KidsMatter Early Childhood Connecting with the Early Childhood ...

ContentsContext 2Supporting the National Quality Framework 4Case study 5KidsMatter Early Childhood Component 1 6Creating a sense of communityKidsMatter Early Childhood Component 2 8Developing children’s social and emotional skillsKidsMatter Early Childhood Component 3 10Working with parents and carersKidsMatter Early Childhood Component 4 12Helping children who are experiencing mental health difficultiesConclusion 14References 15Contact details 16

ContextThere is concerted agreement that the early yearsof a child’s life represent a vital period of growth,development and learning and that the qualityof experiences in these years has a powerfulimpact—positively or negatively—on the individual’slong-term wellbeing and success (McCain & Mustard,1999). Governments around the world have beenconvinced that investing in support for the familiesof young children and in high-quality education andcare, brings substantial benefits for the individualand for society (Gallinsky, 2006).A number of initiatives currently underway inAustralia focus on improving early childhoodeducation and care with these benefits in mind.In July 2009, the Council of Australian Governments(COAG) endorsed ‘Australia’s first ever overarchingnational strategy for early childhood development.Investing in the Early Years: A National EarlyChildhood Development Strategy…outlines a sharedvision…that by 2020…all children have the best startin life to create a better future for themselves andfor the nation’ (COAG Early Childhood DevelopmentSteering Committee, 2009, p. 2).A National Quality Framework for early childhoodeducation and care was endorsed by COAG inDecember 2009 as a key mechanism for achievingthe Strategy’s vision for young children in Australia.The National Quality Framework includes a NationalQuality Standard (NQS) and an Early Years LearningFramework (EYLF) designed to raise quality insettings catering for young children.KidsMatter Early Childhood has a potentiallysignificant part to play in the national missionto enhance early childhood provision.Nationally, we have a golden opportunityto strengthen connections between theseinitiatives for strategic efficiency and improvedoutcomes for children and families.PurposeThis document aims to make explicit theconnections between the KidsMatter Early ChildhoodInitiative and the National Quality Standard (NQS),which has the Early Years Learning Framework (EYLF)embedded within it.Both the NQS and KidsMatter Early Childhood areunderwritten by COAG agreements—the COAGNational Quality Framework for Early Educationand Care and the COAG National Action Plan onMental Health.Both of these agreements are based on researchwhich affirms that children’s early social andemotional wellbeing underpins learning andlife outcomes:What, how and how much (children) learn at schoolwill depend in large part on the social and emotionalcompetence they have developed as preschoolers(The Child Mental Health Foundations and AgenciesNetwork, 1999, Preface v).The single best predictor of adult adaptation isnot school grades, and not classroom behaviour,but rather the adequacy with which the child getsalong with other children. Children…who cannotestablish a place for themselves in the peer cultureare seriously at risk (Hartup, 1992, p. 1, cited inLinke, 2011, p. 14).KidsMatter Early Childhood provides a continuousimprovement framework to enable early childhoodservices to plan and implement evidence-basedmental health promotion, prevention and earlyintervention strategies. The framework is basedon a positive psychology philosophy and uses arisk and protective factor model to focus on areaswhere early childhood services can strengthenprotective factors for improving children’s mentalhealth and minimise the effects of any risk factors.2KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

• KidsMatter specifically aims to developchildren’s social and emotional skills; theEYLF acknowledges that social and emotionalhealth and cognitive growth go hand in hand;and the emphasis in the NQS on relationshipswith children takes up the issues of social andemotional health strongly.KidsMatter Early Childhood adds substantial value tothe other initiatives because it provides a frameworkfor explicitly teaching social and emotional skills andthe knowledge, training and support that earlychildhood educators and families require so thatthey can intervene in a timely and appropriateway to enhance children’s mental health andsocial adjustment.Data shows that children who are systematicallytaught social and emotional skills…have fewerproblems such as substance abuse and violence,like school more and pay more attention in class—and score significantly better (11% on average)on academic achievement test scores (Goleman,2008, p. 1).Kidsmatter Early Childhood has four componentsunder which early childhood education andcare services receive professional learning andresources which guide their planning for children’smental health:• Creating a sense of community• Developing social and emotional skills• Working with parents and carers• Helping children who are experiencing mentalhealth difficulties.KidsMatter Early Childhood and the NQS, includingthe EYLF, have much in common. They bothhave ‘relationships’ at their core and aim todevelop children’s social and emotional wellbeingand competence:This document maps the elements of the KidsMatterinitiative onto the NQS, including the EYLF.It demonstrates that the KidsMatter initiative hasconsiderable potential to enable early childhoodservices to implement key elements of the NQSand to achieve National Quality Standard level.The analysis of connections between the initiativesincludes aspects of philosophical agreement andareas of direct congruence between goals andeducators’ actions.KidsMatter Early Childhoodand the NQS, including theEYLF, have much in common.They both have ‘relationships’at their core and aim to developchildren’s social and emotionalwellbeing and competence.• KidsMatter Component 1 specifically addresses‘creating a sense of community’ and Component3 focuses on ‘working with parents and carers’;the EYLF sees a sense of ‘belonging’ as thefoundation for children’s wellbeing and recognisesthat relationships are central to identity andengagement with learning; and the NQShighlights ‘relationships with children’ inQuality Area 5 and ‘collaborative partnershipswith families’ in Quality Area 6.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 3

