Leader as mentor

ACECQA’s National Education Leader, Rhonda Livingstone, delivered a presentation for an Educational Leaders Association meeting in December.  The presentation is available to view and share with your teams.

Rhonda explores how educational leaders drive quality practice by working to lead, coach, mentor and inspire educators towards continuous improvement and delivering quality outcomes for children and families.

The presentation runs for approximately half an hour and includes audio and slide components. Rhonda references a workbook that contains activities and reflective questions to work through and discuss during the presentation. You might like to download and print the workbook before watching the presentation.

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Bush Kinder

Rhonda Livingstone, ACECQA’s National Education Leader, speaks with Tina Thompson, Koori Preschool Assistant at Berrimba Child Care Centre in Echuca, Victoria about their bush kinder program.

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Every Monday at Berrimba Child Care Centre, children aged three and above are taken into the bush for a three hour program of exploring and activities. These visits provide opportunities for children to connect to the land, live their culture and explore nature, as well as scientific and maths concepts.

Tina Thompson, Koori Preschool Assistant at the service, says the program fits well under the Belonging, Being and Becoming: The Early Years Learning Framework by linking with the five learning outcomes identified.

Tina spoke to me about the smoking and Welcome to Country (in language) ceremonies that educators and children collaboratively participate in to recognise the traditional owners and to cleanse their spirits. She talked about the valuable opportunities for children as they play and explore in the bush, giving time to leave behind any troubles they may be experiencing. Tina explained how “children need to know their culture, identity and be strong and proud, knowing and valuing their rich culture”.

Science is a feature of these excursions into the bush with lots of discussion about the natural creations. For example, children were fascinated with the drying mud; Tina laughingly reported that children, at first, thought it was chocolate. The children talked and theorised about where the water goes. “It is really important to get our culture back and being out in bush kinder is a great way to connect with the ancestors and to thank Mother Nature for all the beauty around us,” said Tina.

img_0293An example of an effective learning experience occurred when children at the service learned how to make a canoe under the guidance of Uncle Rick, an esteemed Aboriginal elder and strong male role model in the community. Educators take iPads to record the rich learnings, and share these with families and others in the community. “Children are learning about sustainability. Aboriginal people for generations have only taken what they needed; it is important for children to learn to respect and care for nature and follow in the footsteps of their ancestors,” she added.

Last year, the children made a humpy (a shelter) in this beautiful natural environment. The educators were available to help and guide but the initiative, ideas and problem solving came from the children. “They are amazing,” Tina noted, explaining how they cooperatively gathered the sticks and worked out how to build it so it would stay up. During each visit, they would add to the structure, help each other, and play in and use it in a variety of ways, allowing each other space to explore, work and play.

“We might turn over a log and study the bugs, but we don’t take them away,” she said. “We talk about our totems and why we don’t eat our totem. We don’t take the bugs, insects, stones, sticks or anything we find, just study them and marvel in the beauty of nature.”

“We have a lot of strong leaders in our community and children in our service are showing skills that will make them great community leaders of the future, leaders who can advocate and fight for the needs and rights of our people. The children are teaching their parents and family members.”

The identified benefits of the bush kinder include:

  • increasing evidence that children’s inner wellbeing is benefitted by being outdoors as the natural environment enhances their health, learning and behaviour by supporting personal and social development, as well as physical and mental health
  • the sense of calm and restoration gained from spending time in the bush
  • providing children with a connection while they are young, and the hope they will build a sense of belonging and respect for the country as they grow.

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Back at the service, educators can regularly be observed putting ochre (traditional Aboriginal body paint) on the young children and babies, and singing songs in language and dancing along. Tina pays respect to her colleagues Leona Cooper (jokingly called Boss Lady) and Joyce Ward, two women strong in their culture and relentless advocates for their families and community. These women work long and hard to ensure no child falls through the cracks and to advocate for these opportunities to continue to enrich the lives of children in the Echuca community.

To finish, Tina draws my attention to a quote from Jenny Beer (from the Aboriginal language group Wergaia):

“…if we don’t learn our language, then our kids, in future generations will be like us, looking for our identity, going through that identity crisis.”

