PDSP Funding - Rolling right along!

Northcott are well on the way to ensuring your children are supported in 2015.  All Preschools should have received by now a list of children that have been identified as continuing with funding for the next year (2015).  If any children were not included or should not be included, you simply need to fill out the form that came with the letter providing First Name, Last Name, Current Funding amount and Level for next year. If you have not received the letter or need any help at all, please email pdsp@northcott.com.au or phone 1800 455 522. 
For your information, I received a call back very promptly and was provided with very clear and helpful information. :)

Ann Pelo webinar

Having heard Ann Pelo as Key Note at the ECA Conference in September, I am a devoted fan and very keen for everyone to hear what Ann has to share.  What resonated with me the most was Ann's explanation of why and how we should be aligning our attention to that of the child rather than trying to align the child to where we feel attention should be.  Hear for yourself and be part of the discussion on the webinar conducted through the ECA Learning Hub.  Details below.

November webinar: Ann Pelo live! We are counting down to our webinar with the wonderful Ann Pelo in November. Ann will join us live from Seattle (US), and you’ll be able to contribute your comments and questions to the conversation. Choose between two sessions: Friday 21 November or Saturday 22 November, both at 12.00pm (AEST). Registrations will open next week, and places will fill fast—so discuss this with your manager or training coordinator now! Contact information F: Learning Hub Facebook page E: learninghub@earlychildhood.org.au W: www.earlychildhoodaustralia.org.au/learning-hub/

PRESCHOOL DISABILITY SUPPORT PROGRAM (PDSP)

You will now all be aware that SCAN and ISP are to merge as Preschool Disability Support Program (PDSP).  Northcott have started the process of managing this new program and will make contact with you in the lead up to the launch in November. 

Please see DEC information regarding PDSP below, including timeframe expectations for roll out.

"The Preschool Disability Support Program (PDSP) will launch in early November to support children with disability or additional needs in NSW community preschools.

The PDSP replaces the Supporting Children with Additional Needs (SCAN) program and the preschool component of the Intervention Support Program (ISP).

As a result of a recent tender process, DEC has appointed Northcott as the PDSP program manager. 

Applications for 2015 targeted funding will open on 3 November 2014, and must be submitted before 14 November 2014 if you want to be advised of the outcome before the end of Term 4.
 
Further information about the PDSP and the processes for applying for child focused targeted funding will be provided next week in a special edition of EC extra."

To read the mentioned special edition of EC extra, go to;
https://gallery.mailchimp.com/aa0ad9dd47818523d24ca6d3e/files/Early_Childhood_Extra_Issue_15_10_October_2014_PDSP_edition.pdf

For more information and links to the guidelines, application form and more, go to;
http://www.dec.nsw.gov.au/what-we-offer/regulation-and-accreditation/early-childhood-education-care/funding/community-preschool-funding/preschool-disability-support-program

It has been a huge pleasure working with you all and we wish you every success in your continued effort to provide quality inclusive practices for the young children in your services.

KidsMatter - impacts of educator interactions on children's behaviour

KidsMatter Early Childhood update (excerpt from ECA Webwatch #196)
You won't let me be good ...
Behaviour is a way children can communicate their feelings, needs and wants. The KidsMatter webinar You won't let me be good ... The impacts of educator interactions on children's behaviour, reflected on how our responses and interactions influence children's behaviour and explored strategies to increase understanding of behaviour and the impact of educators' interactions and relationships on young children’s behaviour.
If you missed it on the night it is now freely available for download.  (The resources listed below the webinar are fabulous, too!).
Watching it as a team is a great way to start a reflective conversation with colleagues. You can even continue the conversation with us at KidsMatter on the KidsMatter Early Childhood Blog, Shared Thinking.

Is the school ready for you? Transition resources and ideas.

