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Welcome to Early Childhood Services 2012A Parent’s Guide to Victorian Early Childhood Services

Contents page Message from the Minister 1

Introduction 3

About your child’s early years: learning and development 4

The Maternal and Child Health Service 12

Early childhood education and care services 17

Early years services for Aboriginal children and families 24

Assistance for children with additional needs 26

Starting school 29

Index 32

1

Message from

the M

inister

Hon Wendy Lovell MPMinister for Children and Early Childhood Development

A child’s early years are an essential foundation for their future success. The Victorian Government is committed to providing services to ensure that children have the best possible start in life. We want to ensure every child has access to quality, affordable learning and development services no matter where they live.

Early childhood services are delivered in partnership with the Victorian Government, local government, community organisations and providers. Vital programs, such as the Maternal and Child Health Service, Early Childhood Intervention Services and Kindergarten Inclusion Support Services, play key roles in helping all children, including those with disabilities and developmental delays.

The Victorian Government encourages all children to attend kindergarten in the year prior to school because it is an important part of a child’s early learning and plays a key role in the transition to school.

Parents also need support during these early years and access to the best advice possible about what they can do to maximise their child’s development and learning. It is also important that parents feel confident their child is attending services that meet their individual needs and which foster their learning and achievement.

This guide describes the range of services available to children from birth through to school age and is designed to help parents make informed decisions about their child’s future. It also provides information about the availability of subsidies, including the Child Care Rebate and Child Care Benefit, making kindergarten programs and child care more affordable for Victorian families.

I wish you and your child every success in the years ahead.

Message from the Minister

3

Introduction

Your child’s early years are the foundation for future health, growth and development. They are critically important and influence your child for life.

Victoria has a range of services available to assist you and your child from birth through to adulthood.

Children are provided with high-quality early childhood programs and a smooth transition to the school system and beyond.

The Victorian Government supports the health, development, wellbeing and learning of your child by funding services such as the Maternal and Child Health service, kindergarten programs, supported playgroups and Early Childhood Intervention Services. These services are operated by a range of local government, community and private organisations.

The Department of Education and Early Childhood Development also regulates early education and care services in Victoria.

The Victorian Government, in partnership with local councils and others, is establishing children’s centres across the state. These centres bring together a whole range of services for families with young children.

This guide will provide you with valuable information about the early childhood services in Victoria that are available for you and your child.

For more information about Victorian Government early childhood services, visit www.education.vic.gov.au/earlychildhood or call 1800 809 834 (freecall) to speak to the Department of Education and Early Childhood Development Information and Referral Service.

Introduction

4 Welcome to Early ChildhoodA

bout your child’s early years

Children learn from birth, and their learning and development at each stage of life forms the foundation for the next. During the period from birth to eight years, children experience more rapid brain development and acquire more skills and knowledge than in any other period of their lives. These skills are the foundation for learning at school, and for lifelong learning.

In Victoria, early childhood professionals are guided by the Victorian Early Years Learning and Development Framework to advance all children’s learning and development from birth to eight years. This framework provides support for early childhood professionals to work together, and with families and children to achieve the best outcomes for each child. For further information, see page 19.

Your maternal and child health nurse, or your child’s early childhood educator, can provide you with helpful advice and will answer any questions you have about your child’s learning and development as they access early childhood services.

Babies (0–1 year)

Your child’s development

All children develop at different rates. Some weeks you may see lots of changes and other weeks none. Remember, that if your child has additional needs they may take longer to achieve certain milestones.

If you have any concerns or questions about your child’s development, speak to your maternal and child health nurse.

What your child may be doing at four months:• showing good head control, lifting it up 90 degrees

when on their tummy

• smiling and laughing out loud

• reaching out for objects

• following moving objects with their eyes

• taking a greater interest in surroundings

• attempting to pick up objects using both hands

• vocalising to get attention and have needs met

• recognising familiar faces and starting to interact more with others.

What your child may be doing at eight months:• keeping their head level with their body when pulled

to a sitting position

• progressing from sitting supported by your arms to sitting alone

• recognising partly hidden objects

• trying to get a toy that’s out of reach

• looking for a dropped object

• moving by rolling or attempting to crawl

• making sounds such as ‘ah goo’ or similar

• imitating sounds

• expressing feelings, likes and dislikes

• enjoying and demanding attention and affection.

About your child’s early years: learning and development

5

About your child’s

early years

What your child may be doing at 12 months:• may be standing or walking

• pointing with their index finger

• showing needs and wants in ways other than crying

• saying up to three recognisable words

• understanding several words and simple commands

• helping to dress themselves by holding out arms for sleeves and feet for shoes

• enjoying showing affection and always being near parents

• beginning to understand the meaning of ‘no’.

Your child’s learning

Babies’ learning begins before they are born. After they are born, you play a crucial role in their learning through having a loving and secure relationship with them, encouraging them to use all their skills to explore the world around them and by encouraging their curiosity.

You can also support your baby’s learning by:

• playing together

• talking and responding when they make sounds or tell you in other ways what they want

• having lots of loving contact

• responding to their movements and sounds

• providing different objects and materials to explore using all the senses

• getting to know them, noticing and responding to what they like.

Play-based learning

Play is an important way for young children to learn and begins at birth. Playing together is one of the best things you and your baby can do. Through play, babies learn about themselves and their place in the world, develop and practise social and language skills, expand their physical skills and think creatively.

Here are some suggestions for ways you can play with your baby:

• sing songs

• have ‘conversations’, where you respond to sounds your baby makes by saying something, then waiting for your baby to make another sound

• read books together

• play simple games with your child

• give your baby things to hold and play with (make sure they are safe to put in the mouth, as that’s one way babies explore objects).

6 Welcome to Early Childhood

Communicating with your child

Whether you’re singing a song or talking about what you are doing as you cook or garden, your communication is helping your baby learn about language and many other things. Talk often to your baby, and be sure to respond to the sounds your baby makes as well as to their other ways of communicating.

Your child’s behaviour

Babies want to discover and explore. Their natural curiosity drives them to experiment with objects to see what they are like and how they work. Your baby is learning how to behave, just as they are learning about how the world works. Your role is really important. You need to create a safe environment so that your baby can explore it without getting hurt or damaging anything.

Crying is a baby’s main way of communicating needs. Responding quickly to your baby’s crying and meeting their needs will make your baby feel safe.

