1. Presentation of proposed changes to Serendipity ELC’s Outdoor Policy Janelle Jack 4941098

2. Rationale for change (Department of Education Employment and Workplace Relations, 2009., Gibbs, 2008., Waniganayake et al., 2012., United Nation’s International Children’s Emergency Fund [UNICEF] 2014 )

3. Model of policy development AimResearch Collective Brainstorm- Suggested changes Draft policy and trial Results of trial shared and evaluated, adjustments made New policy promoted by management and staff (DEEWR, 2009, Farmer, in Gibbs, 2008, McNamara, n.d)

4. Comparison of current policy and philosophy Current policy Strict guidelines – shoes to be worn at all times No mention of natural materials Consideration of plants Climbing equipment no higher than 1m Philosophy Children are confident and capable learners Children make decisions relating to their learning Reference to natural materials Wider community Indigenous perspectives Sustainable practices Shared elements Safe & secure space Families included Sustainable water use (Australian Children’s Education & Care Quality Authority [ACECQA], 2011a., DEEWR, 2009).

5. Suggested considerations of legislation and regulations on the policy Fall height legislation – National regulations state 1.5m as maximum fall height for EC Footwear considerations – Not regulated, Children viewed as citizens with equal rights – which supports the United Nations convention on the Rights of the Child – a component of National Law Sustainable practices – NQS standard 3 Increased reference to the value of natural materials and environment - National Regulations: regulation 113 (Australian Children’s Education and Care Quality Authority [ACECQA] 2011a., Early Childhood Australia, 2013., DEEWR, 2011a., DEEWR, 2009., Gibbs, 2008., Kidsafe, 2013., McNamara, n.d., Waniganayake, et al, 2012). CQA]

6. Authentic consultation Collaborative partnerships with families – National law 172, 175, National regulation 73,75 – 76 Children are actively involved in the process Community engagement (Australian Children’s Education and Care Quality Authority [ACECQA] 2011aRodd, 2013, Waniganayake, et al 2012)

7. Ethical considerations The above mentioned recommendations have been offered with consideration to current legislative, regulatory and ethical obligations of a early childhood professional. They are offered with the intention of trial and reflection to shared with colleagues, families and children. In terms of ethics, it is wise to acknowledge that not all families will agree with the suggestions put forth, however their opinions and ideas warrant consideration and possible adaptation of practices. (ACECQA (2011a)., Early Childhoood Code of Ethics [ECA], 2006)

8. Summary Collectively agree that we need to change current policy Gather research to inform our decision Use this data to brainstorm and identify key areas of change and suggestions of change Draft a trail policy for a 4 week period to test its useability and relevance Results of trial evaluated and shared in conjunction with stakeholders – adjustments made Review and adjust according to feedback form all stakeholders New policy promoted

9. Reference Australian Children’s Education & Care Quality Authority [ACECQA] (2011a). Guide to the Education and Care Services National Law and the Education and Care Services National Regulations Retrieved from: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/2 - Guide to theEducation and Care Services National Law and National Regulations Australian Children’s Education and Care Quality Authority [ACECQA] (2011b). Guide to developing a quality improvement plan. Retrieved from: ccccnsw.org.au/wp-content/uploads/guide-to-developing-a-quality-improvement-plan.pdf Australia Children’s Education and Care Quality Authority [ACECQA] (2013a). Guide to the National Quality Standard. Retrieved from: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf Australian Children’s Education and Care Authority [ACECQA] (2013b). Operational Requirements. Retrieved from: http://files.acecqa.gov.au/files/OPM/OPMv130115OperationalRequirements.pdf

10. References Early Childhood Australia (ECA). (2006). Early Childhood Australia Code of Ethics. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_- brochure_screenweb_2010.pdf Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia Canberra: Australian Government. Early Childhood Australia (2013). Rethinking outdoor learning environments. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/07/NQS_PLP_E- Newsletter_No59.pdf

11. References Early Childhood Australia (2011). Reviewing Practice. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E- Newsletter_No16.pdf Kidsafe Australia (2006). Playing it Safe Retrieved from: http://www.kidsafensw.org/imagesdb/wysiwyg/playingsafe1_1.pdf McNamar, C. (n.d). All about leadership. Retrieved from: managementhelp.org/leadership/ Timperley, H. Wilson, A. Barrar, H & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration Wellington, New Zealand: Ministry of Education Retrieved from: http://educationcounts.edcentre.govt.nz/goto/BES Rodd, J. (2013). Leadership in early childhood: the pathway to professionalism (4th ed.). Berkshire, England: Open University Press

12. References UNICEF, (2014). 25 years of the United Nations Convention on the Rights of the child. Retrieved from: http://www.unicef.org.au/home.aspx Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F. & Shepherd, W. (2012). Leadership; contexts and complexities in early childhood education. South Melbourne, VIC: Oxford.