Group+10

//Communication page for group 10.//
Cara Morgan - Green Kylie Kirch - Blue (Sorry my old uni used to Date stamp and assign your name each entry must remember)! Chris Samphire - Orange Jenna Elliott - Purple
 * __Colours:__**
 * Heidi Cronin - PINK **

3/11: Hi Guys, I'm getting stuck into some readings tonight... I'll let you know what I find. :) Also thought I'd throw out there when I'm availble if we choose to organise more face to face meet ups... I can do any night! Monday and Tuesday's during the day or Wednesday and Thursday after uni... (Fridays I can't do after the 20th of Nov as my babysitter (Mum) is heading off overseas!) Weekends could be ok too. Of course, worst case senario I can bring my 2 charming toddlers with me. :)

7/11 Hi Girls, I am too available for Monday and Tuesdays. However, can not do afternoon's Wed and Thurs available Friday's! I think this Friday's meeting will be great to look the assessment over and offer some ideas!

7/11: Hi Girls again, Who is blue? Add names below mine so we can see who is who. Just checking for Fridays meet up... is there anything specific information we are planning on working with on friday? Or just ideas and anything we have found? I am working through moodle and the readings (MANY!) and have taken lots of notes but I am finding them to be very similar. Hopefully once we meet up I will be able to pick apart the readings abit better. I hope to stay working in pre-school when I graduate, so atleast I'm finding it all very interesting and relevant. Anyhow, looking forward to Friday so we can share some ideas and have abit more direction. :) Heidi

7/11/11 Good work ladies - keep the conversation going and share your information. Kathy'

7/11 Hey Heidi we hadn't planed anything specific for our meeting, but as i have been looking through the task criteria I have written down some ideas on what we should each begin thinking about for our meeting on Friday which we will focus more in-depth during our meeting:


 * The representations of children (perspectives of educators, theorists, ect.)
 * A particular theme to examine and explore
 * Some major challenges for early childhood education
 * Our personal understandings
 * Suggestions to overcome this issues.

7/11

Sounds good, will take down some notes and see you on Friday! I thought maybe on Friday we could do some mind mapping on ideas each member has. Maybe if we could all jot down what specific challenges and images we feel are most prominent in our vocation as an Early Childhood Educator and then see if we all come up with say 3-4 the same. By doing this it will put us all on the same page and we can branch from there is planning our displays etc... I was talking with Heidi and she came up with a great point that we should use all expressional text types which evoke emotional impact.... eg: You tube. I thought we could use the Hot air balloon idea in last weeks reading! Which has a teacher hanging off the balloon, with the children in the balloon and the parents on the ground (giving the image that as teachers we must link with the students as well as the parents) this is my biggest challenge I feel that I will face as it is going to be hard to convince all parents that you are doing the best for their children, eg: explaining play etc... Also parents will be older and some younger! I keep hearing the saying in my head "In my day"! (sorry if this is rambling, just thought i would type what i am thinking)!

7/11: Thanks Cara: Kyle, Ohhh ohhh: I'm so ready to throw ideas around! Some challenges I face at work now are some that are also explored further in lots of the readings- I'll take lots of notes and leave it until Friday. Kylie and I had a chat tonight and all of a sudden were exploring different perspectives and brain storming! Very interesting...

11/11 Group Meeting log

Each Brought ideas on the topic we each would like to discuss Had a discussion on what the focus topic should be, and they way we could present each idea Created a Mind Map once we picked a topic to focus on Discussed Ideas for our introduction and hook

Each person then to focus on each aspect for next weeks meeting: The Absent Adult - Cara and Chris The child as a victim – kylie and heidi The miniature adult – Jenna

Using these roles in the supporting video and other representations that can support our presentation Each go away and research their aspect and develop some ideas for solutions to overcome this issue Next meeting – Tuesday 15th Nov 9:00am at uni

12/11 Hi everyone, It was good to meet up again yesterday and clarify our assignment. I have done a couple of readings relating to my area(the absent child) and will be in touch with you before the meeting on Tuesday. Enjoy the rest of your weekend!

