Report - Department of Education and Training



Preschool Field Officer Program GuidelinesContents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc89423833 \h 3Aim of the Program PAGEREF _Toc89423834 \h 3Purpose of the Guidelines PAGEREF _Toc89423835 \h 3Background PAGEREF _Toc89423836 \h 4Contemporary Frameworks for Children’s Learning and Development PAGEREF _Toc89423837 \h 4Victorian Early Years Learning and Development Framework PAGEREF _Toc89423838 \h 4National Quality Framework PAGEREF _Toc89423839 \h 4The Early Childhood Intervention Australia National Guidelines PAGEREF _Toc89423840 \h 4Inclusion, Diversity and Equity PAGEREF _Toc89423841 \h 5The PSFO program PAGEREF _Toc89423842 \h 6Eligibility PAGEREF _Toc89423843 \h 6Who are children with additional needs? PAGEREF _Toc89423844 \h 6The PSFO Role PAGEREF _Toc89423845 \h 7Capacity Building Support PAGEREF _Toc89423846 \h 7PSFO Qualifications and Capabilities PAGEREF _Toc89423847 \h 11Funding and monitoring PAGEREF _Toc89423848 \h 12Appendices PAGEREF _Toc89423849 \h 13Appendix One: Glossary PAGEREF _Toc89423850 \h 13Appendix Two: The VEYLDF Principles and the PSFO program PAGEREF _Toc89423851 \h 14Appendix Three: Complementary reform initiatives PAGEREF _Toc89423852 \h 16Appendix Four: Frequently Asked Questions PAGEREF _Toc89423853 \h 17References PAGEREF _Toc89423854 \h 19IntroductionThe Victorian Government is committed to supporting all children to access and engage in a funded kindergarten program, including children with additional needs and children with a disability or developmental delay.A kindergarten program provides a supportive environment in which early childhood educators work to support children’s learning and development and to achieve the outcomes identified in the Victorian Early Years Learning and Development Framework (VEYLDF). Kindergarten programs aim to engage each child in effective learning to promote communication, cognitive development, positive relationships, a sense of identity, health and wellbeing.Participation in a kindergarten program also helps to identify children who may need extra support for their development and offers links to targeted support services. This helps to ensure that children receive this assistance as early as possible. Kindergarten programs also provide an opportunity for families to develop links with their communities and other supports.A range of options are available for families and service providers to enhance the inclusion of children with additional needs, disabilities and developmental delays in funded kindergarten programs. Inclusion fosters a sense of belonging and accepts and respects individuality and diversity. Inclusive programs encourage and allow all children genuine opportunities to access and participate in kindergarten programs.The Preschool Field Officer (PSFO) program is accessible at no cost to all funded kindergarten services and complements other universal and specialist services that are available to support children’s learning, development and wellbeing in the kindergarten program.AIM of the Program The Department of Education and Training (the Department) funds community service organisations and local councils to deliver PSFO services across the state. The service utilises an outreach model, enabling the PSFO to provide services within the kindergarten program and environment.The overall aim of the PSFO program is to support early childhood educators to build their skills, knowledge and confidence to plan for and include all children in a kindergarten program.The PSFO program provides early childhood educators with practical advice, support and professional services to enhance capacity to provide for the access, inclusion and meaningful participation of children with additional needs. Purpose of the guidelines These guidelines have been developed for PSFO providers and the PSFOs to support a consistent understanding and delivery of the PSFO program. The guidelines provide PSFO service providers with information about:service delivery, employment processes and ongoing professional development performance measures and data collection requirements.BackgroundContemporary Frameworks for Children’s Learning and DevelopmentThe VEYLDF and the National Quality Framework (NQF) guide early childhood education and care professionals in their work with young children. Both the VEYLDF and NQF drive continuous improvement in the Early Childhood Education and Care (ECEC) sector. The PSFO program is delivered within the context of these frameworks and is also informed by the National Guidelines - Best Practice in Early Childhood Intervention published by Early Childhood Intervention Australia.Victorian Early Years Learning and Development FrameworkThe VEYLDF advances all children’s learning and development from birth to eight years by supporting all ECEC professionals to work together with families to achieve common outcomes for all children. The VEYLDF sets the highest expectations for every child and identifies eight practice principles to guide professionals and five early years learning and development outcomes for all children. It also links directly with the NQF for ECEC services. For further information see: National Quality FrameworkThe National Quality Framework aims to raise quality and drive continuous improvement and consistency in education and care services. The Framework helps providers improve their services in areas that impact on a child’s development and empower families to make informed choices about which service is best for their child.The following overarching principles underpin the NQF:the rights and best interests of the child are paramountchildren are successful, competent and capable learnersequity, inclusion and diversity underpin the frameworkAustralia’s Aboriginal