Further reading and resources

Nyernila – Listen continuously: Aboriginal creation stories of Victoria

Forever Learning – A digital story from Berrimba Child Care Centre

The role of the educational leader: Part 3

During the month of October, We Hear You will be showcasing a three-part series exploring the development of ‘The role of the educational leader’.

In the final instalment of the series, we turn our focus on the way educational leaders work with teams to set goals for both teaching and learning that help bring the program to life.

Part 3: Setting goals and expectations for teaching and learning

The final instalment in our educational leader series focuses on how leaders work with teams to set goals for both teaching and learning that help bring the curriculum to life. The expectations in Standard 7.1 of the National Quality Standard include establishing a positive organisational culture and creating a professional learning community. This involves recognising and acknowledging leadership as a collaborative endeavour. It is about building the capacity of educators through developing trusting relationships where teams work together and support each other to improve outcomes for children (Thornton, 2010).

The Early Years Learning Framework and the Framework for School Age Care acknowledge an important consideration when considering goals and expectations for teaching and learning:

Children are receptive to a wide range of experiences. What is included or excluded from the curriculum affects how children, learn, develop and understand the world (p. 9/6).

What is the best way to go about setting goals for teaching and learning?

Just like other aspects of the educational leader’s role, there is no one right way. The Guide to the National Quality Standard (p. 87) provides some examples of strategies that educational leaders might use. Developing a strong understanding across the service of the principles, practices and learning outcomes in the relevant learning framework is a great starting point to collaboratively decide on teaching and learning goals.

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belonging_page10The collective knowledge about pedagogy; child (and/or adolescent) development; the relevant learning frameworks; the service’s philosophy and policies; National Quality Standard and underpinning legislative standards and most importantly the collective knowledge about individual children, families and the community is a strong foundation for determining relevant goals and expectations for teaching and learning. It is essential to think about the service context in the process of identifying relevant goals and expectations.

It is worthwhile, spending some time thinking about:

  • additional strategies the educational leader could use to build educators’ understanding of teaching and learning
  • how the educational leader works with other educators to support and extend children’s learning
  • how new ideas and research are incorporated into the educational program and practice
  • what opportunities are available for discussion and reflective practice
  • what aspects of the service philosophy guide goals for teaching and learning.

When the organisational climate promotes respect, collaboration, reflection and  exploration of new ideas, theories and strategies, issues relating to program quality, environment design, equity and children’s wellbeing can be raised and debated (Early Years Learning Framework, p. 13; Framework for School Age Care, p. 13).

The role of the educational leader connects across many quality areas and will involve the educational leader navigating and linking a range of systems, processes and policies across the service’s operations. In addition to the standards and elements in Quality Area 1, the following are particularly relevant when thinking about the support and mentoring role of the educational leader:

  • Standard 1.2: Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
  • Element 4.2.2: Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationships.
  • Element 7.2.2: The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Educational leaders are encouraged to reflect on how they are supporting critical reflection with teams in ways that encourage teams to work together and challenge each other. When setting goals for teaching and learning, ownership and commitment are more likely to be built if children, educators and families are involved in the process. The process of identifying and prioritising goals and expectations is also likely to assist in identifying professional development priorities and goals.

What is the best way to document goals for teaching and learning?

While there are no specific requirements on how to implement or document the way the educational leader guides the curriculum and sets goals for teaching and learning, it makes sense to have a plan that links to what the service already has in place. Suggestions include making links to the service’s Quality Improvement Plan, Strategic Plan, Reconciliation Action Plan and Strategic Improvement Plan to make explicit the strategies the educational leader is implementing to support continuous improvement and outcomes for children. The goals may also be woven through, reflected in, or align with the service’s philosophy and program planning and evaluation documents.

It is important to remember that the most effective and sustained changes and enhancements occur when teams work collaboratively to research, negotiate, shape and implement reform. Take it slow, collaborate with others, learn from experiences and don’t forget to celebrate the achievements along the way.

