The ECA position statement review process

As part of this work, the ECA National Council has commissioned a working party to review the current range of ECA policies. The working party, made up of members from all state/territory branches, will assess each policy according to their relevance, their usefulness to members, and their capacity to assist in effective advocacy for young children.

The position statements will be reflective of the vision of the organisation and our mandate to be a voice for children.

ECA position statement: Professional Development, Training and Support of Early Childhood Personnel

Further, it is recognised that such development is a continual lifelong process and hence recommends the provision of dynamic initial and ongoing training programs for all concerned with young children.

Early Childhood Australia must be active in promoting professional development for all early childhood personnel.

Principles

1. The provision of inservice training should be incorporated into child care regulations and all relevant awards.
2. Professional development and training of early childhood personnel needs to be available at various levels and provide opportunities for personnel to have access to an ongoing career path.
3. A coordinated and integrated approach between all training , inservice and higher education providers is essential to ensure the most effective staff development.

4. Similarities and differences in professional development and training needs of early childhood personnel must be catered for.

5. Recognition of relevant inservice training and professional development needs to be negotiated in order for personnel to gain credit/status towards qualifications through a variety of pathways.
6. Training programs need to include a variety of formats:
   
   • Accredited courses
   • Nonaccredited courses
   • Informal sessions.

7. Content of training programs should:
   
   • include knowledge, skills and attitudes required by those training to work or working in the range of early childhood programs (refer to policy on Essential Components).
   • reflect the needs of qualified and unqualified staff, paid staff and volunteers (including management committees, parents, community groups, gardeners, cooks).
   • provide for an expanded knowledge base and skill development for all early childhood personnel for working with children from a non-English speaking background, Aboriginal and Torres Strait Islander children and children with disabilities which includes issues relating to gender and class and other areas of inequity and bias.
   • be accessible to remote and isolated groups.

8. Training and professional development programs should provide opportunities for:
   
   • collaborative critical analysis.
   • learning about current trends and issues.
   • enhancing knowledge and understanding of cognitive, emotional, physical, spiritual and moral development of the children
   • expanding awareness and understanding of the physical, socioeconomic and cultural environment as these relate to the overall development of children.
   • ways of addressing the needs of families with young children in a complex and changing multicultural society.
   • establishing support and professional networks
   • enhancing interpersonal relationships between team members, parents, other early childhood programs, the community, management committees, licensing and funding bodies.
   • personal development.
   • early childhood personnel to have access to a career path.

Early childhood programs
Early childhood programs encompass a wide variety of workplaces and program types for children birth to 8 years of age.
They include Long Day Care, Occasional Care, Family Day Care, Preschool/Kindergarten, Playgroups, Toy Libraries, Play Centres, Aboriginal Services, Multicultural Services, hospital programs, services to children with disabilities, Early Childhood Resource Centres, mobile services, early childhood classrooms, Outside School Hours Care services and Vacation Care.

Early childhood personnel
All personnel who work in the wide variety of early childhood programs including teachers, early childhood workers, special educators, administrators/coordinators and other staff.

Competency standards
Competency-based standards are descriptions of competent performance in the workplace. Competency is defined as 'the ability to perform the activities within an occupation or function to the standard expected in employment.' (NTB, 1991, cited by Gifford/Cahir, 1993).
'Competency-based standards are concerned with identification of the personnel characteristics that contribute to competency, and to specify how those characteristics are applied and reflected in competent performance in the workplace.' (Heywood, Gonczi & Hager, 1992, cited by Gifford/Cahir, 1993).

Competency-based training (CBT)
Competency-based training (CBT) is a method of approaching training that places emphasis on what a person can actually do as a result of training, that is on the outcomes, rather than on learning processes or time spent on them. This approach includes accreditation, articulation, recognition of prior learning and credit transfer.

Recognition of prior learning (RPL)
Recognition of prior learning (RPL) has been defined as the competencies obtained by a learner through previous formal training, work experience and/or life experience and the advanced standing the learner is entitled to as a result of these competencies.
The main focus of RPL is the competencies which people have as a result of these experiences, not how, when or where the learning occurred.

Education
Education is a broad term covering various aspects of learning. It can incorporate the gaining of specific knowledge and information, the challenge to attitudes and values and an increased awareness of issues within certain fields.

Training
Training is the facilitation of learning for an individual to acquire the essential knowledge, skills and attitudes immediately applicable to the work situation.
Training can consist of two components: on-the-job, and off-the-job training.

References

Heywood, L., Conczi, A., & Hager, P. (1992). A guide to development of competency standards for professions. National Office of Overseas Skills Recognition, Research Paper No 7, Canberra: Department of Employment, Education and Training, AGPS.

National Training Board (1991). National Competency Standards Policy and Guidelines.

Related Early Childhood Australia policies

• Preparation of Personnel for Children's Services (September, 1984)
• Standards, Staff Qualifications, Adult/Child Ratios (September 1985)
• Development, Training and Support of Children's Services Personnel (December 1989)
• Traineeships (September 1990)
• Discussion draft 'Essential Components in Courses for Early Childhood' (July 1993)
• Discussion paper 'Developing an AECA Working Position on Competency Standards' (August 1993)