Integrating Multilingual Resources for School Transition Project
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Project
AI Summary
This project proposal outlines a plan to integrate multilingual resources within the Integricare Supported Playgroup in Rockdale, Australia, to facilitate children's transition to school. The project aims to enhance communication between families and educators, particularly for those who speak languages other than English, by providing resources like multilingual application forms, information sheets, and books. The project addresses the needs of a diverse community, acknowledging the high percentage of non-English speakers in the area. It utilizes a feminist post-structural theory approach, aligning with Australian multicultural policies and the Early Years Learning Framework. The proposal details specific strategies, including the creation of multilingual booklets and bilingual book reading sessions, along with roles, responsibilities, resources, and timelines. The project's success will be measured through feedback from families and staff, observations of children, and analysis of resource usage. The project aims to promote language diversity and support families in their children's educational journey.
Student Name and ID Project Name 1
101627 ASSIGNMENT 1 – PROJECT PROPOSAL 1500 WORD
Student Name and ID:
Service Name: - Integricare Supported Playgroups St George
Supervising Staff Member: Binita Dhungel Ghimire
Contact Details: 95997821
Other students on this Field Experience:
Project Name: Integrating multilingual resources for children and families to assist in transition to school
Project Description: (100 words)
This proposed project aims at improving the partnership among all the parents to develop skills, abilities and characteristics that prepare the child
to be a successful learner. It also aims at supporting and enhancing the child’s social and emotional development. By integrating multilingual resources to
support the child’s transition to school, communication between families and educators will get enhanced. Moreover, the diversity of language and culture
will get promoted and encouraged. The main multilingual resources that will be included in this project are: application forms in various languages at
NSW government school, transition to school statement, information sheet in other languages, transition in to the new learning environment, multilingual
books home corner that talks about “transition to school” with puppet and various stations (greetings, numbers, days and visual images).
Situate the Project
This project will be carried out in the local area of Rockdale, which is located approximately thirteen kilometres, South of Sydney Central Business
District and falls as part of the greater St. George area. The study subjects will be particularly at Integricare supported playgroup in Rockdale.
Target Community
The targeted community in this project will be all teacher, children, and families who are accessing the setting or even would like to access the setting.
Community Profile:
According to the Australian Early Development Census (2015) there are 109,305 with 8,896 children aged between 0 to 5 years in the suburbs of
Rockdale. There are 25.9% people living in Rockdale, who are English speakers (profild.id, 2016). The other top languages spoken are Mandarin (8.8%),
Macedonian (6.7%), Arabic (6.0%), Cantonese (5.5%), Bengali (4.3%), and Greek (4.0%) (profild.id, 2016). Almost 3.2% of people living in the suburb of
Rockdale were born in Australia (profild.id, 2016). The other were born in China (10.6%), Nepal (7.6%), Former Yugoslav Republic of Macedonia (4.1%),
Bangladesh (4.0%), India (3.2%) and Lebanon (2.2%) (profild.id, 2016). There are almost 30% of families (couples) with children as well as 7.7 % who are
single parent (profild.id, 2016). The playgroup setting is almost 10-minute walk from Rockdale Station as well as Bayside council and library. There are 4
primary schools (2 publics, 2 catholic) and 4 high schools (2 publics, 2 catholic only girls). In terms of leisure and recreational facilities that are available in
the suburb of Rockdale, some of them include Rockdale Parks for soccer, tennis, hockey, and gymnastics classes for children up to 5 years (Rockdale City
Council, 2017). There are also various playgroups that offer art and craft classes for children up to five years with morning tea and parent involvement
(Rockdale City Council, 2017). Rockdale City Council library also offers story-time and rhyme gatherings for children up to 5 years (Rockdale City Council,
2017). Integricare Supported Playgroup that is located in Rockdale has almost 25 children and families attending this playgroup that operate every Monday
(Appendix A: Reham, Personal Communication, September 11, 2017). There are many families attending this playgroup who speak different languages such
as Bengali, Arabic, Japanese, Chinese, Indian and Nepalese. More often than not, some of the staff employed at this playgroup speak another language apart
101627 ASSIGNMENT 1 – PROJECT PROPOSAL 1500 WORD
Student Name and ID:
Service Name: - Integricare Supported Playgroups St George
Supervising Staff Member: Binita Dhungel Ghimire
Contact Details: 95997821
Other students on this Field Experience:
Project Name: Integrating multilingual resources for children and families to assist in transition to school
Project Description: (100 words)
This proposed project aims at improving the partnership among all the parents to develop skills, abilities and characteristics that prepare the child
to be a successful learner. It also aims at supporting and enhancing the child’s social and emotional development. By integrating multilingual resources to
support the child’s transition to school, communication between families and educators will get enhanced. Moreover, the diversity of language and culture
will get promoted and encouraged. The main multilingual resources that will be included in this project are: application forms in various languages at
NSW government school, transition to school statement, information sheet in other languages, transition in to the new learning environment, multilingual
books home corner that talks about “transition to school” with puppet and various stations (greetings, numbers, days and visual images).
