The Queensland Department of Education respects the cultural issues that come with the recording and publication of photographs.
Many of the photographs featured in this resource are from the Early Years Places within the communities of Doomadgee, Mornington Island, Mount Isa and Palm Island and have been used with permission. If someone shown in this resource has passed away, these images may cause distress to some readers.
Notice to readers
The Queensland Department of Education respects the cultural issues that come with the recording and publication of photographs.
many of the photographs featured in this resource are from the Early Years Places within the communities of Doomadgee, Mornington Island, Mount Isa and Palm Island and have been used with permission. If someone shown in this resource has passed away, these images may cause distress to some readers.
Each child grows their way.
Each family is on their own journey.
We grow children together.
Foundation knowledge
First time on this site? We recommend you start with the Foundation knowledge section. It can help you get the most out of Ready Together.
This resource translates learnings from child (and brain) development research into everyday language. It is grouped in 6 'ages and stages' from pregnancy to age 5. Look up an age group or read them all.
Hear what people working in early childhood have to say about Ready Together.
When we look at um Ready Together, it's culturally appropriate.
You know it has been designed and developed by local people that are at the grass roots level.
There's a lot of information, so there's information on a child's milestones, on child development, on brain development.
How the brain develops over time from being in your womb to the age of five.
I honestly think it's amazing, it's something that can really be used within community not just within Indigenous communities like all over Australia.
It's easy to understand.
We can take this resource out to our community.
It integrates the Indigenous knowledge that was already there and the Indigenous approaches that have already been used and it values that knowledge and uses it as a framework and then integrates you know, people like me with the latest um science.
This resource is a deadly resource, and that should stay around for many years to come, for encouragement for our young and old.
About Ready Together
This online resource is designed to help staff, parents/carers and the community work together to give their children the best possible start in life.
This online resource provides child development information and guidance in an easy-to-use digital format. It is based on the following documents published in 2019: Ready Together: Holistic child development resource and its accompanying Learning guide (included online as 'Foundation knowledge').
Ready Together draws on a range of research about brain development and child development, and translates it into everyday language and visual form. The information is broken down into ages and stages from pregnancy to 5 years. Each child grows at their own pace and in their own way. These stages are meant to be a guide rather than set in stone.
This information can help staff deliver activities and provide parents/carers with the tools and knowledge needed to give their children the best possible start from pregnancy to age 5. Our aim is that, as a result, children will be ready for school.
Readiness does not only rest on the child, but on their environments—their families, early childhood settings, schools, neighbourhoods and communities.[1] School readiness includes children's readiness for school, school's readiness for children, and the capability of parents/carers and communities to provide developmental opportunities for young children. [2] It is important that everyone is ready together.
[1] Kagan, S L and Rigby, D E 2003, Improving the Readiness of Children for School: Recommendations for State Policy, Centre for the Study of Social Policy, Washington.
[2] Emig, C, Moore, and Scarupa, H J 2001, 'School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children' in Child Trends Research Brief, October edition.
About Ready Together
This online resource provides child development information and guidance in an easy-to-use digital format. It is based on the following documents published in 2019: Ready Together: Holistic child development resource and its accompanying Learning guide (included online as 'Foundation knowledge').
Ready Together draws on a range of research about brain development and child development, and translates it into everyday language and visual form. The information is broken down into ages and stages from pregnancy to 5 years. Each child grows at their own pace and in their own way. These stages are meant to be a guide rather than set in stone.
This information can help staff deliver activities and provide parents/carers with the tools and knowledge needed to give their children the best possible start from pregnancy to age 5. Our aim is that, as a result, children will be ready for school.
Readiness does not only rest on the child, but on their environments—their families, early childhood settings, schools, neighbourhoods and communities.[1] School readiness includes children's readiness for school, school's readiness for children, and the capability of parents/carers and communities to provide developmental opportunities for young children. [2] It is important that everyone is ready together.
[1] Kagan, S L and Rigby, D E 2003, Improving the Readiness of Children for School: Recommendations for State Policy, Centre for the Study of Social Policy, Washington.
[2] Emig, C, Moore, and Scarupa, H J 2001, 'School Readiness: Helping Communities Get Children Ready for School and Schools Ready for Children' in Child Trends Research Brief, October edition.
Story of the artwork
Developed by community members and artists around Queensland, the artwork named 'Ngana Waguna Woori Mumba' means 'we grow children together'.
The style and art used in this resource have been taken from an original artwork commissioned by the Queensland Department of Education as part of a campaign to promote learning in the early years.
Ngana Waguna Woori Mumba is an artwork developed by community members and artists around Queensland to represent the early learning journey of Aboriginal and Torres Strait Islander children.
The name 'Ngana Waguna Woori Mumba' means 'we grow children together' in Alice River language of the Iningai Country, the birthplace of lead artist, Suzanne Thompson. The idea of a shared approach to the early learning journey is reflected in both the artwork and how it was created.
