Aim: To foster the development of strong, caring and tolerant individuals by integrating cultural diversity into our daily programming. We aim to embrace the cultures, traditions, beliefs and values of our families and our broader community. Reason: Australia is an increasingly multicultural society and as we recognise greater cultural and ethnic diversity, it is important we guide children in recognising and respecting similarities and differences in the cultures that are the fabric of our community. Acceptance of diversity is central to working in partnership with parents and must include not only an acceptance of cultural diversity but also acceptance of differences and similarities in lifestyle and parenting choices. “Inclusion and participation …show more content…
Focus specific programming of cultural awareness activities on identifying similarities and commonalities as well as celebrating differences Build and maintain resources and develop and implement programs which support positive messages regarding cultural diversity, gender equity and multicultural respect Reflect on the cultural backgrounds of children, staff and families in developing routines and programs consistent with best practice and positive outcomes for all stakeholders Reflect on Centre practices to ensure that cultural awareness is not tokenistic • Encourage and support the sharing of individual cultural beliefs, rituals and customs to broaden awareness for all stakeholders Wherever possible, incorporate individual home cultures into sessions for individual children to support and value diversity Provide translations into appropriate home languages wherever possible to assist and encourage inclusiveness for all families Encourage and support our staff in professional learning opportunities to develop personal and centre-based understanding of cultural diversity Conscientiously and determinedly work with Educators, staff, families and children to remove bias by replacing fear and ignorance with understanding and respect 9.3 Enrolment and …show more content…
Priority of Access Guidelines (Child Care Service Handbook 2011 – 2012). Privacy Act 1988 (Cth.) Children's needs Children need to feel supported and comfortable to settle into The Centre and establish new friendships and relationships. We also support and promote advocacy for the children’s wellbeing and protection. Families’ needs Each family needs to feel supported when enrolling their child/ren; assistance in separating from their child; confidentiality; confirmation that their child has settled; centre support in the event of needing additional or emergency care for their child; priority of access if within Australian Government Guidelines. Educator/Staff needs Educators need to understand the enrolment process; time to get to know families before children start fulltime care; parent support in introducing children to the centre; time to develop close professional relationships with families; support from referral agencies; information about custodial issues. Management
When working with children it is essential that all members of staff are aware of the different polices that the setting follows and they must also ensure that they correctly follow them in their own practice. There are many different polices to follow within the setting to ensure the safety and well-being of the children and also to ensure that practitioners are aware of polices that concern us and our rights. The framework that the setting follows is the EYFS, this states how children need to be cared for and ways in how their needs and requirements can be met based on their development stages. Good. It also consists of the seven areas of learning and outlines outcomes of learning which are expected for the different age groups within the setting. The demand for childcare has increased within the UK for due to different influences such as an increase in single parent households and government aims to ensure that parent’s find employment or training to support them with looking for jobs. To meet the different needs of the families the early years sector needs to ensure that they are fulfilling the requirements through providing appropriate services. Parents require suitable care for their children so that they are able to return to work, provide a setting for their child where they are able to learn and make progress with their development.
An outline of current legislation, guidelines, policies and procedures within own UK Home Nation (England), affecting the safeguarding of children and young people.
Inclusion is about involving people and placing them at the centre of any planning or support. It is valuing diversity and all the advantages it brings.
This is an international agreement that protects the rights of children and provides a child-centred framework for the development of services to children. The UK Government ratified the UNCRC in 1991 and, by doing so, recognises children’s rights to expression and receiving information. 16.In addition to individual practitioners shaping support around the needs of individual children, local agencies need to have a clear understanding of the collective needs of children locally when commissioning effective services. As part of that process, the Director of Public Health should ensure that the needs of vulnerable children are a key part of the Joint Strategic Needs Assessment that is developed by the health and wellbeing board. Children have said that they need • Vigilance: to have adults notice when things are troubling them • Understanding and action: to understand what is happening; to be heard and understood; and to have that understanding acted upon • Stability: to be able to develop an on-going stable relationship of trust with those helping them • Respect: to be treated with the expectation that they are competent rather than not • Information and engagement: to be informed about and involved in procedures, decisions, concerns and plans • Explanation: to be informed of the outcome of assessments and decisions and reasons when their views have not met with a positive response • Support: to be provided with
Mungai, A., & Kogan, E., (2005). Pathway to inclusion. Voices from the field. United States of America: University Press of America.
