1 00:00:00,160 --> 00:00:04,880 Speaker 1: Let's talk about early learning and letting children be children. 2 00:00:04,960 --> 00:00:08,960 Speaker 1: The Institute of Public Affairs has had a look at 3 00:00:09,080 --> 00:00:13,640 Speaker 1: the curriculum taught in preschools and they have found there's 4 00:00:13,680 --> 00:00:17,440 Speaker 1: a program called Belonging, Being and Becoming mandatory for early 5 00:00:17,800 --> 00:00:22,440 Speaker 1: childhood learning centers. On the line is doctor Bella de Abra, 6 00:00:22,520 --> 00:00:26,280 Speaker 1: who is from the IPA, the Institute of Public Affairs. Abella, 7 00:00:26,360 --> 00:00:27,200 Speaker 1: good morning, How are you? 8 00:00:27,840 --> 00:00:30,600 Speaker 2: Good morning? Very well? Thank you tell me a. 9 00:00:30,560 --> 00:00:32,920 Speaker 1: Little bit about what you found. What concerns you about 10 00:00:32,920 --> 00:00:33,600 Speaker 1: this program? 11 00:00:34,600 --> 00:00:37,920 Speaker 2: Yes, so I think what concerns me, and what would 12 00:00:38,080 --> 00:00:41,199 Speaker 2: concern most of your listeners is that instead of children 13 00:00:41,200 --> 00:00:44,519 Speaker 2: being left alone to be children, that they're having this 14 00:00:44,960 --> 00:00:49,360 Speaker 2: agenda pushed on them by activists through the curriculum that's 15 00:00:49,440 --> 00:00:52,400 Speaker 2: mandated in early learning centers. So, look, you don't have 16 00:00:52,440 --> 00:00:55,040 Speaker 2: think to read between the lines of this document to 17 00:00:55,520 --> 00:00:58,840 Speaker 2: see that the kind of stuff being pushed onto children 18 00:00:58,920 --> 00:01:02,520 Speaker 2: just shouldn't be there. I had a look at the 19 00:01:02,560 --> 00:01:06,600 Speaker 2: document and found that the words diversity, inclusion, and equity 20 00:01:06,640 --> 00:01:09,920 Speaker 2: are mentioned one hundred and forty nine times, Aberidgell and 21 00:01:09,920 --> 00:01:14,480 Speaker 2: Torres Strait islander and reconciliations ninety six times. But mother, father, 22 00:01:14,520 --> 00:01:17,319 Speaker 2: and parents are not mentioned once they've been completely scrubbed 23 00:01:17,319 --> 00:01:21,080 Speaker 2: from the guidelines. So you know, you've got to ask 24 00:01:21,120 --> 00:01:24,440 Speaker 2: you is that why it is that a curriculum for 25 00:01:24,600 --> 00:01:27,399 Speaker 2: zero to five year olds doesn't mention parents but talks 26 00:01:27,400 --> 00:01:31,840 Speaker 2: a lot about reconciliation and really activist issues and you know, 27 00:01:31,920 --> 00:01:36,800 Speaker 2: things like gender and very radical theories. So I think, 28 00:01:36,840 --> 00:01:38,559 Speaker 2: you know, this is an important thing to talk about, 29 00:01:38,600 --> 00:01:42,520 Speaker 2: that that this is this pipeline of indoctrination that we're 30 00:01:42,560 --> 00:01:46,200 Speaker 2: seeing in the Australian education system doesn't start at primary school. 31 00:01:46,200 --> 00:01:48,240 Speaker 2: It actually starts in early childhood centers. 32 00:01:49,720 --> 00:01:52,880 Speaker 1: Who would approve that? Is it a federal government thing? 33 00:01:53,360 --> 00:01:55,480 Speaker 1: Would a minister have saying that? Or does it just 34 00:01:55,560 --> 00:01:58,280 Speaker 1: get through the system and somebody says, yeah, that's fine 35 00:01:58,320 --> 00:01:59,040 Speaker 1: and away we go. 36 00:02:00,080 --> 00:02:03,120 Speaker 2: It's approved by the federal government. It's actually a federal 37 00:02:03,160 --> 00:02:08,919 Speaker 2: government mandated document and it works with a regulator, childhood 38 00:02:08,960 --> 00:02:13,880 Speaker 2: regulator called the Australian Children's Education Care Quality Authority, which 39 00:02:14,040 --> 00:02:17,400 Speaker 2: is also pushing, which is pushing this radical gender on 40 00:02:17,400 --> 00:02:20,519 Speaker 2: on on childcare centers at every opportunity. 