Transition to School

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Starting school is a big step for children and assisting them to transition to school successfully is important for their journey in continuing to be successful learners. School readiness is an often trotted out phrase for children in the term or even year before they are due to start formal schooling. In reality, however, children begin their learning journey from birth, and in fact many researchers would assert that learning begins before birth.

The KidsMatter publication, Transition to Primary School: A Review of the literature identifies the importance of supporting children to have a positive start to their school life and promoting children’s health and wellbeing. It recognises the transition to school  ‘involves negotiating and adjusting to a number of changes including the physical environment, learning expectations, rules and routines, social status and identity, and relationships for children and families’.

Knowing what to expect in the school environment helps children to make a smooth transition and preparing children for this begins well before their first day of school. Success is more likely when key stakeholders work and plan this transition collaboratively. The Early Years Learning Framework and National Quality Standard (NQS) recognise the importance of transitions and embedding continuity of learning as a key principle. This is acknowledged in Element 6.3.2 of the NQS which requires that continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

How can services assist in supporting children’s readiness for school? 

Firstly we can acknowledge that supporting children to transition to school does not need to be a separate part of the program. As educators, we know the value of play based learning, building children’s resilience and self-help skills, developing their confidence and respect, as well as their relationship and communication skills. The resource Continuity of Learning: A resource to support effective transition to school and school age care is aimed at sharing narratives of effective transition practice and to provoke reflection on these stories and their relevance for different contexts.

Being well prepared for school encompasses more than stencils and writing names. It also requires planning to ensure success. An action plan is a good way to document how you are collaboratively going to achieve the best outcomes for children in this process. It also allows the service and its educators to critically reflect on their practices. It is important to collaborate with children and their families to explore any anxieties, unpack any myths and set goals for a smooth transition.

We know the importance of incorporating activities to support the transition to school in everyday play based learning opportunities, such as encouraging children’s participation in group games and experiences, and having regular ‘lunch box’ days so children can practice opening and eating their own lunch.

We also know the importance most families place on literacy and numeracy as an indicator for children’s preparedness for school. As educators, we know that these skills can be incorporated in play based activities for all children to participate in, based on children’s interests.

We need to think about how we make the learning that occurs visible to families. A great way to showcase the learning that occurs is to reflect pedagogical theories and practices in language that can be easily understood and demonstrated in the documentation that is shared with families.

Another area where we can support children and their families is with the transition to before and after school care. This is a transition that may be sometimes forgotten, but should be acknowledged and explored with the children and families, in preparation for starting school.

When additional support is required 

Additional support may be required for families with a child (or children) who has a disability when their child starts school. It is essential that families talk to the prospective schools as early as possible to discuss the abilities, interests and additional needs of their child and how these may be accommodated at school, to allow schools time to prepare for children who may need additional support or specialist equipment. Many schools have specialist teachers for special education, as well as education assistants that can be called upon to support children who have additional needs.

Some schools have support programs for children for whom English is a second language, and some employ Aboriginal liaison officers. Providing information about the services available at local schools is one way to assist families make informed decisions and engage with relevant professionals and support staff.

Transition to School Statement 

Some services are required to complete a transition to school statement, developed by the relevant Education Department. If your service is not currently completing statements there are a number of useful Transition to School Statement templates that can facilitate information sharing with the school, examples include the Victorian and  New South Wales Government templates. In addition there are a range of resources on the Early Childhood Australia website and Early Childhood Resource Hub. These resources will help in developing effective strategies that involve all stakeholders. The service’s philosophy, policies and procedures should also guide practices that promote positive transitions and support children to build on their previous experiences to embrace the changes and challenges of the new school environment.

Starting school successfully means: Ready Families + Ready Services + Ready Schools + Ready Communities = Ready Children.

Reflective questions 

  • How can you incorporate transition to school in your environment?
  • Does your service have an action plan to help your service consistently support transition to school?
  • Do you currently complete a transition to school statement for children in your service?
  • How do you support families in this process? For example, do you email them a transition to school calendar? Do you hold an information night for families and children?

Further reading and resources

Child Care Co-operative has developed a Transition to School Example Policy which you may find helpful.