Cultural diversity is an American ideal yet our cultural experience is similar to many around the world. An analysis of two vastly different scientists’ views on the nature of cultural change and diversity sheds light on why deep-rooted cultural intricacies from generations ago are fading into oblivion. Thomas Sowell and Wade Davis clearly have differing opinions on the evolution of cultures and the significance of diversity. Wade Davis (2007) presents in “Dreams from Endangered Cultures,” that he is not concerned about the fact cultures evolve over time in a “dance with new possibilities of life,” but that power and corruption is destroying the unique expression of the human spirit in various indigenous peoples of the world. On the contrary, Sowell (1990) believes cultural changes results from a Darwinian law of survival of the fittest. He contends cultural diversity and change occur as a dynamic process that evolves from things that work over time, and if these changes don’t work, they disappear much like Roman Numerals (Sowell, 1990). Both scientists have valid points but their diverse perspectives on cultural change and diversity and its implication on society as a whole are particularly interesting.
It is an educator’s job to embrace and acknowledge the rich diversity all the children collectively bring to the classroom, while understanding that the children do not need to be treated the same because they are not the same as each other, but be respected and accepted for their differences. Inclusion is an essential; plank in the broad platform of social justice and raising achievement is a goal which all educators much hold for their pupils, It is important that early year professionals are aware of all different ways in which society constructs (Neaum 2010) this involves taking account children’s social cultural and linguistic diversity and including learning style, family circumstances, location in curriculum decision making process so all children are recognised and valued (Nutbrown and Clough 2006)
We need to be aware of the diversity in the classroom. Cultural diversity includes: bi-racial, adoptive, immigrant, gay, and step-families. It is a large majority of the students today even in my generation. Focusing on making a balanced curriculum that exposes the students to all of these different backgrounds is very important. I know that it is likely that a teacher will not be able to cater to every student, but it is important to involve each of them. There is a large percentage of students that have dropped out due to the lack of having a connection with the curriculum. It is frustrating that we are lacking progress in our schools to help these children connect when studies show that each cultural group will soon be equal in numbers. We need to form a better
who you are even if the individual lacks some advantages, Inclusion ensures everyone has access
My future classroom will be an environment that is welcoming and engaging with activities that will enhance and encourage each child’s development and learning. Inclusion is difficult, even for adults. Yet without the implementation of inclusion, students are deprived of the opportunity to interact with a variety of people and learn acceptance and respect. It means to make everyone feel loved and accepted just the way they are. Having an inclusion environment will help children grow up to be better adults and citizens of tomorrow.
Inclusion is about ensuring that the rights of all children are met, so that they can actively engage in education within their community. Uditsky (1993) extends on this sentiment, noting the importance that students with additional needs are a welcomed and valued member within the setting. In order for children’s rights to be met, the setting must ensure that the child with additional needs has equal access to all things that their peers have access to.... ... middle of paper ... ...
2.1.2 Historical Identity in Different Cultures Benang is a story that addresses the relationship between white and Aboriginal people in Australia. Thus the Aboriginal approach on the documenting and writing of history should not be neglected. Aborigines often are a half-nomadic people whose lives centre around a far bigger area than that of an average white settler. Even though they cannot be described as settled, they nevertheless have particular places of cultural value. A local Aboriginal history would thus have to be far more extensive.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Inclusion has become increasingly important in education in recent years, with the Education for Persons with Special Educational Needs Act being passed in 2004 to ensure equality in our system. In summary, inclusion is the idea of there being no child...
Throughout my research, family values, and experiences I will be able to be accepting and understanding of the culturally diverse children that I may have in my classroom. To make my classroom a welcoming and safe environment for those who are different I want to incorporate their culture into projects, lessons and crafts. In doing this I want the class to learn more about each other and their cultural