A Resource Kit for Family Service Providers

1

The Early Years

A resource kit for family service providers

Giving children

a helping hand

a voice

and a bright future

Prepared by the Early Childhood Development Pilot Project team

This project is a Victorian Government initiative supported by the North Central Victoria Family Services Alliance and under the auspices of Bendigo Community Health Services.

September 2012

Introduction

The importance of the early years

For children to thrive and grow to become effective adults, they need good learning and development foundations from birth to school age. Investing in positive outcomes at this early stage will have much greater returns than endeavouring to address them later in a child’s life. Early intervention is vital.

Children who have negative experiences, particularly in their first three years of life, can be subject to long-lasting effects on brain development. They are more likely to experience behavioural and learning problems, substance abuse, involvement in crime, poor health and practice poor parenting.

Research indicates that active and ongoing participation in quality early childhood programs such as kindergarten, child care and maternal and child health checks create positive learning and development opportunities for vulnerable children, which lessen the effect of disadvantage.

Vulnerable children often miss out on these early opportunities to build good foundations for life.

Data shows that vulnerable children are under-represented in these services, or do not remain engaged. There are many factors that act as barriers to their participation, and the Early Childhood Development Pilot Project has addressed some of these by building the capacity of family and early years services to work together and identify the needs of a vulnerable family.

Strong professional partnerships will improve life outcomes for vulnerable children.

This Early Years Resource Kit contains information which we believe will support families and practitioners by providing practical strategies and information to assist them to confidently :

-recognise and understand the learning, development and wellbeing needs of children in their early years

-support parents to understand and provide early learning and developmental opportunities for their children

-assist parents to access early years services and form collaborative partnerships which will lead to positive relationships and outcomes for their young families

Together we can all give children the best start in life.

Table of Contents

Introduction

The importance of the early years

Glossary of Terms

Reflective Practice

Overview of early years services

The Why, When, Who, Where and How of Early Years Services

Belonging, being and becoming

Others benefit from of early years partnerships too

Further information for parents

Kindergarten (Preschool)

3-year old kindergarten

4-year old kindergarten

Kindergarten Inclusion Support Packages

Finding and enrolling in a service

Preschool Field Officer Program

Child care and playgroups

Long day care

Family day care

Occasional care

Priority of access to child care

Child Care Benefit (CCB)

Special Child Care Benefit (SCCB):

Playgroups

Child Health and Development Services

Antenatal services

Maternal and Child Health

Enhanced Maternal and Child Health

Healthy Start for School Initiative/Healthy Kids Check

Child and Adolescent Mental Health Services (CAMHS)

Nurse on call

Kids Helpline

Children’s health specialists

Early intervention and disability services

Early childhood intervention services (ECIS)

SCAFFALD – Supporting Children And Families For All Levels of Disability

Early Parenting Programs

Parentline Vic

Parenting Services

Early Parenting Centres

Young Pregnant Parenting Programs (YPPP)

Cultural support services and programs

Aboriginal and Torres Strait Islander families

Refugee and asylum seeker families

Module 1

Early Years Partnerships

Developing Effective Partnerships with Early Years Professionals

Documentation and Referral Processes

Establishing a relationship with families with 0-5 year old children

Questions to consider when planning a transition

Module 2

Child development and the impact of stress and trauma

Early Childhood Development Terminology

The How and Why of Children’s Stress and Vulnerability

Understanding the Needs of Vulnerable Children

Initial Family Services Engagement Checklist

Questions to ask if harm is suspected

Signs Associated With Harm

Helping Children Understand Trauma and Change

Module 3

Infants

Recognising vulnerability in infants

Module 4

Toddlers and Preschoolers

Identifying Signs of the Vulnerable Preschool Age Child

Guide to observing preschoolers

Guide to observing toddlers

Guide to observing and supporting parents of pre-schoolers

Guide to observing and supporting parents with toddlers

Module 5

Engaging and communicating with young children

Engagement Ideas

Helping Children to Share their Worries

Home Visiting Strategies: It’s All About Play!!

Listening and Responding to Children

Engaging Children: Talking So Children Listen and Respond

Module 6

Guidance

Children’s Behaviours We Value and Want Repeated

Module 7

Safety

Physical Environments for Children

Glossary of Terms

Vulnerable - a vulnerable child is defined as ‘a child from a family where, as a result of family circumstances and social isolation, the parents’ capacity to protect them from harm and ensure their wellbeing may be compromised and their family functioning may represent a potential source of harm’. Circumstances for the family may include, but not be limited to: disadvantage or poverty, neglect, alcohol and drug use within the family, mental health issues, family violence, homelessness and/or disability.

Universal (primary) services – these services are offered to everyone in the community. They include antenatal services (pregnancy counselling and advice), maternal and child health services and preschool education. These services aim to provide support and help to prevent abuse and neglect.