Schools are preparing themselves for the new learners who will walk, leap, skip or saunter over their threshold next year.  Some of those newbies will be more anxious than others.  So many factors will influence how this new experience pans out, but one thing is for sure - preparation is ALWAYS going to benefit the child. 
Enabling open, frank discussions regarding emotions related to leaving the early learning
environment / home or family care to embark upon school are very important.  Asking what the preconceived expectations are, will provide you with a starting point for important discussions.  Fears may be allayed, or strategies to support the reduction of fears may be able to be worked on together.  Disregarding or dismissing emotions that may seem at odds with a child's character or your expectations will have detrimental effects on the transition process. 
Many of us have at times felt jubilation or excitement at the prospect of something new.  And we often expect that of our children.  I certainly built my daughter's expectations up so high for her first day of school, that when I asked "SO!  Was it fun??", she looked at me as though I had two heads!  Her concept of fun had thus far been quite unstructured and didn't quite look like the 'fun' I'd perhaps misguided her into expecting.  She did, however, after the first week of falling asleep at 6pm, and the first month of not having time to eat her lunch, fall in love with school. 
For children that do require reassurance, familiarity and clear expectations - and let's face it, that pretty much covers every child - the number of visits both with other children present, but also importantly without other children, will impact on the process.  Enabling a comfortable viewing of the school, classrooms, library, bubblers, toilets, hall, playground, office - in a quiet way, with the open ended ability to ask questions in an uninterrupted, non threatening way, will go a long way to helping the settling in. 
KidsMatter has a number of focus areas to support young children.  Transition to School from the perspective of the educator can be supported here:  http://www.kidsmatter.edu.au/primary/resources-your-journey/starting-school
Transition to school for families to consider: http://www.kidsmatter.edu.au/families/starting-school   Sign up for ASPECT's Positive Partnerships "Managing Transitions" (Webinar) on 17th September at http://www.autismtraining.com.au/public/index.cfm and peruse their support materials.
And of course the recently blogged about Transition to School Resource:  www.transitiontoschoolresource.org.au, will put you and your child or your class in great stead for the year ahead.  Ask lots of questions, take lots of photos, attend all that you can regarding these first steps to school. 

We're All In! Now you can be, too!

The expression "All in!" has such positive connotations.  Northcott and NSW Family and Community Services have championed the phrase for their recently launched All In! Inclusion Guide.  With an interactive and very comprehensive website, individuals, businesses and community organisations now have at their fingertips the means with which to enable meaningful participation by all children aged 0-8 in activities of their choice. 

http://all-in.com.au/Start

  “Community organisations, parents and carers can use the website to get free advice tailored to the situation where they will be interacting with the child, such as a sporting activity, play date or going out in the community. The advice they receive will include how to prepare, what to do during the activity, common misconceptions and how to improve next time around.”
It really is as easy as 1. Situation 2. Challenge 3. Age 4. Conclusion.  Whether families would like advice on how best support a friend attending a birthday party, or a sporting team would like to better facilitate access and meaningful participation for a keen newcomer, the steps will provide a fantastic starting point - now it's just up to you!
Read more from the launch here:  https://www.northcott.com.au/news/all-inclusion-guide-arrives
And explore the Inclusion Tool here: http://all-in.com.au/.

Transition to School Resource Launched

Of utmost excitement is the news that the Transition to School Resource has been Launched!  Please see the e-release from ECIA NSW below.  Browse, show it to families, find what's relevant to you.  It's a very exciting and timely resource!  Enjoy!:
We are pleased to announce that ECIA NSW’s Transition to School Resource is now available.
This web-based resource has been developed by Early Childhood Intervention Australia (NSW Chapter) Inc. and funded by Ageing, Disability and Home Care in the Department of Family and Community Services, New South Wales, Australia (ADHC) as part of the Focus on Early Childhood Inclusion (FECI) project.
The Resource aims to help children with disabilities and their families make the transition to school as smooth and positive as possible. 
A key focus of this resource is on developing positive collaborative relationships between families, schools and support professionals.
The website, which has been developed with reference to the latest research literature and in consultation with stakeholders around NSW, contains practical information for:
     * families
     * early childhood intervention professionals,
     * early childhood education and care professionals
     * teachers in schools and
     * the wider community.
Go to the Transition to School Resource website:   www.transitiontoschoolresource.org.au
Posters, flyers and other promotional material are now available. Please email Emma Pierce for further information 

"On the Same Page" DVD

The Special Education Centre at the University of Newcastle has produced the DVD, "On The Same Page", for early childhood services.   The purpose of this DVD is to provide those working in the early childhood sector with an overview of current research and practical strategies to maximise the social and communicative involvement of the children they support.

The program is designed particularly for people working with children, aged 2 - 8 years of age, who have been identified with challenging behaviour.   It has had very positive and enthusiastic reviews by EC staff, many of whom are requesting extra copies for sharing with colleagues.

Thanks to Frank Hinchey, Project Officer for ECI PDP, the SCAN Project Officers have obtained copies for the eligible preschools within the CareWest SCAN regions.  Please contact your project officer if you have not already received a copy. 

Web: ECI PDP link to On the Same Page info.

