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Involving children as stakeholders and including their voices in updating the Australian Early Years Learning Framework (for children birth to age 5) was a focus of this project design. The design was grounded in participatory approaches with a children’s rights perspective, as the team prioritised seeking children’s views and encouraging their agency on matters that affect them. This three-stage research project across 15 months sought children’s input in each stage. Research methods consisted of everyday playful activities supported by educators in early childhood environments using dialogic drawing, talking circles and discussions using photo elicitation. Educators received information to support their use of these methods. While parents/carers gave ethical consent, children’s assent was obtained. Across the three stages, analysis of children’s drawings, comments and discussions showed the importance of their relationships with educators, their friends and the relationships between their educators and families. These findings demonstrate the importance of educators building reciprocal, respectful relationships with children and their families and between children. Further, these research methods fitted with the foundational pedagogical practices of the educators, with educators commenting on how useful they were and children on how they enjoyed using them. [ABSTRACT FROM AUTHOR]

In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children's passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hopeful evidence that passive leisure spaces can be interactive, conversational and restful. [ABSTRACT FROM AUTHOR]

Adverse prenatal diagnoses, regardless of the women's choice of continuing the pregnancy or terminating it, can impact a women's psychological and psychosocial wellbeing. Supportive interventions during this time are important. However, understanding what is deemed useful and best practice is complex and multifaceted. To understand the need for support during this time, the authors undertook a research study where 12 women were interviewed. The women spoke about feeling pressured by time in making a decision regarding their pregnancy option and having limited psychoeducation and support provided. They also spoke about post-traumatic growth in their grief experience. To assist health professionals, the authors have addressed the following areas in the study's findings and discussion sections: the lack of appropriate information delivery skills of the professionals, the need for an assessment of each woman's unique needs, the need for appropriate referrals to be given, and the need for appropriate follow-ups of the women. The SARF (Skills, Assessment, Referral, and Follow-up) model, presented in this article as a synthesis of this research, has the potential to inform the development of clinical services and social work practice to support women's care following adverse prenatal diagnosis. IMPLICATIONS Psychosocial assessments are vital in providing good quality care to women after a poor prenatal diagnosis. The model can provide guidance to ensure that psychosocial assessments and explorations of values are undertaken before referring women to follow-up services. Given social workers' experience in providing psychosocial assessments and their recommendations, social work clinicians should be utilised in health settings to their full scope of practice. [ABSTRACT FROM AUTHOR]

Engaging children in school-age childcare (SAC) in the research process through the use of photography gives them a voice that is not necessarily heard otherwise. This article discusses a research project undertaken in an Australian SAC service using photography as a means for the children to describe their play experiences. It examines the literature about researching with children using photography and discusses some of the challenges and how these can be overcome in order to provide staff and policy makers in school-age care with understandings about school-age care from the perspectives of the children. SAC plays a significant role in the lives of children and families; however, the research about this service is minimal. [ABSTRACT FROM AUTHOR]

This paper presents a systematic literature review of the qualitative evidence in relation to intergenerational learning programs, principles, and practices. The aim of the review is to develop the evidence base to form an Intergenerational Model of Practice Framework based on the Early Years Learning Framework (EYLF). The EYLF comprises three inter-related elements: principles, practice, and outcomes. The results of this systematic literature review revealed commonalities across these elements and therefore what is needed to underpin the development of an evidence-based Intergenerational Model of Practice Framework. [ABSTRACT FROM PUBLISHER]

THIS STUDY WAS PART OF a broader project to identify best practice models for an integrated early childhood service being delivered as part of a new community service precinct. The planned development will integrate residential development, places of work, a 'town square' and community services and infrastructure. Semi-structured interviews with 11 internal and external stakeholders informed discussion of opportunities and risks as part of the development of an integrated early years' service model. Overall results indicated general agreement regarding understandings of integrated practice and implications for the proposed model. Key informants emphasised potential community benefits and the importance of place-based approaches, as well as governance issues, organisational considerations, change management issues, workforce issues and the importance of effective leadership. Despite a paucity of available guidance in the published literature, a number of key risks were identified, which as discussed, suggest greater consideration and investigation of possible unintended consequences is required. [ABSTRACT FROM AUTHOR]

'We're not useless, we know stuff!', said a four-year-old when asked why adults should ask him what he thinks about his experiences at his early learning centre. This paper describes the literature and methods used to gather children's voices in early childhood and education (ECEC) settings across Stage 1 and 2 of the 3 stage national Learning Frameworks Update project. Asking children about their ideas and experiences was undertaken by familiar educators using research tools designed and supported by the research team. The methods of dialogic drawing, talking circles and visual elicitation were described and further explained to enable educators to gather children's perspectives on their learning experiences in ECEC contexts. We reflect on the efficacy of these methods, approaches and strategies to support meaning-making from a diverse representation of children and how this can influence policy decision-making. [ABSTRACT FROM AUTHOR]

