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Winter 2002 NEWSLETTER

Creative Environments

Creativity is more than a product - it's a process. An interesting painting, a thought-provoking writing, a unique comment - these may be examples of creative work, but the decisions people make as they paint, sculpt, write, speak, play, and think are at the core of the creative process.

"Art and music are common examples of creativity, but creative thought appears in almost all aspects of life."

Encouraging Creativity

Caregivers and parents can help children learn to think and solve problems in creative ways by giving them the freedom to make mistakes and by respecting their ideas. This happens with greater mobility and use of language through modelling and being allowed to experiment without fearing failure.

To solve a problem creatively, children need to be able to see a variety of perspectives and to generate several solutions. When working on a problem, caregivers should teach young children to examine their surroundings for "cues" that will help them generate a pool of possible solutions. In addition, carers can encourage creative thought simply by providing:

Choices - Children who are given choices show more creativity than do children who have all choices made for them.

Stimulation - Physical environments designed to stimulate the senses can enhance creative problem solving. For example, when shown an object in the shape of a half-moon and asked, "What can we use this for?" children will exhaust their first mental images and begin developing ideas from what they see in their surroundings. Research has found that children who keep looking around a playroom for cues are using a creative problem-solving method. An environment that provides both novelty and variety will greatly aid creativity.

Time for play and fantasy - Dramatic play just before engaging in problem-solving tasks can lead to more creative thought.

Leave Reality Behind

• Independence (with reasonable limits) - Caregivers should encourage children to think and act without adult direction but within the limits of rules.
• Exposure to a diverse community - Give children the opportunity to see and experience other cultures and ways of living, acting, and being to teach them how to respect the choices of other people.
• Brainstorming sessions - Encourage children to tackle problems as a group by freely expressing their ideas with no fear of a negative response. Brainstorming can take place between a child and an adult or between two or more children.

Try these brainstorming activities:

• Hand a child a piece of clay and ask the child to imagine that he or she is the piece of clay.
• Place a child in a different time and place. For instance, ask a child to describe how he or she would cook a meal without using an oven, dishes, etc.
• Ask a child to describe a problem or an event using pictures instead of words.
• Ask a child to solve a problem using the most unusual solutions he or she can come up with.

• Encouragement - When children show special aptitudes, such as an ability to generate many questions, a keen memory, advanced reading or pre-reading skills, artistic skills, or other above-average abilities, caregivers should encourage them to build on and expand their skills.
• Honest critiques - Evaluate children's work constructively so they can see ways to improve their work and still feel positive about themselves and what they have created.
• An environment where there is no one right answer for every problem - Caregivers who enthusiastically encourage children to develop more than one solution to a problem see greater creativity in problem solving.

Barriers to Creativity

Often children are not able to perform at their best because of outside influences that make them feel pressured or insecure:

• Reward - When children do not expect a reward, they are more creative and enjoy the process more. An unexpected reward that comes after a project is completed is valuable but not necessary to the creative process.
• Surveillance - Being observed by others while engaged in a creative process can undermine creativity.
• Closed experiences _ Colouring / painting pre drawn pictures give children pre conceived ideas of how objects are supposed to look like. It limits creativity hence becomes a barrier.

Tips for Caregivers to help children think creatively

• Avoid projects that can be completed in only one way(paint-by-numbers, kits to be assembled, for example).
• Do not use art as indoor recess or as a reward for behaving well. Art experiences should be well thought out and planned.
• Make a wide variety of materials available to children.
• Suggest options, but let children make the final decisions for art projects.
• Ask children about their art while they are creating it, not just at the end.
• Ask children to tell you about the work (as opposed to guessing, possibly incorrectly, from an adult's point of view).
• Praise the effort, use of colour, and uniqueness rather than just the final product - the trip is more important than the destination.
• Display art at a child's eye level.
• Encourage individual expression.
• Avoid the regimented use of materials and adult-directed projects. A room full of samples of individual creativeness (as opposed to 23 identical pieces hanging in a row) indicates that the caregiver has given children choices and has focused on the process rather than the product.

Tools That Work _ Changes That Last

Problem: Block Throwing

State your objective:
Do say what you want done. "Keep the blocks on the floor while you play." Not what you don't want: "Don't throw blocks." (Young children may only hear the last part, "throw blocks.")

