ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.
We usually talk about sustainability in relation to the environment but it’s also relevant to the practice of cultural competence and embedding culture in sustainable ways in early childhood services.
The National Quality Framework (NQF) provides the foundation for culturally competent practice in education and care. One of the guiding principles is that Australia’s Aboriginal and Torres Strait Islander cultures are valued. Developing collaborative partnerships with local communities also supports Quality Area six of the NQS: Collaborative Partnerships with
Families and Communities.
Implementing sustainable cultural practices involves educators building positive relationships and providing culturally safe environments that foster genuine attitudes of inclusion and equity.
ACECQA spoke with Judith McKay-Tempest, a proud Wiradjuri woman and an Associate Lecturer in Early Childhood Education at Macquarie University. Judith has a passion for making a difference for Aboriginal children in their formative years.
For educators to support agency they must be aware of the capabilities and interests of the children they work with. Children are competent, capable learners when they are fully engaged and supported to participate in meaningful learning experiences that follow their interests. These experiences can be planned or spontaneous.
Judith has found that many educators are apprehensive about embedding Aboriginal and Torres Strait Islander perspectives into service practice. She feels this stems from ‘fear of doing the wrong thing’ or uncertainty about how to genuinely incorporate cultural experiences in ways that avoid stereotypes or the perception of tokenism.
Judith explained that developing culturally safe environments does not require educators to be experts in Aboriginal and Torres Strait Islander ways of knowing and being. Rather it requires educators to respect multiple ways of being and support a positive cultural identity for all families and children. Judith stresses that it is important for all children to engage in this learning, regardless of the presence of Aboriginal and Torres Strait Islander families and children in the service.
Early childhood education and care settings can promote perspectives that support Aboriginal community’s own distinct culture such as understandings of their connection to place. This provides rich opportunities to build a culture of understanding and respect for the environment for all children.
Exploring the context of your service may include:
- developing an awareness of the traditional custodians of the land and the language/s spoken,
- working collaboratively with children, families and the local community to develop an ‘Acknowledgment of Country’ that signifies respect for Aboriginal culture, exploring the connectedness to the land and respect for community protocols,
- caring for and learning from the land,
- sensory exploration and responsiveness to the natural environment through play
- exploration of how living things are interconnected and the interdependence between land, people, plants and animals,
- developing collaborative partnerships and learning about places of cultural significance
Further reading and resources
Perspectives on Aboriginal and Torres Strait Islander cultural competence
Understanding cultural competence
Cultural connections booklet
Indigenous Culture: It’s everybody’s business