﻿<!--
// *****************************************************************************
// **      JavaScript Tree Menu Copyright Net Explorers Ltd 2001              **
// *****************************************************************************

// *****************************************************************************
// **                                SETTINGS                                 **
// *****************************************************************************

// 'linka' use this if part of the URL is the same in ALL the links
// In this example all the files are in a subfolder called 'pages'
linka='';

// the filename of the page the menu appears in eg 'menu.html'
thisPage='TWG2008program.shtml';

// Do you want to use images for the category bullets?
// If so then specify the path to your images folder from the menu page
imgPath='2007images/';

// do you want to use images for the category bullets?
lev1img='yes';					// insert yes or no

// give image names and dimensions
lev1OpName='bullet3.gif';			// open image name
lev1OpHeight='12';				// image height
lev1OpWidth='12';				// image width

lev1ClosName='bullet.gif';		// closed image name
lev1ClosHeight='12';			// image height
lev1ClosWidth='12';				// image width

// do you want to use images for the sub-category bullets?
lev2img='no';		// insert yes or no

// give image names and dimensions
lev2Name='bullet2.gif';			// image name
lev2Height='12';				// image height
lev2Width='12';					// image width

// do you want to use a text character for the sub-category bullets?
lev2Char='no';		// insert yes or no

// set bullet character for level 2 bullets
bullet = '&#x2192; ';

// base target - the frame that the links are targetting
base = '_self';

// *****************************************************************************
// **                             END OF SETTINGS                             **
// *****************************************************************************

// pulls 'page' variable out of URL - do not alter
	var x = 0
	page = location.search.substr(1).split("?")
	for (x=0;x<=page.length;x++) {
		eval(page)
		}
page = escape(page);
page = page.slice(7);

// do not alter this bit
function subMenu(name,linkb) {
 this.name = name;
 this.linkb = linkb;
}
document.write('<BASE target="' + base + '">');

// *****************************************************************************
// **                             BUILD MENU DATA                             **
// *****************************************************************************

// A1 Menu
if (page=='A1') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Iram&#39;s sessions will draw on the findings of EPPE, a study that has followed 3,000 children for the last 10 years to look at the long term impact of pre-school settings (voluntary, private and state owned). Iram will describe the processes and practices which lead to good child outcomes for social, behavioural and intellectual development for children 3-5 and will describe the kinds of best practice which leads to lasting benefits to age 11. She will share the research findings, examples of good and excellent practice using both the child&#39;s experience and voice and the empirical research findings.</font></td></tr></table>');
}

// A2 Menu
if (page=='A2') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">This session explores how a children&#39;s rights perspective in early childhood can invite, provoke and inspire change in practice. I will share research-based case studies of how early childhood staff in different contexts have used children&#39;s voices to create new ways of doing their work and to see young children as citizens with rights here and how. Using the United Nations General Comment No 7 (2005) on children&#39;s rights in early childhood we&#39;ll explore the changes, challenges and possibilities for early childhood practice of seeing all children as citizens with rights to participation, voice, privacy, and respect in early childhood spaces.</font></td></tr></table>');
}

// A3 Menu
if (page=='A3') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">This session will build on the ideas presented in the keynote session which offered a choice of world views: between identifying what is wrong and trying to fix it, versus looking for what is working and how to use it. It will apply a solution-focused approach to responding to children with disruptive behaviour and for collaborating with parents to solve their children&#39;s developmental or behavioural difficulties occurring in early childhood settings.</font></td></tr></table>');
}

// B1 Menu
if (page=='B1') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Discussions about change management tend to focus on very broad concepts and processes.  However, the real challenges of change are when we want to make a difference, and to do that is often concerned with having the address the messy realities of people, politics, emotions and community expectations.  This session will explore some of the skills that real change management requires, and takes you down a path less travelled.  It will focus on the adaptive challenges that organisations face when they know they have to deal with things differently, and help you identify and develop the skills that will allow you to navigate these adaptive challenges successfully, and really make a difference.  Practical change is hard work, without easy answers, but very rewarding.</font></td></tr></table>');
}

// B2 Menu
if (page=='B2') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">The Early Childhood Teachers&#39; Multi-Employer Certified Agreement 2005 (MECA 2005) introduced a new process (Validation) for incremental advancement based on a new classification structure and a set of professional standards for early childhood teachers.<br><br>The development of this process has been very complex and provided many challenges for both those responsible for its development and those applying for validation.  In this session you will learn more about the validation process; its purpose and background and what is involved when you decide to apply for validation.  You will also hear from teachers who have experienced the validation process; the highs, lows and ultimate success and what being validated means to them.</font></td></tr></table>');
}

// B3 Menu
if (page=='B3') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">The application of The Strengths Approach is relevant in any aspect of our work in the human services, including self-reflection in relation to our work. We will explore fundamental framework of The Strengths Approach, its application for our clients and its parallel application for workers, whatever the role within the organisation.  The Strengths Approach seeks to engage clients around their own aspirations, however small and to build from that place.  It encourages expression of truth whilst holding the reality of service limitations. An introduction to some of the skills and processes for working in a socially just way will be presented. In addition, useful conversational skills for inviting self-determination with in the boundaries of the role will be explored.</font></td></tr></table>');
}

