Can inclusive education do more harm than good?

Recently, a teacher expressed his misgivings about the “inclusion at all costs” ideology of modern education. Despite being well supported by his school and hugely in favour of inclusive practice, he outlined his difficulties in managing a young fellow with Down Syndrome whose behaviour in the classroom was extremely difficult, and increasingly dangerous. This resulted […]

Are you using the AEDC data to inform your QIP?

Every three years data is collected on children’s development in their first year of school. This is called the Australian Early Development Census (AEDC). This year a new data collection is taking place, providing an up-to-date snapshot of children’s progress against five key areas, or domains, of child development: physical health and wellbeing social competence […]

Educators of change

Child care is a topic at the forefront of much discussion. From politicians to internet commentators, seemingly everyone has an opinion on child care in Australia at the moment. This media of late should have been an excellent opportunity to share information with parents and the wider community on the advances made in the early […]

Disability and dolls: #ToyLikeMe is a mark of progress

On June 5 British toy manufacturer Makies announced cochlear implants were available to buy as accessories in their toy store. Makies uses 3D printing technology to make one-of-a-kind dolls. It was the first company to respond to #ToyLikeMe, a social media campaign to “increase diversity in the toybox” initiated by three UK mothers with disabilities. […]

You need to use your words!

Does this ring a bell? As early childhood educators, we support children’s ability ‘to use their words’ – when we model the words to use to join in with play, to share ideas in small and large group conversations, to express feelings and to resolve peer disputes. However, how often do we intentionally encourage children […]

Design community together

Begin with the end in mind Creating a great place requires developing an idea of what your service will be like. This creative, collaborative process works best when it includes everyone in your community―children, educators, families, and often others such as health and community professionals. To hear everyone’s dreams and ideas takes time and investment […]

‘Gentle parenting’ explainer: no rewards, no punishments, no misbehaving kids

In a piece in The Conversation, Bernadette Saunders described positive discipline. Parents who practise positive discipline or gentle parenting use neither rewards nor punishments to encourage their children to behave. By “no rewards” I mean they don’t use charts or “bribes” such as lollies or toys. Many don’t even say “good girl/boy” or “good job”. […]

It’s not all about relationships — or is it?

Many discussions about quality in education and care services include at some point—often as a summary statement—the assertion that ‘in the end, it’s all about relationships’. This is likely to occur whether the topic is pedagogy, leadership, community connections, staff relationships, links with other services and professionals or family partnerships. Is this ‘throw-away line’ accurate? […]

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