Educator Resources

This week, two diverse but perhaps not unrelated news items caught my attention. The first was an ABC article on Artificial Intelligence (AI) announcing the next evolution in AI – Artificial General Intelligence (AGI).

AGI, which is still in the development stage, will be as smart or smarter than humans. Experts believe that AGI will become a highly autonomous system that will ‘outperform humans at most economically valuable work.  The benefits and risks of AGI are amazing and thought-provoking. I decided to explore ChatGPT Open AI to see just what it could do.

It was mind blowing! You simply type in a question or topic and it will provide a comprehensive response. It can be used to create videos, write music, write stories or essays, create images, generate speech, it can generate an image from text, make a famous painting come to life and create architectural plans!

It reminded me of Stephen Hawking’s prediction that…

“AI will either be the best thing that ever happened to us or it will be the worst thing. If we’re not careful, it very well may be the last thing.”

Why does this matter to Educators?

It matters because AI brings into question the premise of knowledge-based education. It is no longer necessary to teach facts – these can be accessed on an ‘as needed’ or just-in-time basis.  The future of education will likely shift to a greater emphasis in problem-solving, creative and critical thinking leading to innovation and change. However, AI or even AGI is unlikely to be able to foster human relationships, nurture children or encourage kindness, empathy and respect for the rights of others. That, I hope will remain the role of Educators.

This brings me to the second thing that caused me to stop and ponder this week. Firstly, a trip to the hair salon and a conversation with my hairdresser who described how her teenager is being relentlessly bullied at school. Sadly, I have heard this story from many parents of high school students who, despite schools’ anti-bullying policies, are often left to support their child without any concrete action from the schools. I have no figures on the rate of bullying or the damaging influence of social media – my own anecdotal evidence suggests the two are closely linked and that bullying is a chronic issue in our schools. I then heard on the news the horrific incident where a child was subject to gross abuse at a sleepover by her supposed ‘friends’ who shared their horrific assault on social media.

Coming full circle, I believe that schools need to look to the practices of Early Childhood Educators to address the issue of bullying. Instead of the current focus on knowledge acquisition, which is rapidly becoming redundant, the focus must shift towards what Early Childhood Educators do best – nurture children, build caring relationships and support children to develop kindness, empathy and respect for others. This may be regarded by some as a simplistic ideal – after all, teenage children are subject to more social pressures while struggling with the angst of adolescence and the brain’s final development towards self-regulation. However, I believe that a shift towards teaching emotional intelligence, (which is essentially what Educators do every day) will result in a more rounded, happier and emotionally healthy cohort of young people than the present education system that is becoming increasingly irrelevant in the 21^st Century.

Karen Kearns (M.Ed (EC) B.Ed.(EC) Grad.Dip.Ed. (Spec. Ed.)
CEO, International Child Care College

Further Reading:

Artificial intelligence is making headlines, but experts are already planning for ‘the next big thing’ – so what is AGI? (Fri 24 Mar 2023).
Wikipedia Article – Artificial General Intelligence

Happy New Year!

We are hoping that 2023 will at last bring back a sense of normality following three years of uncertainty. I understand that recruitment and retention of quality Educators continues to be a challenge for the Early Childhood sector. To remedy this, strategies to support the mental health and wellbeing of employees are critical but must also be managed in the context of the many pressures and challenges of managing a service.

An article published by Community Early Learning Australia (CELA), ‘Create a Staff Sanctuary’, recently caught my eye.

“There are many services with delightful, purpose-built staffrooms that might only need a tweak or two each year to make them more personal to the current team.”

– ‘Create a Staff Sanctuary’, Community Early Learning Australia

However, many centres do not have a designated staff room or, at best, a very small cubbyhole! Where there is a staff room, it often becomes a bit of a dumping ground for those items that just don’t seem to belong to a designated storage space (commonly known as clutter!).

Why not challenge staff to create their own sanctuary by finding and critically examining the existing staffroom? Ruthlessly clear out the clutter and then take a fresh look at how the space can be arranged more efficiently. There are lots of creative ideas for organising small/tiny spaces online. Going vertical is a great way to create space by adding shelves, wire storage frames, and (who knew?) amazing fold-out cupboards with a fold-out table, draws and shelving.

Having a space where all staff can go to unwind and relax is essential for mental health. Making that space pleasant, fresh, comfortable and inviting, communicates to each employee that their wellbeing is important to the organisation. Setting aside funds for a staffroom makeover is an investment in staff wellbeing and a positive investment in staff retention.