Remember, your baby will learn a lot about how to behave by watching what you do. You are an important role model who has a very big influence on your child’s behaviour.

Toddlers (1–3 years)


Your toddler will probably continue to develop in bursts. All toddlers develop at different rates. Don’t worry if your child hasn’t reached certain milestones as other children the same age. Keep in mind that development is a journey, not a race.

You know your toddler best so, if you have concerns or questions about your child’s development, speak to your maternal and child health nurse.

What your child may be doing at 18 months:• walking well with feet slightly apart

• climbing, managing corners and obstacles well

• saying six to 12 recognisable words

• repeating last words of sentences

• wanting to be more independent and to do things without help

• showing personality traits

• playing alone, but still liking to be near adults

• easily frustrated and throwing temper tantrums

• using objects and routines for comfort and security.

What your child may be doing at two years:• walking up stairs and maybe walking backwards

• squatting and standing without using hands

• kicking a ball and throwing over-arm

• saying 50 or more recognisable words and understanding more

• joining in some nursery rhymes

• becoming increasingly independent, but still constantly demanding parents’ attention

• clinging tightly in affection, fear or fatigue

• throwing temper tantrums when frustrated

• starting to develop an imagination.


early years

7

What your child may be doing at three years:• identifying pictures by naming them

• balancing on one foot and walking on tiptoes

• constantly asking questions

• listening to and telling stories

• washing and drying hands

• identifying a friend by name

• using less ‘baby talk’ in speech

• speaking in ways that can be understood about half the time

• throwing fewer temper tantrums

• developing a fear of the dark or animals.


You can get your toddler off to a good start by getting involved early in their learning. It’s easy and fun, and it will help your child’s learning for life.

Your child and books

You should try to read to your child every day. Toddlers, and babies can start experiencing books.

They can learn:• that the outside of a book is different from the inside

• how to hold the book and turn the pages at the same time

• to look for interesting things in the pictures

• that pictures and stories stay the same each time you look at a book

• that some books contain exciting stories

• that books contain printed words and language.

Play-based learningPlay offers toddlers many valuable opportunities that contribute to their learning. Evidence shows that play can support learning across physical, social, emotional and intellectual areas of development. In the first three years particularly, play helps children to learn about the world through listening, looking, touching, tasting and smelling.

The following are a few suggestions for things you can do with your child:

• put several different objects in a bag and ask your child to put in a hand and feel one. Ask questions such as ‘How does it feel?’. Describing objects helps your child’s language development.

• encourage your child to stack blocks and then take some away. Discussing the size, shape, number and grouping of objects can help your child begin to develop an understanding of maths.

• fill plastic containers with sand, pebbles, rice and water. Encourage your child to shake them and discover the different sounds they make.

• provide your child with opportunities to socialise more widely.

You can help your toddler learn by:• talking about what’s around you and what’s happening

• encouraging your child to talk by listening and responding to them

• providing materials that can be used in lots of ways and that encourage your child to imitate and pretend (for example, toy telephones, dolls or hats)

• sharing songs, stories and rhymes.


early years



Toddlers listen to everything you say. They often understand more than we think they do. They can be very sensitive and may get grumpy or cry because of the way someone speaks to them or laughs at them.

Toddlers have strong feelings and emotions and their communication skills can let them down at times. Their feelings can sometimes be too much for them, but they often don’t have the words or understandings to tell you what’s wrong. Their communication skills are, however, improving all the time.

When toddlers can communicate well with words it will be easier for them to get help with their everyday needs. Feeling secure, understood and accepted by their family helps them through these trying times.

The following are some tips for good communication:

• get down to your child’s level to talk by kneeling or squatting and facing the child

• really listen to what your child is trying to say and try to recognise the emotions behind it

• make regular time to communicate one-on-one with your child

• whenever your child wants to talk, try to pay full attention to them

• let your child finish sentences – don’t interrupt.

Behaviour

By this age, many children start to control their urges, change their behaviour and do as you ask. Not all the time, of course. The name for this ability is self-regulation.

It’s one of life’s most important milestones.

Some tips for helping your child learn to behave in acceptable ways include:

• try to create situations where your child can explore life without lots of ‘don’t’ and ‘no’

• show your child how you feel about their behaviour

• give your child positive feedback for behaviour that you approve of

• explain the consequences of your child’s behaviour so they can figure out why something is wrong

• be patient.


early years

9

Children (3–5 years)


Your child’s world is expanding and so are their skills and knowledge. All children develop at different rates. However, in this age range there are some skills that are especially important for your child’s self-esteem and learning. For example, being able to speak clearly is important in order to be understood by others.

If you are concerned about your child’s development, speak to your maternal and child health nurse or health professional.

What your child may be doing at 3–4 years:• socialising with a broader range of people

• understanding how to share and play well with other children

• developing a sense of humour and concern for others

• using hands and fingers skilfully

• holding a pencil in a mature grip using a preferred hand

• decreasing temper tantrums

• speaking well.

What your child may be doing at 4–5 years:• asking lots of questions

• improving walking, running and climbing skills

• using a bicycle with training wheels

• improving drawing skills and learning to write some numbers and letters

• showing independence, but may become frustrated when tired, angry or embarrassed

• understanding the meaning of numbers

• developing relationships with friends and family

• showing confidence and increasing skill and speed in physical abilities

• having extended conversations.


You can support your child’s learning by:

• encouraging them to explore, experiment and try things

• talking about what is happening and encouraging your child to talk

• finding out answers to questions together

• reminding your child of events that have happened

• making suggestions about imaginary play, for example asking ‘What would it be like to be small like a mouse?’, or providing props to use for play

• sharing songs, stories and rhymes, both new ones and old favourites.

Your child may now be eligible to attend a funded kindergarten program, which can provide new learning experiences and strengthen your child’s love of learning. For more information about kindergarten programs, see page 19.


early years

Welcome to Early Childhood10

Play-based learning

Play is often social – that is, it involves other children. Social play gives your child a chance to practise getting along with other children and to learn new skills. Play helps children learn about themselves and how they connect and contribute to their world. Evidence shows that play can support learning across physical, social, emotional and intellectual areas of development.

A few suggestions of good play experiences for three to five year olds include:

• reading books

• drawing, painting and finger-painting

• filling and emptying containers in the bath or paddling pool (never leave a child unsupervised near water)

• dressing up in your old clothes, shoes and jewellery

• climbing, digging and running outdoors

• singing

• playing with toys and digital games.