Situate the Project
This project will be carried out in the local area of Rockdale, which is located approximately thirteen kilometres, South of Sydney Central Business
District and falls as part of the greater St. George area. The study subjects will be particularly at Integricare supported playgroup in Rockdale.
Target Community
The targeted community in this project will be all teacher, children, and families who are accessing the setting or even would like to access the setting.
Community Profile:
According to the Australian Early Development Census (2015) there are 109,305 with 8,896 children aged between 0 to 5 years in the suburbs of
Rockdale. There are 25.9% people living in Rockdale, who are English speakers (profild.id, 2016). The other top languages spoken are Mandarin (8.8%),
Macedonian (6.7%), Arabic (6.0%), Cantonese (5.5%), Bengali (4.3%), and Greek (4.0%) (profild.id, 2016). Almost 3.2% of people living in the suburb of
Rockdale were born in Australia (profild.id, 2016). The other were born in China (10.6%), Nepal (7.6%), Former Yugoslav Republic of Macedonia (4.1%),
Bangladesh (4.0%), India (3.2%) and Lebanon (2.2%) (profild.id, 2016). There are almost 30% of families (couples) with children as well as 7.7 % who are
single parent (profild.id, 2016). The playgroup setting is almost 10-minute walk from Rockdale Station as well as Bayside council and library. There are 4
primary schools (2 publics, 2 catholic) and 4 high schools (2 publics, 2 catholic only girls). In terms of leisure and recreational facilities that are available in
the suburb of Rockdale, some of them include Rockdale Parks for soccer, tennis, hockey, and gymnastics classes for children up to 5 years (Rockdale City
Council, 2017). There are also various playgroups that offer art and craft classes for children up to five years with morning tea and parent involvement
(Rockdale City Council, 2017). Rockdale City Council library also offers story-time and rhyme gatherings for children up to 5 years (Rockdale City Council,
2017). Integricare Supported Playgroup that is located in Rockdale has almost 25 children and families attending this playgroup that operate every Monday
(Appendix A: Reham, Personal Communication, September 11, 2017). There are many families attending this playgroup who speak different languages such
as Bengali, Arabic, Japanese, Chinese, Indian and Nepalese. More often than not, some of the staff employed at this playgroup speak another language apart
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Student Name and ID Project Name 2
from English such as Arabic, Nepalese, Bengali and Chinese. The staff in Integricare Supported Playgroup are allowed to speak with families in their local
languages, especially when the grandparents are attending the playgroup with their grandchildren on this day. However, when the staff is unavailable, the
other multilingual and monolingual employees find it difficult to pass messages to the grandparents. This is a problem that the playgroup would like to
improve.
Rationale: This project was implemented through a conversation with the staff working at Integricare Supported Playgroup in Rockdale. They
highlighted that they would like to plan a project that discusses the importance of transition to school that will become helpful for families, especially those
who speak little or no English and need some assistance in transiting their children to school. The staff shared some problems by indicating that there were
some communication issues they faced with some families who speak another language. This is so especially when the grandparents are attending the
playgroup with the children on this day but the staff who speak this family language is not available. The predominant issue which will be addressed through
this project is the discourse of “English” only programs and the inequalities to accessing the vital resources and information due to the language barriers
(Robinson & Jones Diaz, 2016; Arthur et al., 2014). While the playgroup recognises and appreciate families and children who speak their home language, the
use of multilingual resources is important when it comes to passing communication to families that are not able to speak little or no English. Moreover, it
encourages children and families to use their home language in the playgroup (Hughes & MacNaughton, 2000; Makin et al., 2007). For this it is really
essential to understand that the design of this project has been influenced by the feminist post-structural theory to provide an approach to deal with community
diversity and differences (Robinson & Jones Diaz, 2016).
