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
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.
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.
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.