 

 

Emotional Literacy and how to teach it!

With a grouchy face, my little friend said "I'm fed up!  You're stirring me up!" and stomped his foot. 
Another little friend literally shuddered with joy as her birthday party enveloped her in good feelings. 

Being emotionally literate means being able to label emotions in self and in others.  Without this, empathy is undeveloped as perspectives are difficult to relate to.  Without emotional literacy, the path to friendships is much rockier.  Emotional literacy, as with all other developmental areas, requires practice, modelling and the right response. 
Acknowledging emotions
A great way to start is to acknowledge emotion in a child as they are experiencing it.  In the examples above, acknowledging that "I can see that you're fed up.  Your face is scrunched and you have stomped your foot!" or for the second child, "Wow...I can see that you are so excited!"  would be a great starting place.  Rather than moving straight to the solution for the angry child, dismissing the emotion, or reaching for the camera for the happy child, take that moment to verbalise the emotion - put a label on it. 
In the first example, the child has a good emotional labelling set in place.  He has been able to show his feelings physically, as well as label them verbally.  Whilst we don't know yet what has set that emotion off, we are clear and he is clear on that frustrated and quite obvious 'fed up' feeling.  Child number two is non verbal.  Whether this is developmentally appropriate or a delayed development, emotional literacy can still be taught.  By using facial expressions and physical gestures, we know the child is happy and excited.  By modelling the verbal expression for that emotion, we are adding to that experience a label and identification. 
Tips:  Mimic the happy action and verbalise the perceived emotion at the same time when appropriate.  Be wary of mocking an emotion.  Mimicking a stomped foot could seem jestful and result in a lost learning opportunity, escalating from fed up to meltdown!  Don't dismiss or deny an emotion.  If a child says they're angry, hurt, upset, telling them "No you're not"  or "You'll be right" as the first response teaches them that the emotion was invalid, mislabelled, or not recognised.
Emotional Literacy using Literacy
Using specifically chosen children's books that highlight emotions, is a wonderful way to teach emotional literacy.  Your local library would be an ideal place to start and you can of course approach the librarian to help direct you.  Specific baby books with faces showing a variety of feelings can start even the smallest learner in the identification process.  Toddlers and Preschoolers can be encouraged to reflect on how Wombat must feel in Mem Fox's 'Wombat Divine' at each page change, or the hat seller in 'Caps for Sale' when the monkeys take his caps and then eventually return them.  Tips:  Don't be afraid to read the same book over and over.  Indeed, that is a fantastic way to move from adult labelling to child labelling.  It could also prompt dramatic play where emotions are pivotal to the story.  Prompt, as the adult, and provide a story line that you create and the child acts out.  If you're engaged and your face is a mirror, the child will have a visual of that emotion accessible immediately.  Know the book before you read.  This will help you adjust your voice or physical posture to really emphasis the emotions within.  Books are pre-learning/post-learning opportunities.  They can provide a reflective point if required during the identification of an emotion eg. "Remember how excited Hairy Maclary was to play with his friends?".  The Center for Social Emotional Foundation in Early Learning (CSEFEL) provides a social and emotional Book Nook with a number of identified books and some attached learning opportunities that families or educators can use.     
Using pictures and apps
Having access to pictures of people in different emotive states can be as easy as using a newspaper pamphlet or a tv commercial.  Asking questions such as "how is that person feeling?"  and "how do we know that?"  as well as more learning questions such as "what do you think happened to make them feel that way?" sparks great emotional literacy recognition. For children who don't identify emotions well, apps such as iTouchiLearn Feelings or ABA Flash Card Emotions (American) or AutismXpress (Australian) provide opportunity to identify and see emotions. 
Tips: Used alongside an adult or child modelling the emotions will help reinforce.
Songs and rhymes
Changing words to songs is allowed!  Adapt any nursery rhyme to fit the occasion, or use the recognised "If you're happy and you know it" to entertain while you learn! Putting on classical music or world music with different tempos and varying degrees of volume can be used to provoke emotions.  Labelling a fast, loud, upbeat tune as excited, and having the children react in the same way, provides stimulus alongside the literacy.  Being slow and peaceful during a relaxing piece of music also gives you a strategy to calm children out of a heightened emotion, using the opportunity to also learn the words for calm and peaceful.  
Tips:  Remember to label your own emotions "I'm really happy as my friend is coming for lunch!"  "I'm a bit sad because my friend couldn't come".  Asking "What could make me happy?" isn't self indulgent!  It provides the child an opportunity to try out what you've been practicing!  Maybe putting on some beautiful music will make you feel better!  Don't forget to show it! :) 
Resources and references
The Raising Children Network has age based sections regarding communication and emotions.  This link provides strategies for Talking through Angry Feelings for Preschoolers.  Log on to www.raisingchildrennetwork.net.au for more ideas.
The CSEFEL website has fantastic resources for families.  The articles Teaching Your Child to Identify and Express Emotions  and Teaching your Child about Feelings are worth reading.  The Book Nook is within the CSEFEL website and, as referred to in the blog, provides some great activities and ways to use books to enhance emotional literacy.