and Torres Strait Islander cultures are valuedthe role of parents and families is respected and supportedbest practice is expected in the provision of education and care services.For further information see: The Early Childhood Intervention Australia National Guidelines The National Guidelines – Best Practice in Early Childhood Intervention (2016) highlight the current evidence base for understanding how young children learn and the importance of supporting the key environments where children spend their time.The guidelines include four quality areas, underpinned by the eight key best practices:Quality Area 1: FamilyFamily Centred and Strengths based PracticeCulturally Responsive PracticeQuality Area 2: InclusionInclusive Participatory PracticeEngaging the Child in Natural EnvironmentsQuality Area 3: TeamworkCollaborative Teamwork PracticeCapacity-Building PracticeQuality Area 4: Universal PrinciplesEvidence Base, Standards, Accountability and PracticeOutcome-Based ApproachInclusion, Diversity and Equity Inclusion in kindergarten programs recognises the diversity of all children and creates a context where all children are valued, experience a sense of belonging and are encouraged to reach their full potential in all areas of development alongside their peers. Equity in early childhood means supporting all children to access and participate fully in the learning and development opportunities within the kindergarten program.Research indicates there are a range of strategies that address barriers to inclusion and support successful inclusion. At the core of this in the early childhood setting are the attitudes and skills of the early childhood educator. The PSFO program supports educators to develop the confidence to plan for and support the diversity of all children to engage in the kindergarten program.Funded kindergarten services are required to have in place policies and procedures that promote inclusive practice and equality of opportunity for all children. This includes ensuring their enrolment, access and inclusion policies:Promote fair and equitable access to kindergarten programsSupport all eligible children to access a kindergarten program, including those who face barriers to participationDo not inadvertently present barriers to ply with Victorian and Commonwealth legislation including the:Disability Discrimination Act 1992 (Commonwealth)Equal Opportunity Act 2010 (Victoria)Child Wellbeing and Safety Act 2005 (Victoria)Victorian Charter of Human Rights and Responsibilities 2006. The right to inclusive programs is articulated in the United Nations Convention on the Rights of People with Disabilities 2009 and the Convention on the Rights of the Child.Consistent with these UN conventions the Australian Government expresses its commitment to inclusive education through the Disability Standards for Education 2005, which outline legal obligations for educational services under the Disability Discrimination Act 1992. This legislation ensures the right of every child who experiences disability to education on the same basis as children without disabilities, including in kindergarten settings. This recognises that each child is different and that some children may require additional support to participate on the same basis. It also recognises that educators may need access to additional supports and resources to ensure they are able to provide a fully inclusive program. The Disability Standards for Education 2005 is available at the following link: the legislations and policies outlined above, PSFOs need to have in-depth understanding regarding the obligations of service providers and early childhood educators, to children with additional needs and their families. The PSFOs work collaboratively with stakeholders to consult, identify positive change and reasonable adjustments to ensure inclusive early learning experiences for children with additional needs and their families.The PSFO programEligibilityAll Victorian funded kindergarten programs are eligible to receive PSFO service to support the access, inclusion and participation of children with additional needs in a kindergarten program. This includes children enrolled in Four-Year-Old Kindergarten, funded Three-Year-Old Kindergarten and Early Start Kindergarten. Funded kindergarten programs are provided in a variety of settings including children’s centres, long day care centres, community kindergartens, independent schools and some government schools.Who are Children with Additional Needs?The PSFO program defines children with additional needs as children presenting with developmental concerns. Developmental concerns may be associated with any area of children’s development, from language delays or challenging behaviours through to children with multiple disabilities. Children with additional needs resulting from trauma are eligible for PSFO support.If a child’s development is supported by a National Disability Insurance Scheme (NDIS) or early childhood intervention continuity of support provider, it is expected that the early childhood educator in consultation with the family will seek support from this provider in the first instance. Early childhood intervention professionals can provide strategies that support the child to participate meaningfully in learning experiences with their peers that are consistent with strategies being implemented across other settings where the child spends their time. The PSFO RolePSFOs work within the context of the kindergarten program. The PSFO works with the early childhood educators to enhance their capacity and confidence in providing an inclusive program that is responsive to the needs of all children. The PSFO does not deliver direct intervention to a child within the kindergarten program. The role of the PSFO is to support, guide and