Young children are trying hard to understand the world of people and objects and how they fit into it. They are eager learners who understand more and more complex ideas. They are curious about everything, which leads to a lot of ‘why’ questions.

Answering their questions can sometimes take patience, but doing so is important for encouraging them as learners. If you don’t know the answer, it’s best to be honest. At times asking them ‘What do you think?’ in response to a question can help develop their problem-solving skills.

Behaviour

Your child needs you to set firm but reasonable limits. These limits offer security and protection from getting overwhelmed by too much responsibility before they are ready.

It’s easy to forget that young children are still trying to learn many things that we take for granted, such as understanding what is being said to them. For example, you might think your child is simply not listening to you, but they may just be trying to figure out what someone said five minutes ago. Young children are very interested in the world around them. This means that they often get distracted.

Some tips for helping your child learn to behave in acceptable ways include:

• always keep in mind that children learn from what you do, so be a positive role model

• show your child how you feel about their behaviour

• give your child positive feedback for behaviour you approve of

• kneel or squat down next to your child when you are talking to them

• reduce the chance of your child damaging valuable objects through their exploration by putting them out of reach

• keep instructions simple and positive

• encourage your child to contribute to family life, letting them do some simple chores that are helpful

• maintain a sense of humour.


early years


The Maternal and Child Health Service is for families with children from birth to school age. It focuses on health and development – including physical, social and emotional issues that affect young children and their families.

The service aims to promote the health, wellbeing, learning and development of young children and their families; and to detect health and wellbeing problems early.

Maternal and Child Health centres are staffed by registered nurses with qualifications in midwifery, and family and child health. These nurses are experienced in dealing with family health issues and concerns.

This free service is funded jointly by the Victorian Government and local government and is delivered, in most cases, by local government.

What the Maternal and Child Health Service offersThe Maternal and Child Health Service offers support, information and opportunities to discuss your concerns with an expert, and chances to meet other parents of young children. Attending the service helps to identify issues and possible concerns related to your child’s health and development early in life. Finding out about these concerns early means that steps can be taken to manage them.

More specifically, at a Maternal and Child Health Service you can:

• get information, support and advice on a variety of topics, including parenting, child health, development and learning, child behaviour, immunisation, breastfeeding, nutrition, safety and family planning

• attend at specific times during your child’s early years for a one-on-one consultation that includes a health and development review

• take advantage of additional activities, for example first–time parent groups and educational sessions tailored to your family’s needs and circumstances

• get help to make contact with local services, such as Early Parenting Centres, if you need extra assistance

• participate in a parent group where you can get information and meet other parents in the local area.

Local government uses the Maternal and Child Health Service to offer additional activities that fit with local needs and priorities, for example some areas offer immunisation sessions. They can also offer extra support and services to families who are having difficulties and to children and families in need.

The Maternal and Child Health Service

The Maternal and

Child Health Service

13

How the Maternal and Child Health Service operatesAfter the birth of a baby, the hospital notifies the local council where the mother lives. A maternal and child health nurse will contact the mother within a few days of her arrival home from hospital to arrange a home visit. The mother can contact the council earlier if she wishes. At the home visit information is provided about further visits and services, the location of the nearest Maternal and Child Health centre and how to contact a maternal and child health service at any time.

Finding your local Maternal and Child Health ServiceThe Maternal and Child Health Service is located in centres in each local council. Contact your council to find the centre in your local area or use the Department of Education and Early Childhood Development’s Find a Service website. Visit www.education.vic.gov.au/findaservice

What happens when you visit a Maternal and Child Health centreWhen you go to a Maternal and Child Health centre, the nurse will review your child’s health, growth, development and learning and offer support, information and the opportunity to discuss your concerns. The nurse will also talk to you about your own health and how your experience with your baby has been so far.

Information about your baby’s health and development will be recorded in the My Health and Development Record (see below).

Visits are an opportunity for you to ask questions about your child, parenting or anything that you are concerned about.

Your own health and wellbeing are very important and can be discussed with the nurse at any time during your visit.

My Health and Development RecordWhen a baby is born all parents receive an important book to record their child’s health, growth, development and immunisation. Previously known as the ‘blue book’, this book is now green in colour, and called the My Health and Development Record. It is also helpful if you need to discuss your child’s progress with other health professionals.

The Maternal and


14 Welcome to Early ChildhoodThe M

aternal and Child H

ealth Service

How often should you visit?There are 10 key visits when a review of each child’s health, learning and development is recommended:

• Home visit: introducing and linking to local services and resources, such as safe sleeping education, breastfeeding support and parenting support

• At two weeks: growth, development, safety, nutrition and feeding, hearing review and parenting support

• At four weeks: growth, maternal health review, nutrition and feeding, parenting support and safety

• At eight weeks: growth, development, nutrition and feeding, parenting support, link to parent groups, immunisations and safety

• At four months: growth, development, nutrition and feeding, parenting support and safety

• At eight months: growth, development, nutrition and feeding, parenting support, hearing review, safety and oral health

• At 12 months: growth, development, nutrition and feeding, parenting support, safety and immunisations

• At 18 months: growth, development, nutrition and feeding, parenting support, safety, oral health and playgroups

• At two years: growth, development, nutrition and feeding, parenting support, safety and kindergarten enrolment

• At three-and-a-half years: growth, development, nutrition and feeding, parenting support, safety, oral health, vision screening and kindergarten information.

Some families require additional support and can use the service at other times by telephone or through a centre visit.

Individual councils may also offer centre services in the evening and on weekends.

ImmunisationImmunisation is one of the safest and most effective ways to prevent illness. Your maternal and child health nurse will provide you with information about local arrangements for immunisation.

For more information, visit www.education.vic.gov.au/earlyshildhood/health/immunisation.htm

Maternal and Child Health LineThe Maternal and Child Health Line, 13 22 29, is a 24-hour telephone service offering advice, support and counselling on a range of issues. It is available to Victorian families with children from birth to school age and is staffed by maternal and child health nurses.

15

The Maternal and


Playgroups and parent groupsPlaygroups and parent groups are a great way to meet other parents in your area, share experiences and develop friendships. Playgroups also provide opportunities for children to learn and develop through play.

Maternal and child health nurses run new parent groups. Many of these parent groups evolve over time into community playgroups. Playgroups are largely managed by parents attending the group and they are responsible for the care of their children when attending playgroup.