Encouragement:
Notice: "You are keeping the blocks on the floor. You made them into a circle."
Appreciate: "You treated the blocks with care. Thank you for treating them gently."

Prevention:
Set Limits: "We need to keep all of the blocks on the carpeted part of the floor."
Model: "Let's see how high we can build this tower."

Action:
State what you will do: "If you throw the blocks, I will put them away."
Then do it: When a block goes sailing, remove all blocks (without saying a word).

One World is Moving House!

One World Children's Centre is on the move mid April 2002! The centre at Clarence Street, Geelong West is relocating to larger premises at 407-411 Thompson Road, in April.

Our new venue offers greater space and beautiful grounds with established trees that will be further developed for our children's enjoyment. The playgrounds will be created by the same local landscape gardener who created our Clarence Street outdoor play areas. The outside area will be divided into three playgrounds. Two yards for the family grouping children and one yard for the kindergarten children. Each yard will feature a waterplay/waterfall area as well as sandpits, a digging patch, climbing area and an open grassed picnic area. Over time with the growth of plants the yard will establish many small cubbies and personal space areas.

We have taken the best of the features we currently offer, and have recreated where possible similar environments.

One World opened five years ago and has built a reputation for quality children's programs and service excellence, and intends on maintaining this high quality in our new premises.

It offers flexible early childhood programs for pre-school children year round, including kindergarten for three and four year olds and child care for younger children.

The centre places an emphasis on family grouping, rather than groups of children all the one age and this will continue at the new centre with children moving from each group to kindergarten sessions.

These groups provide a natural, home-like care environment where the older children learn responsibility for their younger friends or siblings, and the younger children's learning pace is accelerated by the example of the older children.

At One World, we firmly believe that the family grouped environment we have developed provides a wonderful setting to foster all areas of childrens' development. It also enables siblings to stay together.

The centre's training unit will also be located at these new premises, and all One World's training participants will be notified of the change of address and telephone numbers.

We will be offering an open day to all training participants when we are settled at our new premises.

Those of you who have visited out current location will be as impressed as we are, at our new premises, not only for the Children's Centre but for the much needed added space for our fast growing training unit.

Diploma in Community Services (Children's Services)

Priority Education Training Program

One World for Children were successful in gaining 15 Diploma places for participants who are currently employed as child care workers (but were not eligible for traineeships.) These participants are studying with One World from Bendigo, Ararat and Geelong. We still have two available positions in the Goulburn area. If you live or work in Shepparton and would like to study to become a qualified Child Care Worker over the next three years, please contact Susan Peters at One World. All training by One World is completed on the job, trainers visit you every 4-6 weeks and all books are included in the cost.

The cost of this training is $500.00 per year or $40.00 if you hold the relevant Health Care Card/Pension Card.

Should you require more information about this training program please contact Susan Peters at One World on 5272 2714 or email Susan at susan@oneworldforchildren.com.au

Administering Medicine

Five Rights of Administrating Medicine:

• Right Child
• Right dose
• Right medicine
• Right time
• Right procedures of administration

Over the years, a number of topics have attracted the attention of carers as they work through their legal obligations and the duty of care owed to children under their supervision. One issue which constantly heads the list of concerns is how the duty of care applies to the administration of medicines.

Years ago this was not such a complex topic, as there were very few non-prescription treatments for children. This changed with the introduction of liquid Panadol and other liquid medications for teething, allergies, runny noses, and the full range of childhood ailments and illnesses.

Initially, questions focused on the commonplace medicines such as Panadol for teething, aspirin for fevers or just plain ordinary cough medicine. Over the years, the situation has become more complicated for carers. They may now have to care for children requiring complex combinations of medications, e.g. treatments for attention deficient disorder, asthma, and other quite complex medical conditions. In some instances, the medication must be administered according to strict timetables. In other cases the medication may be life-threatening if taken in excessive doses or if ingested by a curious child.

Many carers have reservations about administering medication to children in their care and are reluctant to become involved. This fear can be overcome with good risk management and an understanding of the issues. More than anything else, common sense prevails. Once you agree to administer the medication, you must exercise the same degree of care and skill required of you in your usual capacity as a carer. In other words, the usual duty of care applies. If incorrect dosing, overdosing, or inappropriate storage of the medicine causes injury to a child, there may be a finding of negligence.

