The concept of high expectations, Principle 3 in the EYLF and Practice Principle 3 in the VEYLDF, has provoked a lot of discussion and debate. This discussion has centred on its application in early childhood services to improve learning and developmental outcomes for children. The concept is not well understood and can be challenging for educators, especially those who work with children with additional needs, babies and toddlers. This session will adopt a facilitated conversation style, in which the three participants will discuss the topic, share different opinions and add to each other's ideas. The format will enact and demonstrate the concepts of reflective practice and multiple perspectives.

The session examines attitudes to risk in modern societies, particularly concerning children's road safety. Children's exposure to risk, and the experience of minor injury, is a critically important part of children's development. Through such experiences, children learn about the consequences of risk taking through 'low-stakes' risks. When these concepts are considered in relation to road safety, we see that children are now having reduced experience of the consequences of taking risks, and that our collective response to road traffic danger has been an individualistic one – keeping children indoors and inside cars. The session explores the value of communities where children can playfully explore their own neighbourhoods and learn valuable lessons about risk taking in the process. It also considers possible insights adults might glean from children in terms of slowing our lives down (living in the present), learning to work cooperatively, and re-learning the importance of risk taking.

We now recognise the importance of developing children's social and emotional resilience. The ability to deal with difficult & sensitive issues in a constructive way, coping with challenges and changes and developing a bank of personal emotional strengths are essential to a happy and healthy life. This workshop focuses on what resilience is, and characteristics of negative and optimistic thinking. It also explores how kindergarten teachers are able to help children develop resilience through everyday communication, play and problem solving experiences. Through this, children develop a sense of confidence and capability, to tackle the bumpy road of life.

Introduction: Strength-based approach – what it is and what it isn't. Discussion: Reflective practice – important factors to reflect on when writing Statements and considered inclusions that create clear and meaningful Statements. Activity: Practical application of the material presented against a case study or self-generated (real) example with opportunity for feedback included. Questions: Further discussion

This workshop will empower you to harness societal pressures and parental determination for early success and rechannel this energy into a positive environment for risk free fun, literacy and adventure. This dynamic, interactive and entertaining workshop will provide you with the research and tools to communicate the benefits of developmentally appropriate instruction to your children's parents and to your colleagues. You will learn about the reading comprehension process from a neuro-cognitive perspective. You will particiapte in research based examples that will allow you to experience reading as a child thinks and learns. You will leave this workshop with practical examples and research based knowledge that will rekindle and reenergize your love for teaching.

This paper explores a unique model of integrated service delivery currently being implemented in Doveton Victoria. The new Doveton College is a unique and exemplary project for the Victorian Education System. While there are other examples of co-located community and early childhood facilities in the system, this will be the first project to explore a fully integrated model of education and community support with the specific aim of nurturing children from birth to early adulthood. In one sense to label this project as a school understates its wider objectives of early intervention and community support. While other regeneration projects have had the broad agenda of raising educational standards in low performing and socially vulnerable areas, this project will be the first to specifically target a particular community with the aim of drastically boosting educational standards, and hence whole of life opportunities for the children of the community through early intervention, family support, quality schooling and community integration. The goal for Doveton College is to deliver a universally accessible high quality program that promotes the healthy development of Doveton's children from conception through primary school and into the middle school years while offering support to the parenting role.

Do you feel like your head is going to explode with all the expectations in the early years' sector? How do we have time to be pedagogical leaders when there is an endless cycle of regulations, quality standards, frameworks, transition statements, universal access, documentation, intentional teaching, partnerships, the early years planning cycle and then trying to balance it all:
• Gain strategies to stay fresh and inspired whilst juggling a multitude of tasks
• Learn to love the NQF
• Learn to laugh again

All young children act out their feelings and needs through their behaviour. This is no different for children who have or are continuing to suffer from trauma. These children need quality interactions from Early Childhood Educators that show special consideration and understanding. These children are not naughty children with bad behaviour they are often unable to behave any other way. Trauma affects brain development in young children which then affects the way they behave. This session will explore young children's brain development, how trauma affects the brain and there for the child's behaviour and provide strategies that assist the Early Childhood Educator to be able to confidently support the child in the Early Childhood Setting.

