- 01Inclusion Support Program—What is the role of the additional educator?more info >
- 02Responding to and Preventing Family Violencemore info >
- 03The role of the Committee of Management Chairpersonmore info >
- 04Successful Transitions - OSHC and Transition Statementsmore info >
- 05The changing role of the educational leadermore info >
- 06An Ongoing Cycle: The Importance Of Planning For Children's Learning And Developmentmore info >
- 07Assessment And Rating Visits - One Centre's Experiencemore info >
- 08Assessment And Rating Visit The Experiences Of 3 Family Day Care Servicesmore info >
- 09Case Studies On The Assessment And Rating Visitsmore info >
- 10Codes Of Professional Conduct And The Early Childhood Australia Code Of Ethics 2006more info >
- 11Conducting research with children in OSHCmore info >
- 12Educational Leader In Family Day Caremore info >
- 13Getting Practical about Reflectionmore info >
- 14Getting Practical about Reflection Part 2more info >
- 15High Expectations For Childrenmore info >
- 16Important Changes To Laws Regulating Incorporated Associationsmore info >
- 17It's All About Meaning: How Much Documentation Do I Need And What Is It Meant To Look Like?more info >
- 18It's All About Meaning - Recording Effectively In School Age Caremore info >
- 19Learning At Home - Designing And Creating Environments For Family Day Caremore info >
- 20Opening the Doors: Showcasing A Family Day Care Service In Actionmore info >
- 21Philosophy Developmentmore info >
- 22Recruitment basicsmore info >
- 23School Age Care Pedagogymore info >
- 24The Role of Educational Leadermore info >
- 25Silverton Primary School OSHCare – Planning For Our Childrenmore info >
- 26Working equitably with older children in OSHCmore info >
- 27'You've Got A Friend' - Supporting Friendships in School Age Care Servicesmore info >
01 Inclusion Support Program—What is the role of the additional educator?
This article from the Spring 2017 edition of Roundtable busts some of the myths around the role of the additional educator!
02 Responding to and Preventing Family Violence
The following article is adapted from a speech given by Emily Maguire, CEO Domestic Violence Resource Centre Victoria, at the Community Child Care Association AGM 29 October 2015.
03 The role of the Committee of Management Chairperson
Providing support to coordinators and directors and providing leadership to the committee of management (COM) are the primary responsibilities of the COM chairperson.
04 Successful Transitions - OSHC and Transition Statements
Successful transitions rely on children, families and early childhood professionals developing positive, supportive relationships.
This article includes some tips for educators on how to encourage the sharing of Transition Statements.
05 The changing role of the educational leader
"The educational leader needs to motivate the team in a number of different ways to think about the pedagogical decisions they are making around children and their learning"
06 An Ongoing Cycle: The Importance Of Planning For Children's Learning And Development
Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.
07 Assessment And Rating Visits - One Centre's Experience
Assessment And Rating Visits –Nara Community Early Learning Centre’s Experience
08 Assessment And Rating Visit The Experiences Of 3 Family Day Care Services
Community Child Care Association recently spoke with three family day care services that have been part of the first services to go through an assessment and rating visit. We share their answers to our questions and thank each service for sharing their experience with us.
09 Case Studies On The Assessment And Rating Visits
Community Child Care Association spoke with three OSHC services that have recently participated in
the assessment and rating visits and have shared their experience with us.
10 Codes Of Professional Conduct And The Early Childhood Australia Code Of Ethics 2006
Every now and then, education and care services for children face dilemmas that do not have laws, policies or procedures to guide their resolution. When this occurs, ethical analysis and debate begins to inform what happens next.
11 Conducting research with children in OSHC
If somebody asked you to think about doing research with children, what would be the first thing that popped into your mind? Children are almost always the subjects of research and almost never the researcher. This article invites you to question whether research is 'adult's business' or 'children's business' too.
12 Educational Leader In Family Day Care
Each service in FDC must appoint an educational leader to lead the development and implementation of the educational program. An educational leader can be an educator or a staff member from the coordination unit
13 Getting Practical about Reflection
Reflecting on our work with children, their families and each other is one of the most important aspects of our commitment to improving the quality of our services.
14 Getting Practical about Reflection Part 2
Effective critical reflection requires several key elements to be in place.Add your content here!
15 High Expectations For Children
Described as a belief ‘in all children’s capacities to succeed, regardless of diverse circumstances and abilities’ (DEEWR 2009, p. 12), high expectations link closely to educators’ understanding that all children have rights to be successful learners and to be included in services and the broader community.
16 Important Changes To Laws Regulating Incorporated Associations
In April 2012, a new Act for incorporated associations was passed, changing the laws that apply to Victorian incorporated associations.
17 It's All About Meaning: How Much Documentation Do I Need And What Is It Meant To Look Like?
Rumours abound about what should or should not be in place – these are mostly untrue and we must become better at knowing what is actually required, rather than what someone reported to be the case.
18 It's All About Meaning - Recording Effectively In School Age Care
It is with a clear purpose and with the words of the framework in mind that we consider the question many educators have been asking … ‘How much documentation do I need and what is it meant to look like?’
19 Learning At Home - Designing And Creating Environments For Family Day Care
The family day care (FDC) home environment is the most visible aspect of the work of a family day care educator. It conveys a message: that this is a place where educators have carefully thought about the quality and the learning potential of the spaces within the home.
20 Opening the Doors: Showcasing A Family Day Care Service In Action
We hope this article provides you with a snapshot of another service in action and some inspiration and ideas of different ways to approach program planning, documentation and assessment, and implementing the learning outcomes into everyday practices.
21 Philosophy Development
A written statement of philosophy outlines the principles under which a service operates. It underpins the decisions, policies and daily practices of the approved provider, nominated supervisor, educators and staff members, and it assists in planning, implementing and evaluating quality experiences for children.
22 Recruitment basics
For many organisations, recruiting staff can seem overwhelming, complex and fraught with danger. This article will provide some simple information, steps and strategies to assist you in the process of recruiting the right person.
23 School Age Care Pedagogy
When the thought processes that inform an educator’s practice are based on ethical and professional standards, actions and reactions towards professional conduct, relationships, influence and position within communities and society, inform the pedagogical decisions they make about interactions, routines and experiences for school age children to intentionally affect their ongoing, learning and
24 The Role of Educational Leader
An interview with Karen Schneider Educational Leader at Monash Children’s Centre Co-operative.
This centre is a 100-place community managed long day care centre on the grounds of a university in Clayton.
25 Silverton Primary School OSHCare – Planning For Our Children
During a recent Western Regional Outside School Hours Group (WROSHG) network meeting, services were asked to bring along their reflection journals and discuss how they were incorporating the frameworks and the National Quality Standard (NQS) into their programs. CCC was invited to this network meeting and has asked Silverton Primary School OSHCare to share how they plan for their service.
26 Working equitably with older children in OSHC
"This article provides a summary of my recent research into the experiences of older children in OSHC"
- Bruce Hurst, University of Melbourne
27 'You've Got A Friend' - Supporting Friendships in School Age Care Services
Some people would assert that friendships are a very specific kind of relationship with particular characteristics. However, 'friendship' is a term that is used in a variety of ways, sometimes very loosely. Educators make comments to children such as 'We're all friends here'. It's interesting to explore what the term means.