Any medication should be clearly labelled with the child's name, dosage and the time to be given. The parents' written consent form is really designed to ensure that parents provide the centre with this essential information, and it should also record the nature of the illness or medical condition. If an emergency arises, all parties are then fully aware of the issues. This can be particularly critical if the child's parents cannot be contacted.

For similar reasons, the medication form should also state the name and contact details for the treating doctor if prescription medication is being administered. It is important to check that the name on the medicine is in fact that of the child concerned. There have been cases of parents using out-of-date drugs or medicine originally prescribed for another child `because they seem to have the same symptoms.' In these circumstances, the carer is entitled to express concerns about giving the drugs to the child.

Storage is an important issue for medication, especially if it requires refrigeration. Many child care facilities have a dedicated refrigerator for medicines, which is out of reach of the children. If this is not possible, it is important to ensure that drugs and medicines are stored in a part of the refrigerator inaccessible to little hands.

Some children in child care require injections. Not all care providers agree to administer this type of medication and those who do are usually trained nurses or have received appropriate training. In such cases, great care needs to be exercised when disposing of needles. Sharps containers should be located in high, inaccessible places and disposed of in accordance with the usual protocols.

Each time medication is given to a child, a record of the time and dosage should be made. This is very important-there have been cases where different carers have given medication to the same child within a few minutes of each other, simply because the first dose was not recorded.

As we all know, the non-routine things can be overlooked and this is when mistakes can occur. Large reminders, even an alarm clock that beeps when medicine is due, are all excellent ways of managing the risks associated with medications. With care and planning the risk can be reduced.

 

Every child is born with creative potential, but this potential may be stifled if care is not taken to nurture and stimulate creativity. Creativity shows one's uniqueness. It is the individual saying: "I can be; I can do." Isn't this what we want for our children?

Recognition of Current Competency

With the introduction of the Community Services Training Package, One World has been able to develop an RCC process that enables participants to gain, or to work towards gaining, a qualification from a Certificate II - Advanced Diploma of Community Services (Children's Services).

At your request, One World assessors can undertake an up-front assessment of your current competencies. Below is an example of an up front assessment process from a RCC participant.

After completing my Certificate IV and working full time for six years at a child care centre, the up-front assessment seemed to be the most convenient way for me to complete my Diploma in Children's Services.

With the experience and knowledge that I had gained over the years, I was able to complete my assessment portfolio over a three month period. Fortunately at the time I completed the assessment, I was able to apply for a qualified position in which I successfully attained. I now work as a qualified child care worker at a centre in Bendigo.

The staff at One World were terrific and they offered much support over the phone or by calling into the centre if they were in town.(Bendigo)

I would recommend this assessment process to anybody who has been working in child care for a number of years as I had, as it enables you to fomalise the experience that has been learnt and learn new current aspects about the childcare environment, instead of attending a TAFE college and not gaining as much experience in the field.
I have now been recognised for the many years of invaluable experience learnt on the job.
Fleur McGowan, Strathdale Childcare Centre
Well done and Congratulations Fleur on gaining your well earned qualification in the Diploma of Community Services ~ Children's Services.

How does it feel?

Child Care from a Parent's Perspective

By Anne Stonehouse
Published by the Australian Early Childhood Association

Chapter 2.

What is a partnership?

The term used to describe the relationship that should exist is `partnership'. Parent-caregiver partnerships in day care share most of the characteristics of partnerships in other areas, in business and in personal relationships. What follows is an exploration of some of the characteristics of parent-caregiver partnerships.

Mutual respect
Respect is an essential ingredient of partnership; if it is missing, there is no hope of a partnership. Respect for parents is easy to pay lip service to but very difficult to put into action in the work place, especially in relation to parents who are difficult, demanding, irresponsible, and those whom caregivers believe are not doing the right thing by their child. You have to acknowledge and deal with your prejudices and biases.

Caregivers may need help to examine their own prejudices. We all have them, but we may often be blind to them. It helps to discuss with other staff individual and collective notions of the ideal parent, the `pain in the bum' parent. Once these issues are out in the open, questions can be asked about where these views come from. To what extent do they come from our investment in the `correctness' of our own cultural background and lifestyle?

Trust
Learning to trust takes time. Like love at first sight, immediate trust between a caregiver and a parent may happen occasionally but mostly trust comes from honest, open communication, compromise and negotiation. Staff who work hard to form partnerships with parents sometimes feel frustrated, even offended, that parent's don't seem to trust them straight away. It doesn't matter how good you know you are, it takes time for parents to know this.