The Transition: A Positive Start to School Resource Kit may assist services and schools to improve transition-to-school planning for children, their families and educators. See also:

Collaboration and commitment: Building a culture of professional learning

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

National and international research recognises the benefits of leadership in the provision of quality education and care. The National Quality Framework (NQF) acknowledges how strong and informed educational leadership can make a difference to the experiences of children and contribute to quality learning outcomes.

Standard 7.1 requires that effective leadership promotes a positive organisational culture and a professional learning community’The approved learning frameworks, embed expectations around building a culture of professional inquiry, critical reflection and ongoing learning.

Recent research like Waniganayake, Rodd and Gibbs (2015), points to the importance of professional learning communities in supporting educational change. Fleet, De Gioia and Patterson (2016) in the book, Engaging with Educational Change: Voices of Practitioner Inquiry, also explore how a model of practitioner enquiry, established through a professional learning community, increases professional confidence and competence.

The Guide to the National Quality Standard reminds us that ‘leadership is a relationship between people and the best leaders are those who are able to empower others’ (p. 165). The collective sharing of skills can empower educators by instilling a sense of accountability and can influence rich and sustainable opportunities for quality improvement.

Professional learning communities usually have a shared vision, a desire to continue to develop their knowledge and a drive for the provision of quality. A professional learning community involves a lively culture of inquiry where educators are supported to think critically and engage in reflective conversations to enhance practice and continuous improvement. This includes engaging with and understanding ethical principles and professional standards as a basis for guiding decision making in everyday practice.

Building a culture of professional learning requires both commitment and collaboration from all parties involved. It requires educators to take active responsibility, and work respectfully and ethically with others towards a shared vision for children’s learning. At times it’s complex and requires sincere effort and perseverance, but in unity there is great strength. The whole becomes greater than the sum of the parts.

Significantly, a culture of learning also extends to children. The guiding principles of the NQF recognise that the rights and best interests of children are paramount and that children are viewed as successful, competent and capable learners. Both the United Nations Convention on the Rights of the Child and the Early Childhood Australia Code of Ethics underpin these guiding principles, which are pivotal to professional practice in early childhood education and care. The view of children as active citizens and learners is further embedded in the approved learning frameworks.

When the collective attitude within your service is focused on learning, growing and improving together, wonderful things can happen. When this attitude is reflected in the dialogue and the positive commitment of children, families and educators you’ll find opportunities for genuine involvement in service decision making.

Justine Tarrant, an educator from Queensland shares some insights as to how she works with children and colleagues to introduce a language and a culture of learning. We can see from Justine’s story how this is contributing to authentic collaboration and an appreciation of the important work of educators as professionals.

We have received really positive feedback from families about the way we discuss and describe children’s learning. Families are now using the same language and really valuing children’s time spent at the centre in terms of what they are learning. It is about helping people think in different ways, asking questions, rephrasing them and encouraging everyone to look at things from a different perspective.

As educators we are constantly reflecting on our conversations with children, are they optimistic and strengths focused, as opposed to simply instructional. When we raise our expectations of children as capable and competent they meet and even exceed those expectations. So we need to think about the tools and the language we are providing children to empower them to be socially responsible, connected learners.

We start from a base of high expectations and introduce a language of learning that is empowering for children, allowing them to discuss their own learning journey. We talk with the children about allowing and supporting others to learn and about making conscious choices as to who they would like to partner with to progress their learning.

As a team we have created a shared vision for learning, strongly influenced by Te Whariki (the New Zealand curriculum framework). It is a strengths based model that involves building a learning community including children, educators and families. We model and promote critical reflection as an inclusive supportive network of learners. We use language that connects with the intrinsic motivation to support other learners as opposed to being competitive and working in silos.

Guiding questions to help develop a professional learning community

  • How is the service’s shared vision for children’s learning used to shape the program, activities and experiences?
  • What strategies can be used to better communicate the shared vision with educators, families and community organisations?
  • How do professional standards, such as the Code of Ethics, contribute to the development of your professional learning culture?
  • How does your service build on the capacity and strength of team members to distribute or share leadership?
  • What does it mean to recognise and honour children’s rights as active learners and citizens?
  • How do we share decision making with our families? What are we willing/unwilling to share decisions about?
  • In what ways do we work with the community to meet the needs of children and their families?