This article is also found at www.coolkidscalm.blogspot.com.au by the same author.

Addressing Challenging Behaviours

We've looked at triggers, and an ideas for identifying them.  But what about challenging behaviours that persist?  We so often look at a loud, aggressive reaction from a child and immediate want to stop it, or 'fix' it.  When you work with children in preschool settings, or even one on one at home, it's soon apparent that this adult reaction won't have a very lasting or successful result. Difficult as it may be to swallow, we need to assess ourselves and our environment first.  Knowing a child's strengths, interests and challenges are also essential to developing a positive relationship between educator and child. Consider the Teaching Pyramid. 

This model (detailed below), adapted from the mental health model and created by a team at Vanderbilt University, encompasses four tiers.  Each tier, from the bottom up, is a requirement for a successful and positive preschool experience, reducing challenging behaviours, and promoting social and emotional development.  It is transferable, too.  Taking time to collaboratively assess an environment, including the program, the interests of all children, the learning opportunities available, and the people in place to support them is a large stepping stone to finding out what is working, and what may need changing or addressing in order to reduce challenging behaviours.  The wonderful social and emotional programs that exist are all relevant here.  Linking with families, early intervention services,  healthcare workers are all relevant here.  And deciding you want to TEACH social emotional skills rather than assuming they are inherent skills is very important here. 

When we look at any given moment of challenging behaviours, we can expect to find triggers (even if we have to look hard), and a reaction.  Identifying the FUNCTION of that reaction, that behaviour, will be pivotal in how we address and thereby assist the child in reducing the need for that challenging behaviour.  We can expect the function to be either to obtain something or someone (i.e. a toy or attention for example) OR to escape (an experience or a person).  We now have a formula for teaching.  The next challenge for the adult is to address the function, and honour it!  Provide the child with strategies to enable the child to obtain or escape appropriately!  This is not giving in, it's a prevention in the long run, and it's a building block to a strong relationship.  Remember, you will not do this alone.  Learning to honour the function and not simply 'stick to our own ideals' is hard.  It takes a lot of practice and patience, and a lot of collaboration.   Self-reflection of practices is instrumental. 

For help and further information regarding the Teaching Pyramid Framework and strategies, contact your local SCAN Project Officer in Riverina Murray, Orana Far West or Central West.   For further online references and resources, explore www.csefel.vanderbilt.edu

The Teaching Pyramid Framework: 

 

At the first yellow tier is the Effective Workforce.  This requires open lines of communication, supports, networking opportunities, collaboration and team members who feel valued and important - both as team members and in the lives of the children. 

 

The two blue tiers highlight Nurturing and Responsive Relationships and High Quality Supportive Environments.  In other words, high quality early childhood programs for all children reflective of the EYLF.  The ongoing supportive and responsive relationships developed between adult and child promote healthy social and emotional development.  Families feel valued.

 

The Targeted Supports in the green tier are specifically targeting Social and Emotional development.  This is important for children who need further support in learning friendship skills, emotional resilience, being able to identify emotions and empathise with others.  Teaching social skills can be preventative and remedial in effect.

 

And the top red tier are where a few of our children sit and where educators will seek further collaborative supports.  This intensive intervention tier is explicit child focussed.  Intervention sought at this tier would be a result of collaborative assessments and result in individualised behaviour support plans. 

It's SCANTASTIC!

