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DETE Vision for the early Years

DETE Vision for the early Years. Presentation to Mawson Lakes Integrated Services Working Group Chris Shakes Assistant Director Children’s Services DETE 6 July 2000. New research, New Imperatives.

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DETE Vision for the early Years

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  1. DETE Vision for the early Years Presentation to Mawson Lakes Integrated Services Working Group Chris Shakes Assistant Director Children’s Services DETE 6 July 2000

  2. New research, New Imperatives • Modern educational research is on the threshold of a revolution, pointing the way towards a new and powerful theory of learning, which will be able to satisfy the three tests of explanation, prediction and application. Central to the new theory will be a clearer understanding of learning development and the sequences whereby people progress from infancy to become mature learners… • ..The area of learning (learning how to learn) is also concerned with types of ‘super skills and attitudes of learning - of which motivation, socialisation and confidence are the most important. These are the fruits of successful early learning. • Ball, Sir Christopher (1994) Start Right - the Importance of Early Learning

  3. New research, New Imperatives

  4. Changing families, changing service • Societal contexts are now massively different from those in which formal schooling was conceived. For instance in England and Australia, more than one in three marriages end in divorce. Whether we approve or not, family structures are changing. In countries such as Denmark over 90% of the adult women now have full or part-time employment. In recent West Australian survey principal caregivers worked an average of 25 hours per week (Silburn et al 1996) • Gammage, P and Swann, R (1997) Issues in Early Childhood In Education, New Horizons in Education 97 October 1997

  5. Current Challenges • Integration and collaboration, seamless delivery • transition and ‘school readiness’, ‘silo thinking’ • caring for school aged children - recreation and learning • home based care - curriculum, quality, safety • keeping the vision together, strengthening our holistic approach, sustainability • meeting consumer expectations

  6. Current Challenges • Governances structures and community partnerships • site or area? • Meaningful partnerships • real engagement with parents • management and leadership • state and district roles

  7. How did we get to this point? • Leadership structures involved in separate organisations operating under different legislation • Different organisational structures and cultures • separate philosophical frameworks, policy and practice • separate evolution of employment and industrial conditions, separate awards • Different funding agreements, accountability requirements • a varied mix of government and private providers • These factors have created barriers to integration despite compelling research that integration is in best interest of children and families

  8. A vision for the future • a strong societal commitment to children • parents fully engaged and in control of their children’s learning • professional early years staff • children who are fully committed to and engaged in their learning

  9. A vision for the future • Increased share of resources across the birth to eight range • resource allocation based on the needs of child and family • consistent quality across all settings • equal recognition of all early years staff

  10. A vision for the future • Eliminate the gap between education and care • eliminate industrial barriers • build a system that adapts quickly and effectively to the changing needs of families and children, including a changing workforce • coherent strong leadership

  11. A vision for the future • Increased resources for the selection training and professional development of early childhood staff • the principles of early childhood development and a focus on the whole child are sustained through the early years of schooling

  12. A vision for the future • service includes within its structure a broad range of services to families spanning separate disciplines e.g. health, education, care, recreation and family support • evidence based change and clear accountability for performance to families and community

  13. Goals • To improve learning outcomes for children through the provision of a cohesive integrated quality service for children and families • to provide education care and health services in a holistic way across the spectrum of family and children’s needs • To increase the efficiency of service delivery by reducing duplication of effort and fostering cooperation

  14. Guiding Principles • The needs of the community in which the services operate will guide the organisation and delivery of these services • The services will be coordinated and integrated into a cohesive structure • The operation and delivery of the services will operate within a common and shared child development framework

  15. Guiding Principles • Management of the integrated services will recognise and respect the regulatory requirements and licensing standards that apply to individual components within it

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