developmental concerns may be associated with any area of a children’s development, from language delays or challenging behaviours through to children with multiple disabilities. Children must be attending or about to commence a funded kindergarten program for the kindergarten to receive PSFO support.

The target group is also inclusive of children in receipt of Early Start kindergarten funding who are attending a kindergarten program delivered by a degree qualified early childhood educator.

Please note that if a child’s development is already supported by an early childhood intervention service it is expected that the kindergarten educator will seek inclusion support from this provider, not the PSFO.

The PSFO Role

While the PSFO program can play an important role in supporting children with additional needs, the primary role of the PSFO is to engage with the early childhood educator, not to work one on one with children. It is important that the PSFO program actively builds capacity in those early childhood educators directly working with children every day.

This capacity building approach of early childhood educators is also referred to as a ‘with and through others’ approach and recognises that those who are with the child the most will have a greater impact on the child’s development. It is important that the early childhood teachers and educators gain the knowledge, skills and confidence to embed learning and

Department of Education and Training 8

development opportunities that meet the diverse needs of all children within the program. This includes responding to children with additional needs and providing for their inclusion in the everyday learning opportunities, activities and routines.

Seen in this light, the overall aim of the PSFO program is to ensure that early childhood teachers and educators continually improve their capacity to provide young children who have additional needs with the experiences and opportunities that promote their learning and development, and enable them to participate meaningfully in the program. The PSFO program helps educators to build their confidence, knowledge and skills to provide an inclusive program that is responsive to the needs of all children.

As facilitators of change, the manner in which PSFOs engage the kindergarten team is as important as their knowledge of both child development and of appropriate strategies for supporting children’s additional needs. To assist educators to respond to the needs of children and their families, PSFO professionals should understand the factors that influence effective adult learning and build respectful collaborative partnerships that recognise and build on educators’ strengths.

Kindergarten programs aim to provide high quality inclusive and personalised learning and development programs that respect the diversity of all children and recognise the unique path that all children take in their learning and development. Early childhood educators recognise and address the barriers to children’s learning and participation. Educators may require support to identify areas and situations where focussed support or intervention is required to improve a child’s learning and development.

Department of Education and Training 9

Capacity Building Support to Kindergarten EducatorsCapacity building is provided through a range of strategies that assist the educator to plan and implement a program that is responsive to the learning and development needs of children with additional needs. This approach supports educators to see themselves as having both the responsibility and capability to plan for all children in the kindergarten program and that it is not only ‘specialists’ with specialist skills who can support the learning and development of children with additional needs.

Support to educators may include: provision of information and resources, and identification of adaptations,

strategies and experiences to inform programming for a child with additional needs

supporting a kindergarten educator’s identification of a child with additional needs through contributing to the assessment of the child’s capabilities as well as their learning and development needs

supporting a kindergarten educator’s confidence and capacity to respond to a parent’s concerns regarding their child’s development

provision of planning support that respects, acknowledges and complements the educator’s expertise in supporting children’s learning and development

coaching of an educator to assist with planning and implementation of an inclusive kindergarten program that supports a child with additional needs

building professional partnerships and collaborative relationships with kindergarten educators

modelling of specific skills, suggestions and strategies with educators assistance to an educator to embed child specific teaching and learning

approaches and opportunities into the everyday kindergarten environment

identification of referral pathways and facilitation of linkages for families to the range of child and family supports, including more specialised assessment and services where indicated.

The role complements the range of supports provided by other specialist services and kindergarten supports including: case coordination for vulnerable children and families professional development of early childhood educators early childhood intervention services parenting and family support services quality and regulatory early childhood education and care supports kindergarten cluster management Kindergarten Inclusion Support Packages (KIS) program.

Department of Education and Training 10

Working with FamiliesPSFOs recognise that families are the child’s first teacher, know their child and can provide important information regarding the child’s development. PSFOs can support educators to build a trusting and respectful relationship with families that enable educators to plan and provide for the ongoing learning and development of the child in the kindergarten program. PSFOs can use a range of capacity building strategies that may include acting as role models for strength based conversations with parents regarding their child’s development or acting as support for the educator as they lead conversations with families. Part of this work focusses on building the skills and confidence of the kindergarten educator to respect the family as decision maker for their child and support the educator to understand the range of services and supports available to enhance child and family functioning.

The PSFO does not directly deliver intervention to a child within the kindergarten setting, but acts as a consultant and coach to the early childhood educator. This approach may include contact with the child and family in the kindergarten setting, recognising that this work is done with and through the kindergarten educator in a manner that respects the educator’s ongoing relationship with the child and family. It also builds the educator’s skills to develop and implement inclusive strategies for all children in collaboration with their families.

