Preschool Field

Officer Program
Published by the
Communications Division
for Wellbeing Health and Engagement Division
Department of Education and
Training
Melbourne
December 2015

©State of Victoria (Department of Education

and Training) 2015

The copyright in this document is owned by the State of Victoria

(Department of Education and Training), or in
the case of some materials, by third parties (third party materials). No
part may be reproduced by any process except in accordance with the
provisions of the Copyright Act 1968, the National Education Access
Licence for Schools (NEALS) (see below) or with permission.

Authorised by the Department of Education

and Training,
2 Treasury Place, East Melbourne, Victoria, 3002.
ISBN This document is also available on the internet at
[Link]
Contents
Introduction 3

Preschool Field Officer Program 3

Purpose of the Preschool Field Officer Guide 4

Background 5

Contemporary Frameworks for Children's Learning

and Development 5

Diversity, Equity and Inclusion 6

The PSFO Program 8

Who is Eligible for the PSFO service? 8

Who are Children with Additonal Needs? 8

The PSFO Role 8

Capacity Building Support to Kindergarten Educators

10

Working with Families 11

The VEYLDF Principles and the PSFO Program

Qualifications and Capabilities of the PSFO

Monitoring

References 17
 Introduction
The first years of life are crucial to lifelong learning, wellbeing and success –
we are making Victoria the Education State by strengthening early childhood
services for children and families.

With over 70,000 children attending Victorian Government funded

kindergarten programs each year, Victoria has a strong and vibrant early
childhood education system and is committed to supporting the personalised
learning and development of all young children.

Kindergarten programs aim to engage each child in effective learning;

promoting communication, learning, thinking, positive relationships, identity,
health and wellbeing.

Engaging children in high quality programs and services benefits all children
and their families and improves a child’s learning and development
outcomes, emotional wellbeing, longer term educational and social outcomes
and overall life experience.

Research shows that providing high quality early childhood services that
support the diverse needs of children, extra support for families and
appropriate early intervention are effective ways to break the cycle of
disadvantage.

The Department of Education and Training (the Department) provides a

range of policies, programs, supports and resources for early childhood
education and care services to support the delivery of high quality
kindergarten programs for the diverse needs of all children, including children
with disabilities, developmental delays and additional needs.

The Preschool Field Officer (PSFO) program assists educators in funded

kindergarten programs to plan and deliver a kindergarten program that
provides for the access, learning and development, and meaningful
participation of children with additional needs.

The PSFO program also assists kindergartens to link families into the range
of available supports and services in relation to children with developmental
concerns and broader child and family supports.

The PSFO program complements other universal and specialist services that
are available to support children’s learning, development and wellbeing in the
kindergarten program.

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Preschool Field Officer Program
The PSFO program is a locally responsive approach to providing
kindergarten services with practical advice, support and professional
services to enhance service capacity to provide for the access and
participation of children with additional needs. The PSFO’s role is to support
early childhood teachers and educators to build their skills, knowledge and
confidence to plan for and include all children.

Children with additional needs attending a Victorian state government funded

kindergarten program are the target group for PSFO support.

The Department funds community service organisations and local councils to

provide PSFO services across the state. The service utilises an outreach
model, enabling the PSFO to provide services within the kindergarten
program and environment.

There is no cost to the kindergarten program or families for the PSFO service
and it is accessible within the universal service system.

Purpose of the Preschool Field Officer Guide

This guide has been developed for PSFO providers and the PSFOs they
employ to support a consistent understanding and delivery of the PSFO
program.

The guide aligns a contemporary framework to the PSFO role and

incorporates initiatives and research in the early childhood field. It
complements the Specialist Children’s Services Standards (1998) and is
underpinned by the practice principles and outcomes of the Victorian Early
Years Learning and Development Framework (VEYLDF), the foundation for
professional practice of all early childhood professionals, including PSFOs.

The document provides:

 PSFO service providers with information to support employment
processes, ongoing professional development and service delivery
 A framework for the PSFO role
 Information regarding the existing performance measures and data
collection requirements.

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 Background

Contemporary Frameworks for Children’s Learning and

Development
There have been significant changes to both State and Commonwealth
children’s services in recent years through the introduction of both the
National Quality Framework (NQF) and the VEYLDF. These frameworks
guide early childhood education and care professionals in their work with
young children, including children attending funded kindergarten programs.

The VEYLDF advances all children’s learning and development from birth to
eight years by supporting all ECEC professionals to work together with
families to achieve common outcomes for all children. The VEYLDF sets the
highest expectations for every child and identifies eight practice principles to
guide professionals and five early years learning and development outcomes
for all children.
It also links directly with the NQF for Early Childhood Education and Care
services (ECEC).