While trust cannot be hurried, it can be nurtured. For trust to happen, each partner has to believe that the other is doing the best she or he can, another belief easier stated than put into practice.

Sensitivity to the perspective of the other
Parenting is not easy these days, if it ever was. Some would say it is harder now, partly because of higher expectations and more responsibilities competing with the parenting role.

There is so much advice for parents, some conflicting, some the simplistic, `this works for all situations' type. Parents who use day care have the extra pressure of having little Johnny and Janie, and therefore themselves as parents, under the scrutiny of professionals. It has been said that sending your child off to child care is like opening up your drawers and cupboards for inspection by professional house cleaners, except it is worse because at least there is a direct relationship between your input into your drawers and cupboards and the result.

That is, you can control the condition of your drawers and cupboards! People who are new to parenting are especially vulnerable, as they may lack confidence about their parenting skills.

In addition, some parents will be enthusiastic and confident about using early childhood services, and many will be ambivalent. Some will be using child care because they have no other choice; they would much prefer to be at home with their children. Avoid making the generalisation that most parents are either `happy to just `dump' their children in our care' or `consumed by guilt'. Rather, as you get to know parents, you will learn about their attitudes toward using care. These attitudes will be a major factor in their relationship and comm-unication with you.

Although a source of frustration, caregivers have to accept that parents typically won't be able to see the big picture the way you do. Their main interest, as it should be, is `how does this affect my child?'. Staff must accept the inevitable tension that comes from the difference between parents' perspectives and their own. Every child needs a strong advocate, at least one person who is crazy about him or her. A request made by a parent on behalf of the child may be ill founded or impossible to accommodate, but making the request is a parent acting as an advocate.

Ongoing open `both ways' communication
A silent drop off or pick up of a child by parents with no exchange of information makes it inevitable that the experience in the program and in the home are not linked. This can be confusing for the child. It means that caregivers and parents are operating with less than a full picture of the child. It may mean that, over time, parents feel less involved, less central in their child's life. Working in parallel or in opposition certainly does not constitute a partnership or the basis for one. Ensuring that the parent, as well as the child, is greeted genuinely at the beginning and end of the day is an important step toward ongoing communication.

Common goals that are clear and agreed on (the child's wellbeing)
Parents want what is best for their child. Mostly they want the same things for their children that we do: to live a fulfilled life, to do well in school and at work, and to have positive relationships with other people. But parents have different values, and they may also have different views of how to achieve those aims for their child.

Furthermore, they may not have the skills and knowledge that come from years of early childhood study and experience. Equally important, they don't have the objectivity that carers and staff have about their child, the objectivity that sometimes contributes to sound judgement. You could say that the problem with parents is that they care about their children.

Teamwork, absence of rivalry or competition
Rita Warren (1977) writes that child saving is the `number one occupational hazard' of people who work with other people's children. When we start to see ourselves as doing a better job with children than their parents, we are on the way to becoming harsh critics of, or competitors with, parents. Janet Gonzalez-Mena describes it as a `saviour complex', when caregivers see their role as rescuing children from their parents'

All caregivers should examine their own attitudes about parents who work outside the home when their children are young. A strong belief that every parent who possibly can should stay home with their child while he or she is young can really get in the way of forming a partnership with parents who have chosen not to be full time parents at home and to leave their child or children in care.

Equality; fairly equal distribution of power
Staff and carers sometimes feel intimidated by parents, and parents sometimes feel intimidated by staff and/or carers. Each may feel the other has the upper hand in the relationship. Signals are mis-read when this is not acknowledged. Parents are the `customers' or clients of your service, and power comes with that status. However, when it comes to forming a partnership, the ball's in your court. As the professional, you have the upper hand.

Recognition and valuing of the unique contribution and strengths of the partner
If caregivers are being honest with themselves, they may confess that they are comfortable involving parents as long as parents defer to their professional judgment and are prepared to go along with what they know is best. It's much easier to involve parents when all of them have the right ideas, that is, your ideas, and when they don't try to `rock the boat.'

Early childhood professionals are sometimes very critical of parents because they don't know what we know, but why should they?