With parent/carer consent the PSFO can directly observe the child in the kindergarten environment and contribute to the educator’s assessment of a child’s capabilities as well as their learning and development needs in the kindergarten program. This information assists educators and families to make informed decisions regarding referral pathways for specialised assessment or support services. PSFOs also assist the educator to identify and link families to the range of supports available and support the educator’s program planning for the child in the kindergarten.

Where a kindergarten seeks the PSFO service in relation to a child, the early childhood educator is required to obtain informed consent from parents/guardians/carers for PSFO involvement with their child, prior to requesting PSFO assistance.

Department of Education and Training 11

The VEYLDF Principles and the PSFO ProgramThe VEYLDF provides a framework for collaborative practices across early years services. The practice principles of the VEYLDF that guide the PSFO program and inform interactions with educators and families are arranged into three categories: Collaborative; Effective; and Reflective.

Collaborative:Family Centred Practice

Family centred practices build confidence and capacity. PSFOs recognise the primary influence that families play on the learning and development of their child and respect the pivotal role that families play in the child’s life. Consent from families is obtained prior to any involvement with a child in the kindergarten program. PSFOs support parent professional partnerships by encouraging and supporting educators to use the family’s understanding of their child to inform their planning, and to actively engage families and provide them with feedback about their child.

Responsiveness to the diversity of children, families and educators informs delivery of the PSFO program. PSFOs seek to maximise the use of universal and targeted services to support an integrated service system for families. They do so in a respectful manner that demonstrates an understanding of the longer term relationship that the educator has with the family and child during the kindergarten year.

Partnerships with Professionals

The work of the PSFO requires a collaborative partnership approach with early childhood teachers and educators. This effective partnership enables sharing and the exchange of knowledge and expertise which build capacity. PSFOs support a coordinated approach and seek not to duplicate services by working with others to provide a coordinated service delivery approach. PSFOs also participate in professional networks to facilitate the identification, referral pathways and inclusion of children with additional needs in universal services. PSFOs use the common language of the five VEYLDF outcomes to support collaborative approaches between early childhood professionals and families.

High Expectations for Every Child

PSFOs support families and educators to have high aspirations for all children, including those with additional needs, in the knowledge that this enables children to experience success in their learning and development. The principle of high expectations for all children recognises that every child can learn. PSFOs support educators to explore the different resources, supports and opportunities that can be provided for children with additional

Department of Education and Training 12

needs to ensure they benefit from the learning and development opportunities within the kindergarten program.

Effective:Equity and Diversity

Professionals who respect diversity respond to each child’s unique learning needs. Equity means providing all people with the supports they require to make the most of their rights and opportunities. Equity in early childhood means supporting all children to participate fully in the learning and development opportunities within the kindergarten program. PSFOs support educators to enhance inclusive programming that meets the needs of all children, in particular children who have additional needs.

Respectful Relationships and Responsive Engagement

Respectful relationships form the basis of all children’s learning and development. When children and families have a connection, feel welcome and have a positive relationship with the team of early childhood teachers and educators they thrive in the kindergarten environment. PSFOs support the team to make connections with their children and families, to work positively on their abilities and strengths and get to know them on an individual basis. PSFOs use strength based approaches that build the capacity of educators, whilst respecting and acknowledging their expertise.

Integrated Teaching and Learning Approaches

Inclusive practices are at the core of integrated teaching and learning approaches. PSFOs support kindergarten teams to provide personalised learning and development opportunities including adult led learning, guided play and learning, and child directed play.

Assessment for Learning and Development

Assessment of children’s development should be authentic and take into account child, family and educators’ perspectives. PSFO observations of children with additional needs in the kindergarten program take a strengths based approach that reflects the VEYLDF learning and development outcomes: identity; community; wellbeing; learning; and communication.Any observation and assessment is objective and may challenge preconceived ideas regarding a child’s capabilities and open new ways of thinking about a child’s needs and the support they may require.

Reflective:Reflective Practice

Reflective practice is a core component of PSFO work as they seek to build the capacity of others. PSFOs reflect on their own practice and work to assist educators to reflect on theirs. PSFOs seek to understand the child from the educator’s perspective and provide services that build the skills of others.

Department of Education and Training 13

PSFOs seek feedback from families and educators regarding their service and use this information to inform continuous service improvement.