This session discusses the rational and the model for place-based professional learning to for the certificate III children's services and the introduction of the national Early Years Learning Framework to predominantly Aboriginal early childhood educators across remote communities. It highlights the cultural knowledges, learning styles and other diverse circumstances that apply to early childhood education provision in remote settings. It looks at the unique model developed and trialled for teaching the certificate III in children's services. It will also include learning outcomes from the research gathered from New Zealand, Cananda and USA whilst completing the Churchill Fellowship to support this culturally appropriate model for Indigenous educators here in remote Australia.

This interactive session will introduce participants to the sixteen Inclusion Elements that comprise an inclusive children's service. The Inclusion Elements fall into the categories of Resources to Support Inclusion, Programs that Support Inclusion and Inclusion Readiness. Participants will have the opportunity to explore sections of an inclusion DVD and practical written resources, on the sixteen Inclusion Elements, that can be used to support inclusive practices. This is a practical workshop for educators in children's services, ISFs, PSFOs and Early Childhood Intervention professionals.

Quality early childhood practice is not a secret – it must increasingly be articulated to those with whom we work –colleagues, families and communities. And as part of the National Quality Standard the assessment process will require educators to discuss their curriculum decisions in ways that make the links to frameworks understood and children's learning visible. For many of us the prospect is daunting and the words don't come easily. This session will demonstrate how we can become better advocates for our own practice and offer strategies to enable educators to better articulate what we mean by what we do.

As the early childhood sector experiences extensive change, an increasing focus on quality in program delivery and early childhood professionals work to deliver greater program hours, the need to work collaboratively has never been more important. Staffing at centres increasingly consists of more than one early childhood professional with shared groups of children. DEECD Western Metro staff have undertaken a project and interviewed staff currently working collaboratively to deliver funded kindergarten programs. This session will inform participants on the learnings from the project, and will provide strategies and key indicators to achieve collaboration between early childhood professionals ensuring the delivery of quality programs for children.

The aim of early childhood Traffic Safety Education (TSE) is to reduce the risk of serious injury and death to young children. Starting Out Safely is essentially about children, parents, carers, early childhood educators and policy makers working together to guide children's learning in being and becoming safe and independent road users and to provide information to carers about appropriate child restraint use. This session has been developed with early childhood professionals and supports an education program that builds the safe road-use habits of young children based on the character Thingle Toodle (TT). This professional development session aligns with the Early Years Learning Framework (EYLF), the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Quality Framework (NQF).

This practical workshop will show some low and high tech assistive technology tools in action, using fun and engaging activities for everyday use in an early years setting. The session will introduce tools for speech generation, communication and alternative physical access, as well as switches, apps, and some useful and affordable software programs. Participants will learn how to make wise spending choices and who to ask for help within their local communities. The focus will be on practical activities that link with the outcomes of the Early Years Learning Framework, and on choosing the best technology solution for the situation.

In this session Susie Rosback will share the journey that staff at her centre have taken to incorporating the EYLF and NQF into their programs and documentation . Susie's aim is to assist you to get your whole team working together to implement the State and National Early Learning Frameworks and to incorporate of the National Quality Assessment into your program. Susie will share some of the information she put together for her staff and explain how she has gradually involved all staff in contributing to the necessary documentation to support each of the frameworks and regulatory requirements. Susie recognises that this is not the only way to go about this but may give you ideas of where to begin.

This seminar will start with a discussion of the importance of supporting young children's emerging mathematical understanding in thoughtful and purposeful ways. The seminar will provide educators with practical, play-based activities that encourage children to explore mathematical ideas actively and creatively. The activities are designed as small-group activities and support sustained, shared thinking and responsive engagement. The play-based activities outline clear learning objectives which teachers can use to observe and scaffold children's emerging understanding of mathematical ideas.

Tim O'Leary will present an overview of attachment and neurological issues associated with children with behavioural problems due and will present an overview of 'The Nurtured Heart Approach'. If you want a theory that makes sense with innovative and positive strategies that you can easily incorporate into your practice then this session is for you.