We have studied for a number of years, and we believe that our profession is complex, sophisticated, and requires considerable knowledge and lots of skills. It is silly to think that just anyone can understand or even appreciate the things we do. At the same time, if a partnership with parents is the aim, ways of sharing professional knowledge with them must be found. What do parents and caregivers contribute to the partnership? Parents are the experts on their child, they have biographical information, insights and knowledge in the child, which affects their perspective. Staff, on the other hand, contribute experience of lots of children, which helps them to see each individual child in a broader context. Most experienced caregivers, in other words, have `seen it all', when it comes to children, and this allows them to be more dispassionate and objective about a particular child.

Shared decision making
Making decisions together about the child is the cornerstone of partnerships. Even when caregivers feel perfectly capable of making a decision on their own, they should resist the urge. Parents who trust caregivers may be willing to let them make decisions _ because of their own feelings of inadequacy as parents _ the other demands and pressures in their lives, a belief that this is the expectation of the staff, and a desire to avoid appearing meddlesome or mistrusting of staff. Helping the child learn to use the toilet, moving a child from one group to another, adding new foods to a baby's diet, or dealing with a persistent behaviour problem are just some of the many situations where shared decision making is appropriate.

Remember! Shared decision making is not a matter of informing parents of a decision you as caregiver have made!

Coping With Separation Anxiety

Starting childcare is a major life transition for both young children and their families. Change, even when it is a positive change can be stressful. In many cases this may be the first time a child is away from the secure and loving arms of their family. Both the child and parents may experience anxiety about starting a childcare experience. Parents want to know that their child will be in a loving and safe environment when the child is not in their direct care. It is not uncommon for parents to feel guilty about placing the child in a program, thus making the farewell more difficult. Young children have been developing an attachment to their parents and are often secure in their daily home life and routine. There are specific measures that both parents and caregivers can take to ease the transition to care and alleviate separation anxiety.

Recognise the parent's feelings- Both parents and children are undergoing a major life change. Realise that parents may have feelings of apprehension or guilt in leaving their child in your care. Be sure to make both child and parents feel welcome. You can make them feel welcome by labelling the child's locker and other personal spaces in advance. You may want to hang a poster or banner welcoming the new family.

Make the first day a first week- One of the most successful strategies for alleviating separation anxiety is to encourage a slow transition. If at all possible, provide opportunities for the family and child to get to know you before the child starts childcare. Some centres offer programs known as orientation or transition times, a chance for the child and parent to explore the program together. Invite the parents to bring the child in on a gradual schedule to allow them to adjust to childcare in a gentle way. Maybe only an hour the first day, two hours the next, until the child is comfortable remaining in care the full day.

Reinforce a sense of trust with the child- Young children's separation anxiety is often closely tied to fears of abandonment. It is important that they will know that the parent will be returning for them at a designated time. With an older child you can even point out on the clock when they will return or give them a concrete milestone such as, "Dad will be back for you right after lunch time". It may also be helpful to discuss with the child where she will be and what she will be doing during the time of separation. In any case remind the child that he will indeed return.

Let them bring something from home- Sometimes called transitional objects; blankies, teddies and other objects of comfort can help a child feel secure. Many caregivers find that an object that helps the child remember the parent is of great benefit. These "remembrance" objects may include photos or an object of the parents clothing.

Communicate with the parent- They are your greatest ally in making the separation a smooth and calm experience. Be sure to let them know if you have any specific concerns and needs. Don't be afraid to specifically ask how you can be of assistance. " I see you are ready to leave now, would you like me to hold Todd?"

Say Good-bye- You may wish to warn the child that the parent will be leaving in five minutes, or that after the story they will be going to work. When it is time for the parent to go, encourage the parent to say good-bye and go. Continued extensions to the separation seem to only add to anxiety and make the separation more difficult. Discourage the parent from "sneaking" out. Regardless of how upset the child is, sneaking out only adds to their anxiety, increases fear of abandonment, and breaks down the child's sense of trust. You may want to help the parents establish a routine for saying good-bye. Such a routine may include 3 hugs and a wave from the window.

Remember overcoming separation anxiety and adjusting to childcare, like any major life change is a gradual process. Soon childcare will become a positive and exciting part of the child's daily routine.