Supporting the National Quality FrameworkKidsMatter Early ChildhoodAustralian Early Childhood Mental Health InitiativeCreating a sense of communityDeveloping children’s social and emotional skillsWorking with parents and carersHelping children who are experiencing mental health difficultiesEarly Years Learning FrameworkBelonging, Being and BecomingLearning OutcomesChildren have a strong sense of identityChildren are connected with and contribute to their worldChildren have a strong sense of wellbeingChildren are confident and involved learnersChildren are effective communicatorsNational Quality StandardsEducational program and practiceChildren’s health and safetyPhysical environmentStaffing arrangementsRelationships with childrenCollaborative partnerships with families and communitiesLeadership and service management4KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

Case studyCreating a sense of community with KMECWhen an early childhood education and care service participates in KidsMatter Early Childhood(KMEC), they review their practice and plan for the future under the four components that havebeen identified to benefit children’s mental health.In creating a sense of community under the KMEC framework, Smithdown Child Care Centrereviewed the four Target Areas of Belonging and connectedness, Positive relationships, Inclusionand Collaboration. The service staff identified what they already did well under each Target Area,and areas where they would like to do more.For example, Smithdown Child Care Centre already invited new families to visit the service andattend an interview before they started, but during a planning session it was decided to try tobegin even earlier, before families placed their name on the waiting list. They began inviting familiesto visit with the child and talk about their needs and the needs of the child, before placing theirname on the waiting list. This gave the family the opportunity to view the environment, see otherchildren ‘in action’ and ask questions. While on the waiting list, families would also be invited tocentre functions.Smithdown Child Care Centre was happy with its transition process. Once a family had a place, aninterview would occur. The child would also come along to give educators an opportunity to observethe child in the setting and decide how to best manage the transition. Where possible, this wouldoccur over several days so the family and child could become orientated within the centre beforestarting. During the transition into the early childhood service, shorter days would be encouraged innegotiation with families and a special item from home welcomed, to assist the child in feeling safe.There are several copies of a centre book with photos that families can borrow to share together.The Director of Smithdown Child Care Centre wanted to extend this even further. An educatorwould be dedicated to each child and they would take responsibility for communicating the child’sprogress to the family. Shifts would need to be changed to ensure the designated educator wasthere to greet the new child and family at the start of their enrolment. This would also help tomaintain and build on their current practice, where information between families and educatorswas exchanged daily. Photos were taken and sent home to make connections.The new strategies were implementedwith new families and reviewed to seehow effective they were in terms of theimpact they had on the service’s senseof community.In reflecting on their practice in theseareas, the educators identified that theywere also addressing many of the elementsof the EYLF and National Quality Standard,particularly those related to children’sfeelings of belonging and relationshipswith families.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 5