Chris :-)

<span style="color: #ff5d00; font-family: 'Times New Roman',Times,serif; font-size: 110%;">13/11 <span style="color: #ff5d00; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Hi again, <span style="color: #ff5d00; font-family: 'Times New Roman',Times,serif; font-size: 110%;">I have emailed you all with some notes for the meeting on Tuesday regarding the 'absent' parent. A reading that I found interesting and thought provoking was

Neglecting neglect: some thoughts about children who have lacked good

input, and are ‘undrawn’ and ‘unenjoyed’ Journal of Child Psychotherapy Vol. 35, No. 2, August 2009, 142–156 from CRO. Will be in touch again soon, Chris.

Good communication ladies. It may be helpful to sort an agenda on this space before you meet to keep your meetings productive....just a thought. It sounds as though you are looking at the negative images of children? What challenge are you thinking may go with this? Kathy 14/11/11

Hi guys, I was having trouble editing... but it looks like Kathy might have been editing at the same time as me! LOL. I tend to talk (and type) a lot so I have typed into a word doc and attached (google docs).... I will see you guys at 9am in the morning! xxx Heidi

[]

15/11

Group Meeting

** The unnoticed Child **

Indicators for suspected abuse Challenge is finding out if the child is 100% abused Make connections with the family: e.g. morning tea, to observe the family as a unit and get more of an insight What to do when you need to report to help the child

Jobs:

Indicators of abused children + Maslow’s hierarchy of needs: Jenna Making connections and relationships with caregivers: Kylie Reporting and curriculum documents (EYLF and Building Waterfalls): Heidi Images (e.g. victim, vulnerable, sensitive, ect.): everyone Ways to catering for needs of these children as an educator: Chris Creating Presentation to raise awareness to the community: Cara

Widow images + quotes: Kylie: emotional, Isolation, drug Heidi: sexual, physical and hunger abuse Jenna: general needs Chris: social, verbal

15/ 11 We also thought it was a good idea to put summaries or key points of any readings we do relating to our topic so that we don't double up.... I have added the table below. Was a great meet up today. x H

Next meet up- 9am Friday at uni. :)

Glynis Hannell Palmer Educational Publications: North Adelaide: SA (ooops forgot to get the date!) ||< 15/ 11 I have photocopied a checklist called “The Child Abuse Checklist” designed for teachers/ caregivers to aid them in indentifying abused children. It is quite good and also has a few clear paragraphs describing some characteristics and also explains that symptoms of depression are very similar so to be careful when making assumptions. ||  || Catherine Powell. Jan/Feb 2003. || 17/11. This article identifies key physical, behavioural and developmental indicators of child abuse. It also highlights some parental factors. I found this very interesting. It also highlighted some quotes, which were down the side of the article. This was found in the Discover It website. ||  || Early childhood student teachers engaging in collaborative problem-based learning around child abuse and neglect Ann Farrell kerryann Walsh Queensland University of Technology || 17/11 This article is a study of educating early childhood teacher on what strategies and practices to implement when they suspect abuse or neglect of one of their students. || Early childhood policy-makers, practitioners and teacher educators are challenged to consider how early childhood teachers are best equipped to deal with child protection and early intervention. || Also found the song I was talking about. From the voice of an abused child.... permission to shine! :) Bad youtube link with lyrics- []
 * **Reading, chapter or article**
 * (etc)** || **Key points or summary** || **Any quotes that might be useful for either display or written task** ||
 * //Identifying Children With Special Needs//
 * Early Indicators of Child Abuse and Neglect: A Multi-Professional Delphi Study
 * Working together for Toby:

Another one.... this is a really relevent song to what we are doing. Here is the youtube link. WARNING: VERY CONFRONTING clip. I switched screens when the tears started rolling down my face so didnt watch... But the song is good. You need to watch the first bit of the clip before it moves it on to the song. When the song starts minimise the screen! I don't know who sings it? "Does anybody hear her? Does anybody see her?" []

This one is even better. "Concrete Angel". [] These songs might have some quotes etc to match our images.... So so sad! Really struggling tonight! ;(

16/11 wow Heidi those clips are very powerful images, we should definitely try to incorporate these into on presentation, great representations of our image and challenge. Looking forward to our next group meeting on friday, where we can continue to discuss all our research :)