In a number of localities, some families also have access to supported playgroups that are run by a paid worker. These playgroups, funded by the Victorian Government, cater for children and families who need support to participate in a playgroup. Recent research has shown that attendance by these families at playgroups can improve the learning and social development of children.

For more information about playgroups and to find details of playgroups in your area, visit Playgroup Victoria’s website at www.playgroup.org.au or call 1800 171 882.

Extra helpIf you require further support, your maternal and child health nurse can provide you with information about a range of other services that can assist you. These include general practitioners, Early Parenting Centres, Early Childhood Intervention Services, breastfeeding support and family support organisations.

For more information about maternal and child health in Victoria, visit www.education.vic.gov.au/earlychildhood/mch

17

A range of services provide children with safe and enjoyable learning experiences that meet their individual learning and development needs.

Education and care services and children’s services can be run by a range of service providers, including local councils, community organisations, private businesses, TAFE colleges, universities, school councils and non-profit organisations.

The Department of Education and Early Childhood Development is responsible for regulating education and care services and children’s services. All education and care services and children’s services in Victoria are required to ensure that children are educated and cared for in an environment that is safe, meets their learning and development needs, and supports their health and wellbeing. Services are required to employ staff with appropriate qualifications and provide programs based on children’s abilities, interests and experiences. Most services are required to construct learning environments based on an approved learning framework such as the Victorian Early Years Learning and Development Framework.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder

To find an early childhood service in your local area visit www.education.vic.gov.au/findaservice

National Quality FrameworkFrom 1 January 2012, the National Quality Framework applies to kindergartens, long day care, family day care and outside school hours care services across Australia.

These services are now required to operate under the Education and Care Services National Law Act 2010 and meet the new National Quality Standard. Education and care services will be assessed and rated, with a focus on seven key quality areas of the National Quality Standard. These ratings will help parents make more informed choices about the education and care of their child.

For more information visit www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/home.aspx

A small number of Victorian children’s services will continue to operate under the current Children’s Services Act 1996 and Children’s Services Regulations 2009 including occasional care, sports and leisure and early intervention services. These services generally hold a limited hours or short term license.

For more information visit www.education.vic.gov.au/licensedchildservices

Education and Care Programs

Long day careLong day care is the term used for centre-based child care services. Long day care services provide care or education for children on an all-day or part-time basis. Programs are provided mainly for children aged between birth and six years, although some services provide care for limited numbers of primary school-age children before and after school and during school holidays. Long day care services employ qualified staff and many services offer a funded kindergarten program.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/longdaycare.htm or call 1300 136 554.

Early childhood education and care services



Family day careA family day care service is a network of educators who rovide care or education in the educator’s residence or in a family day care venue. This type of care may be available overnight or on weekends for families who are on-call or work shifts.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/family.htm or call 1800 621 218.

Outside school hours careOutside school hours care (OSHC) services offer a leisure and care program for children between five and 12 years of age. These services include before-school care, after-school care and vacation care. OSHC programs are usually located in/or close to primary schools and care may also be provided on schools’ student-free days. Programs may also be offered in community centres, halls, neighbourhood houses or recreation centres.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/outsideschool.htm

Occasional child careOccasional child care services provide flexible care and learning experiences for children from birth to school age. Families can access occasional care regularly or just when needed. Services are provided in a range of settings, including neighbourhood houses and sports and leisure facilities, for short periods. Occasional care services employ appropriately qualified staff.

For more information, contact your local council.

In-home careIn-home care is a targeted form of care where an approved carer provides care in the child’s home. It is only available for families who do not have access to an existing child care service, or where an existing service cannot meet their needs.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/inhomecare.htm

Child Care Benefit

Child Care Benefit assists families with the cost of childcare for children enrolled and attending approved or registered education and care services. Most long day care, family day care, before-school and after-school care, vacation care and some occasional care and in-home care child care services are approved child care providers. Services can tell you if it is an approved provider. To be eligible for this payment you need to meet the income test and satisfy work, study or training commitment requirements.

The Commonwealth Family Assistance Office makes the payment and can supply you with the relevant information. For more details, visit www.familyassist.gov.au or call 13 6150.


19

Child Care Rebate

The Child Care Rebate helps families who are working, studying or training with their out-of-pocket child care costs. It is not income tested.

For more information, contact the Child Care Access Hotline on 1800 670 305, or visit your nearest Family Assistance Office.

Kindergarten programsAttending a kindergarten program is an important step for your child. It will help your child learn skills they will build on throughout life, strengthening their enthusiasm for learning.

At kindergarten, your child will grow socially and emotionally. Their ability to think, use and recognise language and to use their fine motor skills will be developed through play, art, dance, music, movement and interaction with others. Fine motor skills include the ability to handle and pick up small objects, transfer objects from hand to hand, and various hand-eye coordination tasks, such as cutting, drawing, writing or threading beads.

Most importantly, your child will be learning to be an engaged and effective learner as they develop and extend their communication skills; begin to understand social studies and science; develop skills that assist with reading, writing and mathematics; learn to be creative; and build self-confidence.

Attending kindergarten also provides families and carers with the opportunity to get to know other families. Through links to other local early childhood services kindergarten staff can help families to access a range of early years support services.

The Victorian Government provides funding to make kindergarten fees affordable so that all children have the

opportunity to participate in a kindergarten program in the year before school. This is usually when they are four years old.

Kindergarten services charge fees to contribute to the cost of operating the kindergarten program. For further information on kindergarten fees and subsidies, see page 20.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/aboutkinder.htm

Victorian Early Years Learning and Development FrameworkThe Victorian Early Years Learning and Development Framework describes the principles, practices and outcomes essential to advance young children’s learning from birth to eight years of age. The Framework supports and guides early childhood professionals to work together, with children and with families to achieve the best outcomes for children.

The Framework identifies five learning outcomes for children from birth to eight years:

• children have a strong sense of identity

• children are connected with and contribute to their world

• children have a strong sense of wellbeing

• children are confident and involved learners

• children are effective communicators.

Each learning outcome is targeted to develop the kind of knowledge and skills children need to be confident and happy through their life.

For further information, visit www.education.vic.gov.au/earlylearning/eyldf


20 Welcome to Early ChildhoodEarly childhood education

and care services

Entry age for kindergarten programs

To be eligible to attend a funded kindergarten program in the year before school, children must be at least four years old by 30 April in their kindergarten year. Each child develops at their own rate and, although your child’s age may make them eligible to start kindergarten, other factors may impact on their readiness for such an experience.