coach early childhood educators to provide high quality programs that support the inclusion of children with additional needs. This approach may involve direct contact with the child and family in the kindergarten setting, however, this work is done in collaboration with and through the early childhood educator in a manner that respects the educator’s ongoing relationship with the child and family. As facilitators of change, the way PSFOs engage the kindergarten team is as important as their knowledge of both child development and of appropriate strategies for supporting children’s additional needs. To assist educators to respond to the needs of children and their families, PSFOs should understand and recognise the factors that influence effective adult learning and build respectful collaborative partnerships that recognise and build on educators’ strengths.The PSFO program is a targeted and time limited capacity building program and not a case management program. In most instances, an episode of support (case) should not exceed 10 hours. Where support is likely to exceed 10 hours, the PSFO should consult their local Early Childhood Improvement Branch. Capacity Building Support A capacity building approach by the PSFO allows early childhood educators to increase their knowledge through reflective, professional inquiry-based conversations. The PSFO capacity building approach supports early childhood educators to:gain the knowledge and skills to confidently implement practices and provide programs that are responsive to the individual abilities, interests and needs of children with additional needs in an inclusive kindergarten environmentsee themselves as having both the responsibility and capability to plan for all children in the kindergarten program respond to parents’ concerns regarding their child’s development. Support to educators may include: provision of information and resources, and identification of adaptations, strategies and experiences to inform programming for a child with additional needsidentification of a child with additional needs through contributing to the assessment of the child’s capabilities as well as their learning and development needssupporting early childhood educator’s confidence and capacity to respond to a parent’s concerns regarding their child’s developmentprovision of planning support that respects, acknowledges and complements the educator’s expertise in supporting children’s learning and developmentcoaching of an educator to assist with planning and implementation of an inclusive kindergarten program that supports a child with additional needsbuilding professional partnerships and collaborative relationships with educators modelling of specific skills, suggestions and strategies with educatorsassistance to embed child specific teaching and learning approaches and opportunities into the everyday kindergarten environmentidentification of referral pathways and facilitation of linkages for families to the range of child and family supports, including more specialised assessment and services where indicated.To ensure all funded kindergarten services receive supports, PSFO providers are required to have readily available and accessible information that outlines the PSFO supports and how to access the service. This information should be updated annually and communicated to the sector at least once a year and shared with newly funded kindergarten programs. Department regional staff can provide a list of funded services to PSFO providers.Working in partnership with FamiliesPSFOs recognise that families are the child’s first teacher, know their child best and can provide important information regarding the child’s development. PSFOs can support educators to build a trusting and respectful relationship with families that enable educators to plan and provide for the ongoing learning and development of the child in the kindergarten program. PSFOs use a range of capacity building strategies that may include acting as role models for strength-based conversations with parents regarding their child’s development or acting as support for the educator as they lead conversations with families. Part of this work focusses on building the skills and confidence of the early childhood educator to respect the family as decision maker for their child and support the educator to understand the range of services and supports available to enhance child and family functioning.The PSFO does not directly deliver intervention to a child within the kindergarten setting but acts as a coach to the early childhood educator. Where a funded kindergarten service seeks PSFO support in relation to a child, the early childhood educator is required to obtain informed consent from parent/guardian/carer for PSFO involvement with their child, prior to requesting PSFO assistance.With parent/guardian/carer consent, the PSFO can:directly observe the child in the kindergarten environmentcontribute to the educator’s assessment of a child’s capabilities as well as their learning and development needs in the kindergarten program.This information assists educators and families to make informed decisions regarding referral pathways for specialised assessment or support services. PSFOs also assist the educator to identify and link families to the range of supports available and support the educator’s program planning for the child in the kindergarten.The PSFO program complements a range of supports provided by other specialist services and kindergarten supports:-184266300Professional development of early childhood educators Quality and regulatory early childhood education and care supportsEarly Years Management organisationsLOOKOUT Education and Support CentresKoorie Engagement Support Officers (KESOs)Koorie Education Coordinators (KECs)Early