SCHOOL AGE CARE (SAC) services have existed in Australia for over 100 years but they have tended to take a back seat when compared with provision for school-aged children and those under school age using early childhood education and care (ECEC) services. Many SAC services are housed in shared premises and many children attending preparatory or preschool use SAC. Reforms introduced by the Australian Government have included a National Quality Standard for school age care (COAG, 2009b). Like the National Quality Standard for early childhood education and care settings (COAG, 2009b), this quality agenda has prompted a greater focus on the ability of services to provide environments that support the wellbeing and development of school age children and meet the quality standards. SAC is one of the fastest growing ECEC services provided for children and families (DEEWR, 2013). This article makes the case that skillful communication is needed among stakeholders in early education and care settings, schools and SAC in order to provide high-quality services. [ABSTRACT FROM AUTHOR]

This paper reports on an Australian initiative Developing and Sustaining Pedagogical Leadership in Early Childhood Education and Care Professionals, where academics and professionals shared knowledge, experience and research about transdisciplinary practice. The project aimed to develop an understanding of the strategies and skills early childhood professionals and practitioners required to strengthen pedagogical leadership when working in multi-agency organisations. The conceptual framework underpinning the design, analysis and evaluation of the project was bricolage. Bricolage enabled the researchers, professionals and practitioners and other organisational members to consider the principles of multiplicity, complexity, relationality and criticality. The use of bricolage created an opportunity for a more comprehensive level of analysis to occur. A model of professional development emerged from the analysis of the data and was subsequently used to develop an open source learning website. [ABSTRACT FROM PUBLISHER]

The field of children’s services in Australia is currently undergoing significant change. For example, the current implementation of the Early Years Reform Agenda encompasses the development of National Quality Standards, which promote a strong focus on workforce development. As a consequence, practitioners in this sector are being required to consistently reflect on their practice and often re-invent themselves in order to maintain their employment. This paper details a new and innovative strategy, which has been successful in facilitating transformational change. Entitled Circles of Change, the strategy has been embedded in class teaching, in field placement and in professional development with outstanding results. The authors contend that in the children’s services sector in Australia, strategies such as this one are crucial to the development of the workforce and, ultimately, to the provision of high-quality children’s services, particularly as a professionalised workforce is a rapidly growing concern. [ABSTRACT FROM PUBLISHER]

Outside School Hours Care (OSHC) providesplay, leisure, care and education for significant numbers of Australian children. As government has become increasingly involved in the regulation of OSHC, the sector has become increasingly professionalised. OSHC practitioners are active participants in quality improvementprocesses and increasingly likely to have qualifications. Despite its growing social importance, there is little research about the OSHC workforce. This article draws on aresearch project conducted with OSHC practitioners who participated in aprofessional development program that introduced aset of professional standards for practitioners. The research investigated how participants engaged with the standards after completion of the program and demonstratedthat uptake of the professional standards was complicated by workplace and sector hierarchies. Participants were less likely to use the standardsfor service leaders and short-term,casualised workers. These hierarchies formed in complex ways around dominant discourses that underestimate care and leisure work and positionOSHC as asecondary consideration for school management. The findings in this research have important implications for the sustainability of the OSHC workforce, how it is perceived and how it engages with professional development programs. [ABSTRACT FROM AUTHOR]

• Professionalism of Outside School Hours Care (OSHC) Workforce. • Professional Standards for OSHC educators. • Evaluation of professional development using Guskey (2016). • Time and finances of OSHC services impacted on the intent of the professional development. The Outside School Hours Care (OSHC) sector is the fastest growing child care sector in Australia. It is staffed by a workforce that is an eclectic mixture of disciplines. In policy and public perception the workforce has been often linked inappropriately to the workforce of very young children. Queensland Children's Activities Network (QCAN) developed a set of professional standards (The Standards) for educators working in OSHC. The Standards reflect and build on national and international evidence that an educator's effectiveness has a powerful impact on children's development and wellbeing. The Standards were introduced to the OSHC sector with a professional development program. A five level model of evaluation (Guskey, 2016) is being used to provide a systemic evaluation of the professional learning associated with the Standards. This paper discusses some of the findings associated with the levels one and two of the evaluation. [ABSTRACT FROM AUTHOR]

This article discusses the issue of professionalism in the field of extended education. It highlights that staff working in extended education settings often come from various disciplines and may not have specific training for their roles. The article emphasizes the importance of professionalism in providing high-quality programs for children and youth. It proposes five domains of professionalism for extended education staff: reflectivity and discourse, professional awareness, collaboration and collegiality, diversity management, and personal mastery. The article calls for continued discourse, program development, and measures to promote professional development in the extended education sector. [Extracted from the article]