Working in partnership with parents has long been recognised as important in achieving optimum outcomes for children and is highlighted in both the National Quality framework and also in the Victorian Early Years Learning and Development Framework where family centred practice is included as a key practice principle. This presentation will discuss family centred practice as a model of partnership and outline key components that support the implementation of this model in forming effective and collaborative partnerships with families in early childhood settings.

Risk adverse society = risk adverse parents = risk adverse educators = poor outcomes for children. Over the previous 12 months, the C&K Early Childhood Curriculum Advisory team has collaborated with their management, the Office for Early Childhood, other teams within the organisation and Claire Warden (Scotland) to move the culture of safe risk taking forward. We have challenged educators thinking and practice, so that they are open to possibilities and opportunities to use their professional judgment and confidently articulate their practice. This session will encourage educators to think, reconsider practice and to consider possibilities and opportunities for learning when environments are 'safe as possible rather than safe as necessary'. Helle Nebelong, Denmark. The presenters will create a forum for discussing environments and practices that build children's resilience, competence, and confidence. They will share examples from the field, interviews with teachers and relevant research that leads to best practice.

Information coming soon.

This session will address a number of issues raised by EC Services from their experience of developing Quality Improvement Plans. The presenters will begin the session by sharing a range of different aspects from the Quality Areas they have been focusing on and this will be followed by opportunities for participants to contribute from their own experiences. What worked, what didn't work and what they might try next time will result in a positive portfolio of practical suggestions as the need for QIP continues.

"When we try to pick out anything by itself, we find it hitched to everything else in the universe John Muir, 1911".

Systems thinking is an essential part of understanding sustainability and that everything in the world is interconnected. A systems approach helps children and adults understand the complexity of the world around them and encourage them to think in terms of relationships, connectedness, and context. Two aspects of a system are networks and nested systems; these will be explored in relation to the National Quality Standards and the networks that support early childhood services to become sustainable in their thinking and practice.

Research demonstrates that investment in early childhood education makes good policy sense, and that earlier attendance and a high quality of service provides the most benefit for children from disadvantaged backgrounds. Moreover, it is these children who are least likely to be involved in early education and care. In 2008-9, Early Start Kindergarten was introduced to improve engagement of vulnerable children in early childhood education; however uptake was slower than expected across the state. The Access to Early Learning model has been developed in response to learnings and barriers identified through the Early Start initiative, to explore new ways of engaging vulnerable families. The new model has quality early childhood education at its core, and relies on collaboration at multiple levels across the family services and early childhood sectors. The session will: • explore how the Access to Early Learning model was developed and is being implemented, with an emphasis on how collaboration can improve outcomes for vulnerable children • use the work of Eureka Community Kindergarten Association to explore how kindergarten cluster management provides a strong platform from which to collaborate with Family Services and other parts of the sector and engender a practice culture that is inclusive of vulnerable families.

Working in jobs that isolate you from peers and other individuals can create occupational health and safety risks. Through examples and case studies this session will provide participants with an understanding of risks they may encounter when working alone or in isolation; and facilitate a group discussion to share tips for situations such as these. The session will highlight the psychological risks of working in isolation, in particular stress that can be experienced by isolated workers. The aim of the session is for participants to leave with helpful and practical tools that they can use on the job.

Bush Kinder is an innovative nature educational programme. Interest in Bush Kinder from the community and within the early childhood field has been overwhelming. In this session Doug Fargher will share some of the Bush Kinder story Each Wednesday rain or shine the Westgarth Bush Kinder kids get dropped off by parents, grandparents and friends in a little patch of bush within the Darebin Parklands. The children have 3 hours of play in this patch of bush using only what nature has provided. There are no toys. But being 4 & 5 year olds they bring exuberance, curiosity, creativity and imagination.

This session will focus on the experiences of both kindergarten teachers and teachers in the early years of school, who participated, with a range of early childhood professionals, in the Outcomes Project 2010-2011. The Project's purpose was to document evidence of children's learning in the five Outcomes in the Victorian Early Years Learning and Development Framework. The Project findings include valuable information about working within the cycle of planning to document evidence examples from the five Outcomes. The focus of attention is on recording and analysing children's learning in a format to share with families to support assessment for learning.

