SENSITIVE PRACTICE

TOPIC 2.6: SUPPORTING INDIVIDUAL CULTURAL

IDENTITIES

PRESENTED BY
<PRESENTER NAME>
XX MONTH 2017
2

REVISITING A DEFINITION OF CULTURE

• A very broad definition of culture is that it refers to the
things
we do to
Negotiate
our
identities.
It is a process, a lived experience and an ongoing practice…..
(Giugni, 2003)
TAFE NSW
3

IDENTIFYING CULTURAL IDENTITIES OF

CHILDREN
Families are central to children‘s identity and sense of ‘being, belonging and becoming’,
and the culturally competent educator will understand and actively work to foster a
positive relationship with each family.
In making connections with families, culturally competent educators will not make
assumptions about families’ backgrounds, cultures or child rearing practices. They will be
aware that these things will vary greatly between families and that taking time to learn
about the uniqueness of each family, will be the most effective way to build relationships.

(Imtoual, Kameniar & Bradley, 2009, p.26)

TAFE NSW
4 Family Culture
and other identities are respected .
…
This is one of the key components of the EYLF and an expectation of practice by The Early
Childhood Educator
Take a moment to revisit the UN Rights of the Child ;
• Those countries that have sign this convention have agreed to ensure that
children will not face discrimination of any kind as a result of their race ,colour
sex religion, language, political or other opinion, nation, ethnic or social
origin, property, birth or status
• http://www.unicef.org/crc/files/Rights_overview.pdf
Familiarise yourself with Articles 5, 30, and 31 .

Think how these are relevant to your practice?

Post you thoughts on the forum
TAFE NSW
5
CULTURAL IDENTITY
The Educators Guide to the EYLF (p21-22)

Points out that a strong sense of identity is critical in the early years of life. This underpins the principles, practices and learning outcomes of the
framework .
Culture is regarded as a fundamental building block of identity and the development of a strong cultural identity is essential to children’s sense
of who they are and where they belong

States “Cultural identity comes from having access to;

• Your culture –it’s institution, land, language,
knowledge, social resources, economic resources
• The institutions of the community (lifestyle) it’s codes for living ( social and environmental), nutrition, safety, protection of physical,
spiritual and emotional integrity of children and families.
• Cultural expression and cultural endorsement”

• It is vital that children have access to services that celebrate and reinforce their culture and support the development of their cultural
identity

TASK ….. Read over EYLF learning outcomes and their elements , note down how the development of cultural identity
Is involved influences each
TAFE NSW
6
Why culture matters for the development and well being of children …
Access and explore the following site
and
document 5 points on what will influence your practice and how

• https://www.kidsmatter.edu.au/early-childhood/about-
social-development/about-welcoming-cultural-
diversity/why-culture-matters

TAFE NSW
7

PARTNERSHIPS ARE CRITICAL

Partnerships
It is through collaborative
partnerships that we will learn about
children’s cultural identity and be
able to provide an individualised
learning environment.

Post some ideas about:

Practices that will foster partnerships and
relationships with families ….

TAFE NSW
8
REVISIT THOUGHTS ABOUT ,FOSTERING PARTNERSHIPS
YOU MAY BE ABLE TO EXTEND THE LIST NOW :
• A welcoming, respectful approach from initial •
contact with families
• Present an environment of interest and
willingness to engage so that the child’s best •
interests are seen as your key concern
• Ensure that there is an effective and
manageable enrolment and orientation process •
• Offer various ways that families can be involved
in the service
• Encourage comment and input from families to
the curriculum
• Share positive information about the child.
TAFE NSW
Continually reflect on bias and prejudices and
be aware that these may interfere with
relationships
Make the physical environment welcoming and
ensure that it will reflect the families who use
the service and live in the community
Raise concerns respectfully, carefully and
thoughtfully
• Make connections with other organisations and
providers and provide information to families
about how to access local services
• Communicate with families using a wide range
of methods
(Stonehouse, 2012)
9

REFLECTING ON
OTHER ASPECTS
OF THE
Early Childhood
Guiding documents
TAFE NSW
10

According to the National Quality Standard (NQS), some of the features that a
positive, collaborative partnership will have include:
• Mutual trust
• Empathy
• Open, respectful and frequent communication
• Openness to others’ views, values and perspectives
• Willingness to negotiate and compromise
• Appreciation of each other's knowledge and experience
• Commitment to resolve conflicts and tensions
• Shared aims and/or goals for the child/ren

TAFE NSW
11

NQS … QUALITY AREA ONE

EDUCATIONAL PROGRAM AND PRACTICE
• Go to http://ccccnsw.org.au/wp-content/uploads/guide-
to-the-national-quality-standard.pdf
• Read through Quality area 1 and document the
standards that require further thinking in regards to you
facilitating cultural identity
• Post your findings

TAFE NSW
12
Cultural identity
and
the multicultural approach ..

• In Australia multiculturalism is a social policy, and has influenced and shaped early childhood education.
It embraces three significant themes relating to preserving cultural identity, attaining social inequality and
maintaining social cohesion
( Greig et al.2003) .
Firstly, the emphasis on cultural identity highlights the importance of maintaining language, cultural and
religious practices that pertain to individuals’ sense of identity, which is in the best interests of the nation
(Galbally 1978).
Secondly, an emphasis on social inequality stresses access and equity for migrants in terms of employment,
education, health, legal services and so on.

The third theme of Australian multiculturalism is maintaining social cohesion, which emphasizes harmony
between cultural and social groups, a commitment to Australia and acceptance of the basic legal structures and
principles of Australian society (Office of Multicultural Affairs 1989).

TAFE NSW
 Cultural identity
13 and
A multicultural approach ..
The core principals
The core principals of multiculturalism include:
• Human rights, to speak one’s language, practise one’s culture and religion and for these practices to
be acknowledged and promoted in society. This includes institutions such as children’s services.
• It also includes having equal access to resources and services, which meet the linguistic, cultural
and other diverse needs of the Australian population which, through migration comes from some
200 countries of the world.
• It is important to recognise that providing multicultural activities and experiences is not a choice,
but a right. Australia is made up of people from diverse cultures and backgrounds it is each person’s
right to have their culture represented, accepted and celebrated in they way that they choose
(subject to laws and lore). Giugni 2003

• Care must be taken not to be tokenistic… Refer to the following reading the understand the idea
of tokenism which leads to the idea of a tourist curriculum
http://ncac.acecqa.gov.au/educator-resources/pcf-
articles/genuine_celebrations_cultural_experiences_mar10%20.pdf …
TAFE NSW
14

READINGS TO EXTEND YOUR KNOWLEDGE

• http://www.communityplaythings.co.uk/learning-
library/articles/cultural-diversity-in-the-early-years
cultural diversity in the early years
• https://www.kidsmatter.edu.au/early-childhood/about-
social-development/about-welcoming-cultural-
diversity/cultural-diversity cultural diversity suggestions
for families and educators

TAFE NSW
15

TO FIND
OUT MORE

Level 1 – Name
TAFE NSW
email@tafensw.edu.au
XXXX XXX XXX

TAFE NSW
16

THANK YOU

TAFE NSW