Early childhood settings
Example indicators - early childhood
Below are some examples indicators that could be used in early childhood settings. Early childhood has a diverse range of providers that can be council run, community run, not-for-profit, religious-based or for-profit. Most early childhood settings follow the Australian and Victorian Early Years Frameworks and are assessed or audited every few years. These are:
- Belonging, being, becoming. The Early Years Learning Framework for Australia (EYLF).
- Victorian early years learning and development framework (VEYLDF).
The Department of Education and Training offers the Respectful Relationships training and resources designed for early childhood until grade 12. For additional evaluation resources or reflective questions refer to the Respectful Relationships Resource Kit (page 35). Partners in Prevention also have a range of tip sheets and resources for early childhood.
Example process indicators
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# of early childhood centres engaged with the project
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# of staff consultations or presentations
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# of parent/ carer consultations or presentations
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# of leadership, management and staff engaged in consultations or presentations
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# of early childhood centres engaged in gender equity audits of play spaces
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# of early childhood centres engaged in gender equity audits of books
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# of early childhood centres engaged in the development of a gender equity action plan
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# or % of staff that were satisfied with gender audit processes (sex-disaggregated if feasible)
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# or % of staff that actively engage with community about gender equity (sex-disaggregated if feasible)
Example impact indicator examples
As a result of involvement in the project
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The centre(s) has developed a gender equity policy or refers to gender in a diversity and inclusion policy alongside the Australian Early Years frameworks
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Organisational procedures or programs have been developed as a result of involvement with the project
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# of staff that use language that is equitable and respectful and does not promote gender stereotypes or reinforce inequality
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# of overly 'gendered' toys that are redirected or reworked
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# of books that are reviewed regularly or are discussed with a gendered lens
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# of staff that have a deeper understanding of how gender plays a role in how children relate to each other
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# of staff that understand the link between gender equality and prevention of violence against women
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# of staff that report improved skills to promote respect and equity
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# of staff that report using gender neutral language in everyday conversation
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# of children that play with a wider variety of toys
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# of staff/children that are more accepting of children who don't follow gender stereotypical behaviours
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