KidsMatter Early Childhood Component 1Creating a sense of communityComponent 1 focuses on‘creating a sense of community’.The Target Areas of Component 1 connect with theoverarching concepts of the EYLF—belonging, beingand becoming—and with three of the key Principleswhich underpin effective pedagogy and practice inearly childhood education and care—relationships,respect for diversity and partnerships.Implementing KidsMatter supports children’s learningand development across all five EYLF LearningOutcomes and Component 1 links most stronglywith EYLF Outcome 1: Children have a strong senseof identity.The KidsMatter approach overall and especiallyComponent 1 are philosophically consistent withthe six guiding principles that apply to all sevenareas of the National Quality Standard.Component 1 contributes particularly to the NQSQuality Area 1: Educational program and practice.It is also very relevant to NQS Quality Area 5:Relationships with children.KidsMatter Early ChildhoodComponent 1: Creatinga sense of communityKey Target Areas:Belonging andconnectedness:The early childhood serviceis welcoming, friendly andsupportive of children,families and staff.Inclusion:The early childhood serviceaddresses inclusion at a servicelevel to help children, familiesand staff to feel valued acrossall areas of diversity.Positive relationships:Secure, responsive andrespectful relationships areencouraged between staffand children; staff and families;staff; and staff and otherprofessionals.Collaboration:Children, parents and carers andstaff work together and haveopportunities to be involvedin planning, decision makingand contributing to a rangeof experiences in the service.Early Years LearningFrameworkEYLF overarching concepts:Belonging—to family, cultureand community is central toa strong sense of identity.Identity is built on relationshipsand shapes what childrencan become.Being—is about childrenenjoying the present,knowing themselves andmeeting challenges.Becoming—is about howchildren’s identities, knowledge,capacities and skills changerapidly and significantly inthe early years.EYLF Principles:Secure, respectful andreciprocal relationships:‘Educators who are attuned tochildren’s thoughts and feelings,support the development ofa strong sense of wellbeing’(p. 12).National QualityStandard ElementsNQS guiding principles:• The rights of the childare paramount• Children are successful,competent and capablelearners• Equity, inclusion anddiversity• Valuing Australia’sAboriginal and Torres StraitIslander cultures• The role of parents andfamilies is respected andsupported.Quality Area 1: Educationalprogram and practice‘The educational program andpractice is stimulating, engagingand enhances children’s learningand development’ (NQS Draft,December 2009 p.12).6KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early ChildhoodEarly Years LearningFrameworkRespect for diversity:‘Respecting diversity meanswithin the curriculum valuingand reflecting the practices,values and beliefs of families’(p. 13).Partnerships:Educators’ create a welcomingenvironment where all childrenand families are respectedand actively encouraged tocollaborate…about curriculumdecisions…Learning Outcome 1:Children have a strongsense of identity1.1 Children feel safe,secure and supported.1.2 Children develop theiremerging autonomy,interdependence,resilience and senseof agency.1.3 Children developknowledgeable andconfident self identities.1.4 Children learn to interactin relation to otherswith care, empathyand respect.National QualityStandard ElementsStandards and elements:1.1 The Early Years LearningFramework (or otherapproved learningframework) informsthe development of aprogram for each childthat enhances theirlearning and development.1.1.2 Curriculum decisionmakingis informedby the context, settingand cultural diversityof the families andthe community.1.2 The program foreach child takes intoaccount their strengths,capabilities, culture,interests and experiences.1.2.1 Each child’s currentknowledge, ideas,culture and interestsform the foundationfor the program.Quality Area 5: Relationshipswith children‘Relationships that areresponsive, respectful andpromote children’s senseof security and belongingfree them to explore theenvironment and engagein learning’ (NQS Draft,December, 2009 p. 25).Standards and elements:5.1 Respectful andequitable relationshipsare developed andmaintained witheach child.5.2 Each child is supportedto build and maintainsensitive and responsiverelationships with otherchildren and adults.5.3 Each child’s behaviour,interactions andrelationships areguided effectively.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 7

