One of my
contacts is Lynda Matthews she wears many hats. This is her title
Manager Early Learning and Curriculum
Department for Education and Child Development
South Australia
Manager Early Learning and Curriculum
Department for Education and Child Development
South Australia
She manages a large team of diverse – mainly
educators – who are responsible for supporting pedagogy, the implementation of
the National Quality Standard http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Pages/home.aspx
The Early Years Learning Framework http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx , the AEDIwww.aedi.org.au and other things which you may get an overview on http://www.earlyyears.sa.edu.au/pages/HOME/Early_Years_overview/
The Early Years Learning Framework http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx , the AEDIwww.aedi.org.au and other things which you may get an overview on http://www.earlyyears.sa.edu.au/pages/HOME/Early_Years_overview/
When I asked
her about specific issues of poverty that she encounters in her professional
life as well as those she is concerned about throughout the world this was her
response:
South Australia is geographically large and significant
parts of it are sparsely populated. Most of the population lives in
Adelaide with regional towns being the next most populated locations.
Poverty levels are measured by the Socio Economic Index for Area (SEIFA). Data shows that poverty levels are significantly related to demography.
The Australian Early Development Index (AEDI) - based on the Canadian EDI - measures vulnerability of children as they enter school across five domains including Social competence, physical health and well-being, emotional maturity, language and cognitive skills and communication and general knowledge. The data is collected at a census level. Vulnerability levels align closely with poverty.
To break the poverty cycle, the focus on improving outcomes for young children -pre-birth to five is critical. How a system responds in both universal and targeted ways is part of the work we are involved in.
Our focus is education. Some of our programs are targeted and others are universal.
Poverty levels are measured by the Socio Economic Index for Area (SEIFA). Data shows that poverty levels are significantly related to demography.
The Australian Early Development Index (AEDI) - based on the Canadian EDI - measures vulnerability of children as they enter school across five domains including Social competence, physical health and well-being, emotional maturity, language and cognitive skills and communication and general knowledge. The data is collected at a census level. Vulnerability levels align closely with poverty.
To break the poverty cycle, the focus on improving outcomes for young children -pre-birth to five is critical. How a system responds in both universal and targeted ways is part of the work we are involved in.
Our focus is education. Some of our programs are targeted and others are universal.
Examples include:
Learning Together a program that works with parents and
children to improve the quality of relationships through a focus on
dispositions. Another part of the program is provided in homes.
This very successful program is focused in low SES areas.
Children's Centre’s have a preschool component, child care or long day care and health services are part of the wrap around care available. These are also in low SES areas.
Universal preschool is a major strategy aimed to improve outcomes for all children. Kindergarten (preschool) began in SA at the beginning of the last century. O All children in SA are entitled to 15 hours of preschool per week-wherever they live. Children who have special needs, Aboriginal children and children under the guardianship of the Minister are entitled to enter preschool early with guardianship and Aboriginal children entitled to attend from three years of age.
A new National Quality System will assure that early childhood care and education services operate at or above standard. The standard ensures that services, no matter where they are located operate to standard.
Part of the standard is the Early Years Learning Framework, the national curriculum for all services Birth to age five and transition to school. The framework is called Belonging Being, Becoming and is based on principles and practices that articulate pedagogy, principles including secure, respectful and reciprocal relationships, partnerships, high expectations and equity, respect for diversity, ongoing learning and reflective practice, holistic practices, responsiveness to children, learning through play, intentional teaching, learning environments, continuity of learning and transitions, assessment for learning and five Learning outcomes - children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of well-being, children are confident and involved learners and children are effective communicators. These are based on research and evidence and aim to build the best possible future for all Australian children.
A particular concern is the gap in outcomes between Aboriginal and non-Aboriginal children. Poverty is an issue, particularly in remote locations. Particular targeted support has been provided but has had no long term sustainable outcomes in education. The current focus on family literacies and a strength based approach are showing promise.
The broader picture related to poverty is at least equally complex. Although Aust. had some innovative strategies to minimize the impact of the world economic crisis, the impact has still been felt across all income brackets.
Those living closer to the poverty line have least resilience. Governments are feeling the squeeze and are forced to make budget cuts. Visionary leaders have to deal with constraints in order to ensure that those most at risk are supported to rise beyond the barriers of poverty that surround them.
Children's Centre’s have a preschool component, child care or long day care and health services are part of the wrap around care available. These are also in low SES areas.
Universal preschool is a major strategy aimed to improve outcomes for all children. Kindergarten (preschool) began in SA at the beginning of the last century. O All children in SA are entitled to 15 hours of preschool per week-wherever they live. Children who have special needs, Aboriginal children and children under the guardianship of the Minister are entitled to enter preschool early with guardianship and Aboriginal children entitled to attend from three years of age.
A new National Quality System will assure that early childhood care and education services operate at or above standard. The standard ensures that services, no matter where they are located operate to standard.
Part of the standard is the Early Years Learning Framework, the national curriculum for all services Birth to age five and transition to school. The framework is called Belonging Being, Becoming and is based on principles and practices that articulate pedagogy, principles including secure, respectful and reciprocal relationships, partnerships, high expectations and equity, respect for diversity, ongoing learning and reflective practice, holistic practices, responsiveness to children, learning through play, intentional teaching, learning environments, continuity of learning and transitions, assessment for learning and five Learning outcomes - children have a strong sense of identity, children are connected with and contribute to their world, children have a strong sense of well-being, children are confident and involved learners and children are effective communicators. These are based on research and evidence and aim to build the best possible future for all Australian children.
A particular concern is the gap in outcomes between Aboriginal and non-Aboriginal children. Poverty is an issue, particularly in remote locations. Particular targeted support has been provided but has had no long term sustainable outcomes in education. The current focus on family literacies and a strength based approach are showing promise.
The broader picture related to poverty is at least equally complex. Although Aust. had some innovative strategies to minimize the impact of the world economic crisis, the impact has still been felt across all income brackets.
Those living closer to the poverty line have least resilience. Governments are feeling the squeeze and are forced to make budget cuts. Visionary leaders have to deal with constraints in order to ensure that those most at risk are supported to rise beyond the barriers of poverty that surround them.
After corresponding with Lynda, it seems that they are
having the same or very close to the same issues are we are in my little
community in Southwest Virginia.
It’s like Dr. Grace stated in the media segment, “The Effects of Poverty on the Early Childhood Community”,
it is so important that we break the poverty cycle at an early age because
children that are born into poverty are most damaged by it than children who
enter into it at later ages.
I know that this is a huge posted but I felt it all
needed to be shared. I am still working on finding another contact and Lynda is
trying to help me as well.
Catherine,
ReplyDeleteI am happy that you were able to make contact with someone internationally. It looks like they have some programs to educate and assist children within the first five years of life. I live in a very rural area in Oklahoma and poverty is wide spread throughout this area, it is vital programs are put in place to assist children at an early age.