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Reflections Magazine : Reflections Issue 60 Spring 2015
5 REFLECTIONS • GOWRIE AUSTRALIA • SPRING 2015 - ISSUE 60 Key interaction points Early Years Learning Framework principle, practice or outcome Examples of activities Enrolment Principle: • Partnerships • Ask families about health history when they enrol (particularly ear and hearing history); • Have ongoing conversations with families, especially if their child is taking antibiotics for ear disease or if you have noticed symptoms of ear disease or hearing loss; • Develop strong relationships with children who have a history of ear and hearing problems. Outcomes: • Cultural competency • Holistic approaches • Value and celebrate diversity of culture, language and perspectives; • Consider children within their family, culture and context. Ear troubles identified and supported Outcome: • Children have a strong sense of wellbeing • Focus on ear disease prevention, identifcation and management in early years settings; • Identify and manage conductive hearing loss in the early years. Practice: • Assessment for learning • Identify and support children who might need additional scaffolding for language and listening tasks. Application of principles, practices and outcomes of the Early Years Learning Framework to the identification and management of middle ear disease and associated hearing loss: Listening and language tasks are supported Children's home language is respected while learning English Children's learning occurs in supporting listening environments Children participate in breath, blow, cough, wash routines during transitions The World Health Organisation has found that Aboriginal and Torres Strait Islander children have one of the highest rates of chronic ear disease in the world and many researchers and health professionals, including Clinical Professor Harvey Coates, inaugural recipient of the Royal Australasian College of Surgeons' 2015 Aboriginal and Torres Strait Islander Health Medal, considers middle ear disease and associated hearing loss to be comparable to heart disease and cancer because of the chronic and life-long consequences that continue into adolescence and adulthood. The impacts of all forms of middle ear disease and associated hearing loss are substantial for young children. It can result in delays in childhood development, affect relationships with family and friends, impede learning and reduce school readiness. Across a number of critical developmental domains, children are unable to reach their full potential and make the most of available learning and social opportunities as they are unable to hear. How can you help? Improving the ear and hearing health of Aboriginal and Torres Strait children is directly related to many of the principles, practices and outcomes in the Early Years Learning Framework (EYLF) that guides the early childhood education and care (ECEC) sector. These range from creating partnerships with families (principle), undertaking intentional teaching (practice) and ensuring children are connected with and contribute to their world (outcome). The diagram and table that follow outline some of the ways ear and hearing health relate to the EYLF. They also describe the types of activities that early learning educators should undertake to help Aboriginal and Torres Strait Islander children and families. Linkages between the Early Years Learning Framework and the identification and management of middle ear disease and associated hearing loss in early childhood and education settings: At enrolment family and educator yarn about cultural background and hearing health Children's ear troubles are identi ed and supported
Reflections Issue 59 Winter 2015
Reflections Issue 61, 2015