The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008, p.4) presents an inspiring vision to drive current educational reforms in the preschool and school sectors, “As a nation Australia values the central role of education in building a democratic, equitable and just society….and that values Australia’s Indigenous cultures as a key part in the nation’s history, present and future.” Both the EYLF and The Australian Curriculum are underpinned by the Declaration and its commitment to quality in education and care, with improved outcomes to provide continuity of support for children’s learning in the vital early years (Pendergast & Garvis, 2013). The Declaration enables students to engage in key cultural areas that have become priorities in the Australian Curriculum; Aboriginal and Torres Strait Islander Histories and Cultures and Australia’s Engagement with Asia (ACARA, 2010). Early educators are able to incorporate these priorities with the EYLF to inform their pedagogies and encourage conversations between students, teachers and the wider community (Connor 2011). Tsambouniaris (2016) states that many refugee families come to Australia each year from different parts of the world and Australian early childhood educators should make their services as welcoming and inclusive as possible when receiving these children and families.
It is essential for educators to help children understand the history, culture and lives of the Aboriginal and Torres Strait Islander community. "Aboriginal Education is not only appropriate education of Aboriginal students but also must involve the education of ALL children about Indigenous Australia" (AEGG Inc, 1995, p.4). The NQS emphasises the importance of early childhood services forming partnerships with Aboriginal and Torres Strait Islander communities. For non-indigenous educators the most important thing is to teach in a non-tokenistic way, by engaging with the culture. This can be done by gaining an understanding of the culture through building relationships with Aboriginal and Torres Strait Islander communities. A national event, such as NAIDOC week, provides a good foundation and an opportunity to start learning.
The EYLF supports cultural and linguistic diversity in Learning Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
The EYLF also supports this topic in Learning Outcome 2.2: Children respond to diversity with respect. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
It is essential for educators to help children understand the history, culture and lives of the Aboriginal and Torres Strait Islander community. "Aboriginal Education is not only appropriate education of Aboriginal students but also must involve the education of ALL children about Indigenous Australia" (AEGG Inc, 1995, p.4). The NQS emphasises the importance of early childhood services forming partnerships with Aboriginal and Torres Strait Islander communities. For non-indigenous educators the most important thing is to teach in a non-tokenistic way, by engaging with the culture. This can be done by gaining an understanding of the culture through building relationships with Aboriginal and Torres Strait Islander communities. A national event, such as NAIDOC week, provides a good foundation and an opportunity to start learning.
The EYLF supports cultural and linguistic diversity in Learning Outcome 1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- promoting children’s sense of belonging, connectedness and wellbeing.
- building on the culturally valued learning of individual children’s communities.
The EYLF also supports this topic in Learning Outcome 2.2: Children respond to diversity with respect. The Educator’s Guide to the EYLF (COAG, 2010) states that educators promote this learning by:
- reflecting on their own responses to diversity.
- planning experiences and providing resources that broaden children’s perspectives and encourage appreciation of diversity.
- exposing children to different languages and dialects and encouraging appreciation of linguistic diversity.
- encouraging children to listen to others and to respect diverse perspectives.
- demonstrating positive responses to diversity in their own behaviour and in conversations with children.
- engaging in interactions with children that promote respect for diversity and value distinctiveness.
- exploring the culture, heritage, backgrounds and traditions of each child within the context of their community.
- exploring with children their ideas about diversity.
Other Helpful files:
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developing_shared_understandings_about_aboriginal_and_tsi_peoples’_connection_to_land.pdf | |
File Size: | 349 kb |
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national_declaration_on_the_educational_goals_for_young_australians.pdf | |
File Size: | 977 kb |
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welcoming_refugee_children_and_families_into_our_services.pdf | |
File Size: | 1849 kb |
File Type: |
Some activities that I implemented at my service this year for Reconciliation/NAIDOC weeks.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
reconciliation_week.pdf | |
File Size: | 603 kb |
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References
Aboriginal Education Consultative Group (AECG) Inc (1995). Aboriginal Education Policy. Retrieved 28/8/16, from https://www.det.nsw.edu.au/policies/curriculum/schools/aborig_edu/pd02_35_aboriginal_education.pdf
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2010). The Shape of the Australian Curriculum. Retrieved April 1, 2016, from http://www.acara.edu.au/verve/_resources/shape_of_the_Australian_Curriculum.pdf
Connor, J. (2011). Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum. Canberra: ACARA.
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
NQS - Professional Learning Program (2013) - Aboriginal and Torres Strait Islander Cultures In ECE. - Early Childhood Australia.
Pendergast, D., & Garvis, S. (2013). Teaching early years: curriculum, pedagogy and assessment. Crows Nest, N.S.W: Allen & Unwin.