childhood intervention professionals Kindergarten Inclusion Support (KIS) programAccess to Early Learning (AEL)NDIS supports School Readiness Funding (SRF) SRF Allied Health SupportPSFOs support a coordinated approach and seek not to duplicate services by working with others to provide coordinated service delivery. This approach allows PSFOs to prioritise service delivery according to needs. For example, services with limited supports or resources and newly qualified/inexperienced educators should be seen as a priority group for the PSFO service. PSFO Qualifications and Capabilities The PSFO must be a degree qualified early childhood educator (qualification in Special Education is preferred) with experience in planning and delivering high quality inclusive kindergarten program. PSFOs should have the following capabilities:an understanding of how to facilitate change and experience with capacity building strategies including collaboration, consultation and coachinga practical and theoretical knowledge of both program planning and program delivery in kindergarten settingsan understanding and ability to apply the practice principles of the VEYLDF in their PSFO rolea strong understanding of typical and atypical child development as well as the potential impact of additional needs on a child’s learning, wellbeing and developmentstrong interpersonal and communication skillsa sound understanding of program strategies and adaptations to support children’s learningexpertise and knowledge of specialist referral networks that bridge the gap between kindergarten and specialist servicesa strong understanding of inclusive practice to support responsiveness to the diverse needs of all children in the context of kindergarten programsan understanding of the impact of trauma and disadvantage on a child’s development and the importance of relationships in fostering a child’s learning and developmenta demonstrated ability to work in collaborative partnerships with other professionals, build and manage a diverse range of networks and form positive working relationships with early childhood professionalsa demonstrated knowledge and understanding of the barriers and enablers of inclusion in kindergarten settings experience in responding to the diversity of children, families and educators including recognising and building on strengths. 188442109541Funding and monitoringFunding allocation Funding for the PSFO program comprises:Metropolitan unit price - applies to providers delivering PSFO program in metropolitan areasRural unit price - applies to providers delivering PSFO program in rural ernment-funded organisations delivering PSFO services can access and view program funding information via Funded Agency Channel.Activity NameActivity Code Funding Basis Funding level Preschool Field Officer Program 718303Number of targets Unit priced Funding for this activity is subject to the delivery of specific targets (children supported). Where annual performance is less than 85 per cent of target performance, the funded organisation will be required to provide the Department with a justification for retaining full funding. Data and reportingData entry and reporting is undertaken in KIMS. PSFOs should enter their data in KIMS on a regular basis. KIMS will capture information about the kindergarten service, early childhood educator, the child and the type of services provided.Cases cannot be counted more than once in a kindergarten year. All cases must be closed at the end of the kindergarten year. Performance measures and data collectionPSFO providers are monitored against the performance measures and targets specified for this activity in the Service Agreement. The performance measures in place for the PSFO program are: number of children receiving a service client satisfaction survey Number of children receiving service This performance measure provides information about the number of children with additional needs (relates to service agreement targets) linked to supports their early childhood educator receives through the PSFO program. Client Satisfaction Survey (administered annually by the Department)This performance measure provides information about the quality and effectiveness of the services provided by the PSFO program. Clients for this performance measure are defined as early childhood educators who receive assistance from the PSFO program.AppendicesAppendix One: GlossaryAELAccess to Early Learning ECECEarly Childhood Education and CareESK Early Start Kindergarten EYMEarly Years Management KECKoorie Education Coordinator KESOKoorie Engagement Support Officer KIMSKindergarten Information Management System KISKindergarten Inclusion Support NDISNational Disability Insurance Scheme NQFNational Quality Framework PSFO Preschool Field Officer SRFSchool Readiness Funding VEYLDFVictorian Early Years Learning and Development FrameworkAppendix Two: The VEYLDF Principles and the PSFO programThe VEYLDF provides a framework for collaborative practices across early years services. The practice principles of the VEYLDF that guide the PSFO program and inform interactions with educators and families are arranged into three categories: Collaborative; Effective; and Reflective.Collaborative: Family Centred PracticeFamily centred practices build confidence and capacity. PSFOs recognise the primary influence that families play on the learning and development of their child and respect the pivotal role that families play in the child’s life. Consent from families is obtained prior to any involvement with a child in the kindergarten program. PSFOs support parent professional partnerships by encouraging and supporting educators to use the family’s understanding of their child to inform their planning, and to actively engage families and provide them with feedback about their