The artwork expresses the important role of knowledge, connection and culture in the early years for Aboriginal and Torres Strait Islander children. It represents the role of ancestors who are always watching over our children and community, and shows the part we all can play in supporting our children to grow, learn and thrive.
Certain parts of the original artwork have been used in this resource because they hold special meaning. The colours ensure a bright, child-focussed look. The footsteps in partnership represent two people walking side by side, learning from each other every step they take.
The bright shifting colours throughout the body of the serpent represent the fluid and vibrant activity of learning and the exchange of love and support from the child to community and back. The merging of colours throughout the body of the serpent reflects how learning and development come in many forms and are fluid rather than structured and linear.
Story of the artwork
The style and art used in this resource have been taken from an original artwork commissioned by the Queensland Department of Education as part of a campaign to promote learning in the early years.
Ngana Waguna Woori Mumba is an artwork developed by community members and artists around Queensland to represent the early learning journey of Aboriginal and Torres Strait Islander children.
The name 'Ngana Waguna Woori Mumba' means 'we grow children together' in Alice River language of the Iningai Country, the birthplace of lead artist, Suzanne Thompson. The idea of a shared approach to the early learning journey is reflected in both the artwork and how it was created.
The artwork expresses the important role of knowledge, connection and culture in the early years for Aboriginal and Torres Strait Islander children. It represents the role of ancestors who are always watching over our children and community, and shows the part we all can play in supporting our children to grow, learn and thrive.
Certain parts of the original artwork have been used in this resource because they hold special meaning. The colours ensure a bright, child-focussed look. The footsteps in partnership represent two people walking side by side, learning from each other every step they take.
The bright shifting colours throughout the body of the serpent represent the fluid and vibrant activity of learning and the exchange of love and support from the child to community and back. The merging of colours throughout the body of the serpent reflects how learning and development come in many forms and are fluid rather than structured and linear.
Acknowledgements
The Ready Together resource would not be what it is without the honest and generous contributions of many parties.
Acknowledgement of Country
The Department of Education (the department) acknowledges the traditional custodians of the lands where this work took place and their Elders past, present and emerging. The department honours and respects the histories, cultural heritage, customs and beliefs of all Aboriginal and Torres Strait Islander peoples of this country.
Funding providers
This resource was created as part of a place-based project called Ready Together: Remote Early Years Transitions. The project was funded by the Australian Government and delivered by the Queensland Department of Education through Early Years Places in remote communities including Doomadgee, Mornington Island, Mount Isa and Palm Island. The project contributed to achieving equitable participation by Aboriginal and Torres Strait Islander children and parents/carers in early childhood education and care.
Co-design
The idea for the resource grew out of a need expressed by the staff from the 4 Early Years Places shown in the map below. These staff required knowledge about early childhood development and brain development in their roles.
These staff then worked alongside the department for 2 years to co-design the resource. They gave feedback on each draft at a series of workshops, making sure the language, information and design were right.
They shared insights about child development, parenting and what works in their communities to ensure children thrive. Out of this collaborative effort, the Ready Together resource was born.
The following people contributed to Ready Together:
Dumaji Children and Family Centre, Doomadgee
Dawn Aplin
Marsha Buhmann
Dariel Cairns
Elaine Cairns
Guy Douglas
Bruce Davis
Cecilia Douglas
Rhonda Evans
Lee George
Cynthia Hookey
Jadine Johnny
Craig Logan
Adriel O'Keefe
Delwyn O'Keefe
Lana O'Keefe
Teonie Walden
Alfred Ned
Terri Ridgeway
Isabel Toby
Kirstie Walden
Ngakulwen Nyerrwe Children and Family Centre, Mornington Island
Anne Hodge
Sarah Isaacs
Wendy Penwarden
Joan Rupa
Susan Sewter
Richard Sewter
Martika Stafford
Jennifer Sewter
Ngukuthati Children and Family Centre, Mount Isa
Krystle Chong
Tracy Groom
Kasey Ketchup
Rosemary Lemson
Melissa Luff
Danielle Radcliffe
Joice Rueben
Lee-Anne Stewart
Palm Island Children and Family Centre, Palm Island
Ray Ahmit
Nicole Baira
Bernadine Castors
Jenny Evans
Marina McKean
Dyella Morgan
Mersane Oui
Project team
Marissa Balch
Andrew Bruce-Sanders
Sarah Callinan
Danielle Cassidy
Anita Pryde
Peer review
Caroline Aldridge
Rachelle Bakker
Penny Creamer
Rebecca Fogarty
Raelee Hall
Carol Hughes
Nikki Jamieson
Stephanie Kirby
Lyn Luxford
Carolyn Mcburney
Lynne Moore
Kerryn Moroney
Katie Oudyn
Jennifer Shaw
Iona Tait
Stacey Jeffrey-Hannam
Eden Davis
Nathan Wallis
Reflect and plan
The Reflect and plan sections in the resource use concepts from Results Based Accountability (RBA), derived from the books Trying Hard is Not Good Enough and Turning Curves: An Accountability Companion Reader by Mark Friedman (2015).