Secondary services – these programs identify and reduce the personal and social stresses on parents that may lead to family breakdown or child abuse. Services include in-home family help, financial or family counselling, respite care and various parenting and self-help groups.

Tertiary (statutory) services – these services are for children who are or may be at risk of significant harm and for whom intervention is needed for their ongoing safety. These services include the statutory Child Protection Service and Placement Service for children who are unable to live at home. Generally, where families are experiencing difficulties, it is more appropriate that less intrusive community-based professionals and agencies attempt to assist. Referral to the Child Protection Service occurs only where children and young people are at risk of significant harm.

Reflective Practice

Take a moment to reflect on these questions.

When did you last make a referral to a universal, secondary or tertiary early years service?

When did you last invite an early years professional to attend a planning meeting for a child in one of your families?

How are you applying the EARLY YEARS LEARNING FRAMEWORK (EYLF) and key criteria of BELONGING, BEING AND BECOMING in your practices?

How are you combining your BEST INTERESTS knowledge and protocols with the EYLF?

Overview of Early Years Services

Early years providers, or licensed or registered children’s services, deliver quality early learning and development programs that increase the success of children later in life. They are licensed through the Department of Education and Early Childhood Development (DEECD) and also have an important role to play in protecting the safety and wellbeing of children in their care, particularly those who may be at risk of harm due to abuse or neglect. Educators are well placed to observe children and their families, and work together with secondary or tertiary services to put appropriate supports in place.

The Why, When, Who, Where and How of Early Years Services

Why: Current research informs us that the early years are vital in future outcomes for children with neuroscience highlighting the importance of relationships and opportunities to build foundations for learning, development and children’s wellbeing in the future.

When: As soon as you meet a new family with children aged from 0-6 years, that is the time to think of the values of collaborative practices and early years services

Who: Maternal and child health nurses, paediatricians, doctors, early intervention, Playgroups Victoria, community health programs, kindergartens, family day care, occasional care, long day care and a wide range of community organisations such as the Salvation Army, Baptcare, St Lukes, Centacare , BDAC,EASE, CASA provide a range of early years services.

Where: Refer to your local government community guides, and DEECD and DEEWR government website to find out about locations, enrolment processes, eligibility criteria and fee subsidy processes.

How: Young children are learning about themselves and forming their identity and sense of belonging. The support for young children and their families is integral to positive futures and their sense of self. Inclusion in effective early years services will assist this to develop. Those who work with young children and their families are commissioned to plan collaboratively and have a positive role in laying the foundation of building blocks for every child’s future and success for life.

Belonging, Being and Becoming

Early years professionals who work with children are in the best position to help them to:

• Experience Belonging…know where and with whom they belong….the family, cultural group, a neighbourhood and a wider community
• Develop a sense of Being…a time for children to be, to seek and make meaning of their world. It recognises the here and now in their lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities and meeting challenges in every day.
• Develop their sense of Becoming…this reflects the process of rapid and significant change in the early years as children learn and grow. It is about their identities, knowledge, understandings, capacities, skills and relationships which change during their childhood. It emphasises learning to participate fully and actively in society.

Benefits of early years partnerships for parents.

When they are meaningfully involved with early years services, there are significant benefits for parents. These include:

• increased confidence in their parenting role
• ability to advocate for their children with professional support
• increased understandings of how children grow, develop and learn
• increased understanding and enjoyment of their children

Professionals benefit from involvement in collaborative partnerships by:

• sharing observations
• sharing practice wisdom, research and theories of other disciplines
• sharing insights and perspectives
• sharing visions for the child and family
• sharing the planning and decision making processes
• knowing there are others to talk to, plan with and maintain a best practice focus
• knowing that a holistic approach has been taken to achieve best outcomes for the child and family at all stages of the partnership
• knowing that advocacy for the child is a key component of the professional partnership with the child’s development, learning and wellbeing a shared goal.

Further information for parents

The brochure ‘Making the most of childhood: the importance of the early years’ is a great introduction to why it is vital we all help to make these years count for vulnerable children. It can be accessed on the following link:

‘Welcome to early childhood services’ is a DEECD publication with information for parents on the different services available. It can be accessed via the following link:

Kindergarten (Preschool)

Kindergarten is important for children as it helps them to learn skills that they will continue to build on in the future. It promotes their social and emotional development, as well as their early language skills, the learning dispositions which support their thinking, listening, problem solving, concentration, persistence and motor skills as they engage in an effectively facilitated and supported play-based curriculum.