To access Early Start Kindergarten, eligible children must be at least three years old by 30 April in the year they attend. See page 21 for further information. To discuss your child’s kindergarten readiness you can talk to your maternal and child health nurse or your local kindergarten.

Enrolling your child in kindergarten

You can enrol your child in funded kindergarten programs in a variety of settings, including children’s centres, long day care centres, community kindergartens, independent schools and a small number of government schools. A range of organisations manage these programs, including local government, parent committees, community organisations, private operators,

independent schools and some government schools. Kindergarten programs are sometimes called ‘preschool’.

Enrolment processes can vary across services. To enrol your child in a kindergarten program, contact your local service provider or local council. Your local council will have a list of services in your area, including programs for three year olds and four year olds. You can also locate a kindergarten program in your local area by visiting www.education.vic.gov.au/findaservice

When enrolling your child in kindergarten you will need to provide the following information:

• your child’s name, address and details of any special needs

• information about parents, carers and guardians

• details of people who can collect your child

• information about your child’s medical, health and immunisation status.

Kindergarten fees

Victorian Government funding contributes to the cost of a service providing a minimum 10.75 hours per week. Services usually charge parents a fee on a weekly or term basis.

Kindergarten fee subsidy

The Victorian Government kindergarten fee subsidy provides eligible concession card-holders, Aboriginal and Torres Strait Islander children, eligible visa-holders, refugee or asylum-seekers, and triplets and quadruplets attending in the same year with access to a kindergarten program for the minimum 10.75 hours per week at no cost. Programs operating for longer than the minimum hours may charge fees for the additional hours.

Find a kindergarten

To find a kindergarten program in your local area visit, www.education.vic.gov.au/findaservice or contact your local council. Contact details for your local council can be found at www.localgovernment.vic.gov.au

You can also speak with an interpreter about kindergarten by calling 1300 200 680 or you can find a multilingual brochure at www.education.vic.gov.au/careandkinder/resources.htm

21


Please refer to page 27 of this guide for more information or visit www.education.vic.gov.au/earlychildhood/careandkinder/fees.htm

Early Start Kindergarten

Early Start Kindergarten provides eligible three year old children with access to kindergarten for up to 10.75 hours per week for free. It is available for three year old Aboriginal and Torres Strait Islander children and children known to Child Protection (including children referred from Child Protection to Child FIRST). Children must be aged at least three years by 30 April in the year they attend.

A parent/carer, Child Protection, Family Services/Child FIRST practitioner or Koorie Engagement Support Officer need only advise about a child’s eligibility for Early Start Kindergarten. No supporting written documentation is required.

If you are eligible for Early Start Kindergarten talk directly with the kindergarten service and tell them your child is eligible. Ask the service if they have a kindergarten place available for a three year old child. The service will then provide your child with a kindergarten program of up to 10.75 hours per week free of charge.

For more information visit www.education.vic.gov.au/earlychildhood/careandkinder/earlystart.htm

Kindergarten Certificate

A kindergarten certificate displayed at a children’s service will show that the kindergarten program at the service receives Victorian Government funding and is delivered by a qualified early childhood teacher. Look for this certificate when choosing a kindergarten or child care program for your four year old child.

A further year of kindergarten

In some cases, a child attending a kindergarten program may be assessed by the teacher to be eligible for a further year of a funded kindergarten program before they go on to school. The teacher will discuss this assessment with you and this will assist you to make a decision about a further year. When this occurs, the child may turn six years of age (compulsory school age) while attending the second year of funded kindergarten and therefore must be exempted from attending school by the Department of Education and Early Childhood Development. Parents and guardians are responsible for seeking this exemption.

For further information, visit www.education.vic.gov.au/earlychildhood/careandkinder/secondyear.htm

Kindergarten cluster management

Kindergarten programs run by community organisations may be run by a committee of volunteer parents or may be part of a kindergarten cluster. A kindergarten cluster is a group of community kindergarten services managed by one organisation.

Kindergarten cluster management is designed to reduce the pressures and responsibilities for parents that are associated with running a community-based kindergarten service. It means that parents are still able to participate in decisions that affect their child’s early childhood education without the worry of managing staff or balancing books.

A kindergarten cluster manager may be a local council, a family services organisation or another community-based, non-profit organisation.

For more information, visit www.education.vic.gov.au/ecsmanagement/careankinder/clusters.htm


Choosing a quality children’s serviceAs a parent or guardian, the safety, wellbeing and development of your child is most important to you.

Quality children’s services are those that provide valuable learning experiences with positive outcomes for children, while at the same time providing for the needs of their families. These services are well equipped to cater for the individual needs of children and improve outcomes for children.

The service must display a service approval or license at the entrance to the service and include any conditions, waivers, or exemptions that may apply to it. The kindergarten certificate must be displayed if the service is providing a funded kindergarten program.

Visiting a service is the best way to check for quality. It gives you the chance to see the service, observe the educators and children and to ask questions.

Questions you may want to ask staff• How does the program meet the different needs,

interests and experiences of all the children?

• What qualifications do the staff have?

• If my child is accepted at the service, which room or group will they be in?

• How many children are in that room or group? How old are they? How many staff will work with them?

• Will the same staff consistently care for my child?

• How will my child be settled into the service?

• What happens if my child becomes unwell, upset or unsettled?

• How can parents become involved?

• Am I welcome to visit at any time of the day?

• What are the arrangements for providing food and drink for children?

• What are the sleeping arrangements for children?

• What are the arrangements for administering medication?

• How will any of my concerns about my child’s care be addressed?

What to look for when you visit a service• Do staff interact positively with children, other staff

and parents?

• Do they make you and your child feel welcome?

• Is this a safe environment for children to play, learn and develop?

• If your child has additional needs, how will the service meet them?

• Are the children well supervised at all times in a way that suits their age and development?

AnaphylaxisAnaphylaxis is a severe and sudden allergic reaction when a person is exposed to an allergen. It is a serious health issue for a percentage of the population. Knowledge, awareness and planning are the keys to preventing anaphylaxis.

All approved early childhood education and care services, licensed children’s services and schools are required to have an anaphylaxis management policy in place.

For more information, visit www.education.vic.gov.au/healthwellbeing/health/anaphylaxis.htm


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• Are children engaged in the learning experiences?

• Are the children well settled?

