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Our celebration

Celebrating Family day care is an acknowledgement of the wonderful and talented team who make our program so special.

Providing high quality service every day to families across South Australia, educators do amazing work. So, in this time where face to face events are not possible let's have a virtual celebration!

Celebrating 40 years as an educator – Cheryl Lloyd

40 years with Family day care is an incredible career and a wealth of experience. Based in the Eastern Districts, Cheryl Lloyd tells her story of being an educator.

Hello to all fellow FDC educators. My name is Cheryl Lloyd and I have been a registered FDC educator for just over 40 years. I have always enjoyed working for FDC and from the very beginning of my chosen career, I knew I wanted to be part of this recognised, respected and much needed area of childcare. After completing the required course, I was eager and highly motivated to set up and manage my own childcare business. Home based childcare was becoming increasingly in demand. I felt very fortunate as I loved being a mother home with my very young children. I believed I was more than capable of taking on the role of an early childcare educator, and to care for children in an environment that would be safe and secure. I would take this position very seriously. I believed in myself and knew I had so much to offer these children in my trusted care.

I was a sole parent, bringing up my three children on my own, so I was very grateful for the opportunity FDC gave me, allowing me to work from home while spending quality time with my own children while they were growing up.

I embraced this new chapter in my life with excitement, confidence and efficiency. My FDC business began to flourish. I soon accepted I was creating a very hectic lifestyle, and I loved it. I welcomed every challenge with immense enthusiasm. I provided long day care, respite care, overnight care, emergency care, back-up care, before and after school care. My home was abuzz during school holidays. I was fortunate my own children enjoyed growing up in ‘organized chaos’ at times. They were always very supportive and helpful. My children and I have made many lifelong friends and acquaintances due to our association with FDC.

My experiences and memories are many. Here are just a few:

  • I have cared for 402 children. I also now have the pleasure of many of these past children returning with their own children for me to care for.
  • I have cared for triplets (11 weeks to 5 years).
  • I have cared for multiple sets of twins.
  • The children I have cared for have come from over 14 different nationalities/cultures.
  • Many special needs children and challenging behaviours.
  • I have worked with Grief Councillors to assist and help children suffering from trauma.
  • My youngest child to come into care was 2 weeks old.
  • I have completed a Certificate III in Early Child Care.
  • I have managed to work through the many changes to FDC over all these years.

My children, my grandchildren and I have fond memories and stories as we recall growing up in my FDC business. My journey with FDC and the success and fulfilment of conducting my own business has given me a great sense of achievement. My FDC business has been and still is very satisfying and rewarding, and I have never imagined doing anything else.

This has been an amazing career and a huge part of my life. I hope I have made a positive difference in the lives of the many children that I have welcomed into my home, and shared in their journeys, cared for and educated them.

One of my many goals is that the children in my care, past and present, leave my home with a happy and memorable association of me and my family.

Nature Play SA resources for Family day care educators – Part 1

As children engage with experiences that connect them to natural resources and materials they will connect with all of their senses through play. Children will be free to explore, imagine and create in their play. As children collaborate or engage in individual play they will investigate, question, problem solve and experiment. Through interaction with natural resources and loose parts children will develop an understanding of our environment and how they contribute/are a part of this. Children may be supported to share how they care for the environment and nature around them. Through open ended play with natural resources children’s sense of wellbeing will be supported in a time when getting outdoors is limited, children will be given time to simply "be" as they explore in their own time and their own way.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 1 – children are connected to and contribute to their world
  • Outcome 3 – children have a strong sense of wellbeing
  • Outcome 4 – children are confident and involved learners

Professional learning for educators

Loose parts play for Family day care – Nature Play SA

Video transcript

Sarah Sutter:

Hi I'm Sarah Sutter, CEO of Nature Play SA. Welcome to the Nature Play SA headquarters at Wittunga Botanic Gardens. Today we are going to work with Maria Taylor, my head of education to take us through a loose parts session.

In this role I get to go all over South Australia and work with early learning and primary and even secondary students and their teachers, so I'm very blessed, best job in the world.