According to the Australian Multicultural Policy (Department of social services,2013) as well as the Early Years Learning Framework (Department of
Education, Employment and Workplace Relations, 2009), the recognition, celebration and valuation of the benefits of sociocultural and linguistic differences
is important (Ogletree & Larke, 2010). As highlighted in Personal Learning Blog 4 (Appendix B: Giulliano, August 15, 2017), this in turn shows the sense of
identity and belonging to the community (Ali, 2003; Robinson & Jones Diaz, 2016; Department of Social Services, 2013). Bearing in mind that approximately
98% of the families and children found in this playgroup and general community can speak another language apart from English, discussions need to be made
on the different ways of incorporating multilingual resources in the playgroup. This is aimed at giving an inspiration and recognising the importance of
various home languages that the children and the families use in the playgroup during interactive sessions as indicated in the National Quality Standards as
well as Early Years Learning Framework.
For this project, there might be some challenges in its implementation since children might not show an interest in engaging actively with the resources
provided. The families may lack confidence in the program due to language barriers. For this it is really important as an early childhood educator to ensure that
there are a wide range of resources and activities that will assist all diverse children and build a trustful relationship with families as highlighted in the Personal
Learning Blog 3 (Appendix D: Giulliano, August 9, 2016). It is my role as an educator to identify and overcome the barriers of communication through
accepting and listening carefully to the families views (Sparks et al., 2015). This will allow a better program outcome for children and the families will gain
an opportunity to reflect and evaluate the outcomes of the program and suggestions for future adjustments (McNaughton & Hughes, 2011). It is also important
as an educator to use reflexive approaches and avoid being judgmental as it may cause communication barriers to families and children (Abbey, 2012). It will
also make it possible to understand the important ethics when collaborating with families from different background (KidsMatter, 2016; Congress &
Gonzalez, 2012)
from English such as Arabic, Nepalese, Bengali and Chinese. The staff in Integricare Supported Playgroup are allowed to speak with families in their local
languages, especially when the grandparents are attending the playgroup with their grandchildren on this day. However, when the staff is unavailable, the
other multilingual and monolingual employees find it difficult to pass messages to the grandparents. This is a problem that the playgroup would like to
improve.
Rationale: This project was implemented through a conversation with the staff working at Integricare Supported Playgroup in Rockdale. They
highlighted that they would like to plan a project that discusses the importance of transition to school that will become helpful for families, especially those
who speak little or no English and need some assistance in transiting their children to school. The staff shared some problems by indicating that there were
some communication issues they faced with some families who speak another language. This is so especially when the grandparents are attending the
playgroup with the children on this day but the staff who speak this family language is not available. The predominant issue which will be addressed through
this project is the discourse of “English” only programs and the inequalities to accessing the vital resources and information due to the language barriers
(Robinson & Jones Diaz, 2016; Arthur et al., 2014). While the playgroup recognises and appreciate families and children who speak their home language, the
use of multilingual resources is important when it comes to passing communication to families that are not able to speak little or no English. Moreover, it
encourages children and families to use their home language in the playgroup (Hughes & MacNaughton, 2000; Makin et al., 2007). For this it is really
essential to understand that the design of this project has been influenced by the feminist post-structural theory to provide an approach to deal with community
diversity and differences (Robinson & Jones Diaz, 2016).