// B4 Menu
if (page=='B4') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">This presentation is about a partnership between a mainstream preschool and Early Intervention Centre coming together to provide children of all abilities with a quality preschool program.<br><br>Current research indicates that children with additional needs that are in programs that have low child to staff ratios and are integrated with typically developing peers are more successful in overall outcomes.<br><br>The presentation endeavours to give an overview of the importance and value of providing children with Additional Needs an opportunity to play and learn alongside children with typically developing abilities in a program that caters for all. The presentation will give an indication of the achievements and difficulties we have faced and ways we have met those challenges.  We will also address the importance of community-based preschool programs in supporting children and their families both educationally and socially.</font></td></tr></table>');
}

// B5 Menu
if (page=='B5') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">To create a cohesive and quality driven early childhood education across all children’s services we need to make a paradigm shift to accept that quality exists in all early childhood settings whether it is long day care, sessional kindergarten, occasional care, family day care, etc.  Where a &#39;high quality&#39; program is being delivered by a ‘qualified practitioner’ the positive learning experience and developmental outcomes for children are clearly evident.  This workshop will discuss how we need to breakdown the divisions between early childhood settings and practitioners at all levels and start advocating to ensure quality service provision in all children&#39;s services. </font></td></tr></table>');
}

// B6 Menu
if (page=='B6') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">The Lady Gowrie Child Centre has been involved in a collaborative research project with Monash University since March 2005. The aim of the project was to investigate, develop and evaluate a program of high quality curriculum and pedagogy and identify ways in which the program could be shared with the early childhood community.  Over the course of the three year project Gowrie children’s program staff have made a number of changes to their methods of planning, documentation and the way staff foster relationships with children and families.  This presentation will share the learnings from this project, the challenges throughout the journey and inspire other practitioners to consider making innovative and meaningful changes to their practice. </font></td></tr></table>');
}

// C1 Menu
if (page=='C1') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Behavioural research suggests the most effective people are those who understand themselves and others strengths and weaknesses, so they can develop strategies to meet the demands of their environment. Behavioural analysis provides a new insight into personality differences as well as powerful communication skills that will unlock the door to interacting with others more effectively and help to empower individuals with motivation and encouragement. By assessing individual profiles to establish a personality type pattern and matching these to position requirements and tasks you gain higher productivity from staff and an enjoyable, happier environment and staff being less stressed.</font></td></tr></table>');
}

// C2 Menu
if (page=='C2') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">There is a saying &#39;&#39;change is only as quick as the slowest person in the team&#39;&#39;. So what can be put in place to enhance the prospects of a successful change process. To improve curriculum, environments, relationships  and team work we all need to move through the change process. Positive psychology is an evidence based approach drawing on strengths to enhance the capacity for people to change.  But it takes skills and a specific  mindset to put this into place. During this presentation participants will learn a range of skills which challenge traditional ideas on change and develop new skills from positive psychology to enhance change in their workplace.</font></td></tr></table>');
}

// C3 Menu
if (page=='C3') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Recent neurobiological research has helped us understand how the outside world impacts on our brains and shapes our development. We can begin to explore the different dimensions of quality practice by examining how what we do impacts on children&#39;s biology and thus helps shape their long term outcomes. In this presentation I shall review the neurobiological research and explain its implications in terms of best practice. I will discuss some of my own research as part of this. Finally I shall examine some of the economic arguments and demonstrate how we can use our knowledge to advocate for better support for our young children and their families.</font></td></tr></table>');
}

// C4 Menu
if (page=='C4') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Children often use role play in their interactions with each other and switch from role to role within their play.  Dance and drama is a valuable way to enhance these skills where the children are the creators of the story.  This non-threatening, interactive workshop aims to encourage educators to use dance and stories with the children&#39;s voice as part of their program.  This workshop provides examples of why, what and how to plan, implement and evaluate a dance and drama program within the early childhood setting.</font></td></tr></table>');
}

// C5 Menu
if (page=='C5') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">Early childhood professionals have for many years been grappling with a sense of their own identity. Professionally many have seen themselves as &#39;poor cousins&#39; to teachers in other sectors. Current debates on the importance of the early childhood years and the value of investing in our children has provided an impetus for examining the professional identity of our sector. Increasingly, those working in early childhood programs need to reflect on themselves as professionals, and to explore a culture that embraces professional learning as an opportunity to improve professional standing and increase quality outcomes for children.<br><br>This presentation will pose a number of challenges examining how we view ourselves, ongoing learning as a means to improve practice and how, as a professional, we can advocate and stand by our philosophy of learning and curriculum in the face of perceived pressure and criticism.</font></td></tr></table>');
}

// C6 Menu
if (page=='C6') {
thisMenu = new Array();
thisMenu[0] = new subMenu('<table border="0" cellpadding="0" cellspacing="0" width="100%"><tr><td valign="top" width="16"><img src="2007images/bullet2.gif" width="12" height="12" border="0"></td><td><font color="#000033">The purpose of this forum is to explore the question of quality in early childhood services. As a sector it is critical that we have a shared understanding about what constitutions a quality program. Changes to state and federal policy may challenge our thinking in relation to children&#39;s services, and the way in which programs are developed and implemented with children, their families and the community.  This forum with Melbourne&#39;s two Professors of Early Childhood Education will explore the question of quality from an informed theoretical base. </font></td></tr></table>');
}
//-->