• Are there opportunities for children to play in groups or alone?

• Is the educational or recreational program run inside and outdoors?

• Are there spaces for children to be involved in active, noisy play as well as space for quiet play?

• Is the service clean and well maintained?

• Does the equipment support the children’s program?

• Is there enough equipment for the children?

• Ensure the service has an anaphylaxis management policy

• Is important information about the service and its programs displayed?

Parent complaints and concerns

All early childhood education and care services must have a procedure for dealing with complaints that you can ask to see. The name and telephone number of the person who deals with the complaints at the service must also be displayed at the entrance to the service.

Concerns and complaints can also be made in person to the proprietor, by phone or in writing. If you aren’t satisfied with the way your complaint has been dealt with you can use the internal complaints procedure at the children’s service or contact a Children’s Services Adviser at a regional office of the Department of Education and Early Childhood Development.

For more information, visit www.education.vic.gov.au/about/contact/pcchildcare.htm

Things to do before your child starts an early childhood program:

• visit the service and talk with your child’s educator

• read the service’s website, if it has one

• share your concerns, thoughts and ideas about your child openly with the educator before and after your child begins attending

• find out what your child will need to bring

• put your child’s name on all belongings and clothing

• pack a change of clothes for your child

• talk to your child about what to expect

• develop a routine, including a goodbye routine

• provide the educator with necessary information about your child, especially medical and special needs

• provide information about your child’s immunisation status

• keep the educator informed of changes in your child’s life that might affect the child’s experience at their service.



Early Years Services for Aboriginal Children and Families

Aboriginal culture is valued and respected at all early childhood services. As well as services available to all Victorian children, there are a number of services for Aboriginal and Torres Strait Islander families. These services can assist you to support your children’s early years, from before birth through to school age.

For more information, visit www.education.vic.gov.au/earlychildhood/aboriginalservices.htm

Koorie Maternity ServicesThe Koorie Maternity Service provides additional and culturally appropriate care for Aboriginal and Torres Strait Islander women during pregnancy, birth and in the immediate period after birth. It is funded by the Department of Health and provided through a partnership with the Victorian Aboriginal Community Controlled Health Organisation (VACCHO) and Victorian Aboriginal community controlled organisations throughout Victoria.

Mothers are cared for by an Aboriginal Maternity Health worker and a midwife. An Aboriginal health worker supports Aboriginal women during pregnancy and after birth, and is responsible for linking them with other service providers as needed.


In Home Support and Home Based Learning Programs The In Home Support program builds on the Koorie Maternity Service to support Aboriginal and Torres Strait Islander families in their parenting to improve their child’s health, development, learning and wellbeing from birth to three years of age. This support is offered in a way that is respectful of Aboriginal cultural identity.

There are six Aboriginal organisations delivering the In Home Support Program in Bairnsdale, Fitzroy, Geelong, Mildura, Shepparton and Swan Hill.

The Home Based Learning Program carries on the work of the In Home Support Program by supporting Aboriginal families in the next stage of their child’s development from three to five years old. There are three Home Based Learning Programs in Mildura, Swan Hill and Bairnsdale.


Funded kindergarten for three and four year old Aboriginal childrenAboriginal and Torres Strait Islander children aged three and four years old can access 10.75 hours per week of a funded early childhood program planned and delivered by a qualified early childhood teacher. For information on the benefits of kindergarten, see page 19.

For more information on funded kindergarten programs available for three and four year old Aboriginal children, contact your local council, maternal and child health nurse or your Koorie Education Coordinator.

Early Years Services for A

boriginal Children and Families

25

Early Years Services for A

boriginal Children and Families

Koorie Education Coordinators, Engagement Support Officers and Preschool AssistantsKoorie Education Coordinators and Koorie Engagement Support Officers support Aboriginal families in accessing the services they need for children from birth through to the time they complete school. They provide advice and practical support to services that provide funded kindergarten programs. They assist them in delivering programs that are respectful of cultural beliefs and practices for Koorie children.

In addition, Koorie Preschool Assistants work with services providing funded kindergarten programs to assist teachers to develop and deliver Aboriginal culturally-inclusive and responsive programs.

Koorie Engagement Support Officers also support a positive transition to school by working with early childhood services to plan and organise transition programs for Aboriginal children.


Multifunctional Aboriginal Children’s ServicesMultifunctional Aboriginal Children’s Services (MACS) are managed by the Aboriginal community and are funded to meet the educational, social and developmental needs of Aboriginal children. The services provide long day care services and at least one other form of child care or activity, such as outside school hours care, play groups, nutrition programs and/or parenting programs to the community based on local needs.

The MACS in Victoria are Berrimba MACS (Echuca), Bung Yarnda MACS (Lake Tyers), Gunai Lidj MACS (Morwell), Lulla’s MACS (Shepparton), Robinvale MACS (Robinvale), and Yappera MACS (Thornbury).

Aboriginal Children & Family CentresAboriginal Children and Family Centres provide integrated early childhood services for Aboriginal children and families. The centres provide a mix of early childhood and family support services, including long day care, kindergarten for three and four year old Aboriginal children, visits from professionals, such as maternal and child health nurses, counsellors, midwives and Koorie Engagement Support Officers and other programs including In Home Support and Early Childhood Intervention Services.

Two Aboriginal Children and Family Centres are being established within Victoria in Whittlesea and Bairnsdale.

Starting schoolAboriginal children starting Prep who attend a funded kindergarten program the year before school will have an individual Transition Learning and Development Statement as part of transitioning to school. The Statement is a valuable tool that schools can use to nurture a partnership with each child, their parent/guardian and, where necessary, a regional Koorie Engagement Support Officer. Information in the Statement should be used to inform the development of each child’s Individual Education Plan. For more information on starting school, see page 29.

For more information on the Victorian Government’s education strategy for Koorie students Wannik, Learning Together – Journey to Our Future, visit www.education.vic.gov.au/about/directions/wannik


The Victorian Government is committed to delivering an inclusive early childhood and school system that ensures that all families and their children have access to quality services and support to meet their needs – no matter what your family’s circumstances or background. This includes families whose children have severe disabilities and developmental delays, and refugee and asylum-seeker families.

The following programs respect your family’s individuality and help develop connections with the community that will encourage your child’s learning, development and wellbeing in the early years.

