Through learning activity 1, children can think about not only their own family structure also others who are participating in the group as well as Aboriginal and Torres Strait Islanders, gives opportunity to understand and respect the others that sit equally beside ways of being, knowing and doing. It encourages children to create an attitude and willingness to explore differences in individual and different values, beliefs and practices. According to Green (Green, 2001), children are naturally curious and interested in the differences and therefore it is important to explore their questions with simple answers to assist them to redefine themselves and their place in the world. Through learning activity 2 children get to introduce to the aboriginal culture and the concepts of flags and symbolism they represent. This experience ensures that all children get opportunities with the rich and long history of Aboriginal and Torres Strait islander cultures which helps them to broaden their understanding of the world in which they live in (DEEWR, 2009)
Week ones study was focused on the Aboriginal Acknowledgement of Country and the Indigenous terms of reference. These are two very important topics as they focus on the interaction between Indigenous and Non-Indigenous Australians, fostering a relationship a relationship of trust, respect and understanding. A proper understanding of the Aboriginal Terms of Reference is an integral tool for an aspiring teacher such as myself. They encompass the cultural knowledge, understanding and experiences that are at the center of the Indigenous culture (Oxenham, 1999). It is important to have an understanding of the background of any child that you are trying to educate, but it is especially important to establish a relationship with children who have
This paper focused on Model Residential School teacher’s awareness about tribal culture and critically evaluates importance of Culturally Responsive Pedagogy. Culture influences each and every life stage of a person. Hence culture plays a very important role in his stage of education. In some situations cultural difference makes some constraints to students with diverse culture. It is essential a culture based teaching strategy to overcome these problems.
Professional Cultural Competent Examples. Have a knowledge understanding and awareness of the Aboriginal and Torres Strait Islander children in your class. This includes a working knowledge of indigenous culture, history. Ascertain that you have informed practice, cultural safety has been considered, your decisions are well considered and inclusive and that the learning and development that happens in the classroom makes a positive difference. Developing an informed position based on understanding and appreciating Aboriginal issues way of life and culture.
Whatever the perspective, teachers can embrace different cultures in which children bring to the classroom their languages. Emmitt and colleagues articulate that children’s first language has differences in cultural context that can make meaning and reality. Thus, providing significant, authentic opportunities and a variety of goals into a diverse classroom can emulate real life literacy experiences. 2.1 Spoken English language variations Standard Australian English (SAE) is the variation of English amongst others recognized as the Australian official language, Fellowes and Oakley (2010). Subsequently, it is important that children develop competency in SAE.
Therefore, I will need to understand my identity first which I do not feel confuse and I can answer my students when they ask the question about identity. Also, I will need to understand the Indigenous cultures, why is the culture influences Indigenous people a lot, how many languages do they have and what languages do they use so I know what strategies should be used to teach them. Hence, if I take Yunkapota’s 8 ways of learning and use the symbols and images aspect to include a unit of work to teach students the information about Indigenous culture (Yunkaporta, 2009, p. 5-6). I can plan and implement a unit of work by asking a Local Elder to teach students to paint a traditional Aboriginal artwork. Students can discuss the story and cultural elements that showed in the artwork so both Indigenous and non-Indigenous students are improving the
To me, relationships and connectedness is what help motivate children to learn – so I can completely see how the above statement is true... and how Aboriginal children would struggle if they (and their families) do not feel a connection to and trust in, the learning center they attend. I want to do my best to make sure that in the future when I teach children that I (for a start) ensure that I provide more picture story books with Aboriginal children in them and that I play Aboriginal Music as part of the Music Program. Perhaps I could also have an Aboriginal Elder come in and talk to the group. Additionally if I had an Aboriginal child in my class I would definitely source resources from the ‘Creative Spirits’ website and find ways to encourage family involvement, in order to best support the child and his/her
(Unachukwu, Ozoji & Ifelunni, 2008). Inclusive education programme is planned to meet individual educational needs. Specifically, inclusive education has the following goals according to Ozoji (2005); to provide education for children with diverse learning needs within the re-structured school community, to make special needs children active members of the school community and
Through SPHE children can become aware of some of the prejudices and attitudes that impinge on the dignity of others. They are given opportunities to develop an understanding of their own culture and traditions, and equally to acquire a growing appreciation of the positive contributions made by different groups in society. As children learn to understand and practice equality, justice and fairness in school situations they will be enabled to challenge prejudice and discrimination as they experience it in their own lives, both now and in the future. Inclusion can be dealt with in an SPHE class by showing DVD’s highlighting the importance of accepting people for who they are. For example throughout the strand of Myself and the wider world, children can develop citizenship by creating a ‘we all fit in Jigsaw’ (see appendix A) The idea behind this is that the children will understand that everybody is somebody and that everybody is unique in their own way and we need to respect
Families or parents are responsible for providing children with basic needs that comes automatically; these needs would include security, food, clothing and shelter. According to Engle and Black in their article, parents are also responsible for transmitting cultural and educational values and help children adapt to societal demands and opportunities. It is imperative that parents are positive role models for their children. Students often learn from their experiences and then gradually adapt to society’s culture. Bergeson (2006) find that communities, families and school need to have good partnerships and at the same time have programs that can aid struggling students.
That’s why today when you are dealing with indigenous or Torres strait islands it is important that you find out a bit about their background so that you are aware, respectful and knowledgeable about the culture and beliefs, as everything we do as educators is reflected on the children and families in our centre. Working at a Child Care Centre, it is important to acknowledge Culture as a part of what makes us different and unique so we need to be open to the idea of uniqueness of each culture and identity, while also understanding the cultural diversity that exists in our service and in the world around them. Children learn and grow from their culture that’s why understanding and valuing all cultural diversity is very important, it also helps prevent racism, helps families and children feel like they belong, and ensures that people are happy and confident about their
One of the categories is “Children and youth”. The goal of this category is “Work with Aboriginal communities and organizations to provide meaningful support to Aboriginal children and youth on-and off-reserve and use resources effectively” (Aboriginal Affairs, 2005). Some of the strategies for this are to promote physical development, and promote healthy habits, support children with disabilities and give children support they may need to make good life choices (Aboriginal Affairs, 2005). A program that has already done something is in this category AHWS (aboriginal healing and wellness strategy) funding is given to the Nishnawbe Aski Nation to help people learn about youth suicide and how to identify some prevention strategies (Aboriginal Affairs, 2005). Another category is “Aboriginal Education”.
STANDARD 4: ASSESSMENT OF THE CHILD PROGRESS Artifact; Compering Early Childhood Assessment from Child Development 201 I chose this artifact because it is about the appropriate Early Childhood assessments while these have a variety of programs to choice depending on the needs of the child to help him to the next level I learned that there are many resources for the teacher to help children out so they can have a happy childhood; These all examples bellow guidance a center to set up the whole program of early childhood environment so it will be helpful for the provider education to have cozy a safety place for young children.
Introduction As your elementary school principal, I am dedicated to ensuring that our students are taught in a developmentally appropriate learning community that ensures success of all learners. As early childhood educators, it is crucial that you all know and understand efficient methods for aligning developmentally appropriate practices (DAP) with Common Core State Standards. This brief article describes DAP for teaching reading to kindergarten-age students, explores California’s Common Core State Standards, compares the effects of DAP and non-DAP practices, and describes a plan to introduce and implement the use of a new state-mandated textbook-based reading curriculum. Developmentally Appropriate Practices for Teaching Reading to Kindergarten Learners Developmentally Appropriate Practices (DAP) refers to teaching strategies that address age appropriateness, individual