References

Fleet, A., De Gioia, K. and Patterson, C. (2016) Engaging with Educational Change: Voices of Practitioner Inquiry.  London: Bloomsbury

Malaguzzi, L. (1998) History, ideas, and basic philosophy: An interview with Lella Gandini. In C. Edwards, L. Gandini & E. Forman (Eds.), The Hundred Languages of Children: The Reggio Emilia Approach – advanced reflections. Westport, CT: Ablex.

Waniganayake, M., Rodd, J. and Gibbs, L. (2015) Thinking and learning about leadership. Sydney, Australia: Community Childcare Cooperative.

Further reading and resources

The role of the educational leader: Part 1

The role of the educational leader: Part 2

The role of the educational leader: Part 3

Early Childhood Australia Newsletter 33: The educational leader

Being and Becoming Early Childhood Leaders: Reflections on Leadership Studies in Early Childhood Education and the Future Leadership Research Agenda

Educational Leader


ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest. This month showcases the role of the Educational Leader, and a We Hear You blog series exploring the why, the what and the how of the role.

The first instalment, The role of the educational leader: aims, objectives and intent, includes information about why the role was introduced and what it aims to achieve.

Additionally, it provides questions to encourage educational leaders to self-assess their own skills, knowledge and understandings and put in place a plan to develop the areas that need strengthening.

The next phase considers how leaders then use their skills, knowledge and understandings to lead the development of the curriculum/program, culminating in the final instalment that looks at working with teams to set goals for both teaching and learning that help bring the program to life. The series includes a range of great resources for further reading and reflection.

We have also looked at ways we can bring ideas to life and so have published a presentation based on an address to the Educational Leaders Western Australia Forum. This presentation explores the way educational leaders around Australia drive quality practice by working to lead, coach, mentor and inspire educators towards continuous improvement, ultimately delivering quality outcomes for children and families.
Educational Leadership – National Education Leader presentation

Emergent Curriculum… doesn’t mean no need to plan


ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Emergent curriculum is a method of planning and curriculum decision making used readily across the sector. It describes curriculum that is responsive to children’s interests, and is meaningful, relevant and engaging for each child.

Yet, the pedagogical intentions of the approach are often misunderstood or misrepresented. A current myth is that planning isn’t required and programs emerge solely from children’s interests. This is not the intention of the emergent curriculum.

Planning for children’s learning

Emergent curriculum:

  • has a strong theoretical background
  • is inquiry and play-based
  • is responsive to children’s interests, strengths and aspirations.

This approach allows educators to respond to observations of children, build upon their strengths and scaffold their learning. It requires professional knowledge, planning for learning, and a focus on progressing each child’s learning and development towards the learning outcomes.

Educators working within the emergent curriculum, endeavour to build on children’s prior learning and current interests, and provoke new ideas and learning opportunities that challenge and extend children’s existing understandings about the world.

Planned learning programs are flexible and responsive to the spontaneous and emerging interests of children and serve to seize key ‘teachable moments’.

Informing decision making

Emergent curriculum can initially come from a range of sources including:

  • children’s interests and current knowledge
  • educators’ interests
  • families
  • the physical environment
  • the social environment
  • values held in the education and care context (school, community, cultural group).

Elizabeth Jones is an American educator who has written widely on emergent based curriculum and suggests:

“We are the stage directors; curriculum is the teacher’s responsibility, not children’s. People who hear the words emergent curriculum may wrongly assume that everything emerges simply from the child. The children’s ideas are an important source of the curriculum but only one of many possible sources that reflect the complex ecology of their lives” (Jones and Nimmo 1994, p.5).

Emergent curriculum identifies the need to include child led learning, coupled with educator-supported learning opportunities. Curriculum is viewed as a ‘child-initiated and educator framed’ process, a negotiated and co-constructed process in which educators and children have a voice.