Further reading and resources

  • Green, J. & Bickley, M. (2013). Developing a Learning Community for Educational Leaders, Reflections, Winter: 51, Gowrie NSW
  • ACECQA – National Education Leader resources
  • Thornton, K. (2010) School leadership and student outcomes: The best evidence synthesis iteration: Relevance for early childhood education and implications for leadership practice, Journal of Educational Leadership, Policy and Practice, 25(1), pp. 31-41

Read the complete series:

Part 1: The role of the educational leader: aims, objectives and intent

Part 2: Leading the development of the curriculum

Part 3: Setting goals and expectations for teaching and learning

The role of the educational leader: Part 2

During the month of October, We Hear You will be showcasing a three-part series exploring the development of ‘The role of the educational leader’.

In the second instalment, we look at the ways educational leaders use their skills, knowledge and understandings to lead the development of the curriculum/program and consider how the service context influences the development of the curriculum.

Part 2: Leading the development of the curriculum

In this second part of the educational leader series, we follow on from exploring the why, what and how of educational leadership in education and care services to considering how leaders use their skills, knowledge and understandings to meet the requirements of National Quality Standard (NQS) Element 7.1.4, relating to leading the development of the curriculum/program.

In unpacking this component of the role, it is important to identify the relevant standard and elements of the NQS and consider strategies to ensure each member of the team is supported to build their capacity and feel empowered to contribute to rich and meaningful learning and leisure experiences for children. In particular, educational leaders can support educators to understand and implement:

  • Standard 1.1: An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
    • Element 1.1.2: Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
    • Element 1.1.6: Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

Some questions to prompt discussion and reflection include:

  • What are the team’s current understandings of the approved learning frameworks and in what ways are they informing educator planning and practice?
  • How do the principles and practices outlined in the learning frameworks inform our work with children and families?
  • What could the team do to further build this knowledge and understandings to enhance practice?
  • In what ways does the program reflect the view promoted in the learning frameworks of children as capable, competent learners, active contributors, agents of change and co-constructors of knowledge? How might this aspect be strengthened and shared with families?

How does the service context influence the development of the curriculum?

The approved learning frameworks remind us that:

Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development (Early Years Learning Framework p. 9; Framework for School Age Care, p. 6).

A strength of the learning frameworks and the NQS is the recognition of the importance of the context in which the service is being delivered. The curriculum is influenced by the children, families, educators and community as well as the hours of operation, service type and learning framework implemented. The service philosophy, policies and procedures and the theories that inform educators’ thinking and practice will also shape the curriculum.

These factors influence the uniqueness of each service. You would not expect, for example, the curriculum in a sessional preschool or kindergarten implementing the Early Years Learning Framework to look like the curriculum in an outside school hours care service, as, apart from the difference in children’s ages, a strong focus of the Framework for School Age Care is on leisure and recreation. Educational leaders, in collaboration with educators, are empowered to use their significant knowledge and understanding of the service context to guide the development, implementation and evaluation of the curriculum. The context is also an important consideration for educational leaders when thinking about what mentoring, support and guidance will be most beneficial to assist educators to reflect on and enhance their practices.

The Educator Guides to the learning frameworks – Educators My Time, Our Place and Educators Belonging, Being & Becoming –  are invaluable resources for educational leaders providing helpful examples, explanations and reflective activities.

What are some effective strategies to inform and guide the development of the curriculum?

Engaging in professional conversations with educators across the service is an effective strategy to encourage continuous improvement and has the potential to inform enhancements to the curriculum. A professional conversation is ‘the formal and informal dialogue that occurs between education professionals including teachers, mentors, coaches and school leaders, which is focused on educational matters’ (AITSL, 2014).

The following diagram may be helpful in thinking about the key elements of an effective professional conversation.