KidsMatter Early Childhood Component 2Developing children’s social and emotional skillsComponent 2 focuses on‘developing children’s socialand emotional skills’.The evidence for the importance of socialand emotional learning is overwhelming.Emotional skills are about learning to manage andexpress feelings appropriately. Social skills are aboutrelating to others.Without social and emotional skills children cannotlearn as effectively and cannot make the most oftheir learning.[These skills]…need to be taught in a planned wayas well as through modelling and capitalising onteaching opportunities (Linke, 2011, p. 15).KidsMatter Component 2 complements two keyPrinciples of the EYLF—relationships and reflectivepractice—and two EYLF Practices—responsiveness tochildren and intentional teaching. Component 2 hasclear links with EYLF Learning Outcome 3: Childrenhave a strong sense of wellbeing; with LearningOutcome 2: Children are connected with andcontribute to their world; and with Outcome 1.4:Children learn to interact in relation to others withcare, empathy and respect. As educators plan andinteract to enhance children’s social and emotionalskills, they are building children’s capacity to become‘Confident and involved learners’ (Outcome 4).Working with Component 2 of KidsMattercontributes particularly to achieving the Standardlevel in NQS Quality Area 2: Children’s health andsafety, to Quality Area 3: Physical environmentand to Quality Area 5: Relationships with children.KidsMatter Early ChildhoodComponent 2: Developingchildren’s social andemotional skillsKey Target Areas:Relationships betweenchildren and staff:Warm, responsive and trustingrelationships between childrenand staff provide a foundationthat allows children to learnand develop social andemotional skills.Children’s social and emotionalskill developmentopportunities:The service provides opportunitiesfor children to develop andpractise social and emotionalskills in their daily interactionswith staff and peers.Early Years LearningFrameworkEYLF Principles:Secure, respectful andresponsive relationships:(as per Component 1)Ongoing learning andreflective practice:‘Educators continually seekways to build their professionalknowledge and develop learningcommunities’ (p. 13).EYLF Practices:Responsiveness to children:‘Educators are responsiveto all children’s strengths,abilities and interests’(p. 14). ‘Responsive learningrelationships are strengthenedas educators and children learntogether and share decisions,respect and trust’ (p. 15).National QualityStandard ElementsNQS Quality Area 2:Children’s health and safetyStandards and elements:2.1 Each child’s health needsare supported.2.1.2 Each child’s comfortis provided for andthere are appropriateopportunities to meeteach child’s need forsleep, rest and relaxation.2.2 Healthy eating andphysical activity areembedded in theprogram for children.2.2.2 Physical activity ispromoted throughplanned and spontaneousexperiences and isappropriate to theage of the child.2.3 Each child is protected.2.3.4 Action is taken to respondto every child at risk ofabuse and/or neglect.8KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early ChildhoodStaff developmentand support:Staff knowledge, skills andcapacity to foster children’sdeveloping social and emotionalskills are enhanced at the service.Early Years LearningFrameworkIntentional teaching:‘Educators who engage inintentional teaching recognisethat learning occurs in socialcontexts and that interactionsand conversations are vitallyimportant for learning’ (p. 15).Learning environments:‘Environments that supportlearning are vibrant and flexiblespaces that are responsiveto the interests and abilitiesof each child’ (p. 15).Learning Outcome 1:Children have a strongsense of identity1.4 Children learn to interactin relation to others withcare, empathy and respect.Learning Outcome 2: Childrenare connected with andcontribute to their world2.2 Children develop a senseof belonging to groupsand communities andan understanding of thereciprocal rights andresponsibilities necessaryfor active communityparticipation.2.4 Children become sociallyresponsible and showrespect for the environment.Learning Outcome 3:Children have a strongsense of wellbeing3.1 Children become strong intheir social and emotionalwellbeing’.3.2 Children take increasingresponsibility fortheir own health andphysical wellbeing.Learning Outcome 4:Children are confidentand involved learnersNational Quality StandardElementsNQS Quality Area 3:Physical environmentStandards and elements:3.1 The design and locationof the premises isappropriate for theoperation of the service.3.1.3 Outdoor spaces includenatural elements andmaterials which allowmultiple uses.3.2 The environment isinclusive, promotescompetence, independentexploration and learningthrough play.Quality Area 5:Relationships with childrenStandards and elements:5.1 Respectful andequitable relationshipsare developed andmaintained witheach child.5.2 Each child is supportedto build and maintainsensitive and responsiverelationships with otherchildren and adults.5.3 Each child’s behaviour,interactions andrelationships areguided effectively.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 9

