Amplify! Blog

Towards the end of 2021, it was announcd that the world's largest sand island is returning to its First Nations name; Fraser Island will now be known as K'gari. The local Butchulla people and indeed many Australians across the country celebrated this significant name-change, which sees Fraser Island renamed to a word meaning ‘paradise’ in the Butchulla language. Local people had been campaigning for this name change for many years.

Regular CELA writer and Indigenous early education resource specialist Deborah Hoger shares why using Indigenous place names can help reconciliation and healing, and how you can initiate this in an ECEC setting. 

Last week saw dramatic changes to how positive cases of COVID-19 are managed in ECEC settings. 

We explore what's driving these changes, what the current outbreak means for young children and ECEC, and share our joint recommendations to reduce the adverse impacts of the pandemic on our sector. 

There are many benefits to loose parts play including the development of fine and gross motor skills, hand-eye coordination, vocabulary building, practicing concentration and applying mathematical and scientific thinking. Combine those benefits with the budget-friendly concept of upcycling and you have the perfect match for an early education setting. 

Mandy Limb of Coonara ELC shares why her centre is passionate about loose parts, and inspires us with a plethora of imaginative uses for the wonderfully versatile cable drum. 

Shortly after November 8, CELA ran a survey to gain insight into the impact of the mandatory vaccination Public Health Order on the ECEC workforce and service provision. The survey was circulated amongst our members and on social media, and provided some valuable insights which have helped our advocacy around building and sustaining a high-quality workforce. 

In this article we share key findings from the survey, how the results compare with other available data, and what needs to be done to support the workforce moving forward. 

Stephanie Seidler is an experienced early educator and published author who is passionate about promoting meaningful educational experiences for children. Based in New York, she is an advocate of using emergent curriculum as part of a responsive intentional teaching process, and loves to share tools, tips and ideas on her Facebook page. 

Stephanie recently published a book called Bubble Babies, celebrating diversity, inclusivity, and connection building for babies, toddlers, and preschoolers. Bubbles have been a favourite interest for so many of the children she’s educated over the years. 

In this article she shares the benefits of emergent curriculum, tips on planning and scaffolding ideas using bubbles as the example, and how a very ‘NYC’ interest in coffee amongst children who’d never tasted it led to an investigation that went on for half a year!

Once upon a time disability was a taboo topic. Today, awareness of disability is on the rise through events such as International Day of People with Disability (3 December) and the growing acknowledgement of disability in the community.

Many early educators are embracing the opportunity to open the discussion around disability and inclusion with children. We speak with Leanne Fretten of all-abilities childcare centre Mikarie about their child-first approach, ask author of 'What happened to you?' James Catchpole about avoiding the 'inspiration trope', and share how toys and resources such as dolls and books can promote empathy and open-mindedness. 

A new report has been released examining ECEC workforce pressures which have been exacerbated by the pandemic, their impact on ECEC services, and possible ways forward for the sector. 

Written by CELA (Community Early Learning Australia), ELAA (Early Learning Association Australia) and CCC (Community Child Care Association), the report is based on findings from almost 750 respondents representing over 3,300 early education and care services across a wide range of service types. The report will be used to advocate for our workforce at both Federal and State levels of Government.

The report reveals that staff turnover has increased in 50% of services surveyed since the start of the pandemic, while nearly half of job vacancies in ECEC services remain unfilled. Services reported that poor pay and conditions contributed to a lack of applicants, while a lack of quality graduates contributed to jobs remaining vacant. 

We are currently seeing around 5-10 NSW early childhood services impacted by positive COVID cases per day. Of the services directed to close, many are directed to remain closed for between one to two weeks. Since the start of the Delta outbreak in June 2021, over 800 NSW services have been impacted by a positive case. 

Given 14 per cent of ECEC services in NSW have been impacted by temporary closure due to COVID-19, and children aged 0-4 cannot be vaccinated, it is reasonable to expect that it’s not a case of ‘if’ but ‘when’ COVID-19 will impact your service.   

CELA research and policy consultant Felicity Dunn shares how a COVID case impacted a CELA member service, and what you can do to prepare for a COVID case or close contact at your service in order to optimise communications and minimise operational and financial challenges.  

Partnerships with families are an important focus of the Early Years Learning Framework. Good partnerships and relationships can build belonging and inclusion, and contribute to a child’s wellbeing. 

As a result of lockdowns and tight restrictions on parents and carers visiting services, it has become more challenging to build partnerships and relationships with families. Earlier this year, the team at Coonara Early Learning Centre decided to purchase a set of take-home cameras affectionately known as Cheese, Pixel, Flash and Smiley as a way to get to know children and families better, and connect home to their centre. Director Mandy Limb shares details of the project, and what was learnt by children, families and educators along the way.  

There's such a lot to think about as we plan for end of year celebrations this year. How do we 'celebrate’ a year that has been so challenging for so many? How can we make our celebrations COVID safe and inclusive for families who are uncomfortable with being back in the community? And how can we ensure that festivities are child centred, rather than focusing on ‘photo worthy’ moments for parents and carers?  

We take a look at how end of year celebrations can be child focused and COVID safe while also including families, and how one service ditched the traditional graduation ceremony for individual celebrations that make the children feel like royalty.