Intentional teaching

Emergent curriculum is not an unplanned process but very much intentional in its nature. Intentional teaching and curriculum decision making are often seen as at odds with a child-centred, play based approach. This is another myth to debunk.

Intentional teaching can be responsive to both children and the learning outcomes identified in the approved learning frameworks.

The term ‘intentional teaching’ is not used to describe a formal or structured approach to teaching. It is used to describe teaching that is purposeful, thoughtful and deliberate.

When we look at the practice of intentional teaching through this lens, we can see how it compliments rather than contradicts the emergent approach to curriculum decision making. Intentional teaching offers a rich opportunity to actively promote children’s learning and knowledge building.

Approved learning frameworks

The approved learning frameworks and National Quality Standard do not prescribe how educators should plan for children’s learning, as the context and setting of the service will guide each service’s approach. Services may use a variety of approaches, such as emergent curriculum, to inform their curriculum decision making.

When planning it is important to consider the key elements of the approved learning frameworks, including the belonging, being and becoming, principles, practices and learning outcomes (Early Years Learning Framework, p.10 Framework for School Age Care p.9).

belonging_page10.jpg          

 

 

 


Reflective questions

Use the following questions to prompt further professional discussion at your service.

– How does this information fit with your view of emergent curriculum?
– How do you incorporate intentional teaching while planning from children’s ideas or interests?
– How do you use children’s voices to promote the learning outcomes?
– How will you use the approved learning frameworks to strengthen your pedagogical beliefs and develop a spirit of enquiry about what you do and why?

See also Early Years Learning Framework, p.38

Further reading and resources
Understanding emergent curriculum in practice
Thinking Big Extending Emergent Curriculum Projects
Educators’ Guide: My Time Our Place
Educators’ Guide: Early Years Learning Framework

Connecting with communities

 ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Standard 6.3 of the National Quality Standard (NQS) highlights how helping children contribute to their community can improve children’s wellbeing and learning.

When educators make connections within the wider community, they advocate for children’s rights to be seen as active citizens who contribute to society. Children’s understanding of citizenship and stewardship develops and the community is reflected in the service program, practice and operations.

Early Childhood Australia’s Code of Ethics includes a set of statements related to engaging with the community, advocating for children’s rights, and promoting shared aspirations for children’s learning, health and wellbeing. These statements also emphasise the value of learning about the community to:

  • enhance practice and the educational program, ensuring it is reflective of the context and community priorities
  • promote community understandings of how children learn.

It is useful to find out what is happening in your local community and identify national or international events that children can be involved in. This can help children to feel a sense of belonging in, contributing to and influencing their world.

Recent posts on our We Hear You blog highlight the practices of two services that have effectively engaged with their communities. Larapinta Preschool in the Northern Territory focused on developing and nurturing partnerships with families and their local community by working alongside organisations in the community to develop an understanding about Indigenous perspectives in the local context. Gowrie Victoria Docklands worked with the Melbourne Museum on the redevelopment of the museum’s children’s gallery, advocating for children’s ideas and suggestions to be taken into account in the design and development stages of the project.

Making links with the local library, schools, Indigenous communities and family support services, for example, can help build understandings and make relevant and authentic connections and partnerships in the community. The Australian Early Development Census (AEDC) also is a useful source of information about your community, that can inform decision making.

Engaging in authentic and respectful community celebrations is also a great strategy for building children’s understanding of their community and respect for diversity. You might like to develop a calendar of relevant community events and add national events appropriate for young children and their families, such as Children’s Week (22-30 October), NAIDOC Week (3-10 July), Book Week (20-26 August 2016) and Literacy and Numeracy Week (29 August-4 September).

Further reading and resources
Creating a sense of community – KidsMatter
Working with communities – AEDC

 

Reflecting on and planning for inclusion

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Practices can sometimes unintentionally limit children’s inclusion in education and care services. If vulnerable children and their families are not considered and supported, it can result in children not enrolling in a service.

Inclusion is broader than considering children with additional needs. It’s also about being inclusive of different family compositions as well as refugee, Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander children and families. Inclusive practice is acknowledging, respecting and valuing diversity and recognising the opportunities to learn from each other through meaningful participation.