Qualifications and Capabilities of the PSFOPSFOs should be a degree qualified early childhood educator with experience in delivering high quality inclusive kindergarten programs and have the following capabilities:

a practical and theoretical knowledge of both program planning and program delivery in kindergarten settings

an understanding and ability to apply the practice principles and child outcomes of the VEYLDF in their PSFO role

a strong understanding of typical and atypical child development as well as the potential impact of additional needs on a child’s learning, wellbeing and development

strong interpersonal and communication skills

a sound understanding of program strategies and adaptations to support children’s learning

expertise and knowledge of specialist referral networks that bridge the gap between kindergarten and specialist services

a strong understanding of inclusive practice to support responsiveness to the diverse needs of all children in the context of kindergarten programs

an understanding of the impact of trauma and disadvantage on a child’s development and the importance of relationships in fostering a child’s learning and development

an understanding of how to facilitate change and experience with capacity building strategies including collaboration, consultation and coaching

a demonstrated ability to work in collaborative partnerships with other professionals, build and manage a diverse range of networks and form positive working relationships with early childhood professionals

a demonstrated knowledge and understanding of the barriers and enablers of inclusion in kindergarten settings

experience in responding to the diversity of children, families and educators including recognising and building on strengths.

Department of Education and Training 14

Monitoring

Monitoring and review Government-funded organisations that deliver PSFO services are monitored against the performance measures and targets specified for this activity in the service agreement. Standard performance measures for this activity are outlined below. Monitoring is undertaken through data collection requirements as listed here and financial accountability requirements as specified in the service agreement.

Funding is subject to the delivery of specific targets. Where annual performance is less than 95 per cent of target performance, the funded organisation will be required to provide the Department with a justification for retaining full funding.

Performance measures and data collectionsFunding for this activity is based on actual service levels, which may be adjusted in accordance with periodic reconciliations. IRIS provides an electronic data collection and reporting tool. Funded services are required to enter details of all services delivered in the PSFO program through this system.

Performance Measures Reporting frequency Reporting due date

Number of clients Quarterly 15 October, 15 January, 15 April, 15 July

Percentage of clients sampled who are satisfied with the service provided (target = 85 per cent)

Yearly 15 July

Data collections

Integrated Reports and Information Systems (IRIS)

Quarterly 15 October, 15 January, 15 April, 15 July

Department of Education and Training 15

Counting RulesPurpose Definition of

termsCounting Rules

Example Data Source

Number of clients assisted by the programThis performance measure provides information about the number of children receiving support from the PSFO Service.

Clients are defined as children with additional needs who attend a government-funded kindergarten and receive support through the PSFO program.

Count each child once in a financial year.1. Count cases in the 1st quarter: at the start of the period opened during the quarter

2. Count new cases opened for the remaining three quarters.

Cases open at the beginning of the financial year (1 July) = 43.New cases opened during 2nd quarter = 12, 3rd quarter = 2, 4th quarter = 30.Number of clients receiving a service = 87 (43 + 12 + 2 + 30).

As per indicators in IRIS consistent with the National Minimum Data Set (NMDS).Agency completes data as cases proceed and submits it to the Department via IRIS export each quarter.

Percentage of clients sampled who are satisfied with the serviceThis performance measure provides information about the quality and effectiveness of the services provided by the PSFO Service.

Clients are defined as parents whose children attend kindergarten programs and receive assistance from the PSFO program.

Number of clients sampled who are satisfied with the service provided divided by the total number of clients sampled.

Number of sampled clients who are satisfied with the service = 9.Number of clients sampled = 10.Percentage of clients sampled who are satisfied with the service = 9 ÷ 10 × 100 = 90 per cent.

Community service organisations and regions complete client survey annually and forward it to the relevant Department of Education and Training regional personnel.

Standards and guidelines Specialist Children’s Services Program Standards, DHS (1998) http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/intervention/programstandards.pdf

Victorian Acts and Statutory Rules are available from the Victorian Legislation and Parliamentary Documents website at www.legislation.vic.gov.au

Department of Education and Training 16

ReferencesDepartment of Education and Training; Victorian Curriculum and Assessment Authority. (2009) Victorian Early Years Learning and Development Framework for Children from Birth to 8 Years.http:// www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/learning/ veyldframework.pdf

Department of Education, Employment and Workplace Relations for the Council of Australian Governments (2009). Belonging, Being Becoming: The Early Years learning Framework for Australia. Australian Government, Canberra. http://education.gov.au/early-years-learning-framework

Moore,T. (2010) Early Childhood Intervention Reform project: Revised Literature Review 2010. Department of Education and Training, Melbourne. http://www.education.vic.gov.au/childhood/providers/needs/Pages/ecisreform.aspx

Department of Education and Training 17