The following overarching principles underpin the NQF:

 the rights and best interests of the child are paramount
 children are successful, competent and capable learners
 equity, inclusion and diversity underpin the framework
 Australia’s Aboriginal and Torres Strait Islander cultures are valued
 the role of parents and families is respected and supported
 best practice is expected in the provision of education and care
services.

Both the VEYLDF and NQF raise and drive continuous improvement in the
ECEC sector.
The PSFO program is delivered within the context of these frameworks.

Further information regarding these frameworks can be found via the

following links:
[Link]
[Link]
[Link]

In addition, the Revised ECIS Literature Review (2010) highlighted the

current evidence base for understanding how young children learn and the
importance of supporting the key environments where children spend their
time (e.g. kindergarten program) so that these environments may be as
supportive of children’s learning and development as possible.

Key themes that have emerged from recent research include:

 children’s development is shaped by the environments in which they
live, and spend most of their time

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  the importance of children’s social and physical environments for their
ongoing learning and development
 the understanding that these environments need to be as fully
supportive of children’s learning and development as possible
 the importance of relationships for children’s learning and development
 the pivotal role of the educator in optimising learning and development
outcomes for children through intentional, sustained and shared
interactions
 the understanding that an inclusive kindergarten fosters the
development of a sense of belonging and respects individuality and
diversity in order to promote all children’s learning, development and
well-being
 the changing role of specialist services from working solely with the
child to building the capacity of key adults in the child’s life to support
the child’s learning and development.

Diversity, Equity and Inclusion

Over the past decades there has been a paradigm shift in the way disability
and additional needs are conceptualised, involving a shift from a model of
functional deficit to a model of disability that places it within a social context
and recognises that attitudes and environments can constrain the functioning
and participation of children with disabilities and additional needs as much as
their impairments do. (Revised ECIS Literature Review (2010))

Successful inclusion in kindergarten programs recognises the diversity of all

children and creates a context where all children are valued and experience
a sense of belonging and are encouraged to reach their full potential in all
areas of development alongside their peers.

Equity means providing all people with the supports they require to make the
most of their rights and opportunities. Equity in early childhood means
supporting all children to participate fully in the learning and development
opportunities within the kindergarten program.

Research indicates there are a range of strategies that address the identified
barriers to inclusion and support successful inclusion. At the core of this in
the early childhood setting are the attitudes and skills of the early childhood
teacher and educator. The PSFO program supports the kindergarten team to
develop the confidence to plan for and support the diversity of all children to
engage in the kindergarten program.

The right to inclusive programs is articulated in the United Nations

Convention on the Rights of People with Disabilities 2009 and the
Convention on the Rights of the Child.

It is acknowledged that ‘inclusion’ in the broader context may include children

of cultural and linguistic diversity and children from Aboriginal and Torres
Strait Islander backgrounds as well as children with a disability. For the

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 PSFO role, the target group - children with additional needs refers to children
with developmental concerns.

Consistent with these UN conventions the Australian Government expresses

its commitment to inclusive education through the Disability Standards for
Education 2005 which outline legal obligations for educational services under
the Disability Discrimination Act 1992. This legislation ensures the right of
every child who experiences disability to education on the same basis as
children without disabilities, including in kindergarten settings. This
recognises that each child is different and that some children may require
additional support to participate on the same basis. It also recognises that
educators may need access to additional supports and resources to ensure
they are able to provide a fully inclusive program.
Disability Standards for Education: A practical guide for individuals, families
and communities is available via the website:
[Link]

Under the legislation and policies outlined above it is important that PSFOs
understand the obligations of service providers and early childhood teachers
and educators, to children with additional needs and their families.

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The PSFO program

Who is Eligible for the PSFO Service?

All Victorian state funded kindergarten programs are eligible to receive PSFO
services to support the access and participation of children with additional
needs in a kindergarten program. Funded kindergarten programs are
provided in a variety of settings including children’s centres, long day care
centres, community kindergartens, independent schools and a small number
of government schools.

Parents of children in funded kindergarten programs who have concerns

regarding their child’s development are encouraged to discuss these with
their child’s kindergarten educator in the first instance. Where a parent
directly contacts the PSFO program, the PSFO will liaise with the relevant
kindergarten educator to progress the referral.

Who are Children with Additional Needs?

The PSFO Program defines children with additional needs as children in a
funded kindergarten program presenting with developmental concerns.
Developmental concerns may be associated with any area of a children’s
development, from language delays or challenging behaviours through to
children with multiple disabilities. Children must be attending or about to
commence a funded kindergarten program for the kindergarten to receive
PSFO support.