According to the Australian Multicultural Policy (Department of social services,2013) as well as the Early Years Learning Framework (Department of
Education, Employment and Workplace Relations, 2009), the recognition, celebration and valuation of the benefits of sociocultural and linguistic differences
is important (Ogletree & Larke, 2010). As highlighted in Personal Learning Blog 4 (Appendix B: Giulliano, August 15, 2017), this in turn shows the sense of
identity and belonging to the community (Ali, 2003; Robinson & Jones Diaz, 2016; Department of Social Services, 2013). Bearing in mind that approximately
98% of the families and children found in this playgroup and general community can speak another language apart from English, discussions need to be made
on the different ways of incorporating multilingual resources in the playgroup. This is aimed at giving an inspiration and recognising the importance of
various home languages that the children and the families use in the playgroup during interactive sessions as indicated in the National Quality Standards as
well as Early Years Learning Framework.
For this project, there might be some challenges in its implementation since children might not show an interest in engaging actively with the resources
provided. The families may lack confidence in the program due to language barriers. For this it is really important as an early childhood educator to ensure that
there are a wide range of resources and activities that will assist all diverse children and build a trustful relationship with families as highlighted in the Personal
Learning Blog 3 (Appendix D: Giulliano, August 9, 2016). It is my role as an educator to identify and overcome the barriers of communication through
accepting and listening carefully to the families views (Sparks et al., 2015). This will allow a better program outcome for children and the families will gain
an opportunity to reflect and evaluate the outcomes of the program and suggestions for future adjustments (McNaughton & Hughes, 2011). It is also important
as an educator to use reflexive approaches and avoid being judgmental as it may cause communication barriers to families and children (Abbey, 2012). It will
also make it possible to understand the important ethics when collaborating with families from different background (KidsMatter, 2016; Congress &
Gonzalez, 2012)
Student Name and ID Project Name 3
The outcome for this project: This project will make it possible for children, families and the whole community to get access to as well as
interact with the several multilingual resources which will be contained in the playgroup setting. All this will be
through the help from pre-service teachers and playgroup staff
Key indicators: Through the positive feedback obtained from families either through written or verbal communication
Through the analysis of responses obtained from children (observations) by the preservice teachers and
playgroup staff.
Through the families engaging in the resources with their children during implementing the college
experience and the reading bilingual book experience
Children teaching the playgroup staff and educators’ words from their linguistic background
By making analysis of the monolingual or multilingual conversations by children as they make verbal
communications in the playgroup
Project measures: Information from the forms receives from staff and families concerning the necessary multilingual
resources being used in the playgroup setting.
Making observations, documentation and photos as the families and children interact with the
multilingual resources
Word lists from different languages that will be taught by the families and children to the playgroup staff
and the preservice educators.
Evaluating how many families took home the multilingual family booklet about “Transition to school”?
and how many are left over.
Transcribed conversations with families and the playgroup staff about their thought on the “Transition to
school” throughout the playgroup setting.
Action Plan
Strategy Roles and Responsibilities Resources Timeline Achievement
statement
The outcome for this project: This project will make it possible for children, families and the whole community to get access to as well as
interact with the several multilingual resources which will be contained in the playgroup setting. All this will be
through the help from pre-service teachers and playgroup staff
Key indicators: Through the positive feedback obtained from families either through written or verbal communication
Through the analysis of responses obtained from children (observations) by the preservice teachers and
playgroup staff.
Through the families engaging in the resources with their children during implementing the college
experience and the reading bilingual book experience
Children teaching the playgroup staff and educators’ words from their linguistic background
By making analysis of the monolingual or multilingual conversations by children as they make verbal
communications in the playgroup
Project measures: Information from the forms receives from staff and families concerning the necessary multilingual
resources being used in the playgroup setting.
Making observations, documentation and photos as the families and children interact with the
multilingual resources
Word lists from different languages that will be taught by the families and children to the playgroup staff
and the preservice educators.
Evaluating how many families took home the multilingual family booklet about “Transition to school”?
and how many are left over.
Transcribed conversations with families and the playgroup staff about their thought on the “Transition to
school” throughout the playgroup setting.
Action Plan
Strategy Roles and Responsibilities Resources Timeline Achievement
statement
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Student Name and ID Project Name 4
Strategy
Incorporating a multilingual
booklet about transition to
school accompanying English
ones at the playgroup setting
Rehem the playgroup
supervisor & Natalie: -
Discussed the most relevant
information to add in the
booklet about transition to
school by visiting the
website Kids Matter and the
NSW department of
Education.
