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ARACY Capacity Building Support for Communities for Children Facilitating Partners Stronger Families and Communities S

Scope of the review. The current Australian policy contextWhy parenthood knowledge and skills matterInfluences shaping children's developmentPutting what we know into practice - Australian research on what's needed - Evidence from other countries - Indigenous parenthood learning issuesConclus

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ARACY Capacity Building Support for Communities for Children Facilitating Partners Stronger Families and Communities S

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    2. Scope of the review The current Australian policy context Why parenthood knowledge and skills matter Influences shaping childrens development Putting what we know into practice - Australian research on whats needed - Evidence from other countries - Indigenous parenthood learning issues Conclusions for: - Key messages for parental learning - Strategies for delivery and uptake - Workforce development and training Children feel successful in school if they have friends (Dockett & Perry, 1999). Children feel successful in school if they have friends (Dockett & Perry, 1999).

    3. 1. The Australian policy context Why the renewed policy focus on ECD? New developments in prevention science - life course trajectories of health and development - population vs. individual approaches - value of place-based interventions Evidence of longer-terms benefits for communities, society and the economy

    4. Links between early childhood development and human capital The evidence is solideconomists, political scientists, neuroscientists, and social scientists have substantial data proving that programs which promote the growth and development of young children (ages 06 years) are the best investment for developing the human capital necessary for economic growth. Mary Eming Young, World Bank, 2007 Transitions are times of loss, when moving from one stage to the other means leaving something behind to begin something else. Bridges (1991). Transitions are times of loss, when moving from one stage to the other means leaving something behind to begin something else. Bridges (1991).

    5. Early Childhood Development & Human Development

    6. Australian ECD policy initiatives Stronger Families and Communities Strategy 2004-2009 National Public Health Action Plan for Children State & Territory ECD Initiatives COAG agreement 2006 national reform agenda New Directions for Australian Children (April, 2007) Discussions for the Australian Early Development Index (AEDI) to be available in all Australian communities PMs vision for universal Early Childhood Centres for parents of all 0-5 year olds by 2020

    7. Early Childhood Centres Maternal and child health services such as baby health checks, baby weighing, feeding advice and vaccinations; Long day care including play-based activities for children whose parents are at work or studying; Preschool and early learning including age-appropriate play-based learning provided by a four year qualified teacher; and Playgroups and parental support and advice to ensure parents have a place to meet their peers and get access to advice while their children play.

    8. Discussion point How well are we doing in making sure that that the new knowledge of the importance of ECD for individual, family and societal wellbeing is understood and put into action by the general community and new parents?

    9. 2. Parenthood knowledge & skills matter

    10. 3. Influences on childrens development a) Epigenetics gene-environment interactions Internal biological environments of foetal, infant, child and youth development - NB of nutrition and dietary influences - NB of stress and early brain development Experience-based brain development - NB of nurturing care & stimulation

    11. Developmental influences and contexts

    12. Influences on childrens development (contd) b) Attachment and relationship The most important magic ingredient is the quality and the stability of the relationships children have with the adults in their lives (Shonkoff J. From Neurons to Neighbourhoods, 2000) c) Critical and sensitive periods of development d) Cumulative effects of risk and protective factors

    13. Influences on childrens development (contd) e) Neighbourhood and community influences

    14. Pathways to participation

    15. Discussion points How well are these positive influences represented in the way that C4C programs are presently targeted and delivered? Do they suggest any new areas for action in building community capacity to support parenthood learning?

    16. 4. Putting what we know into practice 2005 parenting information projects documenting the Australian evidence base around early childhood and parenting (CCCH & SNAICC Reports)

    17. Key observation Parents who experience difficulty in their parenting role tend to have a limited range of skills and strategies for being appropriately responsive to their childrens behaviour and needs

    18. Extending parenting skills What helps in extending these skills is access to information, and the availability of community and service supports which assist the development of: personal coping strategies maintaining positive social supports, and learning to work effectively with child health and family service systems

    19. Groups requiring a special focus First-time parents Adolescent parents Fathers Grandparents CALD & Indigenous parents Parents with a disability Parents with substance misuse

    20. Practitioner views of what works Face-to-face advice is better if complemented by other measures like information brochures, tip sheets etc. Telephone support best if backed up with other education methods such as written material. Written information is most effective when accompanied by personalised advice. Internet resource material - information must be readable and credible, with some means of quality control. Instructional video tapes and CD-ROMs - effective in producing short-term increases in knowledge, especially in combination with other strategies, such as group education or multi-media training.

    21. Practitioner views of what works (Contd.) Role playing and modelling effective for experiential learning and imparting useful skills. Parenting groups facilitate social networking have great potential to assist parents, especially in offering culturally sensitive and relevant interventions. Parent training - can be highly effective in producing lasting improvements in parents' management skills and children's functioning.

    22. What parents want Information about children's age and developmental stages (physical, intellectual, emotional and social) Information and advice on coping with becoming a parent e.g. understanding the physical impact of becoming a parent, and changes in family relationships after having a child. Advice in dealing with common problems e.g. balancing work and family life, sibling rivalry etc Groups with specific information needs e.g. fathers, parents of children with a disability, single parents, and grandparents etc.

    23. Accessing information and support First preference is to seek information and support from family, friends and work colleagues Poor awareness of where and how to access other information and support Ensure that the community at large is better informed about the way children grow and develop Media strategies to actively promote sources of information and support Consolidated and credible sources of information e.g. national & state websites; one-stop-shop community childhood centres; parent information kits

    24. Discussion point What strategies have worked best in your communities in raising general awareness of where and how to access parenting information and support

    25. Indigenous parenthood learning issues The WPC4C case study highlights issues which challenge existing policies: Time-frames and funding allocations that underpin the program logic around inputs, outputs and outcomes to support Indigenous families. Effective programs require building and strengthening existing and new relationships, and being persistent and consistent in terms of delivery.

    26. Challenges in delivering programs in Indigenous contexts Differences in access across metropolitan, rural to remote areas; Issues of cultural diversity; Existing levels of disadvantage which impact on health, education and employment outcomes; Need for cultural competence and security in service delivery to incorporate Indigenous knowledge, experience and childrearing practices into programs.

    27. Discussion points

    28. Conclusions And your comments and suggestions What are three useful nuggets in this presentation? What would improve the usefulness of this paper?

    29. Thank you Sven Silburn S.Silburn@curtin.edu.au and Roz Walker Rozw@ichr.uwa.edu.au

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