Acknowledgements
Acknowledgement of Country
The Department of Education (the department) acknowledges the traditional custodians of the lands where this work took place and their Elders past, present and emerging. The department honours and respects the histories, cultural heritage, customs and beliefs of all Aboriginal and Torres Strait Islander peoples of this country.
Funding providers
This resource was created as part of a place-based project called Ready Together: Remote Early Years Transitions. The project was funded by the Australian Government and delivered by the Queensland Department of Education through Early Years Places in remote communities including Doomadgee, Mornington Island, Mount Isa and Palm Island. The project contributed to achieving equitable participation by Aboriginal and Torres Strait Islander children and parents/carers in early childhood education and care.
Co-design
The idea for the resource grew out of a need expressed by the staff from the 4 Early Years Places shown in the map below. These staff required knowledge about early childhood development and brain development in their roles.
These staff then worked alongside the department for 2 years to co-design the resource. They gave feedback on each draft at a series of workshops, making sure the language, information and design were right.
They shared insights about child development, parenting and what works in their communities to ensure children thrive. Out of this collaborative effort, the Ready Together resource was born.
The following people contributed to Ready Together:
Dumaji Children and Family Centre, Doomadgee
Dawn Aplin
Marsha Buhmann
Dariel Cairns
Elaine Cairns
Guy Douglas
Bruce Davis
Cecilia Douglas
Rhonda Evans
Lee George
Cynthia Hookey
Jadine Johnny
Craig Logan
Adriel O'Keefe
Delwyn O'Keefe
Lana O'Keefe
Teonie Walden
Alfred Ned
Terri Ridgeway
Isabel Toby
Kirstie Walden
Ngakulwen Nyerrwe Children and Family Centre, Mornington Island
Anne Hodge
Sarah Isaacs
Wendy Penwarden
Joan Rupa
Susan Sewter
Richard Sewter
Martika Stafford
Jennifer Sewter
Ngukuthati Children and Family Centre, Mount Isa
Krystle Chong
Tracy Groom
Kasey Ketchup
Rosemary Lemson
Melissa Luff
Danielle Radcliffe
Joice Rueben
Lee-Anne Stewart
Palm Island Children and Family Centre, Palm Island
Ray Ahmit
Nicole Baira
Bernadine Castors
Jenny Evans
Marina McKean
Dyella Morgan
Mersane Oui
Project team
Marissa Balch
Andrew Bruce-Sanders
Sarah Callinan
Danielle Cassidy
Anita Pryde
Peer review
Caroline Aldridge
Rachelle Bakker
Penny Creamer
Rebecca Fogarty
Raelee Hall
Carol Hughes
Nikki Jamieson
Stephanie Kirby
Lyn Luxford
Carolyn Mcburney
Lynne Moore
Kerryn Moroney
Katie Oudyn
Jennifer Shaw
Iona Tait
Stacey Jeffrey-Hannam
Eden Davis
Nathan Wallis
Reflect and plan
The Reflect and plan sections in the resource use concepts from Results Based Accountability (RBA), derived from the books Trying Hard is Not Good Enough and Turning Curves: An Accountability Companion Reader by Mark Friedman (2015).
Culture and development
Nathan Wallis, Neuroscience educator, introduces this resource. 'It's about connection, it's about culture, and it's about people.'
'The 1990s were described as the decade of the brain because we learnt more about the brain in that era than we had in the previous 300 hundred years. For Aboriginal and Torres Strait Islander people, this brain development knowledge is really a return to knowledge, not new knowledge at all. What Western science has been able to achieve with brain scans, longitudinal studies and other such research is that the old ways, the original ways, the ways of the Elders, are what children truly need to thrive. It's about connection, it's about culture, and it's about people. In these pages lies wisdom of the oldest culture known on the planet and intermingled is the contribution made by Western science in the last 100 years. These interweave naturally and beautifully. Enjoy this resource and recognise it for the treasure it is.'
'The 1990s were described as the decade of the brain because we learnt more about the brain in that era than we had in the previous 300 hundred years. For Aboriginal and Torres Strait Islander people, this brain development knowledge is really a return to knowledge, not new knowledge at all. What Western science has been able to achieve with brain scans, longitudinal studies and other such research is that the old ways, the original ways, the ways of the Elders, are what children truly need to thrive. It's about connection, it's about culture, and it's about people. In these pages lies wisdom of the oldest culture known on the planet and intermingled is the contribution made by Western science in the last 100 years. These interweave naturally and beautifully. Enjoy this resource and recognise it for the treasure it is.'