Information coming soon.

The Guiding Principles for establishing and operating Victorian integrated children's centres are a key resource for planning, delivering and evaluating high quality integrated services. But what do they mean? How do you use them? And how do they fit with other principles and frameworks driving practice change and quality service delivery? These questions will be explored by providing practical examples gained from the Centre for Community Child Health's experience in supporting more than 20 services on their journey towards integration in Victoria.

This session will outline what has been learnt during the roll out of the State-wide Pilot Professional Mentoring Program for Early Childhood Teachers in Victoria relating to understandings about mentoring, challenges faced by the field in embracing mentoring, as well as the possibilities of what mentoring can look like in practice. This 18 month joint project led by Victoria University's Early Childhood Team in collaboration with Deakin University for the Department of Education and Early Childhood Development (DEECD), offers an opportunity for experienced early childhood teachers to mentor 360 new or professionally isolated teachers, to assist them to develop their practice. The capacity of the field to support mentoring of early childhood teachers will also be discussed through a localized study of mentoring models currently being implemented by organisations across Victoria.

This session will explore Supporting Parents - Developing Children, a three year project being implemented by Hume City Council that aims to connect Culturally and Linguistically Diverse families with early years learning. Funded by the Scanlon Foundation and seven different Australian and Victorian state government departments, the project comprises four programs including mother and child English language, bilingual storytime, playgroup enhancement, and early years hubs. The Royal Children's Hospital Education Institute and Researching Futures are conducting an evaluation of Supporting Parents – Developing Children. The session will describe our participatory evaluation approach and how this is generating knowledge to inform ongoing program improvement and quality assurance.

Learn how to plan and contribute to the development of each child through singing, dancing and playing percussion instruments. Involve families and create a strong community where parents can play an important role and grow together with their children. Help yourself and all other teaching staff become confident and be able to deliver the quality sustainable music program to EVERY CHILD... EVERY DAY!

This session will be a panel discussion looking at a parent's choice to choose mainstream services for their disabled child/ren and what that means to the staff and community of the local mainstream service.

The panel will comprise a parent, Loraine Rodrigues who chose that option for her child and a kindergarten teacher, Lauren Harris and childcare coordinator, Lorrelle Orrman, to talk about how they work with the parent to have an inclusive service that meets the needs of the family, child and the service within the community.

There will be a chance to explore the issues that sometimes feel insurmountable but being able to look for answers through Belonging, Being, Becoming and knowing what resources are available which will support family, child and educators. An Early Childhood Intervention worker will also join the panel.

This kinder teaching team has gone digital, using a Flip digital video cam to film children's and teachers' interactions on a routine basis. Louise and Elaine will explain how the resulting digital records have created
• enhanced opportunities for learning by the children and with the children,
• an engaging and effective way to communicate with parents, and other professionals
• a path to a collaborative approach to observation, assessment and critical reflection
• a space to notice the spontaneous, the unexpected and the peripheral Video clips will support the presentation.

Our session will provide an overview of Save the Children's Intensive Supported Playscheme (ISP) which operates in Victoria and across Australia. Our ISP is research evidence based framework that provides a mobile playgroup program for children 0-6 while also providing family support for participating families. Our session will refer in particular to the incorporation of the VEYLF into our playgroup planning and delivery. We will also present the outcomes of a recent desktop review of ISP literature. This is currently being done by Griffith University due for completion December 2011. The aim is to showcase the effectiveness of the ISP in working in marginalised communities with disadvantaged children and their families.

DEECD Western Metropolitan Region (WMR) prides itself on being the most rapidly improving region in the state in educational outcomes for students. Building on the success of WMR's coaching program in schools, the Early Childhood Education Coaching Program has been implemented in early education and care services in Braybrook and Laverton. As part of a larger project, the program has provided intensive coaching and support in Kindergartens and Long Day Care settings around the implementation of the VEYLDF. What approach was taken and why? What did we learn? The session will provide an overview of the, successes, challenges, and outcomes of the coaching program.