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Running head:Diploma in early childhood education Diploma in early childhood education Name of the Student Name of the university Author’s note
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1Diploma in early childhood education Question 2 a) Cultural competency (including the awareness about the indigenous culture, history and the values) To be respectful to the Aboriginal people and their culture. In order to be interested to work with them it is necessary to understand about their history, culture, world views, tradition and economy. The connectivity principle plays a significant role in the decision making process. Active listening to their opinion and allowing them to express their perceptions helps in building up interpersonal relationship with the aboriginal people (Queensland Government. 2017). Recognition of the unmet indigenous rights. Using appropriate body language and simple comprehensive language while conversing with them. B) The English should be free from jargons, acronyms and other technical terms so that they can be easily understood by people having English as the second language. An interpreter should be kept for the translating the whole concept if needed to the aboriginals. Multiple can be used to convey the messages like face-to face, televisions, talking posters and more (Queensland Government. 2017). To use the diagrams, models and the images to explain the terms and the concepts.
2Diploma in early childhood education To be careful about the use of traditional languages or any creole words without any prior understanding. Task 3 Legislation a)The quality area 6 of the Guide to theNational Quality Standardsuggests some guidelines for collaborating with the families in relation to the culture and the diversity. Toberespectfultoallthefamiliesandsupportingthemintheirparentingrole characterized by sociable communication between the families, the child educator and other members of the service (Mashford-pringle. 2017). To use simple and culturally safe terminologies while talking to the parents. To listen to the families for including their perspectives in developing any educational program or policies (National Quality Standard.2015). To share decision making with the families. To communicate the educational choices with the families. To provide opportunities to the familiesincluding the extended familymembers for contributing to the development of the service programs, philosophy statements and quality improvement policies (National Quality Standard.2015). . Question 2 PrinciplesPartnerships: Respectful, securing and reciprocal relationship with the family, that is being attuned to the thoughts and the feelings of the children and the family.
3Diploma in early childhood education In a good partnership, the childhood educators and the families values the knowledge of each of the child. To value the contribution of each other to the child’s life. To share common perspectives and insights about each of the child. Toengageinashareddecisionmakingprocess(THEEARLYYEARS LEARNING FRAMEWORK FOR AUSTRALIA.2015). Respect for diversity Practices Holistic approaches to teaching the children and the family members, valuing the social and the cultural context of the families and the children. Question 3 Quality Area Quality area 6- Collaborative partnerships with the families communities Standards Standard 6.1- Supportive relationships with the families
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4Diploma in early childhood education 6.1.1- Engagement with the services 6.1.2. Views of the parents are respected 6.1.3. - Families are being supported (National Quality Standard.2015). Standard 6.2. Collaborative partnerships with the families – Collective partnerships surges the inclusion of the children in an educational settings.
5Diploma in early childhood education References Mashford-pringle,a.n.g.e.l.a.,2017.ChangingEarlyChildhoodCareandLearningfor Aboriginal Children.Caring for Children: Social Movements and Public Policy in Canada, p.73. National Quality Standard.2015.National Quality Standard and Assessment and Rating. Access date:8.11.2018.Retrievedfrom:http://files.acecqa.gov.au/files/NQF/Guide-to-the-NQF-3- Guide-to-the-NQS-Part-A.pdf Queensland Government. 2017.Communicating effectively with Aboriginal and Torres Strait Islanderpeople.Accessdate:8.11.2018.Retrieved from:https://www.health.qld.gov.au/__data/assets/pdf_file/0021/151923/communicating.pdf THE EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA.2015.Belonging, being &becoming.Accessdate:8.11.2018.Retrievedfrom: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_ years_learning_framework_for_australia._v5_docx.pdf