﻿<!--
// *****************************************************************************
// **      JavaScript Tree Menu Copyright Net Explorers Ltd 2001              **
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// *****************************************************************************
// **                                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='TWG2008program2.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) {
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document.write('<BASE target="' + base + '">');

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

// D1 Menu
if (page=='D1') {
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">It is not uncommon for us to be unfamiliar with others living in the same street, even the people next door, or across the hallway.  Within this community context our services hope to be viewed by others as collaborative, supportive and active ambassadors of an &#39;embracing community&#39; whilst madly competing with each other for next years enrolments or the latest pool of funding.   This interactive workshop will provide a humorous but sadly real snapshot of what we are up against in getting everyone to hold hands for the sake of ensuring our children front up happy, healthy and ready for learning outside the home.</font></td></tr></table>');
}

// D2 Menu
if (page=='D2') {
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 outlines some ideas on community engagement that were developed in light of diverse ECEC services and settings, policies and practices.  The relationships among those involved in ECEC (children, parents, family, staff and community members) shape different kinds of community participation and engagement. Our OECD report, <i>Starting Strong II</i> and a <i>Communities for Children</i> project in Mt Isa, North-West Queensland will be used to illustrate some different forms of engagement and disengagement.</font></td></tr></table>');
}

// D3 Menu
if (page=='D3') {
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 will take its starting point from the neurobiological evidence that is now available and being used to justify the importance of the early years. This evidence suggests that parents are able to do a &#39;good job&#39; of parenting when they are not stressed. Parents need to have their needs met in order to reduce their stress levels and have the mental and physical energy to reach out to their children and create an effective child rearing environment. In supporting parents we need to identify the stressors they experience and provide strategies for dealing with these at the individual, family and community levels. We also have to consider our roles as advocates and work together to shape a society that is more child and family-friendly so that parents are supported in all aspects of their lives.</font></td></tr></table>');
}

// E1 Menu
if (page=='E1') {
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 Linking Schools and Early Years Project is being undertaken by the Centre for Community Child Health (CCCH) in partnership with three Victorian communities, supported by The R.E. Ross Trust.<br><br>Research has demonstrated the potential to better meet the individual needs of children entering school (CCCH, 2006) by linking early years services and schools.  The project approach, based on the Ready Child equation (Rhode Island KIDS COUNT, 2005), promotes partnerships between parents, community, early years services and schools to improve transitions between services, connection with families and responsiveness to the individual learning needs of all children.<br><br>The project runs from 2007-2012; with year one dedicated to establishing local partnership groups to guide the project.  With support from CCCH and informed by local consultation, each partnership is responsible for project conceptualisation, development and implementation. The presentation will outline the rationale, methodology, early learning and policy implications of the project with reference to the independent evaluation being conducted by the Social Policy Research Centre of UNSW.</font></td></tr></table>');
}

// E2 Menu
if (page=='E2') {
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">One Agency&#39;s journey towards a fully integrated early childhood service model offering a seamless service to children and families.This session will explore and discuss what makes it work and how to get there, as well as the processes, experiences and lessons learnt along the way, focussing on:<br>* Engaging community and accessing funds, enabling the building of a purpose built facility<br>* Preparing individual teams from diverse backgrounds and disciplines, and taking them cohesively towards change<br>* Taking a range of specialist services and embedding them within universal services<br>* Developing collaborative working practices across teams to ensure a trans-disciplinary approach<br>* Managing the change process whilst still carrying out day to day operations<br>* Meeting the challenge of sharing resources and ensuring that the dream is an affordable reality.</font></td></tr></table>');
}

// E3 Menu
if (page=='E3') {
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">By providing a framework to further develop many practices already in place the family centre practice has much to offer early childhood services and through them the families and children they serve. These practices help build services where the important adults in a child&#39;s life are valued and where these relationships support children&#39;s sense of safety and wellbeing and help them to learn how to communicate, express caring, solve problems and work together. They can provide effective tools for staff with diverse qualifications and levels of experience. A family centred practice helps build teams where staff identify shared values and feel encouraged, heard, supported, inspired and committed to a shared vision. </font></td></tr></table>');
}

// E4 Menu
if (page=='E4') {
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 3000 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>');
}

// E5 Menu
if (page=='E5') {
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">All families commencing in early childhood services bring with them their values and beliefs.  Differing expectations of the purpose of play for children may vary widely depending on families past experiences and cultural background.  Negotiating these differences in expectations can be challenging for early childhood educators.<br><br>This seminar and work shop will challenge participants to consider how they negotiate and communicate with families to ensure that the program reflects the values of all children, parents and staff.  Participants will have the opportunity to develop strategies and set up environment which are both inviting and reflective of the values of all who use the service.</font></td></tr></table>');
}