At International Child Care College, we recently reflected on ways to improve staff-wellbeing and retention as well as cost effective ways to value-add to the appeal of the organisation as a great destination for potential employees. Strategies we came up with may not be a best fit for other organisations but reflected feedback from our employees. These included a paid day’s birthday leave; free consultations in the workplace with a Financial Planner; an online suggestions/ideas board where team members can post ideas and share achievements; out-of-hours social events for those wishing to get together after work and whole-team training days. Staff also have access to free and confidential mental health consultants. Work and relaxation spaces are kept tidy and clutter-free to promote an inviting, calm and productive atmosphere.

We live in an age where work, family-life and other commitments compete for our limited time, where social media intrudes on our free time and where the cost of living and – for many – finding and keeping suitable housing are constant challenges.

Having a space at work to take time out and relax during breaks is a must.

Perhaps you and your team may make 2023 a year where staff wellbeing is front and centre in your workplace.

Karen Kearns (M.Ed (EC) B.Ed.(EC) Grad.Dip.Ed. (Spec. Ed.)
CEO, International Child Care College

Further Reading:

Create a Staff Sanctuary

As the year draws to a close, I find myself reflecting on the year that was in our ‘lucky country’.  Two things have stood out for me in the last little while (apart from the horror of recurring floods, the continued aftermath of bushfires and the lingering COVID virus)

The first is the Federal government announcement of a Treasury inquiry into the rising cost of Early Childhood Education and Care. The inquiry will investigate the costs incurred by providers, including labour, land and related costs, finance and administration costs, regulatory compliance costs and the cost of consumables. The inquiry will also explore prices charged and why prices differ. Hopefully, this inquiry will  finally stop the continual questioning about the cost of providing quality Early Childhood Education and Care. It will hopefully reveal what we already know, i.e. Early Childhood is seriously underfunded and Educators are underpaid.  My wish is for a new funding model that not only provides fee relief for families but also subsidises an equitable wage for all Educators.

My second stop and pause moments was the most recent Foodbank report:

The survey of 1,000 parents, commissioned by Foodbank, shows 22 percent of Australian children under the age of 15 live in a household that has run out of food at some stage over the past year.

 

One in every five Australian children has gone hungry in the past 12 months according to a new report, with some even resorting to chewing paper to try to feel full.

 

One in five kids affected go to school without eating breakfast at least once a week, while one in 10 go a whole day at least once a week without eating anything at all.

In a second article published by Social Science and Medicine, November 2022,  it was reported that in a study of more than nine hundred child care centres across Queensland those in disadvantaged communities, where food insecurity was highest, were less likely to provide meals to children than those in more affluent areas. The study, by  Professor Karen Thorpe (Queensland Brain Institute, University of Queensland) reflects the findings of United Workers Union March 2022 report, ‘Children Going Hungry’ which also revealed that almost half (47%) of educators surveyed think that children at their centre are not provided with enough high quality food to eat. The report found that food budgets ranged widely between $0.65 – $5 per day per child.

So what can we conclude from this research? I do not think we can conclude that Early Childhood services are putting profits before children as some have suggested. My thoughts are that it reflects the economic reality of the cost of quality education and care in an atmosphere where there is continual criticism of the cost of care to families. This criticism has been fuelled by governments who have side-stepped the elephant in the room – that is – quality Early Childhood Education and Care comes at a substantial and justifiable cost.

The constant debate about fee relief, wages and now the cost of meals has, in my opinion, sidestepped the real issue. If we want quality Early Childhood Education and Care in Australia then the government must find a way to make it affordable and equitable for families, Educators, and providers.

On that note I wish you a safe, happy and relaxing break. Be kind to yourself and remember that your role is critical to Australia’s economy and more importantly to the lives of our youngest citizens.

Karen Kearns (M.Ed (EC) B.Ed.(EC) Grad.Dip.Ed. (Spec. Ed.)
CEO, International Child Care College

Further Reading:

Competition and Consumer (Price Inquiry—Child Care) Direction 2022. Terms of Reference
Australian children going hungry, report finds, with one in five kids missing meals
Disadvantaged children missing out on meals in childcare
Children going hungry: report shows urgent action needed in early education on food budgets (March 2022)

You will be aware that ACECQA, on behalf of all governments, has engaged a national consortium led by a partnership between Macquarie University, Queensland University of Technology and Edith Cowan University to update the approved Learning Framework.