A Snippet from our Recipe Book... Fingerpaint

Materials:
1 cup of cornflourn 2tbl salt (to preserve the mixture)
water
2 lt boiled water
Large wooden spoon

Procedure:
Place cornflour and salt into a microwave safe container, and add a small amount of cold water to dissolve cornflour. Once dissolved pour 1 lt of the boiling water into the bowl stirring vigorously. The cornflour will form a white smooth, thick paste. Continue stirring the remainder of the boiling water gradually, until a smooth, thick runny consistency has formed.

If the mixture is too runny and has not thickened, place a tablespoon of cornflour into a cup and add a little cold water to form a paste then pour this into the already made finger paint, stirring vigorously. Continue this step until the right consistency has been formed
If the mixture is too thick add warm water.
** Please note that you are using boiling water so do not give to children to play with until it has cooled.

In service Training…

Come and explore: "Beyond the paintbrush," together with "It's not just about books." The two topics that will bring One World training participants together to participate in an in service day held in Geelong.

One World for Children would like to invite all One World participants to their first In service in 2002. We believe that we are able to give all participants the opportunity to meet each other, as well as gain new practical ideas to take back and implement at your own centres.
Come to Geelong for the day, and you can be assured that you will leave inspired.
There is NO COST for this In-service to all One World participants. If there are any other staff members at your centres that would also like to attend, feel free to invite them as well. (if they come with a One World participant, there will also be no charge.)

We have planned in services for the rest of the year, in locations around Victoria. Please note the following dates as you may attend as many as you are available.

There are many professional development opportunities available in 2002.
Make the most of as many as possible. We believe that we have selected the main issues that often are asked of One World Trainers. Feedback is always welcomed, as it is the one way that we can ensure that all your training needs have been met.

Sunday 14^th APRIL 2002
10:30am _ 2:00pm
One World For Children
9-15 Clarence Street, West Geelong 3218
mel ways ref: 451 J1Lunch will be provided
RSVP: Monday 18^th March
Ph: Carol on 52685333 or carol@oneworldforchildren.com.au

Inservice Calender 2002
April 14^th
"Beyond the paintbrush" & "It's not just about books"
One World for children, Geelong

May 25^th
"Open day" & "Routine Times"
One World for Children, Geelong

July 20^th
"The natural environment"

November 30^th
"Keeping children challenged"

Manual Handling _ Think before you lift

Manual handling is one of the biggest, if not the biggest cause of injuries in the workplace. Injuries sustained to the back, neck, shoulders, arms and legs due to excessive strain, account for almost 75% of all workplace injuries.

Most, if not all manual handling injuries are preventable. Some basic prevention measures you can implement at your centre to prevent manual handling injuries are:

• Ensure that all heavy and frequently used items are stored at no higher than shoulder height, to minimise reaching.
• Ensure that heavy items are not placed on the floor. Place them between waist and shoulder height or, put up hooks and hang them no higher than shoulder height.
• If something is out of reach, make sure that you use a stepladder that is stable.
• Storage rooms should be well organised and easily accessible.
• Think ahead; lift with your mind before you lift with your back. Imagine the obstacles, which you may encounter and remove them prior to lifting.
• If something is heavy and you are unsure if you're able to lift it, get someone to give you a hand. It is safer to admit that you can't do something than to sustain an injury to your back.
• If you have to carry something for an extended period of time, or over a long distance, use a trolley.
• Where possible, adopt a kneeling position, rather then a bent posture.
• Adopt correct lifting procedures, make sure that you have a firm grip of what you are carrying, bend your knees, lift with your legs, keep the load close to your body and keep your back upright.
• Warm up prior to lifting, to minimise the chance of injury.
• Remember to always lift

S.M.A.R.T

Size up the load
Move close to the load
Always bend the knees
Raise the object with your legs
Turn by moving your feet

These tips can go a long way towards preventing any manual handling injuries to all employees, and in turn sets a good example to the children whom we look after.

For further information on Manual Handling and preventative practices, obtain a copy of the Manual Handling Code of Practice 2000, from the Victorian WorkCover Authority.

Surfing for quality

Using the Internet as a management tool

The Internet has become part of our lives. We live in a dot com world with new ways of communicating, gathering information, and doing our personal and professional business. Everywhere you turn you see web site and e-mail addresses, and going on-line is becoming second nature for children and adults. Perhaps you've even launched a web site for your program. Yet the Internet is still a relatively new phenomenon in our homes and child care centres.