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‘Professional Conversations’, Professional growth

When considering the opportunities for an educational leader to engage in professional conversations with educators across the service to lead and guide the development of the curriculum, the following questions may be useful to prompt discussion and reflection:

  • What do educators talk about professionally?
  • Where do these conversations happen, when do they happen, and are they effective?
  • What is the impact of the discussions the educational leader has with educators on developing expertise and improving outcomes for children?
  • What opportunities exist or can be created for educational leaders to enable, encourage and participate in professional conversations between educators that result in continual improvement of the educational program?
  • What strategies could educational leaders implement to keep abreast of developments and research in early childhood and share this information with educators?
  • What opportunities exist or can be established for educational leaders to link with the broader community, including other services, professional groups and, most importantly, other educational leaders, to learn and discuss and share information?

Some educational leaders have also engaged with educators in action learning or research projects. Action learning or research is carried out in the course of a professional environment, typically in the field of education, using research and inquiry to improve the methods and approach of those involved to address issues or challenges which have been identified or seek out opportunities for improvement. Action learning or research projects support educators to reflect on and enhance their pedagogy and practice. They can also link to Element 1.2.3 and critical reflection, which is, according to assessment and rating data, the most challenging of all 58 elements.

Further reading and resources

  • ACECQA – Information sheet: The role of the educational leader
  • ACECQA – Guide to the National Quality Standard
  • AITSL (2014). ‘Professional conversations’, Professional growth
  • Rodd, J. (2012). The role of effective leadership in achieving high quality provision in preschools and early learning centres, Association of independent schools of South Australia (AIAAS).
  • Rodd, J. (2013). Leadership in Early Childhood: The pathway to professionalism. Crows Nest, Australia: Allen & Unwin.
  • Siraj-Blatchford, I. & Manni, L. (2006). Effective Leadership in the Early Years Sector (ELEYS) Study. London: Institute of Education, University of London.
  • Waniganayake, M., Rodd, J. and Gibbs, L. (2015). Thinking and learning about leadership. Sydney, Australia: Community Childcare Cooperative.


Read the complete series:

Part 1: The role of the educational leader: aims, objectives and intent

Part 2: Leading the development of the curriculum

Part 3: Setting goals and expectations for teaching and learning

The role of the educational leader: Part 1

During the month of October, We Hear You will be showcasing a three-part series exploring the development of ‘The role of the educational leader’.

In the first instalment, we consider the history of the role, the reasons behind its introduction as well as the aims, objectives and intent of educational leadership.

Part 1: The role of the educational leader: aims, objectives and intent

When speaking to the education and care sector and in our collaborative work with regulatory authorities, we often are asked about support to assist educational leaders better understand the role and how the role supports quality provision. The scope of the aims, objectives and intent of the role is our focus in this first of our three-part series addressing the why, the what and the how of educational leadership.

At this stage, it might be useful to recap why the role was introduced and what the requirement of having an educational leader aims to achieve.

In the development of Belonging, Being and Becoming: Early Years Learning Framework for Australia (EYLF) there was much discussion about (and recognition of) the role of pedagogical/educational leaders in supporting educators in the process of planning, implementing and evaluating quality programs in early childhood education and care services. Similarly, the significance of the role was acknowledged in the development of the My Time Our Place: Framework for School Age Care in Australia (FSAC).

The importance of this role was also recognised in the development of the National Quality Standard (NQS), which was informed by national and international research. In particular, the OECD Starting Strong II Early Childhood Education and Care report identified the importance of paying attention to both structural and process quality to ensure quality outcomes.

The Guide to the National Quality Standard identifies the key aims and objectives of the role, noting that:

Effective curriculum development requires ambitious goals and clarity of purpose. It requires attending to the principles, practice and outcomes of the approved learning framework. The role of the educational leader is to work with educators to provide curriculum direction and to ensure children achieve the outcomes of the approved learning framework (p. 178).

Educational leaders play an integral role in mentoring, guiding and supporting educators. As part of continuous improvement, the educational leader of a service may reflect on the strategies needed to develop the curriculum and the educational program in the service. The most effective educational leaders work collaboratively with educators, children and families to decide ambitious goals for the curriculum as well as the focus and purpose of the educational program.

Effective leadership creates a positive organisational culture that values openness and trust, where people are motivated to ask questions, debate issues and contribute to each other’s ongoing learning inquiry (Guide to the National Quality Standard, p. 165).

