CHCDIV002 Assignment: Early Childhood Education Module

This assignment addresses key aspects of early childhood education, focusing on cultural competency, particularly concerning Aboriginal and Torres Strait Islander cultures. It explores the importance of respectful and reciprocal relationships with families, emphasizing the need for educators to understand and value the cultural context of children and their families. The assignment delves into practical strategies for effective communication, including the use of appropriate language and the involvement of families in decision-making processes and program development. It references relevant legislation and guidelines, such as the National Quality Standard and the Early Years Learning Framework, to support its recommendations for creating culturally safe and inclusive learning environments. The document offers insights into building partnerships with families, respecting diversity, and providing holistic approaches to teaching and learning.

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.

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.
 To engage in a shared decision making process (THE EARLY YEARS
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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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. Changing Early Childhood Care and Learning for
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. Retrieved from: 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
Islander people. Access date: 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. Access date: 8.11.2018. Retrieved from:
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_
years_learning_framework_for_australia._v5_docx.pdf