16/11 Hi girls i am feeling really frustrated! I am finding a lot of information on why is it important to fostor a supportive relationship with parents, however nothing really specific on how to source information on the students home life by connecting with the parents. Or how to entice parents into the classroom to observe the family as a unit ie: how they interact etc.. to try to confirm suspected abuse? Does anyone have any ideas as to what to type in the search engine (library) that may help with sourcing documentation? Kylie [] click on Martina on the right hand side when you get into this site! have a look at this site (concrete angels - fits with our theme of abuse and school) kylie

17/11 Hi ladies, I finally got into the wiki! Woo!! So I have started looking at the Discover It site and finding lots of articles to sift through. I will add what I find here. Heidi your videos are awesome! I really love the song in the second youtube clip you posted 'Does anybody hear her?' and the 'concrete angel' song is really appropriate to what we are looking at. I wonder if we could have this song playing in the background and the lyrics written up somewhere for people to read. or even have them on a handout for them to take with them? I like the song 'shine' and found a few images that would go with them as a 'happy ending'. depending on what direction we want to go Im not sure if it will suit or not. But have a look and see what you think. [|http://www.flickr.com/photos/59303791@N00/513153112/] [] I also found this image that I thought was very powerful.. pretty sad though. [] See what you think. Jenna :)

17/11 There are several quotes out of an article I read. They are listed down the side of the text in quotation marks. This is the link to the article if you would like to read it. Some of the quotes may be suitable for our windows. [] The article also listed some physical indicators and behavioural and developmental indicators. They are; ** Physical Indicators ** Unexplained patterns of minor injuries, Recurring minor injuries,Frequent admissions to hospital with all tests negative,Recurring and unexplained episodes of cyanosis,Failure to thrive. ** Behavioral and Developmental Indicators ** Self-harm,Eating disorders,Inappropriate sexualized behavior,Undue fear of adults,Running away,Foraging/hoarding food,Cruel to animals,Sudden changes in behavior/progress,Withdrawn or wary,Encoporesis (soiling), Head banging/rocking,Aggressive to peers, Miserable child. It also mentioned some parental factors; ** Parental Factors ** Failure to ensure that the child receives medical treatment for illness or injury, Failure to ensure that the child receives basic health care (e.g. developmental assessments/immunizations), Domestic violence in pregnancy, Use of excessive punishment, Inability to meet basic needs of the child, Frequent negativity about a child, Parent who put their own needs first, Lack of provision for safety,Substance abuse,Substance abuse in pregnancy,Extreme anger,Acute mental health needs,Alienation of support network,Failure to book for antenatal care,Unrealistic expectations of child,Unwanted pregnancy,High levels of conflict with agencies/people in authority. These parental factors cover all types of abuse, not just physical abuse. The physical factors focus mainly physical abuse, not general lack of care. I think that it links well with all of the ten types of abuse that we are trying to cover. The next link is a website talking about Maslow’s hierarchy of needs. It talks about Maslow himself, and gives a brief overview of the stages. [] I have also found some images about the hierarchy of needs: [] [] [] The last one is probably the closest one to the one Kathy showed us. The others are not broken down as much.

17/11 Hey Jenna those links look good to use for our presentation, although that first link is broken and doesn't open.I am finding some good images from the video to use as well as other images of child abuse to use for our presentation, and i am thinking of ways to incorporate some of these music tracks into the presentation for effect, i will show everyone a small example of the presentation tomorrow at the meeting to see if it is created the way we wanted. see you all tomorrow at 9am :)

17/11 Can wait to see what you have done Cara! our tecno child! I will hopefully have my images ready for the morning!

17/11/11

Hi Guys, I agree... I look forward to seeing your work- Our digital child! :)

Just making a list of the really good sites I’ve been referring too so we all have access to them. J I will also bring the building waterfalls doc and the EYLF doc. I have read through them and there is many links to building agency etc etc... but mostly we will use them in our rationale, I think.

Not sure if we still want this... it the photo of the boy from Haiti with the pram. []

[] link to United Nations Rights of the Child and some articles- putting children at the centre- Child protection- these are world wide documents, so not focussing speciaqlly on Australia but still very relevant.

[] This site is excellent- has excellent quotes for our images from the founder of ‘save the children’ and other significant people. This page is all about education, teaching and classrooms. Great!

