Michelle (Educator): [0:12] To me, all it meant was having five extra children. But having five extra children, you also had an extra educator and so to me, it wasn’t a big deal. It actually became quite exciting because we were the pilot program. We were the start of it all. Once you got over the initial, “Oh my goodness, we’ve got 33 children," to actually relaxing into my role, it wasn’t a problem at all and having that third educator just makes it so much easier
Rose (Educator): [0:35] I felt very anxious and a bit worried finding - that we were going to go to 33. Was it going to be loud? I wasn’t sure, but then - now working in it, I feel more at ease with the ratios of 1:11. I feel like I can really support the children better than what I could, and I find my practice has really improved.
Emily (Educator): [1:01] I really feel that I've been able to extend my skills and my knowledge, especially being a mentor to the other educators. We're able to network really well. They might be asking me more questions, but I've got - I feel like I'm - it's a challenge. I'm able to think about it, reflect, and answer them more effectively.
Rose (Educator): [1:22] The diploma’s really minimised my caseload. I felt that was something I was really anxious of, was how am I going to plan for 33 children?
It’s actually much easier. I’m on top of everything. Last year when I didn’t have that diploma role, I did find myself with a lot of paperwork, and overwhelmed, but now I’m not getting that. I feel I’m on top of everything and I find when I get to planning I’m asking oh what can we do? And we are actually setting up experiences and things and doing more than what we could last year in that way.
Karina (Educator): [1:56] Having the diploma to discuss objectives for individual children has been great, because it’s been good to bounce off ideas, and she’s been keen to step up and write individual objectives for children, to implement a program, and to evaluate them.
So by having her doing that greater work, it has meant that I can focus on the children’s additional needs. So I’ve been spending more time liaising with other professionals, talking with the parents, having more of those difficult conversations with parents about their children, talking about school-readiness.
Maria (Educator): [2:27] I have. I’m actually now able to do planning time with my teacher so I’m actually learning more about the planning cycle.
Karen (Educator): [2:34] With the additional planning time and preparation time, there’ll be more opportunities for us to share information, to have critical reflection, to be able to discuss children’s planning and goals and set strategies and more opportunities for the Cert 3, and also the diploma to contribute to that in a more meaningful way.
I’ve really enjoyed seeing the personal growth in the educator that stepped up into the diploma position. I think it’s provided her with a really great opportunity to extend and develop her skills and the sense of accomplishment and pride that she has, has been great.
Loretta (Educator): [3:19] I actually prefer the 3:33 rather than the 2:30. I found that 2:30 is a very challenging ratio. There’s so much need in the room. There’s a need in the room with 33, but there are three educators, that’s a big difference. So I would choose that every time.
Tracey (Educator): [3:42] I was very excited actually because I had worked in the room last year with just one other educator and we had 28 children. So when I heard we were having a third educator I was like, yes, because it was an extra pair of eyes in the room as well.
Michelle (Educator): [4:02] I think the best thing you can do is relax and enjoy the ride because it’s really not as scary, the extra five children.
Emma (Educator): [4:08] I would say, if you’re going to do three educators, 33 children, to just embrace it because it’s just a really great model. I would say go for it, it’s been fabulous.
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