Early Childhood Intervention ServicesThe early years are critical for the long-term health and development of all children, including children with disabilities and developmental delays. Support and services for children and their families are provided by the Department of Education and Early Childhood Development through its Regional Specialist Children’s Services teams and by funded community service organisations.

If you have a child with a disability or developmental delay whose needs cannot be fully met by mainstream services, the Early Childhood Intervention Service is available to support your child from birth to the start of school. The service providers will work with you to meet your child’s individual needs, and support you in taking the lead in making decisions for your child. Their aim is to give you the knowledge, skills and support to meet your child’s needs, to allow you to have a fulfilling and enjoyable family life and for your child to be part of the community.

As well as giving you advice and information, the services cover special education, therapy, counselling, family services coordination, transition-to-kindergarten programs and school, and support in early childhood services (such as playgroup, child care and kindergarten programs).

For more information, visit www.education.vic.gov.au/earlychildhood/additionalneeds or call your Department of Education and Early Childhood Development regional office and ask for Specialist Children’s Services.

Beginning school

Assistance for children

with additional needs

Assistance for children with additional needs

27

Assistance for children

with additional needs

Kindergarten Inclusion Support PackagesKindergarten Inclusion Support Packages provide support that enables children with high support needs and severe disabilities to take part in funded kindergarten programs. The services aim to develop a sense of belonging and inclusion for all families and to respond to children and families’ individual needs. They provide specialist training for kindergarten staff to enable a child with a severe disability to take part in a kindergarten program. The service also provides additional resources and equipment, or an additional staff member within the service as needed.

An Information and Application Kit is available for families and kindergarten programs seeking support. To access the kit, visit www.education.vic.gov.au/earlychildhood/additionalneeds

Preschool Field Officer ProgramThe Preschool Field Officer Program supports the access and participation of children with developmental concerns and additional needs in kindergarten programs, who are usually not receiving support from Early Childhood Intervention Services or Kindergarten Inclusion Support Service Packages.

The program is run by Preschool Field Officers, who are highly qualified early childhood professionals specialising in early childhood education and development. They support those services offering funded kindergarten programs by providing consultation, resources and advice to teachers and families.

Any family with a child attending a government-funded kindergarten program with additional needs or a teacher working in a government-funded kindergarten program can access this service. A referral can be made by a parent or teacher. Referral forms can be obtained from your local service.

For more information, visit www.education.vic.gov.au/earlychildhood/additionalneeds

Kindergarten fee subsidyThe Victorian Government kindergarten fee subsidy provides eligible families with access to 10.75 hours a week of kindergarten per week at no cost. Your child is eligible for the subsidy if you or your child has:

• a Health Care Card, Pensioner Concession Card or Department of Veterans’ Affairs Gold Card

• an Asylum Seeker Bridging Visa A–F

• a Temporary Protection/Humanitarian Visa 447, 451, 785, or 786

• a Refugee and Special Humanitarian Visa 200–217

• a Resolution of Status (RoS) Visa, Class CD, Subclass 851

Or your child is an:

• Aboriginal or Torres Strait Islander, or

• Triplets or quadruplets attending kindergarten in the same year.

The service applies on your behalf to the Department of Education and Early Childhood Development for the kindergarten fee subsidy, and can do so at any time of the year.

For more information, visit www.education.vic.gov.au/earlychildhood/careandkinder/fees.htm

29

Starting school

The move to school is a major milestone for your child and family. Much can be done to make the move as smooth and positive as possible. This is important, because your child’s early experiences of school can affect their later learning.

Enrolling your child in PrepTo start Prep, the first year of primary school, your child should turn five years old by 30 April of the year that they start. It’s a good idea to submit your enrolment applications early to ensure you are on all relevant mailing lists and to assist the school with its planning.

When enrolling your child in school you will need to provide:

• evidence of your child’s date of birth

• parents’ or carers phone numbers (home, work and mobile) addresses and email addresses

• names and contact details of emergency contacts

• your doctor’s and dentist’s names and phone numbers

• your child’s Immunisation Status Certificate (for information on how to obtain this certificate, call the Australian Childhood Immunisation Register on 1800 653 809)

• health and welfare information (ie. does your child have asthma, diabetes, allergies, poor eyesight or impaired hearing? Are there specific custody arrangements?). You will be provided with a child health questionnaire when your child starts Prep. Your answers will enable the primary school nurse to respond to your concerns and observations about your child’s health and wellbeing.

• information about the language(s) your child speaks and understands (to help the school build on your child’s knowledge and assist with their learning).

School staff will provide you with the appropriate enrolment forms and can organise an interpreter, if required.

Transition-to-schoolThe transition-to-school is a process that occurs across the year before school starts and into the first year of school.

Transition-to-school is proven to be more successful when there are good relationships between children, families, early childhood educators and school staff. It can take time to establish these relationships, so it is helpful to start these during the year before school starts.

Children starting Prep in 2012, who attend a funded kindergarten program, will have an individual Transition Learning and Development Statement. The Statement summarises your child’s strengths as they start school, identifies their interests and tells your child’s Prep teacher how they can continue to support your child’s learning and development. Included in it are your views, your child’s views and the views of early childhood educators. With your permission, the Statement is shared with your child’s new school teachers so as to give important information about how the school can build on your child’s previous learning, and how it can best support their learning in the future.

If your child did not attend a funded kindergarten program, you can ask the school to help you complete the family and child’s section of the Statement.

Starting school

30 Welcome to Early ChildhoodStarting school

There is no one right way to plan for and undertake transition. Transition-to-school programs and activities that you can be involved in throughout the year before school starts may include:

• school tours for families and children

• school information events for families

• Prep teachers visiting kindergartens and long day care centres to learn more about how children’s learning styles can be planned for in Prep and to seek information about your child

• contributing to family support groups for children starting school

• early childhood educators visiting school to support the continuity of learning and settling of your child into school.

If your child has additional needs, transition planning will take these needs into account. Making sure that Prep teachers have information about your child’s strengths, interests, learning and any other needs makes planning for, and settling into, school a smoother process.

The year before schoolThere are many practical ways that you can support your child’s transition to school:

• ask questions, communicate your hopes, raise concerns, share expectations and suggestions about your child’s transition to the educators in your early childhood services and/or school

• ask the educators who work with your child about activities organised to link kindergarten or child care and school

• find out if your local community provides information or activities that acknowledge your cultural background or that are in your preferred language by asking your child’s early childhood educators or friends

• ask your child what they think about starting school. See if they have ideas about what would help them understand what school is like and what they would like to know about school

• share information with the Prep teacher about what you have noticed about your child in different environments (such as home, child care, kindergarten, etc.)