Cartoon about the United Nation rights of the child.... FANTASTIC! It’s designed for students to watch. J “We all have the right to be protected from harm.” []

REPORTING: I will bring with a copy of a policy and procedure for reporting suspected neglect/ abuse with me to the meet up.

Mandatory reporting information sheet. []

Department of communities- [] this is the responsible authority for qld child abuse... this site has ALL the information on the process of reporting- what happens and how. Also has info on prevention etc.

See you in the morning!

17/11

Hey guys

Might not be able to make some of the meeting tomorrow as I burnt my hand at work tonight and am trying to get a doctors appointment tomorrow and will ring u at about 8.30am and let you know what the plan is.

Cara

Hi everyone, I have been sorting out the photos ready for Monday, it's taking longer than I thought but i'm getting there :-). I haven't been able to find a more appropriate metaphor so will we just go with what we decided on friday? I have also been to the library, there wasn't much choice but I have been able to reserve a couple of books from other libraries.Enjoy the rest of your weekend! Hope your hand is better Cara, what did the doctor say?  Chris

19/11

good work chris, so far i haven''t got anymore done yet since the meeting, well its not good news for my hand i have 1st and 2nd degree burns to my 3rd and 4th finger and no movement in joints, so it is very difficult doing everything with my right hand and still in a lot of pain. basically doctor said not to do anything for a few days :(

19/11- Heidi Oh no Cara! Poor you! Yes, Chris, I think just go with the metaphor we had Friday. :) I'm looking for images- stats now.... so will be ready for Monday. And yes, its taking longer than I thought too! NEXT MEETING- ALL DAY MONDAY (9am) for printing and finalising the presentation!  Each member to have images for the windows ready to print at office works (we are spliting the costs 5 ways, if that works by everyone?). I'll try to have the brochure done, ready to cut and paste into Cara's computer to print at uni aswell.  Jenna we thought you might like to make a poster about the indicators? Use your creative talents. ;) Kylie is doing the letters Chris is doing the other brochure, thingy's. ;) The techno child (Cara) is working on the movie- when her fingers are ok to do so!!! (rest up Cara!)  See you Monday 9am!

Cara, with your fingers being hurt, do you think its easier to make a presentation like this one... [] rather than all the work your doing with polly? We could use the song concrete angels and insert our own pictures and stats etc? If your fingers are too sore to type etc we can just do it on Monday if you like? That way you can rest your fingers, we can type etc and you can give us instructions. ;) I don't think it would take long would it? What do you think?

One last thing - If i find my images in a YouTube clip, can you show me how to take a screen shot on Monday for printing? I will try to find individual photos... but I'm still finding the sexual one hard- and I don't want to stumble accross inappropriate websites either!

Hi All, 20/11/11

I am to trying to finalise my pictures for Monday, I am too having trouble with source the most powerful images without crossing the line! But confident we will all get there! I have organised my children to be picked up on Monday so are able to stay longer if needed. Looking forward to seeing some finished product Monday! We all have great ideas and it will be great to see them in a physical nature!

Found a great site for statistics (find below) it shows figures for 2009 -2010 and a pie chart showing the breakdown of figures. Maybe we can individually put the pie chart on all of our inside windows or do one poster? If we put in the windows it will give a snapshot quick view of that particular abuse? What do you all think??? I am steering towards putting it in all the windows? [] need to download the PDF

Maybe put similar or same site on our handout?

Cheers

Hi Guys, I found all the images and quotes for my windows and emailed them through for feedback.... let me know what you think. I'm working on the brochure now. Jenna do you think you'll be able to add info to the indicators section of the brochure... I'll chat to you about it tomorrow and we'll try to get it finished. :) Bring any arty things you have for tomorrow... glue etc. :) Toodles.