41 00:02:21,880 --> 00:02:25,440 Speaker 1: Comparents do anything about this if it's if it's a curriculum, 42 00:02:25,480 --> 00:02:26,799 Speaker 1: I suppose it's the curriculum. 43 00:02:27,520 --> 00:02:30,400 Speaker 2: Well, I think parents just have to choose carefully choose 44 00:02:30,440 --> 00:02:32,600 Speaker 2: their early childhood centers. 45 00:02:32,680 --> 00:02:32,840 Speaker 1: You know. 46 00:02:33,639 --> 00:02:35,639 Speaker 2: The sad thing is that a lot of parents don't 47 00:02:35,680 --> 00:02:37,680 Speaker 2: have a choice. They have they have to send their 48 00:02:37,760 --> 00:02:41,720 Speaker 2: children to childcare to make ends meet, you know, and 49 00:02:41,760 --> 00:02:43,680 Speaker 2: when they drop their children off a childcare, I think 50 00:02:43,720 --> 00:02:45,560 Speaker 2: they have absolutely no idea. That's just the kind of 51 00:02:45,600 --> 00:02:48,880 Speaker 2: activism that's at the heart of the education being forced 52 00:02:48,919 --> 00:02:52,040 Speaker 2: on their toddlers, you know. And the long term problem is, 53 00:02:52,080 --> 00:02:55,240 Speaker 2: of course, that they're setting their children up for failure 54 00:02:55,280 --> 00:02:58,079 Speaker 2: because this is no longer a fat based education. It's 55 00:02:58,120 --> 00:03:00,920 Speaker 2: a it's it's it's an edge occasion that's really all 56 00:03:00,919 --> 00:03:04,800 Speaker 2: about indoctrination and has nothing to do with really teaching 57 00:03:04,880 --> 00:03:07,320 Speaker 2: children the life schools that they need. It starts in 58 00:03:07,400 --> 00:03:09,680 Speaker 2: early childhood centers, and. 59 00:03:09,560 --> 00:03:13,399 Speaker 1: You're saying it continues in primary schools because obviously similar 60 00:03:13,639 --> 00:03:16,119 Speaker 1: documents to this must be in place there. I imagine 61 00:03:16,160 --> 00:03:19,560 Speaker 1: that then influence more than just the three hours. 62 00:03:20,280 --> 00:03:22,880 Speaker 2: Yes, it actually is in primary school and secondary school 63 00:03:22,919 --> 00:03:26,560 Speaker 2: through the National Curriculum, and what they have done in 64 00:03:26,600 --> 00:03:29,800 Speaker 2: the early childhood curriculum is just to copy that. So 65 00:03:29,880 --> 00:03:33,520 Speaker 2: it begins in early childhood, so the indoctrination is there 66 00:03:33,560 --> 00:03:37,920 Speaker 2: from zero to the time that they finished school. It's 67 00:03:37,960 --> 00:03:41,800 Speaker 2: in the national curriculum. I'm actually trying to do you 68 00:03:41,800 --> 00:03:43,600 Speaker 2: woke the national curriculum at the moment, I'm taking it 69 00:03:43,640 --> 00:03:47,200 Speaker 2: all out because what's happening is that the schools are 70 00:03:47,200 --> 00:03:49,720 Speaker 2: no longer focusing on numerously and literacy. They're focusing on 71 00:03:50,240 --> 00:03:53,680 Speaker 2: woke social justice issues. And of course Australian children are suffering, 72 00:03:53,720 --> 00:03:56,720 Speaker 2: you know, fifteen year olds a year behind where they 73 00:03:56,720 --> 00:04:01,680 Speaker 2: were twenty years ago in reading. We've got fifteen fifteen 74 00:04:01,720 --> 00:04:04,480 Speaker 2: year olds who have who have a sort of punctuation 75 00:04:04,640 --> 00:04:07,800 Speaker 2: level of the year three students. It's it's it's basically 76 00:04:07,840 --> 00:04:12,080 Speaker 2: because the national curriculum is completely overcrowded with this woke 77 00:04:12,160 --> 00:04:15,960 Speaker 2: stuff and children I'm being taught how to rewrite properly anymore. 