The educational leader’s role in a service will contribute to the organisational culture and develop a professional learning community across a service and potentially more broadly by networking with other education and care services and professionals from other disciplines. This approach involves conceptualising the role, not simply as one concerned with checking educators’ and children’s records, but instead, as a leader who supports educators, families and the community and builds their understanding of early and middle years pedagogy. This involves building capacity to discuss and engage in a cycle of planning for play and leisure based learning. Research highlights the link between quality and educator understanding of pedagogy, relationships, sustained shared thinking as well as assessing and planning learning (Siraj-Blatchford and Manni, 2006, p. 6).

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A lively culture of professional enquiry is established when educators, co-ordinators and staff members are encouraged to build their professional knowledge, reflect on their practice and generate new ideas (EYLF, p. 13; FSAC, p. 11).

ACECQA’s information sheet about the role of the educational leader summarises the requirements under the National Quality Framework (NQF). Beyond the specifics outlined within the NQF, the educational leader has a role to play in guiding the service and its educators through self-assessment processes, supporting educators to self-assess their own skills, knowledge and understandings and to plan (using mechanisms such as the service’s quality improvement plan or performance plans)  strategies to develop the areas that need strengthening.

Questions for educational leaders to guide self-assessment:

  • What are my understandings of leadership?
  • What theories of leadership guide and inform my practice?
  • What strategies could I implement to strengthen my own communication and interpersonal skills?
  • Am I confident in my understandings of the approved learning frameworks?
  • How does the service’s philosophy guide the implementation of the educational leader role?
  • What ongoing learning do I need to engage in to strengthen my abilities to lead and guide the curriculum and educational program?

Further reading and resources


Read the complete series:

Part 1: The role of the educational leader: aims, objectives and intent

Part 2: Leading the development of the curriculum

Part 3: Setting goals and expectations for teaching and learning

 

Using digital touch technologies to support children’s learning

1519 Rhonda Livingstone, ACECQAACECQA’s National Education Leader, Rhonda Livingstone, explores education in a digital world.

Digital touch technologies such as tablets and smartphones have become an integral part of our daily lives. As educators we are sometimes concerned about children’s use of technology and the effects it may have. Educators need to be mindful that technology is a tool and the implications for children will depend on how we use it.

Although excessive or inappropriate use of digital touch technologies can have a negative impact, they also offer many opportunities for extending learning and development. When used effectively and appropriately, children’s learning and development can be enhanced by it.

Outcome 4 of the Early Years Learning Framework and the Framework for School Age Care is that children are confident and involved learners, including that they resource their own learning by connecting with people, places, technologies and natural materials. Outcome 5 of the frameworks promotes support for children to become effective communicators. This includes guiding children to express ideas and make meaning using a range of media, and supporting them to use information and communication technologies to access information, investigate ideas and represent their thinking.

When providing opportunities for children to interact with digital touch technologies there are many points to consider, such as time spent using technology, privacy, appropriateness of content and how the use of technology may be incorporated into the educational program. Given this, it is important that educators are not only familiar with the use of technologies, but also critical in how they support children to use them.

Using digital touch technologies in your program is optional, and you need to think about the best way to use these technologies to support each child’s educational program. Although many educators are more familiar with traditional pedagogical practices it is important to remember that introducing touch technologies does not mean replacing our current pedagogy, rather using them as a tool to support our current work with children.

Digital touch technologies can be used with a range of other teaching strategies. For example, if an educator is promoting children’s understanding of sustainable practices, they might sing a relevant song, read a story which links to an area of sustainability, and then use the camera application (app) with children to identify and capture images of sustainable practice or issues in the community. The educator might further engage children’s learning with technology by using the images to create a digital story with the children, using voice recording apps to capture children’s voices and ideas. There are many possibilities which can be explored and many digital touch technology apps to choose from.