Loose parts play, it's a popular word out there and a lot of people are a little bit confused sometimes about what that is. Loose parts play is really playing with anything that doesn't have a fixed purpose or role or intention. With loose parts play you're not telling a child what to do or how to do it which gives them complete independence and autonomy to create their own world. And we know that a one year old will engage and play with things, so you put pots and pans and they're banging away, give them to a 5-year-old and they will do something completely different.

A backyard setting or in a Family day care setting, you could start small, start with small loose parts collection. Don't be frightened at all by thinking what it has to look like. There are fantastic resources to help you get started with a loose parts collection. Basically start with things you can reuse, recycle... it might just be some boxes, it might be milk cartons, its might be some log rounds you can find or some little sticks. Even just calico and materials and things that can be used to kind of add to any creation. We often find loose parts in driving around and just spotting things. Really just looking at something that has a bit of magic or a bit of wondering about it, something you kind of go that looks interesting I don't know what I would do with it. They're the best things to start with. Small loose parts and large loose parts can be very different. You could have a loose parts collection that you might have in a big tub or big bag. You could have a small loose parts collection which are your shells, your seed pods and all those things you can find in a nature walk, just start building your own collection.

When children are engaging with loose parts play, the number one thing you see is that it's them creating, a divergent thinking is kind of at the forefront, so they're about what they are creating and making, and it will be very different for every child. You really are looking at often it's spatial awareness, having to plan where things go, it's the literacy, it's the oral language. You know there's so much research to show that when children are engaging with loose parts play, the words they're using and their interaction with others, is very different. You know if you give children a pile of loose parts and leave them to play and sometimes support them in their play and to get started, you'll see interactions between children who don't normally play together. So you're breaking down the barriers, all of a sudden you see different relationships form through loose parts play because you're not giving children a kind of a means to an ends with their play, you're keeping it very open ended. Fine motor development, for their hand eye coordination, for just imagination and creativity.

Loose parts play really gives children the forum and space to create their own magic and it's on their terms. Parents and adults can be one step away and not have to go into that play space and just watch. And that's really magic in that space. Backyards are also diverse and different, we don't all have sprawling backyards and backyards have changed a lot, we know that. But it's harnessing the little things that become the special moments for children. Just going outside when it's raining, when it's windy, often it's the moments where rugging up and hiding away from the weather, just going in a place where you can rug up outside and watch that weather, can become you know the great memory of the day. Barefoot walks, barefoot play, exploring a local park and walking on the grass, walking on some pebbles, walking on some bark, all those changes of surfaces; from whether you're crawling or walking, is so important for children and soles of feet and palms of hands are the places you know that have huge sensory input, and so using that it's critical that we keep our children connected to the world outside. We know there's benefits to their wellbeing, their mental health, you know that children are calm when they're in their natural surrounds, that being in the open air, the fresh air is good for everyone. So when your children are playing with loose parts, when children are playing in natural open surroundings, they're having a time and space to just slow down and to take notice of the small things around them and it gives them a way to know how to regulate themselves and to know what to do perhaps when they need a bit of time out. They can go and sit outside in the garden, they can go and play and often it just takes a lot of the stress away, also learning happens inherently and naturally when you're playing outside and with loose parts. Children will direct the learning because you know often they're interested and invested, children have that inherent connection to nature. They want to know what's crawling on the ground and they want to know what's happening up in the tree, and often the adults don't have the answers and that's a really powerful thing to know, that there doesn't have to be an answer, the questions are the most important thing - that wondering and that thirst for knowledge and that thirst for learning, we want to harness that.

Resources

Four steps to make your home more sustainable for Family day care

Kaarin Wilkinson from Early Education for Sustainability South Australia shares her tips for FDC educators.

Video transcript

Kaarin Wilkinson:

Hi my name is Kaarin Wilkinson.

Step 1, establish a kitchen garden in your backyard. You can either do this straight in the ground or with raised garden beds. Or you can buy some large pots. Or maybe you've got these at home. This is a great opportunity for educators and students to actually learn together, to get outside, which is great for your wellbeing, get your hands dirty in the soil, get some of those good microbes that will help support your immune system as well as to grow food that you can both pick and eat together.

