Early Childhood Education and Care: Cultural Awareness and Ethical Considerations

This report discusses the need for cultural awareness and competence, ethical considerations for partnership with families, and practices and protocols of cultural awareness to work with Aboriginal community in early childhood education and care.

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EARLY CHILDHOOD EDUCATION AND CARE
STUDENT DETAILS:

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Introduction
The cultural competence is considered as capability to recognise and cultural
assumption, morals and beliefs. The cultural competence refers to developing understanding
and related knowledge, and the capability to observe world by eyes of others. Growing
Cultural Competence starts with individuals undertaking the procedure of reflection on
cultural recognition and identifying the influence the culture has on the practices. Cultural
competence and cultural awareness is not meant with creating respectful relations with
Aboriginal child, family, and communities. It helps in identification of Aboriginal manners of
being. The educators require showing respect and developing respectful relationships with
family that go in the local communities. The major elements of cultural competence are
awareness, attitude, and skill.
In this report, need of cultural awareness and competence, ethical consideration for
partnership for family, and practices and protocols of cultural awareness to work with
aboriginal community is discussed and examined.
Cultural awareness and cultural competence requirements of early childhood teacher-
The main objective of the early childhood cultural competence is to achieve complete
logic of the cultural competence of the early childhood place or family childcare home to
improve excellence and reinforce their awareness to child and family they serve. It renders
clear indicator, which may show the complete picture of ethnically competent policies and
approaches. To make sure, early education facilities are taking essential action to encourage
cultural competence, irrespective of actions one selects to do that the reauthorization of Child
Care and Development Block Grant would provide teaching to guardians and learners to
make them with essential devices to render higher schooling among all. With the teamwork

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of educator and family, it is easy to educate the children about cultural competence and
taking, and make them to be prospective leader these communities require (Singer, 2017).
Professional conduct and ethical considerations required to be follow by childhood teacher-
There are some Professional conduct and ethical considerations to be followed by the
childhood teacher. The related principles are as follows-
1. In the situation of doubt, value of a decision put the welfare of children on primary basis. It
is not easy to decide what is good, but it is required to try that what is good for children rather
than what is simply suitable.
2. It is required to value and admire each children as the person. The reason is that the teacher
who admires and respects the children, listens carefully and makes sure that every children
has moment of excellent time and concentration of people. The main thing to remember is
that each child is a unique individual. It is required to use name of the children to call or
address them. It is not required to talk about children in front of them.
3. The important manner adopted by teacher is the fundamental respect for children is by not
making discussion in their presence except the children are involved in the discussion
directly.
4. The teacher should be fair for every children. All children require fair opportunity and the
proper amount of apprehension from all the teacher. Everyone is significant. Every children
is eligible to get value by their teachers.
5. The teachers are required to be healthy at placement place. Otherwise the teachers put
everybody involving child at the danger for more sickness in the classes.
Ethical Responsibilities to Families

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It is stated by NAEYC that family is of basic significance in growth of the child.
Here, the term family can involve other person, as well parents, who are sensibly engaged
with children. The reason is that the early childhood teacher and family have general concern
in the welfare of children. It is required to keep secret. It is not require making discussion
with the person outer of the program the powers, faults, and characteristics supposed in
family of child in the programmes. Only data that has direct manner on the day of children in
the program need be shared with others. It is require maintaining respect for each parents and
the members of family of the children (Black, et. al, 2017).
Ethical Responsibilities to Colleagues:
It is stated by NAEYC that, in cooperative workplace human dignity is appreciated,
expert approval is promoted, and positive relationship is showed. The main duty in this area
is to develop relations, which keep creative works and meet expert requirement. Following
are the duties of teacher towards their colleagues-
1. The teachers should not visit with other colleagues at the time of engaging with child. The
lab period should be only for children and the requirements. The personal issues or emotional
problems should not be discussed with the parents of children. These problems should not
discuss with their colleagues at the time of working with children. The debate of own matters
should take place when children left, or during break time or during lunch. The people
discover that ending problems out during day may render intervals of assistance and pleasure,
which may make otherwise complex individual conditions manageable.
2. The teachers should communicate with colleagues in respect of the requirements of
children and actions, the plan, and the programmes. In case, where teachers are required to
share the details with the colleagues, then they should go directly to them in place of calling
from long space.

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3. The teachers should work as the team with colleagues. They should notify the colleagues
who will be influenced by the learning actions. They should take authorization when it is
needed. They should always be ready to share idea and relevant material. The teachers should
give assistance to fellow members in the best possible way to render the quality program for
children to develop their skills (Roskos, 2017).
4. The teachers should follow the rule, policy, and procedure of classes. They should learn
the rules and regulations of the programs where they are working and monitoring them. In
case of the disagreement with the programmes, they can raise question with the instructors
who may help to analyse the situations, the settlement. They should not make complaint to
the fellow members about the issues that they have no powers to resolve them.
Ethical duties to Communities and Societies:
It is stated by NAEYC that early childhood programmes operate in respect of the
direct community made up of family and organisations concerned with benefits of children.
The duties to the communities are to render programmes that fulfil its requirements and to
collaborate with the agency and occupations, which share responsibilities for child. The
reason is that the larger societies have the measures of duties for benefits and security of
children. The teachers should maintain self-importance in the business and profession. An
early childhood learning may be a thrilling, interesting, and sustaining experience. Research
has frequently stated that the good programmes for youth create the difference for them, for
the family, and for groups (Bloch, 2018).

