Parenting

Christine opposes this view. "Basic training is never enough. That's why I kept studying to achieve my Masters Degree, and why I will continue my education until I leave early childcare. To deal with people, there are always new ideas, new theories being born. We need to continue to refine our practice." To gain certification as a director, she is required to have knowledge of the NSW Children's Services Regulations 2004, which, for example, discuss ratios and staff requirements. There must be an understanding of Australian OHS standards, Privacy Acts, Child Protection legislation, Childcare Management Systems, the Australian Code of Ethics, and Code of Conduct must be recognised and adhered to at all times. It seems a lot to have to comply with, but as Christine tells me, when it comes to working with the young minds of the future, you must be dedicated to excellence.

While there are rules and guidelines set out by the state, the centre can only be run under the values and philosophy of the Director. The approach that is taken is the choice of the Director; Christine believes the most effective discipline is that of Reggio Emilia. Through this philosophy, based on the poststructuralist thinking of the late twentieth century " poststructuralist in its emphasis on the unendingness of social process, the complexities of power, and how knowledge itself is bound in power -allows those practicing the discipline to treat children in like of an understanding that is deeply philosophical and intuitively sociological. In this sense, the children and the teacher are able to work as investigators together, both learning to respect, and accept the other.

The Reggio Emilia approach follows the idea that children have control over the direction of their learning, encouraging a relationship with other children and with the material items in the world they explore, learning through the use of their senses and acknowledgement that children must have endless ways and opportunities to express themselves. The poststructuralist philosophy emphasises the importance of children and teachers learning together, invoking a sense of collegiality between them. The children are trusted to ask the important questions in order to make sense of the world around them.

In this way, learning is conducive to the understanding of the world as each individual child sees it. The image of the child is presented as competent, confident, creative and as an individual. "Kids are fresh, natural beings. Brain circuits start developing once the child is born. The human brain is a complex tool, with the capacity to absorb much information. It is fundamental to use an approach which encourages creativity, nurtures curiosity and places importance on a quality environment and the quality of the resources provided," Christine says.

An important aspect of the approach that Christine emphasises to her staff is Foucault's idea that it is necessary to observe what is desirable in regards to culture, race, and gender, and how these factors create pockets of power. In assessing how gender affects power in early childhood, and encouraging the staff to work to find a balance in the centre, in particular regards to male and females excluding each other, competing, and fighting due to constructed gender roles, the bias that is developed by many at an early age, can be disposed of.

Ellen, on the other hand, finds it more difficult to answer questions raised by the children regarding sexuality and gender. "When Gus unzipped my jumper, and told me he could see my boobies, I was mortified. I had to explain to him that it was rude, and that you can't invade someone's personal space like that." Ellen discussed the matter with the mother of the children, who reaffirmed Ellen's position of authority over the boys and told them not to be rude again. Neither Ellen, nor Kylie, the boy's mother, discussed the ideas of sexuality and gender with the children. "I just didn't think it was my place to tell them about that. I'm glad Kylie supports me, I couldn't do it on my own."

Christine faces the problem of finding support in her centre very difficult. "The staff want to follow their traditional method, of the teacher as an authoritarian figure. I don't want my centre to be run like an institution." The setting is structured so the children feel at home, comfortable, respected and confident to grow as individuals in a safe environment.

Advances in research and theoretical approach are constantly being made in regards to early childhood. For this reason, Christine believes that the only way to develop professionally, is to keep up with new theories of early childhood, with a focus on brain research in early childhood, which has determined, according to experts that mind development begins as early as the first five years of life. In addition, there has been research presenting information regarding the stages of brain wiring, critical periods for brain development, and the role a nurturing and stimulating environment plays in brain development.

Further research will always be needed when discussing development and neuroscience. What we know now, is that children must be nurtured and encouraged, no matter which discipline they are placed under. Christine and Ellen both entered the childcare profession because of their passion to make a difference in the lives of the potential future of the world. The Reggio Emilia structure, however, is a proven successful approach, which places the children in control of their own learning. Their view of the world is respected, and they develop in a way that is appropriate for them as an individual.

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