KidsMatter Early Childhood Component 3Working with parents and carersComponent 3 focuses on‘working with parents and carers’.KidsMatter, the EYLF and the NQS all recognisethat children live in an ecological system and thrivebest when all elements in the system—particularlyall of the adults who care for them—act in concertto maximise their welfare.KidsMatter Component 3 relates particularly to theEYLF Principle of ‘partnerships’, to the Practice of‘cultural competence’ and to Learning Outcome 2:Children are connected with and contribute to theirworld. This connection to Outcome 2 recognises thatchildren learn about trust, empathy and compassionthrough seeing the adults around them model,demonstrate and live those ways of being together.It acknowledges that collaborative partnershipsbetween educators, related professionals andfamilies are essential for children’s wellbeingand learning achievement.Working with parents and carers requires timeand effort and KidsMatter offers the support thateducators need to develop their skills, confidenceand commitment to building partnerships withparents and carers.Component 3 is particularly relevant to meetingthe NQS Standard in Quality Area 6: Collaborativepartnerships with families and communities.KidsMatter Early ChildhoodComponent 3: Workingwith parents and carersKey Target Areas:Collaborative partnershipswith families:Developing a culture ofpartnership between staffand parents and carers.Connecting families:Supporting families to connectwith each other and withthe service.Supporting parenting:Working with families tofacilitate access to high-qualityparenting resources.Early Years LearningFrameworkEYLF Principles:Partnerships:In genuine partnerships, familiesand early childhood educators:• value each other’sknowledge of each child• value each other’scontributions to and rolesin each child’s life• trust each other• communicate freely andrespectfully with each other• share insights andperspectives about each child• engage in shareddecision-making.EYLF Practices:Cultural competence:‘Cultural competence…isthe ability to understand,communicate with, andeffectively interact with peopleacross cultures’ (p. 16).National QualityStandard ElementsNQS Quality Area 6:Collaborative partnershipswith families and communitiesStandards and elements:6.1 Respectful supportiverelationships withfamilies are developedand maintained.6.2 Families are supportedin their parenting roleand their values andbeliefs about childrearing are respected.10KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early ChildhoodEarly Years LearningFrameworkLearning Outcome 2:Children are connected withand contribute to their world2.1 Children develop a senseof belonging to groupsand communities.2.2 Children respond todiversity with respect.National QualityStandard ElementsKidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 11

KidsMatter Early Childhood Component 4Helping children who are experiencingmental health difficultiesComponent 4 focuses on ‘helpingchildren who are experiencingmental health difficulties’.This is an area where early childhood educatorstraditionally may feel ‘out of their depth’.KidsMatter Early Childhood provides the tools andresources to support services in assessing theirstrengths and focusing on areas for further actionin relation to children’s mental health and wellbeing.The initiative gives educators the understandingabout mental health to recognise and respond toearly signs of difficulty and the confidence to seekhelp for children and families.KidsMatter Component 4 connects most stronglywith the EYLF Practices of Holistic approaches;Continuity of learning and transitions; andAssessment for learning. Component 4 is linkedto EYLF Outcome 1: Children have a strong senseof identity; Outcome 4: Children are confident andinvolved learners; and Outcome 5: Children areeffective communicators.The National Quality Standard Quality Area 5:Relationships with children is clearly linked withComponent 4 and underpinned by Quality Areas4: Staffing arrangements, and 7: Leadership andservice management.KidsMatter Early ChildhoodComponent 4: Helpingchildren who are experiencingmental health difficultiesKey Target Areas:Understanding children’smental health and wellbeing:Staff have an understanding ofmental health difficulties in earlychildhood including commonsigns and symptoms, its impacton children and families, andfactors that put children at risk.Responding to children whomay be experiencing mentalhealth difficulties:The service has protocols andprocesses for recognising andresponding to children whomay be experiencing mentalhealth difficulties.The service has good workingrelationships and clear referralpathways with support services.Early Years LearningFrameworkEYLF Practices:Holistic approaches:‘When early childhoodeducators take a holisticapproach they pay attentionto children’s physical, personal,social, emotional and spiritualwellbeing as well as cognitiveaspects of learning’ (p. 14).Continuity of learningand transitions:‘Transitions, including fromhome to early childhoodsettings, between settings,and from early childhoodsettings to school, offeropportunities and challenges’.‘[Educators]…assist childrento understand the traditions,routines and practices of thesettings to which they aremoving and to feel comfortablewith the process of change’(p. 16).National QualityStandard ElementsNQS Quality Area 5:Relationships with childrenStandards and elements:5.1 Respectful andequitable relationshipsare developed andmaintained witheach child.5.2 Each child is supportedto build and maintainsensitive and responsiverelationships with otherchildren and adults.5.3 Each child’s behaviour,interactions andrelationships areguided effectively.12KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

