WEEK 4,June 17, 19, 20

Partnerships, relationships and collaboration with families and communities

I participated in a Multilingual Song and Rhyme Morning arranged by my supervisor to foster inclusion, honor cultural diversity, and enhance connections with families. Families were encouraged to share songs or rhymes in their native languages with the kids. I contributed to the event by assisting in the setup of the learning space and motivating families to get involved.

In the session, I participated in the group as both a facilitator and a member. I played a part by introducing a traditional Nepali children's rhyme, clarifying its significance, and leading the children with gestures that corresponded to the lyrics. While families showcased songs in languages like Hindi, Mandarin, and Arabic, I contributed to sustaining interest by demonstrating attentive listening, joining in the singing, and motivating children to take part with assurance. This comprehensive experience enabled children to recognize their cultural identity within the curriculum and promoted significant connections with their families.

This activity aligns with EYLF Outcome 1 by fostering a robust sense of identity and belonging through the recognition and celebration of every child's cultural heritage (Department of Education, 2022). It also corresponds with Outcome 5, as children participate in various communication and language methods via culturally rich songs and group engagements (Department of Education, 2022).

The experience, from a theoretical standpoint, illustrates Vygotsky’s Sociocultural Theory, which highlights the importance of learning via social and cultural interactions, especially through collective language experiences (Vygotsky, 1978). It also corresponds with the Funds of Knowledge approach, acknowledging the significant impact of families' cultural and linguistic insights on the educational setting (González, Moll & Amanti, 2005).

 

 

Dignity, equity, diversity, cultural competence, and inclusion

I joined the children at Montessori Academy in a daily Acknowledgement of Country, where we thanked the Dharawal people, the Traditional Custodians of the land. Each morning, we sat together and said:

“We would like to say thank you to the Dharawal people for letting us learn and play on your land. We promise to take care of the land, the animals, and each other.”

To support the children’s understanding, I utilised natural objects like leaves, stones, and explained the meaning of Country. Over time, I noticed children becoming more confident and enthusiastic. One child said, “We are taking care of Dharawal land when we pick up rubbish,” while another added, “The Dharawal people are the first people. We say thank you every day.” These moments showed me that the children were connecting emotionally and intellectually with the concept.

This approach aligned with EYLF Outcome 1, assisting children in feeling connected and nurturing a deep sense of belonging, and Outcome 2, as they showed increasing respect for culture, community, and environment (Department of Education, 2022). The voices of the children showcased their developing cultural understanding and social accountability.
Aligned with Montessori principles, this daily routine embodied Grace and Courtesy, encouraging children to show kindness, respect, and gratitude in significant ways.
This experience corresponds with Vygotsky’s Sociocultural Theory, emphasizing learning via shared cultural experiences (Vygotsky, 1978), and Bronfenbrenner’s Ecological Systems Theory, which recognizes the influence of social and cultural elements on child development (Bronfenbrenner, 1979).
The routine corresponds with NQS Quality Area 1 (Educational Program and Practice) by incorporating inclusive and significant cultural learning into daily activities, and Quality Area 6 (Collaborative Partnerships with Families and Communities), by acknowledging the significance of land and culture each day (ACECQA, 2018).

Respecting Aboriginal and Torres Strait Islander Peoples and Cultures

Respecting Aboriginal and Torres Strait Islander cultures is the most essential in early childhood education. this helps children learn about the First Peoples of Australia, their history, land and their traditions. By including cultural stories and art, children build understanding, respect, and a strong connection to Country (Department of Education, 2022). I gave the children a paper with a snake outline to do dot painting. I explained that Aboriginal people use dot painting to tell stories about animals and land, like the Rainbow Serpent. I showed pictures of dot paintings and gave the children cotton buds to make dots on the snake. The children were excited and said things like, “My snake is the Rainbow Snake” and “Dots tell a story.” about aboriginal .This showed they were learning about Aboriginal culture and stories. This activity helped children connect with culture and community, which is part of the Early Years Learning Framework (EYLF Outcome 2) (Department of Education, 2022). It also helped them be creative and express themselves (EYLF Outcome 4) (Department of Education, 2022). The activity links to Vygotsky’s idea that children learn through talking and doing things with others (Vygotsky, 1978). It matches the Bronfenbrenner’s idea that children grow with support from their culture and environment (Bronfenbrenner, 1979). It meets the National Quality Standard because includes cultural learning in the program (Quality Area 1) respecting Aboriginal culture in the community (Quality Area 6) (ACECQA, 2018). Through this activity, I learned how important it is to include Aboriginal culture in fun, hands-on ways. The children enjoyed learning and respected the culture.