The first things that you should grow are things like herbs and some greens, like some spinach and some lettuce, you can get some different varieties of lettuce. This means you will be able to pick these things straight from the garden instead of having to go to the shops and buying them, reduce your plastic waste and it will encourage children to eat this food as they grow it. Ensure you have some biodiversity in your garden as well by planting some flowers like marigolds to attract insects and butterflies into the garden and pollinators like these.

Children could have their own garden pots and actually plant their own seeds and grow these and that will give them the responsibility of watering and watching them grow, they can monitor them, they can watch different things that come into the garden, like the butterflies and the bees and insects and you can both learn together.

Step 2, is to practice ethical and wise consumption. So the most important thing here is to actually learn about where the things you buy come from and you might need to do a bit of research on the internet. Always read the labels of products, sometimes you can find things that are made out of recyclable materials and that's always a good idea, more natural materials are always good if you're buying bigger items like furniture. Buying food, make sure that you look at the labels and try and buy locally grown food or grown in Australia, and there is an Australian made logo on lots of things. A good way to get children involved because they can have a look at the logo. Things for example like bacon often have the label of how much Australian product is in there and that can vary between about ten percent and ninety percent. So getting children to actually observe this is a great way of getting them involved of understanding what come from Australia and what we import. The other things is to always take a shopping list. You can get children to help you do this, if there are particular things they want to buy and then you can go to the shop and you can make a determination as to whether that's a good product to buy because it's made in Australia or whether it's something you're choosing not to buy because it's been imported. Older students can do some research online.

Step 3, choose to refuse. So this means when you go to the shops, you can especially try and refuse plastic, take your own shopping bags and choose not to buy pre-packaged fruit and vegetables, buy it loose and take your own bags to put it in, you don't need to use the plastic bags in the shops. The refusing plastic is a really important one to do with children and you can do quite a few science experiments with this. For example you can bury an apple core in the garden and bury a plastic bag in the garden and children can actually dig them up a couple of months later and see which ones degraded. You could put a plastic bag on the close line and let it biodegrade in the sun and see how it breaks down into tiny little particles and then get children to think about what might happen to those if they're blowing around in the wind across the world.

Step 4, is recycle everything that you can. Always good to repurpose first, so if you've bought something like something in a jar, you can use your jars for storage, you could even have children decorate the jars and then use them for gifts for something that they might make. Make sure you understand what your local council guidelines are with recycling because they're not all the same. Older students can help you research this, but you could do a print out and put it up on the fridge. Children can be involved their own inside recycling containers. So if you have a box for paper and a box for cans and bottles and things that you can get money on, and you can have a box for other things that go in your council recycling bin and children can decorate these themselves and then learn to understand what goes in each container. Learn about the local recycling places, all councils are different and there's different places for recycling things like batteries, sometimes you can do that at your local library, sometimes you can do it at the council offices, electrical goods can go through the e waste and there's usually a local store that will be taking those things from you and there's some places that will take things like corks and plastic lids. Another great thing to do with children is to try and make paper and you can do this, it's a bit messy, but you just need a blender and you just tear up little strips of paper which is a great activity for children and then the paper that they have made they can maybe write a letter to their family on or do something fun with that. If you collect the plastic coloured lids off the tops of bottles, you can also use these for doing mosaic crafts.

So I hope these steps help you to make your home more sustainable. There is a wealth of knowledge that you can gain and we are always learning, I am always learning, even though I've got a lot of knowledge now, I still learn all the time. You can get information from your local library, from the internet, there's a lot organisations that will have things, your local council will have information for you and it's really great that you can be learning together with children every day.

Resources

#ICYMI Professor Alma Fleet ‘What’s Pedagogy Anyway?’

In case you missed them, or if you would like to watch again, Professor Alma Fleet's presentations to educators in May 2019 are a great way to help educators to develop practice in Family day care.