child. Responsiveness to the diversity of children, families and educators informs delivery of the PSFO program. PSFOs seek to maximise the use of universal and targeted services to support an integrated service system for families. They do so in a respectful manner that demonstrates an understanding of the longer-term relationship that the educator has with the family and child during the kindergarten year. Partnerships with ProfessionalsThe work of the PSFO requires a collaborative partnership approach with early childhood educators. This effective partnership enables sharing and the exchange of knowledge and expertise which build capacity. PSFOs support a coordinated approach and seek not to duplicate services by working with others to provide a coordinated service delivery approach. PSFOs also participate in professional networks to facilitate the identification, referral pathways and inclusion of children with additional needs in universal services. PSFOs use the common language of the five VEYLDF outcomes to support collaborative approaches between early childhood professionals and families.High Expectations for Every ChildPSFOs support families and educators to have high aspirations for all children, including those with additional needs, in the knowledge that this enables children to experience success in their learning and development. The principle of high expectations for all children recognises that every child can learn. PSFOs support educators to explore the different resources, supports and opportunities that can be provided for children with additional needs to ensure they benefit from the learning and development opportunities within the kindergarten program.Effective: Equity and DiversityProfessionals who respect diversity respond to each child’s unique learning needs. Equity means providing all people with the supports they require to make the most of their rights and opportunities. Equity in early childhood means supporting all children to participate fully in the learning and development opportunities within the kindergarten program. PSFOs support educators to enhance inclusive programming that meets the needs of all children, in particular children who have additional needs.Respectful Relationships and Responsive EngagementRespectful relationships form the basis of all children’s learning and development. When children and families have a connection, feel welcome and have a positive relationship with the team of early childhood educators they thrive in the kindergarten environment. PSFOs support the team to make connections with their children and families, to work positively on their abilities and strengths and get to know them on an individual basis. PSFOs use strength-based approaches that build the capacity of educators, whilst respecting and acknowledging their expertise.Integrated Teaching and Learning ApproachesInclusive practices are at the core of integrated teaching and learning approaches. PSFOs support kindergarten teams to provide personalised learning and development opportunities including adult led learning, guided play and learning, and child directed play.Assessment for Learning and DevelopmentAssessment of children’s development should be authentic and take into account child, family and educators’ perspectives. PSFO observations of children with additional needs in the kindergarten program take a strengths-based approach that reflects the VEYLDF learning and development outcomes: identity; community; wellbeing; learning; and communication.Any observation and assessment is objective and may challenge preconceived ideas regarding a child’s capabilities and open new ways of thinking about a child’s needs and the support they may require.Reflective: Reflective PracticeReflective practice is a core component of PSFO work as they seek to build the capacity of others. PSFOs reflect on their own practice and work to assist educators to reflect on theirs. PSFOs seek to understand the child from the educator’s perspective and provide services that build the skills of others. PSFOs seek feedback from families and educators regarding their service and use this information to inform continuous service improvement.Appendix Three: Complementary reform initiativesSchool Readiness FundingSchool Readiness Funding (SRF) is a new and permanent part of kindergarten funding. The initiative aims to address educational disadvantage by building the capacity of kindergarten services, educators and families to support children's learning and development outcomes. The Department has developed a Menu of Evidence-informed Programs and Supports (the Menu) to direct the expenditure of SRF. Kindergarten services are required to spend the majority of their funding (at least 75 per cent) on programs and supports from the menu. All items on menu must be aligned to the Victorian Early Years Learning and Development Framework (VEYLDF) and focus on at least one of the three priority areas:communication (language development) wellbeing (social and emotional) access and inclusionThe amount of funding allocated to services ranges from $1,000 to more than $200,000, depending on the number of enrolments and levels of educational disadvantage within the service. Services that receive over $5,000 in SRF will have a portion of their funding notionally allocated to allied health sessions provided at the service. For eligible services, allied health professionals will collaborate with educators, families and children in the kindergarten service to address the service’s identified needs and goals. Allied health providers across the state have been engaged by the Department to ensure that kindergarten services receiving SRF have access to high quality allied health services, including but not limited to speech pathologists and