Understanding how different apps operate helps educators to choose which ones best support different areas of pedagogy.  In 2012 Dr Kristy Goodwin and Dr Kate Highfield sorted apps into three broad categories based on the actions the user can take, and the amount of cognitive investment required by children to use them. The categories are Instructive, Manipulable and Constructive.

Instructive apps align with rote learning approaches and require a low level of cognitive investment. They operate on a drill and skill principle, requiring children to achieve a specific goal, and they usually offers extrinsic rewards. Many of these apps promote repetition learning of basic skills and knowledge, and there is limited opportunity for creativity. The majority of marketed educational apps are Instructive apps.

Manipulable apps provide guided learning through structure, yet there are possibilities for children to make choices, use problem solving skills and explore their options. They allow children to manipulate and experiment by testing the success of their ideas. Goodwin refers to these as cause and effect type apps.

Constructive apps are designed for creative expression. They are open-ended and allow children to use different literacies, for example music, images, video, audio and drawing tools, to explore their ideas and create their own work. These apps require a high cognitive investment by the child and there is usually no reward other than the finished product.

Educators need to remain critically reflective and consider the value of the apps being used to support learning and development. Although Instructive apps can be helpful to memorise concepts and skills they are comparable to worksheets so educators should balance their use, and consider what apps might better support their current pedagogical practices with children.

There are many resources to support educators’ work using digital touch technologies with children, including:

  • Every Chance to Learn. In these YouTube videos, Dr Kristy Goodwin explains Instructive, Manipulable and Constructive apps and provides real app examples.

Be part of Reconciliation

1116Photos_headshot1_editedIn the lead up to NAIDOC Week (5 – 12 July 2015), National Education Leader Rhonda Livingstone discusses our shared responsibility to contribute to National Reconciliation.

As educators we have the potential to make a significant difference in National Reconciliation through our programs, practices and relationships, with the guidance of the National Quality Framework (NQF).

Cultures and histories of Aboriginal and Torres Strait Islander people should be woven into the everyday practices and learning experiences at children’s education and care services. It’s more than displaying an Australian Aboriginal flag, or engaging children in dot painting.

Case study 1, within the Early Childhood Australia (ECA) National Quality Standard (NQS) Professional Learning Program (PLP), gives examples of how experienced educator, Adam Duncan, embeds history and culture into every day practice. Some examples include:

  • acknowledging Country daily by focusing on ‘the history that children have had on this country, and relating the history of the land to the experiences of children’
  • exploring literacy and storytelling by telling Dreaming stories, and
  • utilising modern Aboriginal and Torres Strait Islander music and arts to achieve learning outcomes in the program.

I often meet non-Indigenous educators who express concern about ‘getting it wrong’ or being ‘tokenistic’ when embedding Aboriginal and Torres Strait Islander cultures in their educational programs.

A great way to work on embedding Aboriginal and Torres Strait Islander culture in your service is to further your own understanding and connection with these cultures. Services may also identify the need to develop the cultural awareness of staff through their Quality Improvement Planning process.

Cultural competence and Reconciliation

The NQF guides educators to develop their own cultural competency and that of children. Fostering children’s understanding and respect for Aboriginal and Torres Strait Islander cultures, and challenging biases can impact on children’s future attitudes towards cultural diversity. Educators are a crucial link between the rhetoric of Reconciliation and the reality of the vision fulfilled[1].

It is important to recognise that it is not only about seeing the easily identifiable parts of cultural identity such as language, dress and food in the program, but also the more hidden aspects which affect how we interact with the world.

For example, in Anglo-Australian culture it is polite to make eye contact when someone is speaking to you, but in some indigenous cultures, not making eye contact may be seen as a sign of respect. Educators’ practice should be reflective and inclusive so that children are not disadvantaged by an educator’s own views.

Inclusive services

When services support the cultural identity, language and values of Aboriginal and Torres Strait Islander children and families, it can significantly contribute to their positive sense of identity and wellbeing.

The NQF also encourages services to provide children with programs that suit their individual needs based on their current knowledge, ideas, culture, abilities and interests (NQS Element 1.1.2). The framework empowers educators to use teaching strategies which best suit the individual children, families and the local community of the service.