78 00:04:17,279 --> 00:04:19,560 Speaker 1: Is the idea is somebody thinking that if we get 79 00:04:19,600 --> 00:04:21,640 Speaker 1: them young, that by the time they leave school they'll 80 00:04:21,680 --> 00:04:24,640 Speaker 1: be essentially the activists. Is that what they're. 81 00:04:24,440 --> 00:04:29,880 Speaker 2: Thinking, Well, it's certainly the state the stated object of 82 00:04:30,040 --> 00:04:32,599 Speaker 2: the They state in the document that the purpose of 83 00:04:32,720 --> 00:04:36,200 Speaker 2: early childhood is is to put toddlers on the road 84 00:04:36,240 --> 00:04:38,640 Speaker 2: to reconciliation. It's stated over and over again. This is 85 00:04:38,680 --> 00:04:41,479 Speaker 2: not me making this up. It's actually the stated purpose 86 00:04:41,600 --> 00:04:44,600 Speaker 2: of early childhood. So the very is there, very much 87 00:04:44,680 --> 00:04:47,000 Speaker 2: is a strong activist element to the document. 88 00:04:48,000 --> 00:04:50,039 Speaker 1: Where is that stated in the document itself? 89 00:04:50,600 --> 00:04:53,680 Speaker 2: Yes, many times, many times. Your listeners can can look 90 00:04:53,720 --> 00:04:56,239 Speaker 2: up the document itself. It takes two minutes to download 91 00:04:56,279 --> 00:04:59,359 Speaker 2: it and you can just look look for the for 92 00:04:59,400 --> 00:05:01,799 Speaker 2: the word reckon ciation mentioned over and over again. 93 00:05:02,240 --> 00:05:05,880 Speaker 1: Okay, belonging, being and becoming is the document. Whatever happened 94 00:05:05,880 --> 00:05:08,160 Speaker 1: to playing with crayons that in a sandpit? 95 00:05:08,400 --> 00:05:10,919 Speaker 2: As I think you say in your release, Well, this 96 00:05:11,040 --> 00:05:13,159 Speaker 2: is exactly what they should be doing. There should be 97 00:05:13,279 --> 00:05:16,840 Speaker 2: no politics, There should be no indoctrination to be There 98 00:05:16,839 --> 00:05:20,760 Speaker 2: should be nothing in childcare, SeNSS, primary schools, or secondary 99 00:05:20,760 --> 00:05:24,599 Speaker 2: schools that are in remotely political. And you know, we 100 00:05:24,680 --> 00:05:26,680 Speaker 2: need to let children be children. They need to be 101 00:05:26,760 --> 00:05:31,200 Speaker 2: left alone, to be toddlers to and if we really 102 00:05:31,240 --> 00:05:34,080 Speaker 2: want to, you know, force diversity on children, just let 103 00:05:34,120 --> 00:05:37,720 Speaker 2: them play with each other. That's how children socialize. You know, 104 00:05:37,800 --> 00:05:40,280 Speaker 2: this is what we should be doing. Should be leave 105 00:05:40,360 --> 00:05:41,320 Speaker 2: the children alone. 106 00:05:42,560 --> 00:05:45,919 Speaker 1: I understand too from your report children aroused to perform 107 00:05:46,080 --> 00:05:50,239 Speaker 1: a daily acknowledgment of country and Aboriginal tourist righte island 108 00:05:50,240 --> 00:05:52,719 Speaker 1: of flags to be displayed in the center is the 109 00:05:52,720 --> 00:05:54,480 Speaker 1: Australian flag displayed as well? 110 00:05:55,880 --> 00:05:59,800 Speaker 2: Really, I would actually challenge your listeners to those who 111 00:05:59,839 --> 00:06:02,159 Speaker 2: have children in childcare to to when next time they 112 00:06:02,200 --> 00:06:03,720 Speaker 2: drop their children off, just have a look to see 113 00:06:03,760 --> 00:06:06,920 Speaker 2: if they're in the Australian flags. It's it's unlikely. It's 114 00:06:06,960 --> 00:06:10,240 Speaker 2: not mentioned that this is an important flag to have 115 00:06:10,279 --> 00:06:14,800 Speaker 2: flying in the classrooms. So so yes, it's there's definitely 116 00:06:14,839 --> 00:06:17,960 Speaker 2: an agenda, and it's it's very apparent in the stockument 117 00:06:18,000 --> 00:06:19,600 Speaker 2: and it's and you can see it in the child 118 00:06:19,920 --> 00:06:22,919 Speaker 2: care centers through the flags and through the daily acknowledgment 119 00:06:22,960 --> 00:06:24,640 Speaker 2: of country. 