1 00:00:00,040 --> 00:00:01,880 Speaker 1: We come to the start of our education system where 2 00:00:01,880 --> 00:00:04,360 Speaker 1: a new report from the Elton Principals Association this morning 3 00:00:04,400 --> 00:00:07,920 Speaker 1: tells us ninety percent our primary schools reporting more children 4 00:00:08,039 --> 00:00:11,720 Speaker 1: arriving without basic skills like talking, eating, toileting. Kelly Seberg 5 00:00:11,800 --> 00:00:14,079 Speaker 1: is the director of New Shoots Children's Center, and is 6 00:00:14,120 --> 00:00:15,320 Speaker 1: whether is Kelly morning. 7 00:00:15,040 --> 00:00:17,960 Speaker 2: To you, Good morning, Mike La very well. 8 00:00:17,840 --> 00:00:20,200 Speaker 1: Thank you. Is it surprise you these numbers, these stats? 9 00:00:21,520 --> 00:00:24,159 Speaker 2: Well, I think is it surprising? I think when you 10 00:00:24,160 --> 00:00:26,319 Speaker 2: look at the numbers that their principals are reporting, they 11 00:00:26,360 --> 00:00:29,800 Speaker 2: say there was about fifteen children in a cohort, And 12 00:00:29,880 --> 00:00:32,239 Speaker 2: I guess when I relate that back to well, how 13 00:00:32,280 --> 00:00:36,159 Speaker 2: many children are not practicing attending EC or perhaps a 14 00:00:36,240 --> 00:00:40,600 Speaker 2: number of children who are not attending easy frequently, maybe 15 00:00:40,640 --> 00:00:44,920 Speaker 2: those figures are starting to stack up, because I mean, 16 00:00:45,120 --> 00:00:47,440 Speaker 2: you know, from the vast majority of children who come 17 00:00:47,479 --> 00:00:49,760 Speaker 2: out of the quality Easy environment, we know that they 18 00:00:49,800 --> 00:00:52,720 Speaker 2: are thriving at school, and principal at your report and 19 00:00:52,800 --> 00:00:55,520 Speaker 2: can say really quickly to us whether they can see 20 00:00:55,520 --> 00:00:58,680 Speaker 2: a childhood trump on the quality Billy childhood service or not. 21 00:00:59,360 --> 00:01:01,120 Speaker 2: So I guess this is the question is we've got 22 00:01:01,160 --> 00:01:03,680 Speaker 2: to ask and we don't have good data around it yet. 23 00:01:03,760 --> 00:01:05,800 Speaker 2: Is well, these children that are turning up to school, 24 00:01:05,920 --> 00:01:08,840 Speaker 2: who principals are saying are not ready, what is going 25 00:01:08,880 --> 00:01:10,560 Speaker 2: on to them? Have they actually been an EC? 26 00:01:11,160 --> 00:01:13,160 Speaker 1: We don't like you. Are you sorry? Sorry to interrect Keller. 27 00:01:13,200 --> 00:01:15,040 Speaker 1: You're telling me we don't know that. We don't have 28 00:01:15,120 --> 00:01:15,640 Speaker 1: data on that. 29 00:01:16,720 --> 00:01:18,840 Speaker 2: We know where the children that have or haven't, but 30 00:01:18,959 --> 00:01:21,319 Speaker 2: what we don't know these specific children who are tuning 31 00:01:21,400 --> 00:01:25,040 Speaker 2: up to school do there's no direct link at them 32 00:01:25,160 --> 00:01:26,720 Speaker 2: or it's saying, well, what's going on to them? So 33 00:01:26,760 --> 00:01:29,280 Speaker 2: the principals are just saying, we're suspecting that they haven't 34 00:01:29,319 --> 00:01:32,199 Speaker 2: been an ECE. The parents report whether they do or don't, 35 00:01:32,200 --> 00:01:33,800 Speaker 2: but all they have to say is have they been 36 00:01:33,840 --> 00:01:35,920 Speaker 2: an EC? Yes, But we have no idea how many 37 00:01:35,959 --> 00:01:38,800 Speaker 2: hours they've been there. From the principal's perspective, they don't 38 00:01:38,800 --> 00:01:40,000 Speaker 2: have a clear picture. 