SCAN-tastic news!  SCAN has a continuance until the end of the year!  As such, our SCAN supported Preschools will receive an amendment to the Service Agreement shortly.  We have on SCAN happy faces :)
BLOG!
Have you noticed this blogsite has a few changes?  Do you have a staff meeting coming up? Could you use that time to get everyone browsing? 
For starters, Did you know that you can now follow new posts by email alert?  Go to the bottom of the site page, provide your email address, and you will receive an email alert only when new posts have been made to the site. 
The tabs have changed slightly as has the layout of content.  Specifically, and to help you out:

• Along the right hand side you'll see the most popular blogs.  You can click on any of these to go directly to the article.  Below these are the archives, and you can search any past blogs here.  As most of the content doesn't date, you would be well worth having a little meander to see what you might find useful.
• We now have Resources and Apps together.  They are tabled, so as to accommodate user/reader reviews.  This may assist you in your consideration of purchasing/borrowing items - and of course your feedback will help others.  Provide your review in the comment section, or email directly to sara.stockman@cw.org.au. 
• The Visuals tab also has the link to the ECIC Website where the purchase form is located for the extremely well regarded Visuals DVD (promoting how and when to use in the Early Childhood environment) which was produced in collaboration between the Riverina ECIC, CareWest and the Wagga City Council. 
• Within Training and Learning you'll find opportunities listed only in the order they are sent to me. Please peruse, and also use me as a promotional point if you have something to distribute.
• A new Parent/Carer tab currently lists in regions, support networks, training and learning opportunities and anything going on that parents and carers may like to know about with regards supporting their child. Please send on anything you'd like me to list.  

And finally, did you know that there is nearly always a Read more at the bottom of the blog item?  Click on it to do just that!

What's triggering that behaviour?

Do you sometimes struggle to identify behaviour triggers for some children?  Are you finding inconsistencies in some behaviours that effect individual children as well as whole group experiences? 


A really useful idea for helping to pin-point what may be at the root of these behaviours, and in particular if the environment is a factor (including people, activities, routine, and physical layout), is the mud-map dot activity.  The idea is that you draw a mud-map of your preschool.  You can have indoors and outdoors represented, and stuck at strategic places around the room/outdoor area.  Along with the map, include several colour coded dot stickers (or textas etc).  Colour code morning, meal/snack, afternoon, transitioning.  Include a section for notes.  Over the course of a week (or whatever time frame provides you with information), use the dots to stick on the area where a child's behaviour has been challenging. 

Light it up blue!

April is Autism awareness month and there are so many interesting and entertaining  events occurring all over the world, let alone the country!  To list a few local events:


Picture by Less Smith, Wagga Wagga Daily Advertiser.  Superheroes raise awareness for Autism.  Sheila Buntin, Harrison Gray, Amy Gray, Robert Buntin (Robin) and Adrian Buntin (Captain America).

• Launch of  www.autismapps.org.au - the Autism Association of Western Australia exciting new initiative Apps for Autism website.
• Tuesday 2nd April 2014 Wagga Civic Precinct was lit up in blue to raise awareness for Autism.
• Friday 4th April 2014 Berrigan Early Intervention Morning Tea for Autism Awareness at the library meeting room - movie to follow.
• Saturday 5th April 2014 is the Wagga Wagga Light it Up Blue Ball hosted by Li'l Melodies Kindermusik in association with many local support groups and organisations.
• Thursday 10th April Street stall in Finley for Autism Awareness month 8am start - 2pm
• Sunday 13th April 2014 Wagga  Autism Super Hero Walk around Lake Albert - Family Fun event, dress- ups encouraged!  from 10.30am hosted by Wagga Autism Support Group

Tell us what you're up to and we'll promote, promote, promote!

SUPERHEROES RAISE AWARENESS: To raise awarness for autism Sheila Buntin,Harrison Gray, five, Amy Gray, Robert Buntin, 10, dressed as Robin and Adrian Buntin, 12, dressed as Captain America will walk around Lake Albert dressed as superheroes for just one of the events during Autism Awareness month. Picture: Less Smith

KidsMatter provide a plethora of support for Preschools

KidsMatter is committed to linking contemporary research with practice, and sharing its knowledge with other health professionals. All KidsMatter materials on this site may be copied freely for communicating with the people in your community provided acknowledgments are made to the sources. 
Preschools can also take advantage of KidsMatter in different ways, and can:
·         Run group programs for children and families through KidsMatter schools and early childhood education and care services
·         Provide specialist knowledge or advice
·         Offer professional learning sessions to school and ECEC staff on children’s mental health to build capacity across the community
·         Support schools and ECEC services to implement KidsMatter

Have a look at the following resources to support these partnerships and connections:

Conversations that make a difference.