Programs may be in stand alone kindergarten centres or provided by qualified educators in some long day child care centres. Children have 1 year of kindergarten, from 10- 15 hours a week in some services, in their lead up to school: 4-year-old kindergarten (also referred to as preschool) and 3-year-old kindergarten (sometimes referred to as pre-kinder). Information about kindergarten fee subsidies is available on the following website:

3-year old kindergarten

Some centres offer 3-year-old or pre-kinder programs. Children must turn 3 by April 30 of that year, and may not be able to attend until they turn 3. These programs are not subsidised by the government and the cost is usually fully met by the family, unless the children are of Aboriginal or Torres Strait Islander descent or are known to Child Protection (or have been referred from Child Protection to Child FIRST). If a qualified early childhood teacher runs the 3-year-old program (which isn’t always possible), there is no cost to their family. This is known as Early Start Kindergarten funding and can be applied for at any time during the year through the Department of Education and Early Childhood Development (DEECD), who can also advise on which kindergartens offer the Early Start program.

Information for parents and carers about Early Start Kindergarten can be found on

4-year old kindergarten

Kindergarten or preschool programs for 4-year-olds build on the strengths they develop in the 3-year-old program. In the year before school the government subsidises kindergarten fees so that all children have the opportunity to participate. Other concessions are also available. Prior to enrolment, families are encouraged to contact the kindergarten they are interested in to ensure no confusion with fees arises.

Children must be at least 4 years old by April 30 of that year. Each child develops at their own rate and the program and timing most suitable for them can be discussed with kindergarten staff or maternal and child health nurses. If a child is not going to be ready for school the following year after starting a preschool year, in some cases another year of kindergarten may be funded.

Kindergarten Inclusion Support Packages

The KISP is available to provide support to enable children with high needs and severe disabilities to take part in funded kindergarten programs. The aim is to develop a sense of inclusion and belonging and respond to individual child and family needs.

Finding and enrolling in a service

Contact your local council, child care centre or visit Enrolments are often through a central agency, and in the Loddon Mallee region the major ones are the Loddon Mallee Preschool Association (phone 5443 1229) or the YMCA (phone 5329 2800).

It is recommended that the family visit the service prior to enrolment to ensure satisfaction with the facility. The service should be licensed and the curriculum delivered by a qualified early childhood teacher. Enrolments open in June in the year prior to a child’s planned commencement, but kindergartens can be contacted at any time to see if they have a vacancy.

Preschool Field Officer Program

The Preschool Field Officer Program is an early intervention outreach service that supports the access and participation of children with additional needs in preschool.

Service / Organisation / Phone
Preschool Field Officers – Southern Loddon Mallee region / St Lukes / 5440 1100
5440 1111
Koori Preschool Field Officer / Department of Education and Early Childhood Development / 5440 3111

Child Care and playgroups

Long Day Care

This is a centre-based child care service that may operate on an all-day or part-day basis. It is usually for children under school age, but some cater for before and after school and holidays. Many also run a separate kindergarten program. You can search for nearby child care centres through websites such as or contact your local council.

Family Day Care

This is a network of carers who provide care and education in their own homes for other children, aged from birth to the end of primary school. It may be available overnight or on weekends for families who are on-call or work shifts. In most areas it is run through council or community health organisations. Numbers are regulated to 4 pre- school age children and the service is valued as a viable alternative to the larger group sizes of a Long Day Care service for younger children.

Occasional Care

From birth to school age, this can be accessed by families regularly or as a support service as needed. It is often provided by neighbourhood houses/settings. Councils are the first point of contact for occasional care services.

Priority of access to child care

Child care providers are required to implement a priority of access system, which may come into place where a child has a greater need for access to their services for the safety and wellbeing. This is worth inquiring about if you are looking for a place for a child at risk.

Child Care Benefit (CCB)

The CCB is a payment to assist with the cost of child care for families who use approved or registered providers. Certain conditions to do with income, work, study or training must be met and children must be immunised.

Other forms of CCB may also be available for grandparents and for adult permanent migrants undertaking English tuition who need child care.

A Child Care Rebate is also available to assist with out-of-pocket childcare expenses.

To find out more visit one of the following websites:

Special Child Care Benefit (SCCB):

SCCB can be applied for to subsidise or cover gap costs of approved child care for where families are eligible for CCB. There are two types:

1. For children at risk of serious abuse or neglect. In cases where a child at risk of serious abuse or neglect but no one is conditionally eligible for CCB for that child (e.g. child not immunised or family doesn’t meet residency requirements), the child care service can make itself eligible to receive SCCB to allow the child to attend.
2. For families experiencing hardship which substantially reduces their capacity to pay their usual fees. It is designed to assist the family while they adapt to their changed circumstances. It is not intended to support families who have ongoing low incomes or issues relating to financial over-commitment.

Child care providers and/or the Family Assistance Office will require enough information from professionals supporting a family to be able to assess applications. They have a maximum amount of SCCB that they can claim each year and this may be a reason for rejection of applications. Currently there is a process to improve SCCB through clarity for child care providers of ‘children at risk’ and promoting awareness of the payment amongst services. Speak to the child care centre for more information or call 13 61 50 (mychild.gov.au)