To the productivity commission inquiry for Early Childhood Education and Care I am currently working as an Education and Care Consultant, providing training and professional development for educators in Long Day Care, Family Day Care and Outside School Hours Care services and settings. I have experienced the Education and Care sector from all facets – as a casual no qualifications, as a qualified educator, a manager, director and also as a parent using both Long day care, Family day care and Outside school hours care facilities. I have over 15 years of experience in this sector and seen some amazing changes. I have worked in various settings and therefore been fortunate to meet and talk with many educators, managers and families over this time. Recently I was fortunate enough to hear Professor Carla Rinaldi, president of Reggio Children, Reggio Emilia, Italy. She beautifully explained that children are the best essence of human beings and that it is society, educators and all adults’ roles to take responsibility to take care of children as the first and most crucial citizens of society – citizens from birth. Professor Rinaldi understands that children are intelligent, competent and social right from birth and that their learning and education starts from birth – not just when they are preparing for school! I have some concerns with the draft report as I believe that there are indications in the draft report that quality from birth is not important. QUALITY is important! Educators with underpinning knowledge of child development, theory, critical reflection and intentional teaching are important – also for the children 0-3 years old. Educators with Certificate III are showing interest in learning and beginning their journey of learning and knowledge, however it is educators with a Diploma or above that have the embedded knowledge and understanding to be able to create programs, collaborate appropriately with families, deal with concerns, emergencies, procedures and guide children’s learning and development in preparation for all life experiences. Children’s social and emotional development abilities continually come up as concerns in schools across the country as teachers are becoming over stressed and finding that a lot of their teaching is being devoted to supporting children’s social skills and emotional capacities. ‘More than 40 per cent of Australian primary and secondary school students have poor social and emotional skills, according to a study of 11,000 participants. Study author from the University of Melbourne, Professor Michael Bernard, said poor social and emotional skills can have a significant impact on student motivation and engagement in the classroom.’

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Neuroscience is confirming the following factors as being vital in early childhood development:

- • The first five years last a lifetime
- • Children are born ready to learn
- • The best learning happens in nurturing relationships
- • The brain develops through use
- • Children’s wellbeing is critical to brain development and learning
- • Children learn through being engaged and doing
- • Children learn from watching and copying
- • self control is critical for learning, responsibility and relationships • self control is critical for learning, responsibility and relationships

(Engaging families in the early childhood development story, national project conducted on behalf of the Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2010) All current research and evidence is pointing to learning and development support for children already from birth. As so many families choose to participate in the workforce, they are requiring education and care for their children as young as 3 months old. It is crucial that the relationship, the social and emotional development is supported by qualified, experienced and skilled educators that