This is a special management edition for ECE Services.
But if you or members of your team are also interested in
- research studies and findings - then see the research newsletter
- teaching, childcare, curriculum and political matters - then see the general newsletter
You are welcome to tell other early childhood services about this newsletter. If you have a problem reading this email you can view the full newsletter online.
Governance and Management
What the Auckland Kindergarten Association has done is a warning to other community early childhood organisations to show respect of parent voice, support teacher and parent representation on the executive committee/ board, and engage in proper consultation.
How many policies do centres and home-based early childhood education services need to have by law?
We want to make sure our policies are well-written – how do we make sure this is the case?
With summer coming we are writing a new sun protection policy or we are reviewing our old policy. Where do I find a template and good researched information on which to inform our decisions and explanations within our policy?
Snapchat, Facebook, Pinterest, Twitter … we need to develop or update our current policy on social media use so we are all on the same page about what is posted and shown online. Can you provide a template to show us the important aspects to have in a policy? And what issues are occurring for ECE services that we need to be aware of and make sure we prevent or manage?
Member Questions and Some Discussions
* In regarding to soothing a crying child I am interested in opinions on the following situation. I'm looking at wise practice with research evidence backup. A new enrollment child has recently started, under 2.5 years, quite early at Kindergarten for complex family circumstances. The child attached to a teacher for the first couple of days and now attached to her older brother. The child is learning expectations for putting lunchbox up, sitting while eating etc and often cries if brother has shifted to a distance. The teaching team have different practices with this child. Should we console/empathise/sooth then support compliance/tikanga expectations or maintain expectations before consoling/empathising? One view sees soothing from a brain science lens therefore would sooth then support? The other doesn't want to reinforcement/reward noncompliance and would only sooth/empathise after? All feedback appreciated.
* My Firstbase programme does stacking with the over two's children to the under two's children at the end of the day for less teacher/child ratio. But if you were to abide by the MoE ratio requirements this is different to what the stacking rule determines at the end of the day with the first base programme. What do I go off with my staffing to ratio, my programme or MoE legal requirements? I have had this discussion with MOE several times and they can't give me a clear answer.
Add your questions. And, see what's on top for other services and help by sharing your experience or suggestions.
Go to the DISCUSSION AREA on the ChildForum website and to the 'RECENT' tab.
Upcoming celebrations and community events
See the latest ChildForum general newsletter for Diwali, Halloween and Guy Fawkes early childhood activities and info
Service Owner Safety-Checking Requirement (Update)
Owners and self-employed providers of an early childhood service who also work at it must go through a separate screening service and there is a cost for this. Details are provided in the article on Safety Checking of owners, staff, relievers, students, and researchers, etc.
- Where can I get a reliever?
- How much do relievers usually cost?
- What sort of teaching quality should I expect from a reliever?
- Can I choose my reliever?
- What if the reliever is not very good?
- Some helpful resources
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