Early Childhood Education Case Study 2022

Running head: EARLY CHILDHOOD EDUCATION
Early Childhood Education
Name of the Student
Name of University
Author’s note

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EARLY CHILDHOOD EDUCATION
In order to support other educators who identify as Aboriginal and Torres Strait Islander,
I would attempt to develop a culturally competent atmosphere where the Aboriginal and the
Torres Strait Islander population was practice with full dignity and with respect. Brown, Collins
and Arthur (2014) are of the opinion that culturally competent atmosphere that is free of
workplace bullying increases the retention of the Aboriginal employees. The presence of the
Aboriginal educator in turn helps to increase the educational participation among the indigenous
population.
The main ways of communicating that I will use in order to show respect to the
Aboriginals and Torres Strait Islander educators will be the use of the effective communication
skills. Under effective communication skills, special emphasis will be given in the non-verbal
communication skills like active listening, maintaining proper body language and showing
concerns. This will help in the development of the trustworthy relationship with the Aboriginal
team mates. Development of the positive relationship with the team mates helps to improve the
overall performance of team and helping to work in a collaborative manner (Salmona et al.
2015). When the Aboriginal educators will feel that the other member of the team is interested in
listening to their views, they be more pro-active is sharing their pedagogical knowledge and thus
helping to develop culturally competent pedagogy plan.

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EARLY CHILDHOOD EDUCATION
References
Brown, C.B., Collins, S. and Arthur, N., 2014. Fostering multicultural and social justice
competence through counsellor education pedagogy. Canadian Journal of Counselling and
Psychotherapy/Revue canadienne de counseling et de psychothérapie, 48(3).
Salmona, M., Partlo, M., Kaczynski, D. and Leonard, S.N., 2015. Developing culturally
competent teachers: An international student teaching field experience. Australian Journal of
Teacher Education, 40(4), p.3.