The target group is also inclusive of children in receipt of Early Start

kindergarten funding who are attending a kindergarten program delivered by
a degree qualified early childhood educator.

Please note that if a child’s development is already supported by an early

childhood intervention service it is expected that the kindergarten educator
will seek inclusion support from this provider, not the PSFO.

The PSFO Role

While the PSFO program can play an important role in supporting children
with additional needs, the primary role of the PSFO is to engage with the
early childhood educator, not to work one on one with children. It is important
that the PSFO program actively builds capacity in those early childhood
educators directly working with children every day.

This capacity building approach of early childhood educators is also referred

to as a ‘with and through others’ approach and recognises that those who
are with the child the most will have a greater impact on the child’s
development. It is important that the early childhood teachers and educators
gain the knowledge, skills and confidence to embed learning and

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 development opportunities that meet the diverse needs of all children within
the program. This includes responding to children with additional needs and
providing for their inclusion in the everyday learning opportunities, activities
and routines.

Seen in this light, the overall aim of the PSFO program is to ensure that early
childhood teachers and educators continually improve their capacity to
provide young children who have additional needs with the experiences and
opportunities that promote their learning and development, and enable them
to participate meaningfully in the program. The PSFO program helps
educators to build their confidence, knowledge and skills to provide an
inclusive program that is responsive to the needs of all children.

As facilitators of change, the manner in which PSFOs engage the

kindergarten team is as important as their knowledge of both child
development and of appropriate strategies for supporting children’s
additional needs. To assist educators to respond to the needs of children and
their families, PSFO professionals should understand the factors that
influence effective adult learning and build respectful collaborative
partnerships that recognise and build on educators’ strengths.

Kindergarten programs aim to provide high quality inclusive and personalised

learning and development programs that respect the diversity of all children
and recognise the unique path that all children take in their learning and
development. Early childhood educators recognise and address the barriers
to children’s learning and participation. Educators may require support to
identify areas and situations where focussed support or intervention is
required to improve a child’s learning and development.

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Capacity Building Support to Kindergarten Educators
Capacity building is provided through a range of strategies that assist the
educator to plan and implement a program that is responsive to the learning
and development needs of children with additional needs.
This approach supports educators to see themselves as having both the
responsibility and capability to plan for all children in the kindergarten
program and that it is not only ‘specialists’ with specialist skills who can
support the learning and development of children with additional needs.

Support to educators may include:

 provision of information and resources, and identification of adaptations,
strategies and experiences to inform programming for a child with
additional needs
 supporting a kindergarten educator’s identification of a child with
additional needs through contributing to the assessment of the child’s
capabilities as well as their learning and development needs
 supporting a kindergarten educator’s confidence and capacity to
respond to a parent’s concerns regarding their child’s development
 provision of planning support that respects, acknowledges and
complements the educator’s expertise in supporting children’s learning
and development
 coaching of an educator to assist with planning and implementation of
an inclusive kindergarten program that supports a child with additional
needs
 building professional partnerships and collaborative relationships with
kindergarten educators
 modelling of specific skills, suggestions and strategies with educators
 assistance to an educator to embed child specific teaching and learning
approaches and opportunities into the everyday kindergarten
environment
 identification of referral pathways and facilitation of linkages for families
to the range of child and family supports, including more specialised
assessment and services where indicated.

The role complements the range of supports provided by other specialist

services and kindergarten supports including:
 case coordination for vulnerable children and families
 professional development of early childhood educators
 early childhood intervention services
 parenting and family support services
 quality and regulatory early childhood education and care supports
 kindergarten cluster management
 Kindergarten Inclusion Support Packages (KIS) program.

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 Working with Families
PSFOs recognise that families are the child’s first teacher, know their child
and can provide important information regarding the child’s development.
PSFOs can support educators to build a trusting and respectful relationship
with families that enable educators to plan and provide for the ongoing
learning and development of the child in the kindergarten program.
PSFOs can use a range of capacity building strategies that may include
acting as role models for strength based conversations with parents
regarding their child’s development or acting as support for the educator as
they lead conversations with families. Part of this work focusses on building
the skills and confidence of the kindergarten educator to respect the family
as decision maker for their child and support the educator to understand the
range of services and supports available to enhance child and family
functioning.

The PSFO does not directly deliver intervention to a child within the
kindergarten setting, but acts as a consultant and coach to the early
childhood educator. This approach may include contact with the child and
family in the kindergarten setting, recognising that this work is done with and
through the kindergarten educator in a manner that respects the educator’s
ongoing relationship with the child and family. It also builds the educator’s
skills to develop and implement inclusive strategies for all children in
collaboration with their families.