occupational therapists. Allied health professionals work in collaboration with educators and families to build on existing skills and improve outcomes for children. For more information visit, School Readiness Funding.Kindergarten Improvement Advisors Kindergarten Improvement Advisors (KIAs) provide specialist early childhood expertise to support and build the capacity of funded kindergarten services with a focus on School Readiness Funding, Three-Year-Old Kindergarten and Early Childhood Networks and Forums. KIAs support improved outcomes for all children through working in partnership with kindergarten services in their planning and implementation of reforms, driving improvement in quality and practice. This includes:facilitating connections with other services and schools as well as building networks within the Early Childhood sector across the local area engaging in meaningful conversations with services, using data and evidence, to identify and address the needs of the service as it relates to educationally disadvantaged children and in the context of school readiness fundingsupporting change management in readiness for universal access to Three-Year-Old Kindergartenunderstanding current research and developments in the early childhood sector, identifying implications and opportunitiesAppendix Four: Frequently Asked QuestionsCan PSFOs provide support in unfunded early years programs (e.g., playgroups)?No, only services delivering funded kindergarten programs are eligible to apply for PSFO support. This includes Four-Year-Old Kindergarten, Three-Year-Old Kindergarten and Early Start Kindergarten ESK).Are there any changes to ESK arrangements for the PSFO program?ESK will continue to provide up to 15 hours a week of subsidised kindergarten for eligible children in all areas of Victoria. The PSFO program will continue to apply to ESK as per current arrangements.Is there a priority for PSFO support?The information contained in the referral form submitted by the service seeking PSFO support should assist the PSFO with prioritising where support should be targeted.? The referral form should capture existing supports, educator experience, group size and dynamics as well as resources available to the service including access to other specialised supports such as KIS, SRF, NDIS and other programs. PSFOs should consider the experience of the educator in supporting children with additional needs when prioritising access for the PSFO program.? For example, services with limited supports or resources and newly qualified educators should be prioritised for the PSFO service.Can PSFOs provide support when there is NDIS support in place?If a child’s development is supported by an early childhood intervention professional (ECI) through the NDIS, it is expected that the early childhood educator in consultation with the family will seek support from this provider in the first instance. ECI professionals can provide strategies that support the child to participate meaningfully in learning experiences with their peers that are consistent with strategies being implemented across other settings where the child spends their time. If the educator has made all efforts but been unable to engage these supports, PSFO support can be sought. What is an episode of support (case)?An episode of support equals at least 60 minutes of service support provided by the PSFO to an educator in regard to an individual child. In most instances, this support should not exceed 10 hours and cannot be counted more than once in a kindergarten year.How are cases counted in KIMS?Please refer to the ‘PSFO FAQ and Business Rules’ document in KIMS.What is the difference between supports offered through the PSFO program and SRF?The PSFO program provides assistance to educators in supporting the inclusion of a child with additional needs. School Readiness Funding seeks to address educational disadvantage and is targeted to the educational needs of the group of children attending a kindergarten service. How do I record multiple cases at the same visit at the same kindergarten?If a PSFO provides supports to the early childhood educator for more than one referral in a single visit lasting 60 minutes, the PSFO will record the portion of 60 minutes that was devoted to each case (e.g., 5 minutes against child 1, 20 minutes against child 2 and 25 minutes against child 3). 60 minutes is not recorded against each case. Further information on how to record cases is available in KIMS under ‘Help and Support’. Can a PSFO support group referral?No, group referrals are not accepted under these guidelines and should not be taking place.Are we still required to undertake annual surveys, and who do we survey?No. Client satisfaction surveys will be managed by DET and generated in KIMS once a year.? As the educator is the client of the PSFO program, surveys will be sent to kindergarten services.? An analysis of responses received will be shared with PSFO providers.Can a PSFO provider undertake their own client satisfaction surveys of families?Yes, a PSFO provider may choose to undertake survey of families if they wish.ReferencesDepartment of Education and Training, Early Childhood Reform Plan of Education and Training; Victorian Curriculum and Assessment Authority. Victorian Early Years Learning and Development Framework for Children from Birth to 8 Years. Department of Education, Employment and Workplace Relations for the Council of Australian Governments (2009). Belonging, Being Becoming: The Early Years learning Framework for Australia. Australian Government, Canberra. Childhood Intervention Australia (Victorian Chapter). National Guidelines – Best Practice in ECI (2016) Standards for Education 2005 National Quality Framework ................
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