We are just beginning to understand the awesome potential the internet has to bring us closer together, to provide new opportunities to network with one another, to locate, gather and exchange information, to access resources, and to purchase goods and services. You can also use the Internet to market your program and to increase your access to training, continuing education, and professional development resources. In short, the Internet allows you to bring the world of early care and education directly to your desktop each day.

Each day the number of resources available to early childhood professionals and parents increases in both quantity and quality. Take the opportunity to explore the Internet to see for yourself the rich variety of resources you can use to become a better administrator and to improve the quality of your program and services for children, parents, and families.

To get a feel for what is available
to you, your staff and the parents, begin your virtual tour
then surf a few of the many web sites where you can find information and resources on early childhood care and education. Be sure to bookmark or save the sites you visit as one of your favourites so you can return to them easily the next time.

E-mail is another new tool that promises to change the way you communicate. Your parents and teachers now have a means of communicating more efficiently and effectively with one another when busy schedules make face-to-face meeting hard to arrange. And, you have another way to correspond with parents, and parents have new opportunities to seek support and information from other carers and parents.

On-line learning opportunities for training, continuing education, and professional development are also rapidly expanding. For busy carers they can provide a convenient alternative to traditional course delivery systems. The best on-line courses respond to the needs, interests and learning styles of child care professionals, and that makes it easier for busy professionals like you to participate in continuing education and professional development opportunities.

Effective online courses create a community of learners in which you can exchange information, share ideas and resources and develop a network of professional contact and colleagues. This is particularly true for child care professionals who highly value the time together that face-to-face training programs and courses offer.

Perhaps you've been curious about what you've heard, read and seen in the media about the Internet. Maybe you've already surfed the web. Or, possibly the whole idea scares you to death. However you feel about it, the internet is here to stay, and the more informed and experienced you are, the better you will be able to take advantage of this incredible information resource to improve your program. Just one note of caution _ using the Internet is both challenging and fun, so it's easy to sit down for a few minutes and then wonder where the afternoon went. So, take a little extra time, and give yourself permission to play and explore _ the best ways to learn!

What are you waiting for?

The appropriate and effective use of technology as a tool for management, information exchange, and professional development will enhance program quality and improve responsiveness to parents, if carers have access to the technology, training, and technical assistance they need. Specific technology solutions are needed for this group of adult learner. New strategies are needed to assure equal access to technology, information, and resources available on the Internet and through distance learning.

As you become a more informed participant and user of these technologies, I encourage you to reflect on what works well and what could be improved to make these tools more effective for teaching and learning by early childhood professionals. And, think about what is missing _ what would make the computer, the Internet and distance learning more effective for you now and in the future?

Have fun. It's time to boldly go where few early childhood professionals have gone before…

Recycling

Recycling is a simple game of matching and sorting. The recycling game is fun to play because the rules are easy to understand and follow. Everyone can play, and in the end, everyone is a winner. Unfortunately, though, we have forgotten how to play the recycling game. Living in a fast-paced, high-tech world of disposables, we have become a "throw-away" society. In other words, our society says "It's O.K., throw it away!" Young children can give us a chance to re-learn the recycling game in order to solve our growing solid waste problem.

Research tells us that young children are at the "best" age to learn basic skills that will influence and shape habits. Habits, such as recycling, are then reinforced over their entire lives. Research says that children as young as age two to three have the cognitive ability to learn about waste reduction and recycling. Yet, few environmental (let alone recycling) programs have been developed for young children.

Early childcare and education programs are ideal for teaching children the skills for, and importance of, recycling and reusing. Childcare and education programs also generate a good deal of recyclable materials. Discussion and activities about recycling, within and outside the childcare program, will have real meaning for children. The skills needed for recycling activities are the same as the developmental skills and knowledge already developed in quality early childhood programs. These skills include classification, matching, sorting, sequencing, critical thinking, environmental awareness, and social responsibility.

By teaching awareness of and paying attention to environmental issues in your childcare program, you can help increase children's appreciation and skills in caring for our planet.

Book Review

Attending an environmental education seminar in 1990 was the catalyst for the environmental changes that followed at One World. It provided us with the opportunity to critically evaluate our programs, methods of operation and more importantly the messages (both verbal and non-verbal) we were communicating to the children entrusted to our care. One World for Children's staff in 1993 played an important role in the development of the publication Playing for keeps.