IMAGES CRITERIA- PRESENTATION- creative project that explores your topic in an imaginative way and effectively communicates the key ideas to an audience of your peers and tutor. As a synthesis of the elements of both courses, **your installation should focus** on: educational communities **overcome the many challenges of Early Childhood Education** in order to give **children rights, voice, agency, choice** and **power** within our curriculum decision-making Your work will be presented to your peers and so needs to extend and refine their knowledge of these concepts and issues; that is, it should challenge the audience to go beyond superficial understandings, to // interrupt common assumptions // , to reach personal understandings, and to // discover important connections and principles // .  Hi guys, I'm working on the brochure but not sure what to put for the reporting... I have read sooo many documents. There is mandatory reporting which is done directly to   [] but in saying that, in qld it doesn’t state anything about teachers being responsible, from what I can see. In other states it specifically mentions the responsibility on teachers. EVERYONE who suspects a child has been harmed or is in danger of being harmed must report to the above.... but then how does that stand when you’re employed as a teacher- following policy and procedures? I know at the centre I work at, the policy states that I must document any conversations/ observations etc and the report to the director, who then reports to the operations manager, who then reports to the owners who then reports the suspicions? I'm not sure what the legal process is? According to the Australian Government: Australian Institute of Family studies, if you live in qld you report directly to the Department of Communities: Child safety services. (link above). Let me know what you think! No wonder its a challenge! :)  I found this schools policy... its different again. Surely there is a policy for teachers in general? Or maybe not? I know its a duty of care... ?  []
 * Images of the **child as a learner**
 * Images of the **teacher**/educator/learning manager/educator/teacher
 * The **interrelationships between child, teacher and other key stakeholders** in
 * **In particular**, **focus on how** we as early childhood **educators** may be able to

21/11 Hey ladies, I have got a few images for my windows, but am finding alot that are just variations of each other. I'll show you what I have got today. Also, I am trying to find a quote about abuse and neglect in general but cant seem to find the right one. I am only able to stay till about 11/12 today, sorry it's my only day off this week and I have soooo much to do! Anyway I will see you all soon! Jenna :)

21/11

Group meeting

Finalised our display images and finishing message began designing posters began organising and distributing areas of the rationale to each write to add together

Everyone please read the email sent your uni accounts on the detailed explanation on what needs to be done for our meet up on wednesday afternoon :)

21/11 Hey guys, awesome work with the images today, I finally think we are getting somewhere now that we have them out off the way and now we just need to finish the posters, video and write the rationale for our next meet up. looking forward to wednesday afternoon to see everyones creative work and to see how the rationale is coming along :)

21/11 Hey guys! We had a great meet up today... all 8 hours were productive! Wahoo! As Cara said, we got all the windows done and did an outline of the rationale and posters etc. And I finished the brochure and emailed it to Cara to cut and paste into her template. That just needs to be printed and folded. Feeling good about having it almost done. I'm guessing Cara's email outlines what to do next.... we are aiming to be completely finished by friday.... out meet up Wednesday will be to tie it all together. Chris, thanks for dropping in the M's... they look awesome! I have studk the stuff on the back of them. I have paper here you can use, so I'll bring it to class on wednesday!

Cara, what did you think of the brochure? Did you email it to Chris and Jenna for feedback too?

We were thinking of using google docs for our rationale so we can all edit etc... I'll try and set that up tonight and email you all the link.

21/11 (again!) I have emailed you all a link to our 'rationale' word document. :)

22/11 Me again! :) I think I'm having a blonde moment... infact, I know I am!  I am meant to gathering info on strategies, reporting and EYLF... and my paragraph, right? So.... I have already made the brochure with the reporting info? Did you want more info than that for the hands? I found the reporting extremely difficult because the 'duty of care' is to report to the appropriate agency (department of communities) but the schools and services will have their own protocol/ policy/ procedure to follow. This is usually reporting to the director who reports to the authorities or further people (eg, operations manager, owners etc).  And then the strategies.... did we decide that this is ways of building relationships with families? Eg. Sending home a teddy to eaqch different family for them to photograph and wite a "day in the life of...." and having moring teas and being involved in community events, having parents involved in curriculum decison making, fanilies invooved in learning experiences, all about me forms, 'what did you do on the weekend forms' etc. Or? I can't remember what else we said? Sorry... I know I was there when we discussed this but I think at the end of the 8 hours it was going in one ear and out the other. I don't know why the posters seemed clear to me and the hands don't, because technically we are putting the same info on them. Ahhh. :)

I got some info out of the EYLF last night.... not sure if it helps with the hands or not? EYLF doesnt really have strategies as such...if thats what wew eer after? It focusses on building relationship and giving chioldren a voice, agency and independence. "Belonging, being and becomming'. Focussing on the holistic child, positively. I don't mind if we don't use this. There is heaps in Building Waterfalls... still working my way through it.