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Significant cultural awareness practices and protocols for working with Aboriginal
community-
During the working with indigenous people, health service and groups, following are
the cultural protocols-
Understanding the cultural context
1. Various indigenous people will not express in case of absence sayings and will not
ask question out of graciousness.
2. Various indigenous people have different spiritual authenticity from westerners. It
should not be assumed that what relatives or clients is telling is because of
prescription or pathology.
3. The assumptions should not made about the part and relations of family members
such as protector, decision takers, and advocates. There can be difficult cultural
difficulties included in who plays what part and when.
4. The indigenous persons are normally not used to having non-indigenous visitor in the
house and can have solid terrors of the outers due to long past of taken children
(Fontana & Elson, 2014).
Cultural awareness
1. The non-aboriginal service providers must take part in training of cultural awareness.
2. Looking for development and insertion of a palliative care component or emphasis
into current cultural awareness teaching
3. The past has key part in how Indigenous persons observe what happens in the
societies in present time.
4. The Indigenous persons have outdated holders of land extended before European
settlement of nation.

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5. The indigenous people are lacking in comparison of general population and it is the
outcome of present injustice and past injustice (Stern, 2017).
6. It is believed by indigenous persons that their origin come from dream-time and
original families. It was periods when life shapes were developed and lore was
mentioned
Relationship and stability
1. It is important for cultural security to create relations with indigenous people.
2. Where possible and appropriate, it is required to ensure that there are indigenous
community representatives, represent at original meeting. The Indigenous community
representatives must be satisfactory to clients and families and can be the family
members.
3. Allow satisfactory and proper time for early meeting and be ready to visit again,
sometimes numerous time.
4. It is required to be ready to re-schedule meeting or to visit if families or community
business is happening for clients.
Trust
1. It is required to be aware to create and maintain faith of the indigenous people and
their families.
2. There should be clear explanation what to expect and what not to expect from the
service
3. It is required to be clear and thoughtful in helping the people and families recognise
diseases development and ask if they required having the indigenous well-being
workers or family members show at the time of making discussion.
4. At the time of working with aboriginal people, it is required to ask about the hope
expectation (Campbell, et. al, 2014).

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Consistency
1. The person should be constant with their team who stays and bound the new face,
specifically early in relation.
2. It is required to introduce all the team.
3. The faces may be confusing for the person, relatives and families.
4. The nice concept is to leave picture behind so that faces create accustomed to people, and
families.
5. If someone is coming first time, alert the people or families.
Language
1. The main important thing is to use plain language.
2. It is required to be yourself.
3. The people should use active listening skill.
4. Check the data provided earlier is assumed.
5. When people are not well and not so stable, leave data in written behind that makes able
the families to stay knowledgeable.
6. It is required to know all time that there are numerous data to be considered and it is
likely to sound complex (Cohen & Korintus, 2017).
7. In case of language barriers, it is required to make discussion with indigenous health
workers or family members, involving what sources may be given to assist in helping the
people to know.
8. The people should render copy of care plan or the communication simply showing that
expectation and contracts. The family may then spread the information in proper manner
(Bergroth & Palviainen, 2016).

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Referral and valuation
1. When referring or receiving one make sure to decide about whether individual or family is
an indigenous person or community.
2. The people should inform the people of the option to have the indigenous community
representatives and families included from beginning.
3. It is required to ask if indigenous representative is already included and require
authorisation to interact with people (Lohmander & Samuelsson, 2015).
Professional and ethical consideration for creating relationship and partnership with families-
The significance and increased results for children of involving properly with parents
in the learning and care of youth. In early childhood education in exacting, significance of
partnership between family and teachers is the main principle. It was argued by Whalley
(2013) that there is overwhelming evidences to the significance for learning of child and
growth of teachers and family involving in partnership (Alasuutari, Markström & Vallberg-
Roth, 2014).
It is found that the close relatives who are involved in the schooling of children, make
the working atmosphere for the children, where schooling is considered as significant, and
they are capable to frame experience for child that lead to skill development and improve
senses of children of competency and attainment. There is a strong sign that parent included
in the schooling of children has great impact on the educational attainment, specifically in
learning and proficiency. It is also found that involvement of parents has great impact on the
attendance of children, and their behaviour in classes. The children who have parents, who
involve in schooling, have full confidence in the own education ability and knowledge. The
parents have been found to be more capable to help child improve their observations of the
own capability and authorise children to take control of the personal knowledge (Britto, et. al,

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2017). It is also found that when child review interaction and mutual respect between grown
people helps child to know relations, establish positive personality and feel more relaxed at
learning centres. The most effective settings were found to be those that shared children
related data between families and staff-member, and parents were frequently take
involvement in decision making about the learning program of their children. It is also found
that at the time of establishing proper relations between teachers and family, shared targets
may be recognized, leading to better results for children, even if centre is not of great
excellence (Slot, et. al, 2014).
Parental participation has also shown to give great advantages for the parents (Follari,
2015). The parents who are more involved with schooling of the children become well-
informed about targets and processes of school, leading to strong involvement with
education, and so are more capable to notify the significance of teaching to the children. The
participation in the schooling of children creates the capabilities of student to help the
children study (Spodek & Saracho, 2014). This positive attitude and conduct in turn affect
learning of students and learning success. The reason is that the parents become more
engaged in learning of children and attain knowledge and the approaches for framing
academic experience and actions for the children that result in development of the skills. The
instructions of parents are likely to stay deeply deep-rooted in memory of child even after
leaving school. They have great impacts in later time (Stratigos, 2015).
Conclusion
As per the above analysis, it can be said that the cultural awareness and competence
should be at the front of any multinational institute. Smearing the fundamental concept of
intercultural management goes much further than studying the limited data, books,
philosophies, and approaches. Tapping into a diverse workforce comes with great reward if

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the company has approach that includes solid leadership and worker orientated policies. It is
found that, the early childhood teachers should understand their responsibilities and follow
ethical and professional conducts for better results.

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References
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