With parent/carer consent the PSFO can directly observe the child in the
kindergarten environment and contribute to the educator’s assessment of a
child’s capabilities as well as their learning and development needs in the
kindergarten program. This information assists educators and families to
make informed decisions regarding referral pathways for specialised
assessment or support services. PSFOs also assist the educator to identify
and link families to the range of supports available and support the
educator’s program planning for the child in the kindergarten.

Where a kindergarten seeks the PSFO service in relation to a child, the early
childhood educator is required to obtain informed consent from
parents/guardians/carers for PSFO involvement with their child, prior to
requesting PSFO assistance.

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The VEYLDF Principles and the PSFO
Program
The VEYLDF provides a framework for collaborative practices across early
years services. The practice principles of the VEYLDF that guide the PSFO
program and inform interactions with educators and families are arranged
into three categories: Collaborative; Effective; and Reflective.

Collaborative:
Family Centred Practice
Family centred practices build confidence and capacity.
PSFOs recognise the primary influence that families play on the learning and
development of their child and respect the pivotal role that families play in the
child’s life. Consent from families is obtained prior to any involvement with a
child in the kindergarten program. PSFOs support parent professional
partnerships by encouraging and supporting educators to use the family’s
understanding of their child to inform their planning, and to actively engage
families and provide them with feedback about their child.

Responsiveness to the diversity of children, families and educators informs

delivery of the PSFO program. PSFOs seek to maximise the use of universal
and targeted services to support an integrated service system for families.
They do so in a respectful manner that demonstrates an understanding of
the longer term relationship that the educator has with the family and child
during the kindergarten year.

Partnerships with Professionals

The work of the PSFO requires a collaborative partnership approach with
early childhood teachers and educators. This effective partnership enables
sharing and the exchange of knowledge and expertise which build capacity.
PSFOs support a coordinated approach and seek not to duplicate services
by working with others to provide a coordinated service delivery approach.
PSFOs also participate in professional networks to facilitate the identification,
referral pathways and inclusion of children with additional needs in universal
services. PSFOs use the common language of the five VEYLDF outcomes to
support collaborative approaches between early childhood professionals and
families.

High Expectations for Every Child

PSFOs support families and educators to have high aspirations for all
children, including those with additional needs, in the knowledge that this
enables children to experience success in their learning and development.
The principle of high expectations for all children recognises that every child
can learn. PSFOs support educators to explore the different resources,
supports and opportunities that can be provided for children with additional

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 needs to ensure they benefit from the learning and development
opportunities within the kindergarten program.

Effective:
Equity and Diversity
Professionals who respect diversity respond to each child’s unique learning
needs. Equity means providing all people with the supports they require to
make the most of their rights and opportunities. Equity in early childhood
means supporting all children to participate fully in the learning and
development opportunities within the kindergarten program. PSFOs support
educators to enhance inclusive programming that meets the needs of all
children, in particular children who have additional needs.

Respectful Relationships and Responsive Engagement

Respectful relationships form the basis of all children’s learning and
development. When children and families have a connection, feel welcome
and have a positive relationship with the team of early childhood teachers
and educators they thrive in the kindergarten environment. PSFOs support
the team to make connections with their children and families, to work
positively on their abilities and strengths and get to know them on an
individual basis. PSFOs use strength based approaches that build the
capacity of educators, whilst respecting and acknowledging their expertise.

Integrated Teaching and Learning Approaches

Inclusive practices are at the core of integrated teaching and learning
approaches. PSFOs support kindergarten teams to provide personalised
learning and development opportunities including adult led learning, guided
play and learning, and child directed play.

Assessment for Learning and Development

Assessment of children’s development should be authentic and take into
account child, family and educators’ perspectives. PSFO observations of
children with additional needs in the kindergarten program take a strengths
based approach that reflects the VEYLDF learning and development
outcomes: identity; community; wellbeing; learning; and communication.
Any observation and assessment is objective and may challenge
preconceived ideas regarding a child’s capabilities and open new ways of
thinking about a child’s needs and the support they may require.

Reflective:
Reflective Practice
Reflective practice is a core component of PSFO work as they seek to build
the capacity of others. PSFOs reflect on their own practice and work to assist
educators to reflect on theirs. PSFOs seek to understand the child from the
educator’s perspective and provide services that build the skills of others.

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PSFOs seek feedback from families and educators regarding their service
and use this information to inform continuous service improvement.