You came into the profession to work with children, to facilitate exciting experiences, and to delight in watching as children grow and thrive in your program.  Setting up positive and open communication with the whole family will enhance and develop the relationship you have with every child.
In a previous blog on 25.11.2013, we provided you with the Anne Stonehouse article in the NQS PLP eNewsletter (No. 68), Communicating with families about children's learning, Now check out the latest supporting training modules and information sheets from KidsMatter: Connecting with families: Conversations that make a difference.  The new two free online modules are designed to help you connect with families.  We would be really grateful for your feedback, so if you do manage to take the modules, please take a few moments to comment below this blog.  The link is also available under Training and Opportunities on this blog. Please Read on!

Rural & Remote Preschools REAPing Rewards! PLEASE CONSIDER APPLYING!

http://www.frrr.org.au/cb_pages/rural_education_australia_program_-_reaping_rewards.php

Funded Projects Round 2 Round 1

The REAPing Rewards small grant program is a national program targeting education. It supports locally-driven projects and programs that directly benefit children and youth (0-18 years) and their educators in rural and remote communities. Grants are up to $10,000.
This program has been made possible thanks to the generous support of our partners:
Yulgilbar Foundation, the Ian Potter Foundation, Third Link, Vincent Fairfax Family Foundation and numerous individuals.
REAPing Rewards supports not-for-profit groups, such as community preschools, playgroups, community based Day Care, Primary and Secondary schools, community support committees (eg Parents & Friends Committees), and staff in delivering quality, positive educational experiences in the early childhood, primary and secondary years.

STOP THINK GO

 STOP THINK GO - three simple words, and if accompanied by gestures and visuals, can mean the difference between disruptive behaviours and self control.  Several methods where this social skill development tool is applied, have been tried and tested with wonderful results.  As there are a number of suggestions, it's probably a good idea to aim for consistency of approach.  If you are starting out:
1.  Discuss with parents and Early Intervention (if the child is accessing) as they may already be using one form of the technique.  Agree on the approach you're going to use for consistency, along with a review date.
2.  Consider the level of communication.  Three simple words may be a more appropriate approach than a whole social story such as Tucker Turtle - at least to start with. In this regard, you may find some children (particularly children with levels of ASD, anxiety), may need to focus predominantly on the STOP and GO with the THINK element developing in time.  Other children may be constantly on the go, and require more focus on STOP and THINK.
This article is particularly clear and easy to follow regarding why, when and how to use for behavioural management: 

NEW Documentation for a fresh start

Please find all new forms pertaining to SCAN applications under Relevant Documents.  There is quite a different approach this year, and we will be providing you with more in-depth explanations shortly.  In the meantime, please refer to the SCAN Program Fact Sheet for information relating to the changes, as well as links to the new Guidelines. 
Should you have any questions or require clarification regarding your submissions, please don't hesitate to contact the SCAN Offices as detailed on the Welcome page of the blog, and under Relevant Documents. 
Any applications made on old documentation do not require you to re-submit;  however we do require your additional information page (page 3 of your allocation letter) returned as soon as possible with new reporting criteria as detailed.   

2014 - the beginning!

Welcome to 2014 - a year full of hope, anticipation, and achieving goals.
For SCAN, the notification that we are to continue as a support for Preschools has been the best starting point for the year.  As mentioned in emails from Project Officers, there continues to be a great deal of deliberation over the allocation of funds to best address inclusive practice with relation to your individual applications.  The new SCAN Guidelines are being implemented providing a benchmark for equity and fairness with regards the allocations.

Whilst every effort has been made to provide you with the financial support requested, even with the guidelines in place, we are also limited by the budget and processing timelines. In this context, we have several children on waitlists, and several Exceptional Circumstances waitlisted.  Some preschools are yet to be notified as to their allocations due to the SCAN project notification delay. Please don't feel disheartened if any of this relates to you.  SCAN Project Officers are committed to visiting and supporting you through provision of strategies, mentoring, resources, and networking for professional and parental/carer collaborative practice.  Funding will also be reviewed at regular intervals throughout Term 1 and 2, with every effort being made to make sure inclusive practice supports are available to you.

Please remember that all children are special and come with a number of needs - some quirkier, more physical, or more urgent than others. Your Preschool families and inclusive support services and networks are your best allies.  Find out the strengths and 'favourite things' for every child early on.  Enable families to talk to you about their child - what works for them, what doesn't.   Provide a starting block for every child - expectations, what the routine will look like, images and visits where appropriate. For some, having a take home booklet will be the best support imaginable - who's who, what's where, and how we do things is for the children, not just the families. Assume competence - you may need to customise your environment or program to enable this to shine through. Above all else, have fun, and enjoy knowing that you are providing the foundation for the future.  See you soon!