120 00:06:24,720 --> 00:06:27,039 Speaker 1: If people want to take this up, if if somebody 121 00:06:27,080 --> 00:06:29,080 Speaker 1: wants to write to a minute, I mean should they 122 00:06:29,080 --> 00:06:33,120 Speaker 1: Should they let their federal mp know, let the education 123 00:06:33,320 --> 00:06:34,760 Speaker 1: federal education minister know. 124 00:06:35,839 --> 00:06:38,000 Speaker 2: Well. I don't think it's ever a bad idea to 125 00:06:38,000 --> 00:06:42,039 Speaker 2: to alert your local politician, your local representative to to 126 00:06:42,080 --> 00:06:44,320 Speaker 2: what's going on in the classrooms. I think it's a 127 00:06:44,400 --> 00:06:46,840 Speaker 2: very good idea for for parents to get involved. In fact, 128 00:06:47,240 --> 00:06:51,320 Speaker 2: this is where parents can change change things, there's this is, 129 00:06:51,800 --> 00:06:55,560 Speaker 2: this is this is the parent's responsibility, really, isn't it 130 00:06:55,600 --> 00:06:58,160 Speaker 2: to to find out what's going on in these early 131 00:06:58,400 --> 00:07:02,919 Speaker 2: learning centers and actually ask if they can see this 132 00:07:03,040 --> 00:07:05,159 Speaker 2: document and if it's being if it's being if it's 133 00:07:05,160 --> 00:07:07,280 Speaker 2: being taught, and what their children are being taught. I 134 00:07:07,320 --> 00:07:10,200 Speaker 2: know from from experience that many parents are coming home 135 00:07:10,480 --> 00:07:14,320 Speaker 2: having to de indoctrinate their toddlers because toddlers are being 136 00:07:14,360 --> 00:07:18,160 Speaker 2: told terrible things about that that that that they shouldn't 137 00:07:18,200 --> 00:07:21,800 Speaker 2: be being exposed to at this age. And it's up 138 00:07:21,840 --> 00:07:25,240 Speaker 2: to parents to actually to find out what's going on 139 00:07:25,320 --> 00:07:27,160 Speaker 2: in these in these early learning centers. 140 00:07:27,720 --> 00:07:31,640 Speaker 1: So those parents, what are they telling you about de indoctrination? 141 00:07:31,840 --> 00:07:34,240 Speaker 1: Is it? No, that's not right, darling, It doesn't work 142 00:07:34,280 --> 00:07:34,960 Speaker 1: that Why is that? 143 00:07:35,000 --> 00:07:35,080 Speaker 2: What? 144 00:07:35,560 --> 00:07:37,600 Speaker 1: Essentially that it's like that. 145 00:07:37,640 --> 00:07:44,760 Speaker 2: Experience generally, generally parents are having to to to deal 146 00:07:44,800 --> 00:07:47,960 Speaker 2: with children who are coming home crying because they've been 147 00:07:48,040 --> 00:07:51,600 Speaker 2: told that, you know, white people stole black people's babies. 148 00:07:52,960 --> 00:07:56,440 Speaker 2: There are many, many stories of children who are having 149 00:07:56,480 --> 00:08:01,840 Speaker 2: to spend the day coloring and sorry post and being 150 00:08:01,880 --> 00:08:04,960 Speaker 2: told that the land has been stolen. These are terrible 151 00:08:05,000 --> 00:08:08,600 Speaker 2: things to teach. Three or four year old. Yeah, terrible 152 00:08:08,600 --> 00:08:09,600 Speaker 2: things to do to children. 153 00:08:10,400 --> 00:08:14,240 Speaker 1: Absolutely, Bella, thank you for your time this morning, Thank 154 00:08:14,240 --> 00:08:18,360 Speaker 1: you very much, and raising awareness, doctor Bella Diabre, Institute 155 00:08:18,400 --> 00:08:21,800 Speaker 1: of Public Affairs. The report is called Belonging, Being and 156 00:08:21,840 --> 00:08:26,000 Speaker 1: Becoming and it's aimed at children under five in childcare. 157 00:08:26,520 --> 00:08:29,720 Speaker 1: And as she said, the terms diversity, inclusion equity mentioned 158 00:08:29,720 --> 00:08:33,319 Speaker 1: one hundred and forty nine times, mother, father, parents not 159 00:08:33,480 --> 00:08:37,839 Speaker 1: mentioned once. And that is concerning to I'm sure any parent, 160 00:08:38,160 --> 00:08:41,840 Speaker 1: or most at least with children in early care, in 161 00:08:41,920 --> 00:08:46,560 Speaker 1: childcare under the age of five, being taught social justice 162 00:08:46,559 --> 00:08:47,960 Speaker 1: causes at that age.