From the perspective of a tertiary Educator I see beginning (and even experienced) Educators struggle to interpret the Early Years Learning Framework (EYLF) as a framework for practice. The concepts of ‘Belonging, Being and Becoming’ reflect as a holistic, child-centred philosophy and sit well alongside the principles which emphasise play as a critical pedagogical practice. The Learning Outcomes, while easy to interpret, are often a stumbling block when planning.

Government policy aimed at ensuring all 4-year-olds – and in SA all 3 & 4 year-olds  – have access to early childhood education make it imperative to provide greater guidance and practical support to all educators. This is particularly critical as services struggle to attract Early Childhood teachers.

Recently I came across the revised British Columbia Early Learning Framework. What struck me about this document is that it’s connected to the curriculum and core competences for school age children from foundation to Year 3 which is also a characteristic of the NZ framework. It also embeds an Indigenous perspective, inclusion, and diversity.

Rather than an Educational Leader, the Framework  refers to a Pedagogist,  described as…

“a professional responsible for helping to create and sustain quality early childhood education (ECE) programs by supporting educators to continue to implement the B.C. Early Learning Framework.”

Rather than Learning Outcomes, the Framework refers to ‘Living Inquiries’, including well-being and belonging; engagement with others, materials, and the world;  communication and literacies; and identities, social responsibility, and diversity. In essence not so different from the EYLF. The pedagogical principles focus on listening, critical reflection, collaborative dialogue and pedagogical narration. Again, similar to the EYLF. The document is easy to read and there is an emphasis on explaining concepts as they are introduced. It’s well worth a look as I found myself reflecting on the similarities and differences with our own Framework.

My hope is that Australia’s revised EYLF is a little more user friendly and includes easy-to-understand explanations of key concepts.

I also find myself wishing Australia had curriculum guidelines such as the Washington State Early Learning and Development Guidelines  (April 21 Update) with its comprehensive additional resources or the UK’s Development Matters. Both documents include child development descriptors with pedagogical strategies that educators can use to support development. Providing examples of how play and learning can be linked to child development as part of the planning process would, I believe, take some of the angst out of program planning.

My final wish is that program planning expectations be reviewed to allow Educators to spend more quality time interacting with children. The Education and Care Services National Regulations, (2011) requires Educators to plan a program for each child based on assessments of the child’s developmental needs, interests, experiences, and participation in the educational program; and assessments of the child’s progress against the (EYLF) outcomes of the educational program. This requirement is, for many services, simply not doable. Surely a better option would be to provide a paly-based curriculum that would meet the needs of most children while allowing for variations based on individual needs.

Karen Kearns (M.Ed (EC) B.Ed.(EC) Grad.Dip.Ed. (Spec. Ed.)
CEO, International Child Care College

As you are aware, a prominent issue facing the industry is a critical shortage of Diploma educators and Early Childhood teachers. The introduction of the new Early Childhood Education and Care Training package means that only Certificate 3 educators wishing to immediately upgrade to a CHC50121 Diploma must have completed the CHC30113.

Educators who hold a Certificate 3 qualification gained prior to 2015 (i.e. not a CHC30113) are required to undertake a six-month ‘bridging’ program to obtain the CHC30121 Certificate III in Children’s Education and Care, after which they would be eligible to enrol in the CHC50121 Diploma of Children’s Education and Care. Alternatively these educators can submit a request for Recognition of Prior Learning.

Employers have expressed to ICCC that this prerequisite is presenting a significant barrier for existing educators wishing to upgrade to a Diploma and does not take into consideration the experience of current Certificate III employees.

In essence, if Certificate III educators where to undertake a bridging course the service would not be deemed to meet the regulatory requirements of ‘working towards’ a Diploma as in essence the educator is completing a second partial Certificate 3 qualification.

In the current climate, one would hope that a more considered approach could be taken. For example, allow Certificate 3 educators with 2-3 years’ experience and a recommendation from their employer to enrol in the new Diploma. While it’s essential to maintain the integrity of the qualification it’s also essential to exclude barriers to training in times of a national shortage.

I urge all concerned stakeholders to raise this issue with their local federal member.

Karen Kearns (M.Ed (EC) B.Ed.(EC) Grad. Dip. Ed. (Spec. Ed.)
CEO, International Child Care College