The Early Years Learning Framework and the Framework for School Age Care assist educators in providing opportunities for all children through a strength-based approach focusing on all children’s strengths, skills and capabilities and promoting each child’s learning and development.

Promoting inclusive programs and practices requires a commitment to continuous improvement and the confidence to ensure all children’s experiences are recognised. Quality Improvement Plans (QIP) and Inclusion Improvement Plans (IIP) are useful planning tools involving self-assessment and goal setting for continuous improvement. The IIP is a valuable self-assessment tool for reflecting on your service being ‘inclusion ready’. Both can inform each other and reduce duplication.

KU Children’s Services, as the National Inclusion Support Subsidy Provider (NISSP), has developed some helpful resources that focus on critical reflection, problem solving and planning. The videos and tip sheets are designed to support educators to be proactive and take ownership of both the QIP and IIP.

You might like to consider the following questions when critically reflecting on inclusive practice:

  • Is the service welcoming, accessible and responsive to the diverse range of children and families in the community?
  • What links are established and maintained to understand community needs and access resources?
  • Are educators intentional in scaffolding learning in group play?
  • How are children’s peers involved in inclusion?
  • Are physical and human resources adapted and used flexibly to support every child (regardless of abilities, needs and interests) to achieve maximum participation in all routines, transitions and learning opportunities?
  • How are educators supporting children’s social and functioning skills with a particular focus on supporting transitions?
  • How is the orientation process adapted according to the needs of each child and family?
  • Does the service know and acknowledge the traditional owners of the land?
  • Has the service considered developing a Reconciliation Action Plan (RAP)?

 

Networking – opportunities for sharing practice and creating professional learning communities


 ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

One of the things that inspires me in the national workshops I’ve been facilitating is how much educators enjoy getting together and engaging in professional conversations about the work they do. Most educators enjoy sharing practice ideas and working together to critically reflect on the situations they come across each day.

What if you had these opportunities more regularly, building local learning communities where you come together as professionals and talk about what you do and reflect on issues and trends together? Professional learning communities can connect people who might not otherwise have the opportunity to interact, enabling them to explore new possibilities, solve challenging problems, and create new, mutually beneficial partnerships. These communities stimulate learning by serving as a vehicle for authentic communication, mentoring, coaching, and self-reflection.

Opportunities to network in this way can come from conference attendance, workshops and professional development opportunities. You could also join an online community, such as the ACECQA and Early Childhood Australia Facebook pages and blogs or establish your own sharing platform. KidsMatter offer some useful thoughts about keeping safe within an online community. There is a range of learning and networking communities already established, some examples are listed below.

Under National Quality Standard Quality Area 7, Standard 7.1, leaders in the service are encouraged to develop professional learning communities. This is also reflected in the Early Years Learning Framework and the Framework for School Age Care principle of ongoing learning.

A professional learning community within a service has a shared vision for service operation in which everyone makes a contribution and is encouraged to collectively reflect on, with the view of improving, practice. A professional learning community in the wider sense enables sharing multiple perspectives from a range of services, providing a vehicle on which to engage in critical reflection on and about practice.

KidsMatter, in their Being collaborative learning communities article, share nine essentials for leading a collaborative learning community. While this article focuses on individual services, many of the principles can be used to establish networking opportunities within your wider early education community. You could do this by asking:

  • What are the benefits of a professional learning community?
  • What does a professional learning community look/feel/sound like in our community?
  • How can we build our collaborative learning community?
  • How might we involve all services within our community?

There is a range of established networks, including the following:

Gowrie NSW Networking Hub
Gowrie Victoria
Community Early Learning Australia
PSC ACT
Child Australia NT
Workforce Council QLD
Gowrie Tasmania
Child Australia WA

Further reading and resources
Child Care Staff: Learning and growing through professional development

Useful email subscriptions for early childhood services could include:

ECA Web Watch
Australian Early Development Census
Australian Policy Online
Australian Research Alliance for Children and Youth

Proactively promoting inclusion

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Inclusion involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes. The intent is to ensure that all children’s experiences are recognised and valued. The intent is also to ensure that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value difference. (Early Years Learning Framework p24 and My Time Our Place Framework for School Age Care p22). 