Qualifications and Capabilities of the PSFO

PSFOs should be a degree qualified early childhood educator with
experience in delivering high quality inclusive kindergarten programs and
have the following capabilities:

 a practical and theoretical knowledge of both program planning and

program delivery in kindergarten settings

 an understanding and ability to apply the practice principles and child

outcomes of the VEYLDF in their PSFO role

 a strong understanding of typical and atypical child development as

well as the potential impact of additional needs on a child’s learning,
wellbeing and development

 strong interpersonal and communication skills

 a sound understanding of program strategies and adaptations to

support children’s learning

 expertise and knowledge of specialist referral networks that bridge the

gap between kindergarten and specialist services

 a strong understanding of inclusive practice to support responsiveness

to the diverse needs of all children in the context of kindergarten
programs

 an understanding of the impact of trauma and disadvantage on a

child’s development and the importance of relationships in fostering a
child’s learning and development

 an understanding of how to facilitate change and experience with

capacity building strategies including collaboration, consultation and
coaching

 a demonstrated ability to work in collaborative partnerships with other

professionals, build and manage a diverse range of networks and form
positive working relationships with early childhood professionals

 a demonstrated knowledge and understanding of the barriers and

enablers of inclusion in kindergarten settings

 experience in responding to the diversity of children, families and

educators including recognising and building on strengths.

Department of Education and Training 14

 Monitoring
Monitoring and review
Government-funded organisations that deliver PSFO services are monitored
against the performance measures and targets specified for this activity in
the service agreement. Standard performance measures for this activity are
outlined below. Monitoring is undertaken through data collection
requirements as listed here and financial accountability requirements as
specified in the service agreement.

Funding is subject to the delivery of specific targets. Where annual

performance is less than 95 per cent of target performance, the funded
organisation will be required to provide the Department with a justification for
retaining full funding.

Performance measures and data collections

Funding for this activity is based on actual service levels, which may be
adjusted in accordance with periodic reconciliations. IRIS provides an
electronic data collection and reporting tool. Funded services are required to
enter details of all services delivered in the PSFO program through this
system.

Reporting
Performance Measures Reporting due date
frequency

Number of clients Quarterly 15 October, 15

January, 15 April, 15
July
Percentage of clients sampled who Yearly 15 July
are satisfied with the service
provided (target = 85 per cent)

Data collections

Integrated Reports and Information Quarterly 15 October, 15

Systems (IRIS) January, 15 April, 15
July

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Counting Rules
Purpose Definition of Counting Example Data Source
terms Rules
Number of clients assisted by the program
This Clients are Count each Cases open at As per
performance defined as child once in a the beginning indicators in
measure children with financial year. of the financial IRIS
provides additional 1. Count year (1 July) = consistent with
information needs who cases in the 43. the National
about the attend a 1st quarter: New cases Minimum Data
number of government- opened during Set (NMDS).
children funded  at the start
of the period 2nd quarter = Agency
receiving kindergarten 12, 3rd quarter completes
support from and receive  opened = 2, 4th data as cases
the PSFO support during the quarter = 30. proceed and
Service. through the quarter submits it to
PSFO Number of
clients the
program. Department
2. Count new receiving a
service = 87 via IRIS export
cases opened
(43 + 12 + 2 + each quarter.
for the
remaining 30).
three quarters.
Percentage of clients sampled who are satisfied with the service
This Clients are Number of Number of Community
performance defined as clients sampled service
measure parents whose sampled who clients who organisations
provides children attend are satisfied are satisfied and regions
information kindergarten with the with the complete
about the programs and service service = 9. client survey
quality and receive provided Number of annually and
effectiveness assistance divided by the clients forward it to
of the services from the total number sampled = 10. the relevant
provided by PSFO of clients Department of
the PSFO program. sampled. Percentage of Education and
Service. clients Training
sampled who regional
are satisfied personnel.
with the
service = 9 ÷
10 × 100 = 90
per cent.

Standards and guidelines

 Specialist Children’s Services Program Standards, DHS (1998)
[Link]
[Link]
 Victorian Acts and Statutory Rules are available from the Victorian Legislation
and Parliamentary Documents website at [Link]

Department of Education and Training 16

 References
Department of Education and Training; Victorian Curriculum and Assessment
Authority. (2009) Victorian Early Years Learning and Development
Framework for Children from Birth to 8 Years.
[Link]
[Link]

Department of Education, Employment and Workplace Relations for the

Council of Australian Governments (2009). Belonging, Being Becoming: The
Early Years learning Framework for Australia. Australian Government,
Canberra. [Link]

Moore,T. (2010) Early Childhood Intervention Reform project: Revised

Literature Review 2010. Department of Education and Training, Melbourne.
[Link]
.aspx

Department of Education and Training 17