Item uses these practice principles: Reflective practice, Partnerships with families, High expectations for every child, Respectful relationships and responsive engagement, Equity and diversity, Assessment for learning and development, Integrated teaching and learning approaches, Partnerships with professionals.
Item responds to these sub-outcomes: Children become strong in their social, emotional and spiritual wellbeing, Children take increasing responsibility for their own health and physical wellbeing.
The Participation and Learning role is designed to address the critical steps in identifying, engaging and supporting vulnerable children to participate in high-quality kindergarten programs.
The PAL facilitator addresses individual and multiple barriers to participation, and effects change within the family home and the education settings.
Facilitators work collaboratively to increase parents’ and educators’ knowledge, skills and confidence to provide support to the child’s formal and informal learning and development.
The total cost to the service will be $130,000 per year. The model is intended to draw on resources from six-to-eight kindergarten services and support one PAL facilitator with a case load of 16 to 20 children.
Target population: this program is targeted at increasing the participation and attendance of vulnerable and disadvantaged three- and four-year-old children who would otherwise commence school with no early childhood education.
Program / practice descriptions and details: the PAL facilitator model is designed to address the critical steps in identifying, engaging and supporting vulnerable children to participate in high-quality kindergarten programs. This intervention is designed to be applied across a number of ECEC services in a locality. It is suitable for Early Years Manager or local government.
PAL facilitators need to take a practical social work approach, be suitably qualified (degree in social work and/or early childhood development), and be experienced in working with vulnerable families.
The PAL facilitator needs to be located at an agency or organisation experienced in and able to provide a suitable level of supervision to support the role, such as local government or an Early Years Manager.
Staffing: educators are required to work in partnership with the PAL facilitator and dedicated time may be needed, requiring backfill.
Factors to consider: through this model, the PAL facilitators will:
identify the children and families who are likely to miss out
engage with families and link them to ECEC services
address barriers to participation
strengthen in home learning and parental capacity to meet the needs
support holistic and collaborative team approaches to a child’s learning.