Equity, inclusion and diversity are reflected in the guiding principles that underpin the National Quality Framework (NQF), and feature throughout the National Quality Standard (NQS). The NQF promotes a strengths-based approach, seeing children as capable, competent contributors to their world. This is an important shift from the deficit view of children as needy or empty vessels for adults to fill. The focus is on identifying and building on children’s strengths, abilities, knowledge, culture and skills.

When reflecting on practice and planning for children with a disability or additional needs, consider the following questions on how program, practice and operations are inclusion ready and educators are proactively supporting inclusion.

  • How do you ensure children with a range of individual characteristics and their families feel welcomed and comfortable at your service?
  • How do you respond to the individual strengths, interests and needs of the children in your service?
  • How do you assess the program to ensure barriers are reduced for children and families and that you facilitate their full participation in the program?
  • How do you develop and maintain collaborative partnerships with other organisations to support all children?
  • What information is gathered about individual children and how is this evaluated to support inclusion? How is this information shared among parents, staff who are responsible for the child and with other agencies who are supporting the child and their family?

Inclusion specialists from Noah’s Ark’s Early Childhood Intervention Support Programs offered suggestions about what you might see in a service that would indicate inclusion is promoted and supported. Suggestions included:

  • Educators are committed and reflective about practice, consider a range of perspectives, hold high expectations for all children and are genuinely interested in all children.
  • Educators use positive language and a range of communication techniques as part of the program.
  • Children with additional needs are supported to participate in all aspects of the program.
  • There are creative, adaptable, flexible, innovative approaches to the use of resources and spaces.
  • Interactions are child led, provide opportunities for success and promote all children’s agency.
  • Cultural competence is embedded.
  • Educators understand the important role of relationships with families and other professionals and have regular access to professional development, support and resources.
  • Commitment to continuous improvement, innovative practice and the confidence to be inclusive and push boundaries.

 

Further reading and resources

Inclusion Improvement Plan Guide
Including children with a disability
Noah’s Ark Early Childhood Intervention Support Programs
Curriculum decision making for inclusive practice
Inclusive education for students with disability
The Inclusion Breakthrough
What is Inclusion? 

Cycle of planning

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

What is meant by an ongoing cycle of planning?

Children and adults alike are ongoing learners and we all develop and learn in different ways. The cycle of planning helps educators to purposefully support children’s continual learning and design meaningful learning opportunities.

The Educators’ Guide to the Early Years Learning Framework and the Educators’ Guide to the Framework for School Age Care recommend that the curriculum/program decision making process be a cycle of:

  • information gathering
  • questioning
  • planning
  • acting
  • reflecting

Educators create learning opportunities by challenging and extending a child’s current learning and development. To do this, an educator must first gather evidence which involves observing and meaningfully documenting knowledge of the child’s current learning. The learning frameworks, National Quality Standard and regulations are not prescriptive about how documenting should be done. But it does need to be meaningful, relevant and helpful in making children’s learning visible.

Educators then question how they can use the evidence gathered. The practices, principles and learning outcomes in the frameworks can be helpful in guiding how educators further plan the environment, resources, teaching strategies and effective ways to monitor and assess children’s learning.

Further reading and resources

Educators’ guide to the Early Years Learning Framework pp. 10- 13
Educators guide to the Framework for School Age Care pp. 11-20
Early Years Learning Framework, pp.9–19
Framework for School Age Care, pp. 5- 18
Department of Education and Children’s Services South Australia. Reflect Respect Relate
Department of Education, Employment and Workplace Relations. Early Years Learning Framework in Action, Stories 13 and 31.
PSC National Alliance. How to Series. Effective Curriculum Planning and Documentation Methods in Education and Care Services
Early Childhood Australia. National Quality Standard (NQS) Professional Learning Program e-newsletter 57. Planning the program
Children’s Services Central, et al. What’s pedagogy anyway: Using pedagogical documentation to engage with the Early Years Learning Framework.
Victorian Curriculum and Assessment Authority. VCAA Early Years Exchange includes a template for using the ongoing cycle of planning.

Embedding culture in sustainable ways


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