Engaging children in school-age childcare (SAC) in the research process through the use of photography gives them a voice that is not necessarily heard otherwise. This article discusses a research project undertaken in an Australian SAC service using photography as a means for the children to describe their play experiences. It examines the literature about researching with children using photography and discusses some of the challenges and how these can be overcome in order to provide staff and policy makers in school-age care with understandings about school-age care from the perspectives of the children. SAC plays a significant role in the lives of children and families; however, the research about this service is minimal. [ABSTRACT FROM AUTHOR]

This article explores how an organisation – Jabiru – integrates a learning 'community' philosophy into its work with children, particularly within what is understood within Australia as School-aged Care (SAC). Distinguished from other organisations, Jabiru understands community is an intentional practice that provides what we find to be a unique third space, one with links to what is sometimes understood as the new neighbourhood. Research observations and interviews in two SAC sites, guided by the conceptual framework of loving, having and being, led to key findings about the intentional approach to community that supports learning, and the significance of educator wisdom. [ABSTRACT FROM AUTHOR]

Introduction: Health professionals may be expert clinicians but do not automatically make effective teachers and need educational development. In response, a team of health academics at an Australian university developed and evaluated the continuing education Graduate Certificate in Health Professional Education Program using an interprofessional learning model. Methods: The model was informed by Collins interactional expertise and Knowles adult learning theories. The team collaboratively developed and taught four courses in the program. Blended learning methods such as web-based learning, face-to-face workshops, and online discussion forums were used. Twenty-seven multidisciplinary participants enrolled in the inaugural program. Focus group interview, self-report questionnaires, and teacher observations were used to evaluate the program. Results: Online learning motivated participants to learn in a collaborative virtual environment. The workshops conducted in an interprofessional environment promoted knowledge sharing and helped participants to better understand other discipline roles, so they could conduct clinical education within a broader health care team context. Work-integrated assessments supported learning relevance. The teachers, however, observed that some participants struggled because of lack of computer skills. Discussion: Although the interprofessional learning model promoted collaboration and flexibility, it is important to note that consideration be given to participants who are not computer literate. We therefore conducted a library and computer literacy workshop in orientation week which helped. An interprofessional learning environment can assist health professionals to operate outside their "traditional silos" leading to a more collaborative approach to the provision of care. Our experience may assist other organizations in developing similar programs. [ABSTRACT FROM AUTHOR]

Inclusion Support Facilitators support Early Childhood Education and Care centres in Australia to provide an inclusive environment for the children they serve. To date no research has examined the causes of job stress faced by these professionals. Similarly, no research has explored how interventions aimed at supporting Inclusion Support Facilitators’ practice may impact their work. This research explored how the first of a set of critical reflection workshops instructing on the use of the Circles of Change methodology impacted the practice of Inclusion Support Facilitators. The research was undertaken in two stages. The first stage involved collecting baseline data to investigate current levels of job stress amongst Inclusion Support Facilitators. The second stage involved gathering qualitative data to explore the opinions of professionals about how such stresses might be changed following an initial critical reflection workshop. Findings from this research suggest that job demands may be a potential cause of stress for Inclusion Support Facilitators. Findings also suggest that the Circles of Change methodology may be helpful in encouraging personal reflection, communication and transformational change amongst professionals who support those working in childcare. Such notions are critical to how professionals manage both job stress and workplace change. [ABSTRACT FROM PUBLISHER]

Although the development of sophisticated technologies associated with prenatal testing processes have assisted in the practice of prenatal diagnosis, limited attention has been given to the complexities surrounding the decision-making processes for pregnant women following a poor or fatal diagnosis. An emerging international body of knowledge suggests that the process of having prenatal testing and then deciding on whether to continue a wanted pregnancy is often difficult and traumatic. In the last 50 years, social workers have played an invaluable role in the provision of holistic counselling and support for children and families in a range of areas and contexts. This paper highlights the unique contributions that social workers can bring to the field of prenatal testing. It emphasises the consideration of strengths and values inherent within social work practice that provides appropriate and timely support for women who have received a poor or fatal diagnosis following prenatal testing. [ABSTRACT FROM PUBLISHER]

This article considers the nature of, and factors contributing to, experiences of vulnerability. It also explores some aspects of resilience among immigrants and refugees of black African background in South East Queensland, Australia. The findings indicate that an understanding of what influences immigrants and refugees to engage in activities to mitigate vulnerability can inform the development and implementation of targeted policies, including programs and interventions for successful settlement and integration. [ABSTRACT FROM AUTHOR]