Published by the Ministerial Council on Education, Employment, Training and Youth Affairs Melbourne [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved April 1, 2016, from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Tsambouniaris, M. (2006). Cultural considerations: Welcoming refugee children and families into our services. Retrieved 30/8/16, from http://thespoke.earlychildhoodaustralia.org.au/cultural-considerations-welcoming-refugee-children-families-services/
Clips/Links:
Early Childhood Australia (2014). Exploring reconciliation in early childhood practice Part 1 of 2. Retrieved 25/8/16, from https://youtu.be/4jZXCLkAmZ4
Early Childhood Australia (2014). Exploring Reconciliation in early childhood practice Part 2 of 2. Retrieved 25/8/16, from https://youtu.be/qGNTG7I9E6U
Early Childhood Australia (2013). Reconciliation in your work with children and families? Retrieved 25/8/16, from https://youtu.be/vrWgD84KB_s
Early Childhood Australia (2012). How do we understand culture identity? Retrieved 25/8/16, from https://youtu.be/8bsGeHEDgjI
Early Childhood Australia (2012). Putting cultural competency into practice. Retrieved 25/8/16, from https://youtu.be/7wdIvMsHY1Q
Early Childhood Australia (2014). Cultural competency Part 1 of 3. Retrieved 25/8/16, from https://youtu.be/_wgwEt5pV8k
Early Childhood Australia (2014). Cultural competency Part 2 of 3. Retrieved 25/8/16, from https://youtu.be/DSRYf-jv7OI
Early Childhood Australia (2014). Cultural competency Part 3 of 3. Retrieved 25/8/16, from https://youtu.be/B3U2gSDRH8Q
Early Childhood Australia (2014). Cultural and linguistic diversity: Case study. Retrieved 25/8/16, from https://youtu.be/IuarRz688es
Early Childhood Australia (2014). Embracing the challenges of cultural and linguistic diversity within the service. Retrieved 25/8/16, from https://youtu.be/t6tXQkm_mCY
Scarlett, R. (2016). Embracing, embedding and expressing cultural diversity in early childhood. Retrieved 25/8/16, from https://youtu.be/bdY6L1sbPnM
Aboriginal Education Consultative Group (AECG) Inc (1995). Aboriginal Education Policy. Retrieved 28/8/16, from https://www.det.nsw.edu.au/policies/curriculum/schools/aborig_edu/pd02_35_aboriginal_education.pdf
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2010). The Shape of the Australian Curriculum. Retrieved April 1, 2016, from http://www.acara.edu.au/verve/_resources/shape_of_the_Australian_Curriculum.pdf
Connor, J. (2011). Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum. Canberra: ACARA.
Council of Australian Governments [COAG]. (2009). Belonging, being & becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workforce.
Council of Australian Governments [COAG]. (2010). Educators Belonging, being & becoming: Educators’ Guide to The Early Years Learning Framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education, Employment and Workforce.
NQS - Professional Learning Program (2013) - Aboriginal and Torres Strait Islander Cultures In ECE. - Early Childhood Australia.
Pendergast, D., & Garvis, S. (2013). Teaching early years: curriculum, pedagogy and assessment. Crows Nest, N.S.W: Allen & Unwin.
Published by the Ministerial Council on Education, Employment, Training and Youth Affairs Melbourne [MCEETYA]. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved April 1, 2016, from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Tsambouniaris, M. (2006). Cultural considerations: Welcoming refugee children and families into our services. Retrieved 30/8/16, from http://thespoke.earlychildhoodaustralia.org.au/cultural-considerations-welcoming-refugee-children-families-services/
Clips/Links:
Early Childhood Australia (2014). Exploring reconciliation in early childhood practice Part 1 of 2. Retrieved 25/8/16, from https://youtu.be/4jZXCLkAmZ4
Early Childhood Australia (2014). Exploring Reconciliation in early childhood practice Part 2 of 2. Retrieved 25/8/16, from https://youtu.be/qGNTG7I9E6U
Early Childhood Australia (2013). Reconciliation in your work with children and families? Retrieved 25/8/16, from https://youtu.be/vrWgD84KB_s
Early Childhood Australia (2012). How do we understand culture identity? Retrieved 25/8/16, from https://youtu.be/8bsGeHEDgjI
Early Childhood Australia (2012). Putting cultural competency into practice. Retrieved 25/8/16, from https://youtu.be/7wdIvMsHY1Q
Early Childhood Australia (2014). Cultural competency Part 1 of 3. Retrieved 25/8/16, from https://youtu.be/_wgwEt5pV8k
Early Childhood Australia (2014). Cultural competency Part 2 of 3. Retrieved 25/8/16, from https://youtu.be/DSRYf-jv7OI
Early Childhood Australia (2014). Cultural competency Part 3 of 3. Retrieved 25/8/16, from https://youtu.be/B3U2gSDRH8Q
Early Childhood Australia (2014). Cultural and linguistic diversity: Case study. Retrieved 25/8/16, from https://youtu.be/IuarRz688es
Early Childhood Australia (2014). Embracing the challenges of cultural and linguistic diversity within the service. Retrieved 25/8/16, from https://youtu.be/t6tXQkm_mCY
Scarlett, R. (2016). Embracing, embedding and expressing cultural diversity in early childhood. Retrieved 25/8/16, from https://youtu.be/bdY6L1sbPnM