Collaborating with Families and Aboriginal People in Early Childhood Education

Running head: Diploma in early childhood education
Diploma in early childhood education
Name of the Student
Name of the university
Author’s note

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 the National Quality Standard suggests some
guidelines for collaborating with the families in relation to the culture and the diversity.
 To be respectful to all the families and supporting them in their parenting role
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 families including the extended family members for
contributing to the development of the service programs, philosophy statements and
quality improvement policies (National Quality Standard.2015). .
Question 2
Principles Partnerships:
 Respectful, securing and reciprocal relationship with the family, that is being
attuned to the thoughts and the feelings of the children and the family.