 * Educators must take time to get to jnow families, to listen and undertsnad their values and goals. (Building Waterfalls- p.32)
 * Educators are committed to equity and believe in ALL children's capacity to succeed regardless of circumstances and abilitites (EYLF p. 12)
 * Chikldren thrive when families and educators work together, developing positive attitudes to learning. (EYLF p. 9)
 * When children feel safe, secure and supported they grow in confidence to explore and learn (EYLF p. 20)
 * Educators practices and the relationships they form with children and families have significant effect on children's involvement and success in learning (EYLF p. 9

This is probably useless information but heres some more inof from the department of communites on what to do if a child discloses information to you or if you suspect harm If you suspect harm....

<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">If you suspect that a child has been harmed, or is at risk of being harmed, here are some important things to remember:


 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">be alert to any warning signs that a child is experiencing
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">observe the child and make written notes as soon as you begin to have concerns - pay attention to changes in their behaviour, ideas, feelings and the words they use
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">have gentle, non-judgemental discussions with the child - expressing your concern that a child looks sad or unwell can result in disclosures
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">do not pressure the child to respond and do not ask questions that put words into a child's mouth
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">assure the child that they can come and talk to you when they need to, and listen to them when they do
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">when a child is being abused it does not go away and usually becomes more serious over time
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">seek expert advice by contacting the [|Child Safety Services].
 * <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 13px;">(department of communities)

<span style="color: #ff00ff; font-family: 'Verdana','sans-serif'; font-size: 13px;">If a child discloses information to you: (aifs)

If a child or young person discloses abuse that is occurring, or has occurred, outside the organisation, you should support the child or young person by believing him or her and reassuring them that telling was the right thing to do. If your organisation does not have protocols in place for such circumstances, you should still inform management and the relevant statutory child protection department in your state. Finally, keep information confidential. Only those people who must know should be informed of the disclosure.

It is important to remember that whilst it is your role to be a supportive listener, it is not your role to counsel the child or investigate his or her claims. Child protection workers will undertake investigations and professional counsellors may be accessed to provide counselling.

<span style="color: black; font-family: 'Garamond','serif'; font-size: 13px;">It is important to remember, however, that if a child has decided to speak to you, then there is a good chance they trust you. Simply by calmly and empathically listening and offering support, you are helping the child or young person. There are some general tips for responding to disclosure (Bussey, 1996; Office for Children Youth and Family Support, 2006; Queensland Department of Communities, 2004; Victorian Department of Human Services, 2006):

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Don’t be afraid of saying the “wrong” thing.
<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Maintain a calm appearance.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Give the child or young person your full attention.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Let the child or young person take his or her time.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Let the child or young person use his or her own words.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Accept the child or young person will disclose only what is comfortable and recognise the bravery/strength of the child for talking about something that is difficult.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Tell the child or young person what you plan to do next.

<span style="color: black; font-family: 'garamond','serif'; font-size: 13px;">Do not confront the perpetrator.

([]) I have also emailed you all an ide for our introduction.... again, feel free to change it, just thought I'd get the ball rolling! Woah, sorry for this over load of information....

22/11 looks good heidi i really like it, i had began writing something really similar to that :)

Thanks Cara, I've been doing my head in abit.... I think we need to make sure we have specifically met this criteria... which I think we are yet to do? :)

hey heidi, yeah i know thats why i wrote in the message about matching that to the criteria columns. I was thinking that the criteria box above would come under your paragraph, thats my opinion anyway and i thought that i will link my paragraph to the 1st, 2nd and the 5th criteria boxes i think :)
 * ** Student identifies how early childhood educators can overcome challenges in order to give children voice, rights, choice and power within curriculum decision making. ** || Perceptive, comprehensive and sophisticated insights into how early childhood educators can overcome challenges in order to give children voice, rights, choice and power within curriculum decision making were identified ||

also we can figure out exactly what we still need to address in the criteria in tomorrows meeting, but i am trying to link some of the criteria aspects to my paragraph :) oh ok! I was meaning in the presentation, not the essay. I too am linking my paragraph to the criteria. :) I was thinking tha hands were for this, but wasnt sure. It's all good. I'm plodding through. What did you think of the brochure? Need to add more/ less?