39 00:01:40,200 --> 00:01:42,600 Speaker 1: Could you, I mean the kids that you get that 40 00:01:42,640 --> 00:01:44,800 Speaker 1: are perhaps behind where they should be in an ECE, 41 00:01:45,600 --> 00:01:47,960 Speaker 1: can you turn most of them around or bring them 42 00:01:48,000 --> 00:01:50,640 Speaker 1: up to speed to a point that you're satisfied in general? 43 00:01:51,680 --> 00:01:54,680 Speaker 2: Absolutely, if you have got great quality teachers and you've 44 00:01:54,680 --> 00:01:56,080 Speaker 2: got a child that you need to be able to 45 00:01:56,080 --> 00:01:59,440 Speaker 2: support and there is actually a new framework that's been 46 00:01:59,600 --> 00:02:02,040 Speaker 2: rolled out over the last couple of years which actually 47 00:02:02,040 --> 00:02:04,920 Speaker 2: focuses on all language early that's just see MAX and 48 00:02:05,000 --> 00:02:08,400 Speaker 2: social and emotional development, and that same work is there 49 00:02:08,440 --> 00:02:11,960 Speaker 2: to be able to support teachers in bringing children through 50 00:02:12,240 --> 00:02:14,440 Speaker 2: their learning progression. So we can actually see where these 51 00:02:14,520 --> 00:02:18,280 Speaker 2: children are at. Okay, and so that is absolutely in place, 52 00:02:18,280 --> 00:02:21,120 Speaker 2: but that's still you know, early in the piece, but 53 00:02:21,200 --> 00:02:24,880 Speaker 2: we can certainly support children and also getting additional support. 54 00:02:24,919 --> 00:02:27,079 Speaker 2: So if we're seeing children who are behind in their 55 00:02:27,120 --> 00:02:31,440 Speaker 2: language and if they need some specialist intervention, that's exactly 56 00:02:31,480 --> 00:02:33,799 Speaker 2: what the place that early childhood is for. 57 00:02:34,040 --> 00:02:35,799 Speaker 1: And that's the problem though, isn't it, Kelly. They don't 58 00:02:35,800 --> 00:02:37,639 Speaker 1: go to the EEE, then that's where the problem is 59 00:02:37,680 --> 00:02:39,320 Speaker 1: and we need to do something about that. What that is, 60 00:02:39,360 --> 00:02:41,480 Speaker 1: I don't know, appreciate it, Kelly Seiberg, Director of New 61 00:02:41,520 --> 00:02:44,400 Speaker 1: Shoots Children's Center. What worries me about some of the numbers, 62 00:02:44,440 --> 00:02:46,040 Speaker 1: and I always worry about these things. Are either that 63 00:02:46,160 --> 00:02:48,040 Speaker 1: or I'm just completely out of touch with what the 64 00:02:48,040 --> 00:02:50,200 Speaker 1: hell's going on in the schooling system. And I wouldn't 65 00:02:50,200 --> 00:02:52,240 Speaker 1: have thought I am, but Nevertheless, they so a kid 66 00:02:52,280 --> 00:02:54,679 Speaker 1: who doesn't recognize the letters of their name, I get 67 00:02:54,720 --> 00:02:57,680 Speaker 1: that part, that's a specific doesn't hold a pencil. I 68 00:02:57,760 --> 00:03:00,600 Speaker 1: get that. But then they say they struggle with empathy focus. 69 00:03:00,639 --> 00:03:02,480 Speaker 1: What does that mean? And who decides that? I mean, 70 00:03:02,600 --> 00:03:04,680 Speaker 1: where's that beginning to end? You see what I'm saying? 71 00:03:04,720 --> 00:03:07,520 Speaker 1: So are they Are they trying to be alarmist in 72 00:03:07,560 --> 00:03:10,880 Speaker 1: the problems we have? Or do we have a problems 73 00:03:10,919 --> 00:03:13,480 Speaker 1: that we really should be alarmed about. For more from 74 00:03:13,520 --> 00:03:16,600 Speaker 1: The Mic Asking Breakfast, listen live to news Talks at 75 00:03:16,639 --> 00:03:20,560 Speaker 1: B from six am weekdays, or follow the podcast on iHeartRadio.