Natalie: Add all the relevant
information about transition
to school and the transition to
school statement + the NSW
enrolment government form
in English language using a
word document
Natalie: Translate all the
relevant information
including the statement of
transition to school + the
NSW enrolment government
form in the following
languages: Arabic, Chinese,
Japanese, and Nepalese using
translator chrome website
Natalie: Collaborated with
the bilingual staff to ensure
the translation of relevant
information is correct
Natalie: created + printed the
multilingual booklets in word
document for display in the
Computer/iPad
Colour printing
Internet access
Stationary
11th Sep: Discussed with
Rehem about the most
relevant information to be
displayed in the booklet.
12th Sep -17 Sep: Added
all the relevant
information including the
NSW enrolment form,
statement for transition to
school from the website
Kids matter, NSW
department of education to
the word document in
English. Translated this
information in Arabic,
Chinese, Japanese, and
Nepalese using the
translator chrome website.
Drafting feedback forms
for families and educators
18th Sep -21st Sep
Collaborated with the
bilingual staff to ensure
the translation for the
relevant information in
regard to transition to
school is correct. Also
created and printed this
relevant information in a
multilingual booklet
format using the Microsoft
word for families to take
home.
The number of
booklets that are
left over by the
end of the final
field visit
Feedback forms
from parents
and staff
Conversations
with educators
and families.
Strategy
Incorporating a multilingual
booklet about transition to
school accompanying English
ones at the playgroup setting
Rehem the playgroup
supervisor & Natalie: -
Discussed the most relevant
information to add in the
booklet about transition to
school by visiting the
website Kids Matter and the
NSW department of
Education.
Natalie: Add all the relevant
information about transition
to school and the transition to
school statement + the NSW
enrolment government form
in English language using a
word document
Natalie: Translate all the
relevant information
including the statement of
transition to school + the
NSW enrolment government
form in the following
languages: Arabic, Chinese,
Japanese, and Nepalese using
translator chrome website
Natalie: Collaborated with
the bilingual staff to ensure
the translation of relevant
information is correct
Natalie: created + printed the
multilingual booklets in word
document for display in the
Computer/iPad
Colour printing
Internet access
Stationary
11th Sep: Discussed with
Rehem about the most
relevant information to be
displayed in the booklet.
12th Sep -17 Sep: Added
all the relevant
information including the
NSW enrolment form,
statement for transition to
school from the website
Kids matter, NSW
department of education to
the word document in
English. Translated this
information in Arabic,
Chinese, Japanese, and
Nepalese using the
translator chrome website.
Drafting feedback forms
for families and educators
18th Sep -21st Sep
Collaborated with the
bilingual staff to ensure
the translation for the
relevant information in
regard to transition to
school is correct. Also
created and printed this
relevant information in a
multilingual booklet
format using the Microsoft
word for families to take
home.
The number of
booklets that are
left over by the
end of the final
field visit
Feedback forms
from parents
and staff
Conversations
with educators
and families.
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Student Name and ID Project Name 5
Strategy 2
Use of the bilingual
experiences in book reading
among the staff and families
to share with children about
transition to school
Investigate Rockdale council
Library bilingual books
about transition to school and
borrow for the playgroup
setting.
In consultation with Rehem
the playgroup supervisor
made plans of a two to three
large group book reading
experiences.
Made huge observations in
book reading experiences
among the young children.
Secured the following
materials for the project:
Cameras, notepads, iphones
used as recording devices,
pens, developmentally
appropriate bilingual books,
and notepads
11th Sep: Investigated
Rockdale council library
bilingual books and
borrowed for the
playgroup setting.
18th Sep Discussed with
Reham, on the bilingual
books most appropriate to
share with children and
parents in regard to
transition to school.
Making recordings and
observations of the
responses from children
concerning the book
reading experiences for
individuals and groups.
9th-10th October:
Evaluating and reflecting
on the strategies used for
this study.
Analysing
observations
and evaluations
of bilingual
book reading
experiences.
Analysing
feedback from
the staff.
Conversing
with parents
concerning the
views and
experiences
during learning
Documentation
of children’s
responses.