To effectively deliver inclusive programs educators must engage with the principles and practices of the approved learning frameworks including fostering secure, respectful and reciprocal relationships, partnerships with families and communities, high expectations and equity, respect for diversity and ongoing learning and reflective practice.

We must not underestimate the importance of gathering knowledge, ideas and input from families and communities in order to respectfully embed Aboriginal and Torres Strait Islander culture in a way which relates to the service’s community.

Community involvement

By drawing on community knowledge and expertise, you can enrich your learning program and ensure it captures local Aboriginal and Torres Strait Islander knowledge and histories. Try these suggested ‘first steps’:

  • Form respectful relationships with the local Aboriginal and Torres Strait Islander Traditional Owners and Corporations/ Co-operatives in your area
  • Attend community events and build respectful relationships to show that you are genuinely interested in getting to know more
  • Find out if your jurisdiction has an Aboriginal Education Consultative Group
  • Contact your State/Territory Education Department for referral to Aboriginal and Torres Strait Islander liaison workers
  • Look up Aboriginal and Torres Strait Islander training or support providers in your area, and the Inclusion Support Agencies and/or the Professional Support Coordinator across your state or territory
  • Be aware of cultural protocols. Protocols will vary in different areas. If you are going to be working with people from traditional and remote communities you can seek out locally based training or advice.

Culturally competent services also work to overcome barriers which prevent Aboriginal and Torres Strait Islander children from accessing quality education and care such as inflexible service provision, fees or lack of transport. In addressing these issues, services create a supportive and culturally safe environment for children to experience belonging, being and becoming.

Video

The videos and resources listed below provide further insight into how educators can meaningfully embed indigenous culture into their service. Hear from experienced early childhood educators, Adam Duncan and Amy Tainsh and Judith Mckay-Tempest, an accomplished indigenous researcher and academic.

  • Reconciliation and community involvement
  • Tokenistic vs meaningfully embedding Aboriginal culture
  • Critical reflection and having professional conversations

Resources

Belonging, Being and Becoming: The Early Years Learning Framework

  • Partnerships, page 12
  • Respect for diversity, page 13
  • Ongoing learning and reflective practice, page 13
  • Cultural competence, page 16

Educators Guide to Belonging, Being and Becoming: The Early Years Learning Framework

  • Ongoing learning and reflective practice, page 7- 9
  • Partnerships, page 17– 20
  • Cultural competence, page 21- 23
  • Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures page 24-29

The Early Years Learning Framework In Action

  • Ongoing learning and reflective practice, Story 1
  • Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures, Story 8
  • Cultural competence, Stories 14 and 16
  • Partnerships, Stories 28 and 33

My Time Our Place: The Framework for School Age Care

  • Partnerships, page 10
  • Respect for diversity, page 11
  • Ongoing learning and reflective practice, page 11
  • Cultural competence, page 15

Educators Guide to My Time Our Place: The Framework for School Age Care

  • Ongoing learning and reflective practice, pages 6- 9
  • Partnerships, page 11
  • Cultural competence, page 57- 60
  • Cultural competence in working with Australian Aboriginal and Torres Strait Islander cultures page 61-66

ACECQA National Educational Leader page

ACECQA We Hear You Blog: What does it mean to be culturally competent?

IPSP Online Resource Library

Early Childhood Australia – NQS Professional Learning Program

Australian Institute of Aboriginal and Torres Strait Islander Studies

Children’s Services Central. Engaging with Aboriginal Communities: Where do we start?

Child Australia. Cultural Connections Booklet

Early Childhood Australia. Including Aboriginal Australia

Kids Matter. Cultural diversity: Suggestions for families and educators

Early Childhood Australia. Becoming culturally competent

Early Childhood Australia Reconciliation resources

Early Childhood Australia. Talking about Practice: Cultural Competence

ABC Indigenous website

Secretariat of National Aboriginal and Islander Child Care (SNAICC)

Reconciliation Australia website

[1] Nina Burridge Teaching Aboriginal Studies, Rhonda Craven 1999