oh I'm not sure about incorporating it into the presentation i thought you meant the essay haha. the brochure is good i think it fine how it is. I have to go to the doctors but will continue with everything when i eventually get back :)

22/11 Hi Ladies, Thanks for all the info, there are some excellent points to be made. I have been looking at relationships between educators and students/parents etc as suggested but it looks like Heidi's been looking at the same thing or is it there for whoever is covering that section?Heidi if you could bring in a few pieces of photo paper that would be awesome. This is what I researched in regards to relationships:

Early Childhood.

Katharine C. Kersey and Marie L. Masterson

Teachers Connecting with Families—

In the Best Interest of Children

Young Children • September 2009

Successful home and school partnerships can improve classroom communication and encourage families to become involved. Focusing on children’s strengths rather than problems can help parents to develop a sense of trust. Children whose families have good relationships with the teacher are more likely to make friends more easily and become successful learners. Additionally they are more motivated to succeed and participate in school activities.

[|www.earlychildhood.org.au]

australiaEngaging families:

Building strong communication

There are five sequential stages of communication to achieve reciprocal understanding and engagement (Elliott, 2003).

1: Communication about physiological and safety needs

2: Communication about belonging

3: Communication about self-esteem

4: Communication about knowing and understanding

5: Communication based on self-actualisation promoting reciprocal engagement

These stages correspond to Maslow’s (1968) hierarchy of needs, which explains how humans have identifiable levels of need that must be met for their total wellbeing and development of ‘self’. These needs begin with (1) physiological needs (food, water, clothing); then move to (2) safety and security; followed by (3) affection; and then (4) belonging. Meeting all these needs leads to (5) self-actualisation

The EYCG recognizes the importance of forming relationships with students and their parents by placing suggestions on how best to interact in their policy documents.

http://www.qsa.qld.edu.au/downloads/early_middle/ey_cg_06.pdf

Building a community of learners is a collaborative endeavour that is enhanced by communication between partners, including children, parents, teachers, administrators, colleagues, other professionals and respected community members such as Elders. Partners collaborate to ensure that children are supported as they make the transition into a new learning setting. Transitions are most successful when:

• positive relationships are established between children, parents, carers and colleagues

• children are viewed as capable

• an environment is established in which children and parents/carers feel physically, emotionally and intellectually safe• diversity is acknowledged and valued

• opportunities for dialogue are provided, enabling people to share information

• transition processes are negotiated, and flexible options are provided that cater for the diverse needs and expectations of children and families

• partners’ different points of view and expectations about education, learning and transitions are understood and respected

• a wide range of partners are involved, such as learning support and other specialist staff, teacher aides, administrators and community members, as well as children, teachers and parents.

Building continuity by valuing and expanding children’s diverse social and cultural understandings

Building continuity means providing an environment that supports children to gradually learn the ways of interacting and behaving in the school setting. These are often particular social and cultural practices that are new to children. Teachers may need to explicitly teach the social and cultural practices that are used in their classroom and school. This may involve:

• recognising that for some children, the school culture and the home culture may be very different

• recognising and valuing the children’s existing social and cultural understandings and practices

• clearly explaining the rules, expectations, and linguistic and cultural practices associated with being successful learners in the new setting

• ensuring that there is continuity in the curriculum, and in ways of interacting and learning, as children move from prior care and education into preparatory settings and through school

• developing strategies to assist children as they adjust to new settings

• assisting children to build relationships with staff and peers in the new setting

• clearly explaining the processes for interacting in groups that are particular to their school communities.

Building continuity by managing transition processes between settings

A variety of transition processes can be developed to help children and families move effortlessly from home situations into preparatory settings and later into early primary settings. These processes need to be funded, planned and evaluated to ensure they promote continuity. Such transition processes incorporate opportunities for:

• children and their families to meet teaching staff before the first day

• small groups of children to meet, take part in classroom routines and experiences, and become familiar with the classroom learning environment

• parents and carers to meet, get to know each other and build networks.