Strategy 2
Use of the bilingual
experiences in book reading
among the staff and families
to share with children about
transition to school
Investigate Rockdale council
Library bilingual books
about transition to school and
borrow for the playgroup
setting.
In consultation with Rehem
the playgroup supervisor
made plans of a two to three
large group book reading
experiences.
Made huge observations in
book reading experiences
among the young children.
Secured the following
materials for the project:
Cameras, notepads, iphones
used as recording devices,
pens, developmentally
appropriate bilingual books,
and notepads
11th Sep: Investigated
Rockdale council library
bilingual books and
borrowed for the
playgroup setting.
18th Sep Discussed with
Reham, on the bilingual
books most appropriate to
share with children and
parents in regard to
transition to school.
Making recordings and
observations of the
responses from children
concerning the book
reading experiences for
individuals and groups.
9th-10th October:
Evaluating and reflecting
on the strategies used for
this study.
Analysing
observations
and evaluations
of bilingual
book reading
experiences.
Analysing
feedback from
the staff.
Conversing
with parents
concerning the
views and
experiences
during learning
Documentation
of children’s
responses.
Student Name and ID Project Name 6
Strategy 3
Incorporate collage learning
experiences for families and
children to add their views
and perspectives about
transition to school in English
and/or home language.
Discuss with Reham the
supervisor about the
availability stationary
resources that are available at
the playgroup setting for the
collage experience
Find multilingual images and
words that talks about
transition to school online
Consult playgroup staff and
families about these words
for transition to school in
their home language.
Display all the collage
resources and the
multilingual images that talks
about transition to school on
a table for parents, children
and staff to engage with.
Laminator
Colour printer
Internet access
Computers/iPad
Desk space
Cutting utensils
Glue sticks
19th Sep: Consult and seek
approval from the
playgroup staff to
incorporate the collage
learning experience and
begin researching various
multilingual images and
words.
2nd October: Liaise with
home language speakers,
staff and families, print
and laminate these images
and words and cut them
out for the collage
experience.
9th October: Observe
families, playgroup staff
and children interacting
and taking interest with
this collage experience and
hand feedback forms and
collect from families and
playgroup staff.
9th-10th October:
Evaluation and reflection
on success of strategy
Observing
families,
playgroups,
staff as well as
the children as
they interact in
school collage
transition.
Feedback forms
from families
and staff
Conversations
with educators
and families
The verbal
communications
from families
and children
through the
transition to
school words
using either
home or other
languages.
Families and
children
teaching their
colleagues, staff
and educators
on using various
words and
phrases using
their home
languages.
Strategy 3
Incorporate collage learning
experiences for families and
children to add their views
and perspectives about
transition to school in English
and/or home language.
Discuss with Reham the
supervisor about the
availability stationary
resources that are available at
the playgroup setting for the
collage experience
Find multilingual images and
words that talks about
transition to school online
Consult playgroup staff and
families about these words
for transition to school in
their home language.
Display all the collage
resources and the
multilingual images that talks
about transition to school on
a table for parents, children
and staff to engage with.
Laminator
Colour printer
Internet access
Computers/iPad
Desk space
Cutting utensils
Glue sticks
19th Sep: Consult and seek
approval from the
playgroup staff to
incorporate the collage
learning experience and
begin researching various
multilingual images and
words.
2nd October: Liaise with
home language speakers,
staff and families, print
and laminate these images
and words and cut them
out for the collage
experience.
9th October: Observe
families, playgroup staff
and children interacting
and taking interest with
this collage experience and
hand feedback forms and
collect from families and
playgroup staff.
9th-10th October:
Evaluation and reflection
on success of strategy
Observing
families,
playgroups,
staff as well as
the children as
they interact in
school collage
transition.
Feedback forms
from families
and staff
Conversations
with educators
and families
The verbal
communications
from families
and children
through the
transition to
school words
using either
home or other
languages.
Families and
children
teaching their
colleagues, staff
and educators
on using various
words and
phrases using
their home
languages.