Professor Alma Fleet, Honorary Associate Professor Institute of Early Childhood, Department of Educational Studies Macquarie University, presents and shares her knowledge and inspiring experiences on pedagogy and documenting children's learning.

Daily experiences to share with children

Monday

Zoo to You

Take an adventure through Adelaide and Monarto zoos! Live stream the giant panda or some chimpanzees, and check out some extra funny animal videos.

As children wander through the zoo and are immersed in a world of adventure and possibility they will discover new animals, their habitats and how to care for each animal. Children will learn about some native Australian animals, animals from other countries around the world and will develop a sense of curiosity, wonder, questioning and empathy. Children will begin to develop an understanding of how we care for animals, need to protect species and the environments/habitats in which they live. As they share in this time of discovery children may develop language through shared discussion, exploration of animal sounds and time to express their ideas/thoughts.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 1 – children have a strong sense of identity
  • Outcome 2 – children are connected with and contribute to their world

Tuesday

The Art Gallery of South Australia's online activities

Ever wondered what kind of monster you could make with your bare hands? Or how to make a magical sound? What about how to sketch the scariest monster you can think of? All you'll need for these activities is some creativity and some basic materials.

Materials

  • 2 paper cups (or cardboard roll or small cardboard box)
  • masking tape
  • scissors
  • glue
  • materials to make a rattling sound, you could use beads, stones, gum nuts, old buttons or paperclips
  • paper and coloured pencils or textas 
  • coloured paper scraps or old magazine pages or recycled wrapping paper

Through open ended exploration and creativity children are able to bring a character to life.  Whether working collaboratively or independently children develop problem solving skills as they plan resources to use and methods needed to create and construct their monster. As the monster is developed gross and fine motor skills support children to make their imagined monster a reality. As children share and talk about the monster that they create imaginations, a sense of wonder and storytelling language will shine through.

You can also check out some extra art and craft ideas from Care for Kids.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 2 – children are connected with and contribute to their world
  • Outcome 4 – children are confident and involved learners
  • Outcome 5 – children are effective communicators

Wednesday

Indigenous dreamtime story telling

Through shared time listening to and enjoying dreamtime stories children will begin to develop an understanding of Aboriginal and Torres Strait Islander culture and history. Stories are a cornerstone of every culture and bring children together in a world that allows them to understand and explore ways of being and knowing that are new to them. Children will be engaged with stories that develop their sense of imagination, curiosity and wonder, whilst also supporting them to explore indigenous animals, flora and fauna and the deep connection to land and country felt by Aboriginal and Torres Strait Islander peoples. As the children explore the ways in which Aboriginal and Torres Strait Islander culture can be recognised and celebrated they will also develop their own sense of identity and belonging.

You can also watch more stories by the Mitcham library.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 1 – children have a strong sense of identity
  • Outcome 2 – children are connected with and contribute to their world

Thursday

Windmill theatre at home

Adelaide's very own Windmill Theatre Company has some pretty awesome experiences for children at home, from stories to dancing!

Listening to and watching familiar stories and characters being brought to life using a variety of storytelling methods and interactive experiences will invigorate children’s sense of wonder, curiosity and imagination. Children can open their minds to how stories and other art forms can be adapted and transformed. This will provide children with the opportunity to also explore how this can be translated into other imaginative play opportunities.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 1 – children have a strong sense of identity
  • Outcome 4 – children are confident and involved learners

Friday

Rainy day ideas

As children engage in and choose a range of rainy day experiences they will develop a sense of autonomy within their free play. Children will express themselves and interact through their play, developing relationships with their peers and their Educator. As children engage and interact a sense of belonging to their Family Day care community will support them to develop confidence, a sense of self and self-esteem.

Early Years Learning Framework and My Time Our Place outcomes

  • Outcome 1 – children have a strong sense of identity
  • Outcome 4 – children are confident and involved learners

Contact

Family Day Care Business and Customer Support Centre

Phone (metro): 8343 6533
Phone (country): 1300 551 890
Email: educationfdcbusiness [at] sa.gov.au