Question :
Discuss how the following Aboriginal Education strategies are reflected in the Early Years Learning Framework (EYLF) in NSW and Australia and their importance to the early childhood sector.
The whole world perceives Aboriginal education strategies as a crucial key and an optimistic endeavor towards the development of Early Childhood Education and Care (ECEC). It is a positive step by the Australian Government to encourage the early childhood educationalists in the format of EYLF or Early Years Learning Framework. The first document that was published with a strong objective of intensifying the early education of children up under the age group of five years and also their learning all the way through their move into school. That is why the Melbourne Declaration on Educational Goals for Young Australians also intended for the children around Australia to get the knowledge about the significance of indigenous cultures and what are the needs as well as benefits there regarding this study. The ultimate goal is to enhance and widen the understandings between indigenous Australian people and non-indigenous Australian people. In point of fact, this reconciliation strengthens the base of the prospective education system of Australia and especially in New South Wales (NSW). The maximization of the moments of fortune and the opportunities for promising and budding children is the vision of the COAG (Council of Australian Governments). A superior future for every child and for every country is a dream that can be achieved by a supreme initiation in the life- It is the idea behind this commendable framework. The period of early childhood put a huge effect in the life of a human being as it is the most fundamental age in which a child gets to know about diverse things. This period is very important as the ultimate education, wisdom, intelligence as well as development of a child depends on this particular time. NSW as well as Australian Governments put substantial thoughts to the early days of children along with their early childhood education. Qualitative learning techniques together with immense experience in children care is the primary elements of this framework. There are different education programs regarding early childhood for which proficient educators are appointed, whose utmost emphasis is on play-based education, literacy along with numeracy in early periods with their importance, communication skills, language knowledge, social development within a culturally safe environment etc.
These educators of early childhood learning work with the families of the children and the proposed framework was designed in this particular manner. The convention of United Nations on the Rights of the Child explains the support of early childhood educators on a daily basis and it is directed by the Early Years Learning Framework. According to this framework, each child has the right to take advantage of this education policy and thereby exploit the skill as well as esteems the culture, language and family.
The relationship of this framework among all the states along with the territories is established according to the jurisdiction by each of them. The additional goal of this framework that was put together by the Melbourne Declaration on Education Goals is based on the development of Young people in Australian. The improvements of Aboriginal along with young persons of Torres Strait Island is also entrusted with this early education plans. Filling up the persistent gap between the indigenous and non-indigenous people by strengthening the early education system is the one and only motive of The Council of Australian Governments. Cultural security is one of the essential issues related to the children of Aboriginal as well as Torres Strait Islander which is conducted with special perception through this framework by the educators skilled with added guidance. For additional supports, all types of resources are made available to the educators for the development of early youth education that comes under this imperative framework.
The prime vision of this remarkable educational structure is to create effective beginners for world-class academies, build the minds of the youngsters in a positive and ingenious manner and with all these they become actively participate in the progress of Australia in the form of an educated and conversant citizen.
The strategies regarding Aboriginal Education are the crucial elements in the EYLF (Early Years Learning Framework) in NSW and Australia. These strategies mainly involve
In 2010, The Australian Curriculum and Assessment Reporting Authority, known as ACRA conceded the fact of reconciliation between indigenous and Non-indigenous people. Here the standpoint was to bring together them for which looking towards its importance the national curriculum is being written in the viewpoint of Indigenous of Australia. According to it, all the teachers in Australia have to set in the Aboriginal perspectives in all the educational sectors.
There are three major elements which are inter-related in nature are like the building blocks of this whole educational structure. These core elements all together constitute the framework and very important in the development of early childhood education. For childhood pedagogy, these elements play a very fundamental role. These vital constituents are-
Decision making abilities along with the pedagogy also comes within the curriculum. The knowledge of children towards the world is shaped in this program of study. So, anything the educators include in this study as well as exclude both the aspects affect the learning and development process of the children either in a positive manner or in a negative manner. It is the reason for which the educators are guided in a proper manner. Children are very open to new ideas and that is why all the interactions, doings, events etc. are new experience for them. So, intentional education is more emphasized because it can be conducted in a well-planned manner. Relationship building along with decision making abilities is also given more importance in the childhood pedagogy.
The strategy also includes the betterment of relationship among the educators, the children as well as the families, as it affects the learning process very much. Play-based education is considered holistic because it covers all the factors like- physical as well as emotional nature, personality, creativity, language dexterities and many more. It originates and strengthens the concepts of relationship within the minds of children and of course it is like a fuel of happiness that is edified with wisdom to the children. Apart from all these, each child is gifted with a unique ability; the educators are guided to recognize it. It is an intentional study by which one day the child will be known for its uniqueness. The framework is not only for the educators but also the inputs of the families as the practices of the educators together with the connection of families and children put significant positive effects in the learning and development approach. Children learn many things from this relationship. Positive attitude towards the education in case of both family and the educators is really important. In addition to it, the outcomes play a key part in this early day education (Goodfellow, 2009).
From the period of a new born baby to the age of five, this educational policy has shown its significance for the wellbeing of a child. There are several outcomes which are certainly evident in nature and found in most of the cases.
These outcomes are very often influenced, especially by the capabilities of the child at present, families and societies, environment around the child, the different practices, activities and routines of the educator etc. It is because; children hold complex thoughts throughout the learning as well as development processes as these are new experience for them. The constant nature of childhood learning affect the child and in due course the child steps forward to the outcomes (Harrison, Goldfeld, Metcalfe & Moore, 2012).
Cultural proficiencies enhance the abilities of a child to get knowledgeable about diversity of cultures. It is thoughtful intention stated in the EYLF. Secure relationships along with equity in partnership come from this idea. In the ongoing education part, the educator has to teach this and one of the principles of the framework encompasses it. Cultural identities of children help to know about themselves properly. Positive feelings are reflected from the competency of cultural differences and it is very essential for a child. A concept of wider and extensive community can be put in the minds of children with the help of cultural experiences by the educationalists. Differences about race, traditions, way of life, civilizations, societies, backgrounds, customs etc are very important factors that help the child to understand the outer world. To fill the gap, EYLF came with an idea of learning outcomes in a modern approach with cultural ways. Equity can be better taught to the children and they can know more and more about the environment of their own neighborhoods. Apart from these, perceptive knowledge about the indigenous culture and the people are some of the key points regarding the culturally safe environment relate to this remarkable educational framework (Anning & Edwards, 2006).
Conclusion:
The early childhood educational period in NSW and Australia is being conducted very effectively. It is because; currently the governments have known the value of this educational policy and its input in the aspiring future and progress of the nation. Worldwide programs have been introduced that are being carried out properly including all the principles, practices and outcomes. The educators play the most important role in the entire framework and that’s why supreme quality guidance is the only vision of all the states and countries, because- “PROGRESS OF A CHILD IS PARALLEL TO THE PROGRESS OF A NATION.” (Craven, 1999)
References:
Goodfellow, J. (2009). The early years learning framework: Getting started. Early Childhood Australia.
Harrison, L., Goldfeld, S., Metcalfe, E., & Moore, T. (2012). Early learning programs that promote children’s developmental and educational outcomes (No. 15). AIHW.
Anning, A., & Edwards, A. (2006). Promoting children’s learning from birth to five: Developing the new early years professional. McGraw-Hill International.
Craven, R. (Ed.). (1999). Teaching Aboriginal Studies. Allen & Unwin.
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