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References
Abbey, B. (2012). Collaborative partnerships with families and communities. Belonging Early Years Journal, 1(2), 32-34. Retrieved from
http://www.childcarebydesign.com.au/uploads/1831_belonging_vol1no2_p32-34.pdf
Ali, S. (2003). Mixed-race, post-race: Gender, new ethnicities, and cultural practices (22). Oxford, UK: Berg press.
Arthur, L., Ashton, J., & Beecher, B. (Eds.). (2014). Diverse literacies in early childhood: A social justice approach. Camberwell, Australia: ACER Press.
Student Name and ID Project Name 7
Abbey, B. (2012). Collaborative partnerships with families and communities. Belonging Early Years Journal, 1(2), 32-34. Retrieved from
http://www.childcarebydesign.com.au/uploads/1831_belonging_vol1no2_p32-34.pdf
Ali, S. (2003). Mixed-race, post-race: Gender, new ethnicities, and cultural practices (22). Oxford, UK: Berg press.
Arthur, L., Ashton, J., & Beecher, B. (Eds.). (2014). Diverse literacies in early childhood: A social justice approach. Camberwell, Australia: ACER Press.
Student Name and ID Project Name 7
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Australian Early Development Census (AEDC). (2015). Rockdale community overview. Retrieved from https://www.aedc.gov.au/data/data-explorer?id=62085
Congress, E.P., & González, M.J. (2012). Multicultural perspectives in social work practice with families. Retrieved from https://books.google.com.au/books?
id=LD30iHIOm34C&printsec=frontcover&dq=Congress+%26+Gonzalez,
+2012&hl=en&sa=X&ved=0ahUKEwjLgbeJ5abWAhVIjJQKHa8PA6sQ6AEIJjAA#v=onepage&q=Congress%20%26%20Gonzalez%2C
%202012&f=false
Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.
Canberra, Australia: Commonwealth of Australia.
Department of Social Services. (2013). The people of Australia: Australia's multicultural policy. Retrieved from
https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-affairs/publications/thepeople-of-australia-australias-multicultural-policy
Giulliano, N. (2017). Personal Learning Blog 3: Importance of effective communication in ECE settings. Retrieved from
https://vuws.westernsydney.edu.au/webapps/blogs-journals/execute/viewBlog?
course_id=_22914_1&blog_id=_108071_1&type=blogs&index_id=month
Giulliano, N. (2017). Personal Learning Blog 4: Multiculturalism. Retrieved From
https://vuws.westernsydney.edu.au/webapps/blogs-journals/execute/viewBlog?
course_id=_22914_1&blog_id=_108063_1&type=blogs&index_id=month
Hughes, P., & MacNaughton, G. (2000). Consensus, dissensus or community: The politics of parent involvement in early childhood education. Contemporary
Issues in Early Childhood, 1(3), 241- 258. Retrieved from https://uk.sagepub.com
Student Name and ID Project Name 8
Congress, E.P., & González, M.J. (2012). Multicultural perspectives in social work practice with families. Retrieved from https://books.google.com.au/books?
id=LD30iHIOm34C&printsec=frontcover&dq=Congress+%26+Gonzalez,
+2012&hl=en&sa=X&ved=0ahUKEwjLgbeJ5abWAhVIjJQKHa8PA6sQ6AEIJjAA#v=onepage&q=Congress%20%26%20Gonzalez%2C
%202012&f=false
Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.
Canberra, Australia: Commonwealth of Australia.
Department of Social Services. (2013). The people of Australia: Australia's multicultural policy. Retrieved from
https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-affairs/publications/thepeople-of-australia-australias-multicultural-policy
Giulliano, N. (2017). Personal Learning Blog 3: Importance of effective communication in ECE settings. Retrieved from
https://vuws.westernsydney.edu.au/webapps/blogs-journals/execute/viewBlog?
course_id=_22914_1&blog_id=_108071_1&type=blogs&index_id=month
Giulliano, N. (2017). Personal Learning Blog 4: Multiculturalism. Retrieved From
https://vuws.westernsydney.edu.au/webapps/blogs-journals/execute/viewBlog?
course_id=_22914_1&blog_id=_108063_1&type=blogs&index_id=month
Hughes, P., & MacNaughton, G. (2000). Consensus, dissensus or community: The politics of parent involvement in early childhood education. Contemporary
Issues in Early Childhood, 1(3), 241- 258. Retrieved from https://uk.sagepub.com
Student Name and ID Project Name 8
Kids Matter. (2016). Thinking about transition to school. Retrieved from https://www.kidsmatter.edu.au/families/starting-school/1-thinking-about-transition-
school
MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings (pp. 91-102). Retrieved from http://site.ebrary.com
Makin, L., Jones Diaz, C., & McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, changing practice (2nd ed.). Marrickville, Australia:
Elsevier.