Am I on the right track with this? I am also unsure of what components to analyse? Am I looking at overcoming these challenges to give children rights,voice,choice etc as outlined on the task sheet? It sounds like you guys had a really productive day y'day, sorry I couldn't make it :-( I'll carry on with what I think I need to do for the essay but please correct me if i'm wrong. See you tomorrow!!  Chris :-)

22/11 Hey ladies! OMG this is coming along well! I am looking at what I need to write about and like Chris Im not quite sure what 'components' i need to talk about. I was thinking this was indicators, finding out if this child is being abused for sure, connections with families and what to do to report abuse? Sorry Im just not quite sure what to focus on.. See you tomorrow! Jenna :)

22/11 Chris, You're on the right track! Don't be sorry for not coming yesterday... you did work after hours ;). I actually agree about your paragraph being about agency, right, and power of the child... but I'm not sure. Have a look at the word doc- I posted a very basic draft of what I thought my paragraph needs to address and will add more. Maybe if we all add our draft ideas we might tie it together better. :) I've put some notes on there too. :) I'll bring some photo paper tomorrow. Yay.  See you then! :)

Jenna, I think Cara is the best to ask... Sorry, I'd love to answer but.... I'm not sure! :)

Hey jenna, was this message sent before or after you sent me the text message. i hope i was sort of clear in my text, i find it harder to communicate properly when not in person, hopefully everything will be easily sorted out tomorrow when we meet in person :)

23/11 I posted the message before I heard back from you Cara, thanks. Yep you were clear :) 23/11 As per meeting I have emailed info poster, Chris

23/11 Hey good work today guys, i think we are finally getting there. Its good to see our rationale is finally coming together as a whole, rather than individual parts. The movie is almost done, just editing the final bits stills, i am very picky on how i want it to look as I'm a bit of a perfectionist haha, hope you guys like it though, i will show you all tomorrow :)

24/11 Cara, the movie is amazing! Thankyou! I went to the library this arvo and reserved some books,,., so hopefully they come in before Thursday. I booked the CLC for Monday morning (Kylie and I will go)... will let you know how it goes! If everyone can add in all their references for their own paragraphs and any they find for the whole thing that would be great. :) I did quite a bit of editing last night, but didnt want to change any of anyones content... so there is still a lot of editing to do. Its coming together well! xx H

**//Great communication ladies. If your read back over your posts you can see the development of your ideas. You have all checked with each other and assisted each other. You have contributed some good resources for use in the presentation and the group rationale.//** **//Keep going. Your ideas are taking shape. Good.//** **//Kathy 25/11 / 11//**

Hi Girls (26/11) I have edited my section of the essay and also offered possible changes on other sections. Love some feedback on my changes if you all agree or disagree! I am working also on the posters. Cheers kylie

27/11 Thanks for the feedback Kathy!

Hi girls, The rationale is sounding great. Now that all the paragraphs are tied together its reading really well. Just to let you all now I have copied and pasted it off our group word doc and onto my word doc so that I can do all the final editing and check all our referencing etc.... READY TO PRINT WAHOOOOOOOOOOO! If anyone needs to change, edit or fix in text citation or refernces can you please email me rather than adding it to our online word doc... only because I've started setting it up ready to print (eg. double line spacing, heading, heaer/footer etc). Its exciting to think that after our clc appoint tomorrow we will be finished!!!! :) Toodles,  Heidi xx

28/11 Hi Girls, Kylie and I went to the CLC today and had a mamoth appointment with Wendy! She was happy with our rationale but we did have to change a lot, grammar wise. Kylie and I spent a few hours at uni fixing it up and I am still going now. I will email you all a copy once I'm done and we can add anymore changes anyone wants, or if we are happy I can print it all out! :) I have emailed Kathy aswell, because we changed the format in the CLC meeting to make it all tie together better. We didnt change the content though! I also emailed Kathy about referencing the Building waterfalls doc. Just thought I'd keep you all informed!  Cheers,  Heidi

29/11 Good work girls, we are almost there everything has finally come together, its been a long few weeks but we have made it through :)  The brochures are finally done and printed, they took a lot longer to print than i first expected, but all done now.  and I'm sure the posters all look wonderful. can't wait to see it all together :)

Cara x