Diploma in Early Childhood Educator Role Assignment - Brisbane

This assignment addresses the role of an early childhood educator, focusing on strategies for engaging families, sharing information about children's progress, and navigating cultural diversity in a remote Indigenous community setting. The solution outlines methods for involving families in the service's operation, including consultation and decision-making roles. It also identifies strategies for effective communication with families regarding their child's development and experiences. The assignment further explores the challenges and considerations for an educator moving from Brisbane to a remote Cape York community, emphasizing the importance of understanding community protocols and cultural sensitivity. The solution suggests pre-employment preparations, such as research and consultation with senior educators, to ensure a successful transition and effective service delivery. References to relevant literature, such as Bowes and Grace (2014) and Gay (2013), support the strategies and approaches discussed.

Running head: ROLE OF AN EARLY CHILDHOOD EDUCATOR
Role of an Early Childhood Educator
Name of the university
Name of the student
Author note

1ROLE OF AN EARLY CHILDHOOD EDUCATOR
Question 1
According to Bowes and Grace (2014), parental engagement is one of the helpful
methods to receive the desirable results regarding a child’s progress. In order to engage them,
continuous collaboration is a necessary strategy, either by sharing both the positive and
negative feedbacks or engage parents through giving practical homework. As an educator, I
can ask them to share their feedback as well as per at home observation. Parents can be
consulted if an educator notices lack of concentration or irregular attendance.
Question 2
The most practiced strategy of sharing information is to call family members in a
parent teacher meeting to discuss about child’s interest, learning progress and his/her
relationship with the other classmates. Occasionally, due to business or other unavoidable
reasons parents cannot participate in such meetings and workshops. Parents might be
contacted via social platforms, sending e-mail or calling them may help. However, in a
remote area of Cape York visiting homes for discussions will help to develop relationship
and influence a child’s progress as well.
Question 3
In Brisbane, people are comfortable speaking English for communication that is why
following the study of Gay (2013), it can be said in a culturally diverse classroom setting in a
remote area of Cape York, demands a service, which focuses on establishing relationship first
with the children before engaging them into learning process. While vising homes, language
barriers will be a problem. Monthly literacy campaign for parents can be organised to
engage community and to have a shared positive co-operative experience. However, in case

2ROLE OF AN EARLY CHILDHOOD EDUCATOR
the programme fails, children can be encouraged to translate for their parents or service
workers can be trained with native language skills to overcome such barriers.
Question 4
The regions of Cape York is recognised for its highly diverse culture, historical
background and practice of different languages. Therefore, being posted as an educator of
early childhood service in a remote area of Cape York is indeed challenging and demands
strategic planning in order to succeed. As urban people do not know much about those
communities, gaining knowledge is important before planning and thinking for its
implementation. Therefore, before proceeding with my new job role as an educator, I can opt
for above-mentioned strategies. Reading, researches are needed about the community and a
consultation session with senior educators might help for further challenges.

3ROLE OF AN EARLY CHILDHOOD EDUCATOR
References
Bowes, J. and Grace, R., 2014. Review of early childhood parenting, education and health
intervention programs for Indigenous children and families in Australia.
Gay, G., 2013. Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), pp.48-
70.