Ogletree, Q ., & Larke, P.J. (2010). Implementing multicultural practices in early childhood education. National Forum Of Multicultural Issues Journal, 7(1), 1-9.
Retreived from http://www.nationalforum.com/Electronic%20Journal%20Volumes/Ogletree,%20Quinita%20Implementing%20Multicultural
%20Practices%20in%20Early%20Childhood%20Education.pdf
Profile.id. (2016). Languages spoken at home in Rockdale. Retrieved from http://profile.id.com.au/baysidensw/language?WebID=280
Robinson, K., & Jones-Diaz, C. (2016). Diversity and difference in childhood: Issues for theory and practice (2nd ed.). Berkshire, England: Open University
Press.
Rockdale City Council (2017). About Rockdale. Retrieved from https://www.rockdale.nsw.gov.au/Pages/Rockdale_About.aspx
Rockdale City Council (2017). Event calendar listing. Retrieved from https://www.rockdale.nsw.gov.au/Pages/News_Events_Calendar_M.aspx
Sparks, L.D., LeeKeenan, D., & Nimmo, J. ( 2015). Leading anti-bias early childhood programs: A guide for change. Retrieved from
https://books.google.com.au/books?id=k-fDBQAAQBAJ&printsec=frontcover&dq=Sparks,+%E2%80%8ELeeKeenan,+%26+%E2%80%8ENimmo,
+2015&hl=en&sa=X&ved=0ahUKEwiQz7uK5KbWAhXBnpQKHSZrC70Q6AEIJjAA#v=onepage&q=Sparks%2C%20%E2%80%8ELeeKeenan%2C
%20%26%20%E2%80%8ENimmo%2C%202015&f=false
Student Name and ID Project Name 9
school
MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings (pp. 91-102). Retrieved from http://site.ebrary.com
Makin, L., Jones Diaz, C., & McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, changing practice (2nd ed.). Marrickville, Australia:
Elsevier.
Ogletree, Q ., & Larke, P.J. (2010). Implementing multicultural practices in early childhood education. National Forum Of Multicultural Issues Journal, 7(1), 1-9.
Retreived from http://www.nationalforum.com/Electronic%20Journal%20Volumes/Ogletree,%20Quinita%20Implementing%20Multicultural
%20Practices%20in%20Early%20Childhood%20Education.pdf
Profile.id. (2016). Languages spoken at home in Rockdale. Retrieved from http://profile.id.com.au/baysidensw/language?WebID=280
Robinson, K., & Jones-Diaz, C. (2016). Diversity and difference in childhood: Issues for theory and practice (2nd ed.). Berkshire, England: Open University
Press.
Rockdale City Council (2017). About Rockdale. Retrieved from https://www.rockdale.nsw.gov.au/Pages/Rockdale_About.aspx
Rockdale City Council (2017). Event calendar listing. Retrieved from https://www.rockdale.nsw.gov.au/Pages/News_Events_Calendar_M.aspx
Sparks, L.D., LeeKeenan, D., & Nimmo, J. ( 2015). Leading anti-bias early childhood programs: A guide for change. Retrieved from
https://books.google.com.au/books?id=k-fDBQAAQBAJ&printsec=frontcover&dq=Sparks,+%E2%80%8ELeeKeenan,+%26+%E2%80%8ENimmo,
+2015&hl=en&sa=X&ved=0ahUKEwiQz7uK5KbWAhXBnpQKHSZrC70Q6AEIJjAA#v=onepage&q=Sparks%2C%20%E2%80%8ELeeKeenan%2C
%20%26%20%E2%80%8ENimmo%2C%202015&f=false
Student Name and ID Project Name 9
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