KidsMatter Early ChildhoodEarly Years LearningFrameworkAssessment for learning:‘Assessment for learning…is important because itenables educators and otherprofessionals to…identifychildren who may needadditional support…providingthat support or assistingfamilies to access specialisthelp’ (p. 17).Learning Outcome 1:Children have a strongsense of identityLearning Outcome 4:Children are confidentand involved learners4.1 Children developdispositions such ascuriosity, cooperation,confidence, creativity,commitment, enthusiasm,persistence, imaginationand reflexivity.Learning Outcome 5: Childrenare effective communicators5.1 Children interact verballyand non-verbally withothers for a rangeof purposes.5.3 Children express ideasand make meaningusing a range of media.National QualityStandard ElementsNQS Quality Area 4:Staffing arrangementsStandards and elements:4.2 Educators, coordinatorsand staff have theskills and knowledgeto support children’slearning, health,safety and wellbeing.4.3 Educators, coordinatorsand staff are respectfuland ethical.NQS Quality Area 7:Leadership and servicemanagementStandards and elements:7.1 Effective leadershippromotes a positiveorganisational cultureand builds a professionallearning community.7.2 There is a commitment tocontinuous improvement.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 13

ConclusionFrom this ‘mapping’ of some connections betweenKidsMatter Early Childhood, the Early Years LearningFramework and the National Quality Standard, it isapparent that ‘relationships’ are the key to achievingthe goals of all three—relationships betweeneducators and children; between children andtheir peers; and relationships between educators,allied professionals and families.The National Quality Standard, including the EYLF,aims to improve outcomes for children and familiesand implementing KidsMatter helps servicesto achieve the National Quality Standard and tomake a direct and substantial contribution to theimprovement agenda of the National Early ChildhoodDevelopment Strategy.The National Quality Framework and its Standardgive priority to relationships between educatorsand children and educators and families. The EYLFhas ‘Relationships with children’ and ‘Partnershipswith families’ as two key Principles.Only KidsMatter addresses both educators andfamilies directly in its framework. KidsMatterprovides the knowledge and skills for both setsof adults to support children, including vulnerableand at risk children.Australia’s Fourth National Mental Health Plan(Commonwealth of Australia, 2009 p.22) aims‘to promote the mental health and wellbeing of theAustralian community and, where possible, preventthe development of mental health problems andmental illness’. In its Summary of actions (p. 32)the Plan specifically intends to ‘implement targetedprevention and early intervention programs forchildren and their families through partnershipsbetween mental health, maternal and child healthservices, schools and other related organisations’.Population trends indicate ‘troubling ratesof children’s susceptibility to mental healthproblems’ (KidsMatter Overview, 2010 p.5).It is therefore imperative to recognise thatKidsMatter Early Childhood is designed to provide:… an effective platform for supporting children,families and services in strengthening children’smental health and wellbeing (KidsMatter Overview,2010 p5).14KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework

ReferencesAustralian Government Department of Education, Employment and Workplace Relations (DEEWR) for theCouncil of Australian Governments (COAG) (2009). Belonging, Being and Becoming: The Early Years LearningFramework for Australia. Canberra, ACT: DEEWR.Australian Government Department of Health and Ageing (DoHA) (2010). KidsMatter Early Childhood—Overview:Framework components and implementation details. Canberra, ACT: DoHA.Commonwealth of Australia (2009). Fourth National Mental Health Plan: An agenda for collaborativegovernment action in mental health 2009–2011. Canberra, ACT.COAG Early Childhood Development Steering Committee (Draft 2009). National Quality Standard for EarlyEducation and Care and School Age Care.Gallinsky, E. (2006). The economic benefits of high quality early childhood programs: What makes the difference?Washington, DC: The Committee for Economic Development (CED).Goleman, D. (2008). Success: The rest of the story. Retrieved 29 June, 2011,from http://danielgoleman.info/2008/12/22/success-the-rest-of-the-story/.Linke, P. (2011). Social and emotional learning as a basis for curriculum. Every Child (17)1, 14–15.McCain, M. N., & Mustard, F. (1999). Reversing the brain drain: Early years study final report.Toronto: Ontario Children’s Secretariat, p. 5.The Child Mental Health Foundations and Agencies Network (1999). A good beginning: Sending America’schildren to school with the social and emotional competence they need to succeed. Retrieved 29 June, 2011,from www.rwjf.org/reports/grr/037465.htm.KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework 15

Contact detailsKidsMatterwww.kidsmatter.edu.aukidsmatter@earlychildhood.org.au16KidsMatter Early Childhood Connecting with the Early Childhood Education and Care National Quality Framework