Playing for keeps has been designed to assist child care workers with practical strategies to develop and implement an environmentally responsible program. The small changes we make in our lives through personal eco-action, add up to very real changes across the planet. Playing for keeps, provides many useful resources to create experiences for children, as well as educating environmentally conscious child care workers, in promoting an environmentally responsible environment.

Playing for keeps retails at a cost of $32.50, and is available to order from One World, also available on line by visiting:) Book Sales

Enrolment Fees:

Just a reminder that the enrolment fee that all trainees pay are an annual fee. These fees are in accordance with the Office of Employment, Training and Tertiary Education, fees and charges policies. The fee's are:

Traineeship $290.00
Youth Training $137.50
Priority Education Training Programs $500.00

Concessions are available for all of the above training programs on issue of current Health Care Card, at $40.00. (This applies only at the time of enrolment.)

A reminder though to participants who are yet to pay their fees. It is a condition of your enrolment that you do pay your fees annually. At the point of making appointment times, One World trainers will advise those participants who have outstanding fees. Participants who do not pay their fees on the agreed day will have their training suspended until payment is made. Employers will also be informed of any outstanding fees.

If you have any queries in relation to your account, please contact
One World's Administration Officer: Snez on 5272 2714

Competitions

Visit our Website and Win!

As you know, we are currently developing our website to include online training and support to our participants.

The re-development of our website has focused on creating an online community, with an emphasis on being interactive. The framework is complete, and although still very much under construction in the area of content and online learning, the interactive areas such as the coffee shop is up and running. All it needs is some visitors to see it come to life.

So, to get the turnstile turning, we are having a competition!

All you have to do is visit our training website and sign our guest book, and you could win yourself a gift pack of early childhood publications worth more than $100.00 to add to your own professional library.

To be in the running to win this wonderful prize you must sign the guest book over the next few weeks, but before Monday 25 March, 2002. Winners will be announced in our Autumn newsletter.

Newsletter Evaluation Competition

Evaluate our Training Newsletter and be in the draw for an In service Voucher to the value of $100.

This edition is the fifth in our new look training newsletter, and we're looking for some feedback so that we can ensure that we continue to improve our communications with you.

Inside this newsletter you will find an evaluation sheet. You can also complete and submit this survey online by visiting our coffee shop in the Training Village and clicking on the noticeboard. Complete the evaluation and return it to our office by March 29 to be in the draw for an in service voucher for a professional development session of your choice absolutely free. We look forward to your feedback, and the continual improvement of our quarterly newsletter to you throughout you training.

New Competition (for the internet)

Now until the end of April we will be encouraging participants to email assessments to trainers. For each assessment that gets emailed, the participants name will go into the draw to win a selection of mystery resources that will sure to be useful in your childcare training.

Diploma Traineeships

A number of trainees have expressed interest in undertaking Diploma training. As most of you would be aware One World offers training specifically to the Children's Services industry from a Certificate II level to the Advanced Diploma.

If you are interested in continuing your studies from your current level, remember that you have a maximum time of three months to renew a traineeship.

Take advantage and save yourself time

Why not send your assessments to us via e-mail?
It will save you time and your assessments will get to us promptly and safely.
All trainers have direct email addresses, so you can send all assessments to individual trainers.

Individual addresses are:

carol@oneworldforchildren.com.au

michelle@oneworldforchildren.com.au

tammy@oneworldforchildren.com.au

val@oneworldforchildren.com.au

karla@oneworldforchildren.com.au

sue@oneworldforchildren.com.au

susan@oneworldforchildren.com.au

karyn@oneworldforchildren.com.au

Any administration queries may be made directly to Snez at:

snez@oneworldforchildren.com.au

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Childcare Services

One World For Children Pty Ltd

• Finalist in the Victorian Training Awards 2006 for Training Initiative of the Year: Online Advanced Diploma of Children's Services

• Highly Commended in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award:Innovative Product

• Finalist in the 2006 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Recognising Competency RCC

• Winners of the 2003 Victorian Community Services Health Industry Training Board's Innovation in Training and Assessment Award: Innovative Training Product"

One World For Children Pty Ltd
P.O. Box 701 North Geelong Delivery Centre 3215
<% if session("version") = "ACT" then %> Telephone 1800 006 533, Fax (03) 5272 3039 <% else %> 407-411 Thompson Road, North Geelong, Victoria
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