• keep anxiety about starting school to a minimum – get the support you need to feel confident about this transition in front of your child

• participate in the information sessions the school organises for you and your child. It is good to go on more than one occasion, so that you can build good relationships with school staff

• find out if there are ways you can be involved in your child’s life at school

• provide opportunities in your family’s day-to-day routines for your child to practise being independent

• visit the school with your child so they become familiar with the grounds, including the drink taps, toilets and classroom.

Some schools also set up a buddy system with older children to make Prep children feel welcome from the very beginning.

31

Starting school

Tips for preparing for the first day of school:

• be positive and enthusiastic about the first day

• find out from the school what time your child is expected and where in the school to take them

• put your child’s name on all their belongings

• if your child has difficulty tying their shoe laces, consider buying school shoes with Velcro fastenings

• lay out your child’s school clothes, shoes and socks the night before school

• help your child to pack their school bag

• pack a spare pair of underpants and a change of clothes in a plastic bag and let your child know these are in a bag in case of any accidents at school

• pack your child’s recess snack, drink and lunch

• encourage your child to dress themselves

• add a novelty key ring or ribbon to your child’s school bag for easy recognition

• apply sunscreen to your child each morning

• make sure your child knows where and when you will meet them at the end of the school day

• make time at the end of the day to listen to and share your child’s story about the day.

For more tips on preparing for school, refer to the Department of Education and Early Childhood Development’s Welcome to Primary School guide available at www.education.vic.gov.au/about/publications/newsinfo/welcomeprimaryschool.htm

During the summer holidays• meet other parents and their children who will be

attending the same school as your child. It may help if your child knows other children in the class before starting school

• let your child practise getting dressed for school, eating from a lunch box, using a drink bottle and packing their school bag

• adopt a low-key approach to the big day, initiating casual conversations with your child about this new step in life and sharing positive memories of your own school life

• read stories about starting school

• establish family routines linked to the school year, such as getting ready for school in the morning

• encourage your child’s efforts to do things independently and to help others

• avoid any last-minute rushes by doing as much in advance as possible, such as labelling your child’s belongings

• confirm your before-school or after-school care arrangements. Show your child the location of the after-school care facilities and

• be positive about starting school and enjoy your child’s excitement.

You know your child best. It may be that you observe signs of anxiety in your child about starting school. It’s important to talk about these feelings, to listen and acknowledge their concerns. This will help build self-confidence and lessen stress.

For more information, visit www.education.vic.gov.au/earlychildhood/transition


Babies (0–1 year) 4

Behaviour 6, 8, 10

Child care 17

Child Care Benefit 18

Child Care Rebate 19

My Health and Development Record 13

Children (3–5 years) 9

Children’s Services Adviser 23

Choosing a children’s service 22

Complaints or concerns 23

Early Childhood Intervention Services 26

Early years services for 24 Aboriginal families

Enrolling in kindergarten 20

Enrolling your child in Prep 29

Family day care 18

Home Based Learning Programs 24

Immunisation 14

In-home care 18

In Home Support for 24 for Aboriginal families

Kindergarten 19

Kindergarten cluster management 21

Kindergarten fees and charges 20

Kindergarten fee subsidy 27

Koorie Engagement Support Officers 25

Koorie Preschool Assistants 25

Long day care 17

Maternal and Child Health Service 12

National Quality Framework 17

Occasional child care 18

Outside school hours care 18

Parent groups and playgroups 15

Play-based learning 5, 7, 10

Preschool Field Officer Program 27

Second year of kindergarten 21

Services for children with 26 additional needs

Support for refugees and 20, 27 asylum seeker families

Starting school 29

Toddlers (1–3 years) 6

Young children (3–5 years) 9

Index

Index

Published by the Department of Education and Early Childhood Development

Melbourne Published January 2012

© State of Victoria 2012

The copyright in this document is owned by the State of Victoria. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, NEALS (see below) or with permission.

An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and

communicate the materials, other than third-party materials, for the educational purposes of the institution.

Authorised by the Department of Education and Early Childhood Development

2 Treasury Place East Melbourne Victoria, 3002. Also published on www.education.vic.gov.au ISBN 978-0-7594-0630-8

Accessibility If you would like to receive this publication in an accessible format, such as audio, please telephone 1800 809 834, or email [email protected]

The Aboriginal artwork featured in this guide is called The Possum Skin Cloak by Emma Bamblett, a Wemba Wemba woman.

The possum skin cloak wraps around your body to protect you, keep you warm and nurture you. In traditional times the possum skin cloak not only kept the wearer warm it also told stories about the owner, their culture and history.

Further informationDepartment of Education and Early Childhood DevelopmentWebsite: www.education.vic.gov.au

Department of Education and Early Childhood Development Information and Referral ServicePhone: 1800 809 834 (freecall) Email: [email protected]

Regional offices:For more information about Victorian Early Childhood Services contact your regional office:

Barwon South Western Region 5225 1000 (Geelong) Grampians Region 5337 8444 (Ballarat) Eastern Metropolitan Region 9265 2400 (Glen Waverley) Gippsland Region 5127 0400 (Moe) Hume Region 5761 2100 (Benalla) Loddon Mallee Region 5440 3111 (Bendigo) Northern Metropolitan Region 9488 9488 (Coburg) Southern Metropolitan Region 9794 3555 (Dandenong) Western Metropolitan Region 9291 6500 (Footscray)

TranslationsElectronic copies of translated versions are available in selected languages: www.education.vic.gov.au/about/publications/translation

Additional copies (English only) Information Victoria1300 366 356www.information.vic.gov.au

Order additional copies by emailing [email protected]

In case of emergencyFor immediate help phone: 000 or 112 from some mobile phones

Help linesParentline: counselling, information and referral service for Victorian parents and carers with children from birth to 18 years, phone: 13 22 89Maternal and Child Health Line: 24-hour telephone advice service available to families with children from birth to school age, phone: 13 22 29Lifeline: 24-hour counselling, phone: 13 11 14Men’s Line Australia: 24-hour help line for men, phone: 1300 78 99 78Kids Help Line: free and confidential telephone counselling for five-to-25 year-olds, phone: 1800 55 1800

a parent’s guide to victorian early childhood services · a parent’s guide to victorian . early...

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