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Joining the Dots- Vision for Vic Kids

Joining the Dots- Vision for Vic Kids

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1Commonwealth of Australia (2003) Towards a National
Agenda for early childhood, Commonwealth Task Force
on Child Development, Health and Wellbeing,
Commonwealth of Australia, Canberra ACT; Shore, R.
(1997) Rethinking the brain: New insights into early
development, Families and Work Institute, New York;
National Research Council (2001) Eager to learn.
Educating our preschoolers, National Academy Press,
Washington DC

2Vimpani, G et al. (2002) “The Relevance of Child and
Adolescent Development for Outcomes in Education,
Health and Life Success” in Sanson, A (ed) (2002)
Children’s Health and Development: New Research
Directions for Australia, Research Report Number 8,
Australian Institute of Family Studies, Melbourne,
pp 14-37

3McCain, M. and Mustard, F. (1999) Reversing the Real
Brain Drain, Early Years Study Final Report, Ontario
Children’s Secretariat, Toronto, pp 5-8

4Psacharoppoulos, G and Patrinos, H (2002) Returns to
Investment in Education: A Further Update, World Bank
Policy Research Working Paper 2881.
http://papers.ssrn.com

5Wylie et al. (2004) Competent Children at 12, New
Zealand Council for Educational Research, Wellington:
Sylva, K et al. (2003) The Effective Provision of Preschool
Education (EPPE) Project: Findings from the Preschool
Period, Institute of Early Education, London

6Auditor-General Victoria (2003) Improving Literacy
Standards in Government Schools, Government Printer,
Melbourne

7Centre for Community Child Health (2002) Best Start
Effective Intervention Programs, Examples of Effective
Interventions, Programs and Service Models, Department
of Human Services, Melbourne; Karoly, L. (1998)
Investing in Our Children, What We Know and Don’t
Know About the Costs and Benefits of Early Childhood
Interventions, Rand Corporation, California

8Data is taken from: Goldfield, S (2004) “Maintaining an
agenda for children and young people: the key role of
data in linking policy, politics and outcomes”, presented
at the Future Generation: New Knowledge for Better
Outcomes for Children and Young People Planning
Workshop, Australian National University, page 1,
Commonwealth Government internet site; Stanley, F.
(2001) “Towards a National Partnership for
developmental health and wellbeing”, Family Matters,
58, Autumn, Australian Institute of Family Studies; The
Consultative Council on Obstetric and Paediatric
Mortality and Morbidity, Australia’s Children 2002,
Australian Institute of Health and Wellbeing; Department
of Education and Training (2003) Years Prep-10
Curriculum and Standards Framework II—Benchmarks,
2002, Melbourne, http://www.sofweb.vic.edu.au; and
DHS data http://www.dhs.vic.gov.au.

9Vinson, T. (2004) Community Adversity and Resilience:
The Distribution of Social Disadvantage in Victoria and
New South Wales and the Mediating Role of Social
Cohesion, Jesuit Social Services, Richmond

10Department of Education and Training (2003), Years
Prep-10 Curriculum and Standards Framework II—
Benchmarks, 2002, Melbourne,
http://www.sofweb.vic.edu.au

11Centre for Community Child Health (2001) Best Start:
The Evidence Base Underlying Investment in the Early
Years, Department of Human Services, page 18

12Biddulph, F., Biddulph, J. and Biddulph, C. (2003) The
complexity of community and family influences on
children’s achievement in New Zealand: Best Evidence
Synthesis, Ministry of Education, New Zealand; Williams-
Kennedy, D. “Building bridges between literacies” in
Anning, A., Cullen. J. and Fleer, M. (eds) (2004) Early
Childhood Education: Society and culture, Sage
Publications, London, pp 80-91

13See National Public Health Partnership (2001) Discussion
Paper on Integrated Public Health Practice: supporting
and Strengthening Local Action, Canberra, page 4

14Tunstill, Allnock, Meadows and McLeod (2002) Early
Experiences of Implementing Sure Start, University of
London, London,
http://www.ness.bbk.ac.uk/documents/Activities/Impleme
ntation/GettingStartedFinalProof2907.pdf; National
Evaluation of Sure Start (2004) The Impact of Sure Start
Local Programmes on Child Development and Family
Functioning: A Report on Preliminary Findings, Birbeck
University, London,
http://www.ccfc.ca.gov/prop10facts.htm

15Primary School Nursing Program Data provided by the
Department of Human Services

16Steering Committee for the Review of Commonwealth-
State Service Provision (2004) Report on Government
Services 2004, Productivity Commission, Canberra p.
14.21.

17Steering Committee for the Review of Commonwealth-
State Service Provision (2004) Report on Government
Services 2004, Productivity Commission, Canberra pp.
14.22-23.

18http://www.betterhealth.vic.gov.au

19Australian Bureau of Statistics (2002) Child Care Survey
2002, Victoria

20See for example: New, R. “Theory and praxis in Reggio
Emilia: they know what they are doing and why” in
Edwards, C., Gandini, C and Forman, G. (eds) (1998) The
hundred languages of children. The Reggio Emilia
approach—advanced reflections, Ablex Publishing,
London, pp 261-284; Nuttall, J. (2004) Why don’t you
ask someone who cares? Teacher identity,
intersubjectivity, and curriculum negotiation in a New
Zealand Childcare Centre, PhD Thesis, Victorian College
of Education, New Zealand; Bredekamp, S. and Copple
C. (1997) Developmentally appropriate practice in early
childhood education programs, National Association for
the Education of Young Children, Washington DC;
Anning, A., Cullen. J. and Fleer, M. (eds) (2004) Early
Childhood Education: Society and Culture, Sage
Publications, London; Lubeck, S., Jessup, P. deVries, M.
and Post, J. (2001) “The role of culture in program
improvement”, Early Childhood Research Quarterly, 16,
pp 499 – 523; Soto, L. and Swadener, B. (2002), “Toward
a liberatory early childhood theory, research and praxis:
decolonising a field” Contemporary Issues in Early
Childhood, 3(1), 38 – 66

21Australian Bureau of Statistics, Child Care Survey 2002:
Victorian Data table 21. It is important to note that this
data refers to children requiring more care, as distinct
from the number of full-time places which could be used
by more than one child.

22See for example Russell, G. and Edgar, D. ”Organisational
change and gender equity: an Australian case study” in
Haas, L., Hwang, P. and Russell, G. (eds) (2000)
Organisational Change and Gender Equity: International
Perspectives on Fathers and Mothers at the Workplace,
Sage Publications, Thousand Oaks, California, pp 197-
212; Edgar, D. (2001) Chapter 11: “Workable Models of
Community Building” in The Patchwork Nation:
Rethinking government, rebuilding community, Harper
Collins, Sydney, pp 111-139

23DHS Administrative Data: http://www.dhs.vic.gov.au

24Department of Human Services and Municipal
Association of Victoria (2004) Future Directions for the
Maternal and Child Health Service, May 2004

PAGE 37

© Copyright State of Victoria 2004

This publication is copyright.

No part may be reproduced by any process

except in accordance with the provisions

of the Copyright Act 1968.

Authorised by the Victorian Government,

1 Treasury Place, Melbourne VIC3002.

ISBN 1 920921 30 3

Printed by Red Rover Pty, Ltd.,

53 Brady Street, South Melbourne VIC3205

PAINTING BY ELLA HOCKLEY, AGED5

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