// E6 Menu
if (page=='E6') {
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 Knox Family Care Network (KFCN) comprises family support and community service organisations in the City of Knox.  Working together to better support families, promoting capacity building and service integration, the Network has recently produced the A.D.E.P.T.  (Alcohol & Drugs Education Program Toolkit) resource, designed to prove education and training to early childhood service providers who are concerned about the impact of alcohol and other drugs on families.<br><br>Representatives from the KFCN will provide background to the A.D.E.P.T.  project, and provide information on each of the key themes of the resource: drug education in early childhood; how early childhood staff can respond to families who are experiencing substance use issues; the critical incidents related to alcohol and/or other drug use in early childhood programs.<br><br>The session will then cover developing a Local Safety Net for children and their families in order to identify local services with an emphasis on building relationships to best support workers and families.</font></td></tr></table>');
}

// F1 Menu
if (page=='F1') {
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">Social Justice, equity and diversity are words evident in the language landscape of early childhood education. Programs, policies and the regulatory frameworks espouse a commitment to combating discrimination and enhancing the visibility of diversity including family diversity. However, there are limits and challenges individuals face when attempting to combat discrimination and reflect the unique diversity of community populations. This session draws from a research project conducted by Anthony with the University of Western Sydney which explored the levels of acceptance and willingness of early years educators to combat discrimination and homophobia evident both within and external to the early childhood curriculum. This presentation will highlight the range of issues raised through this research project including childhood innocence, homophobia and moral panic embedded within early childhood curriculum as a direct result of attempting to reflect family diversity. </font></td></tr></table>');
}

// F2 Menu
if (page=='F2') {
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 community of Boroondara Kindergarten is a culturally and linguistically diverse one and the whole teaching team reflects this.  The centre’s philosophy is to work to build a sense of belonging, create and expand positive identities and provide opportunities for contribution with and between all members of Boroondara Kindergarten -- children, families and teachers -- the immediate learning community -- and with the outside community as well.  Underpinning these elements is the commitment to building positive and reciprocal relationships with and between all members. Four members of the teaching team will present how we work at and towards relationship building, what challenges and obstacles we encounter along the way and how we aim include all members of the community who arrive at our front door.</font></td></tr></table>');
}

// F3 Menu
if (page=='F3') {
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>');
}

// F4 Menu
if (page=='F4') {
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">Offering a truly inclusive community to children and families can be a challenge . Facing those challenges sometimes means meeting them with courage, optimism and some degree of reflection and change. A truly inclusive community is not only one where each person is accepted  and respected and where autonomy and belonging are valued equally, but where that service is strongly connected to the broader community in which they are located.<br><br>Early childhood professionals can play an important role in helping create such communities. Most early childhood professionals would say that they work in collaboration with families and the broader community. But what does that mean? Inclusive communities is not a set of strategies or a program component, but rather a mind set , an attitude that pervades all aspects of our work with children. </font></td></tr></table>');
}

// F5 Menu
if (page=='F5') {
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">Muriel&#39;s presentation will focus on what is working well in the early learning and care of young indigenous children <i>and how culturally-embedded practices are essential for improving outcomes: </i>Translating what we know into what we do.</font></td></tr></table>');
}

// F6 Menu
if (page=='F6') {
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 neighbourhood of an early childhood educator is interwoven and has many facets but within this neighbourhood there is a wealth of knowledge and experiences waiting to be discovered.  There are many learning communities within our neighbourhood -- the community of neighbours, small businesses and services and also the community of professionals.  Early childhood educators intersect across all theses communities and are at a pivotal point in developing a web of knowledge and learning that links then all.<br><br>This presentation will explore how early childhood educators can engage with their communities as &#39;&#39;learning communities&#39;&#39;.  It will explore the concept of learning communities within an early childhood service context and examine the role the early childhood educator plays -- both in facilitating the learning of others, but in also using the communities to enhance their own learning.  The presentation will challenge early childhood educators to re-think the way they engage with parents and their broader neighbourhoods and professionals to foster the concept of learning communities.</font></td></tr></table>');
}

// F7 Menu
if (page=='F7') {
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 explore the steps that we have taken as a local council to develop an environment which supports children to reach their full potential and which encourages and supports families in their important roles of raising happy and healthy children.<br><br>As a &#39;&#39;cluster manager&#39;&#39; of 15 services across Moonee Valley we will explain how we developed our philosophy and the approaches and systems that have been put in place to support staff, families and schools as part of our Municipal Early Years Plan 2005 - 2007. Over the past three years our work has been focused on the three main areas of staffing, families and schools and this workshop will discuss what we have tried and learnt along the way.</font></td></tr></table>');
}
//-->
