Examine current issues for Aboriginal or Torres Strait Islander Populations and evaluate the Impacts and Implications for early childhood education and teaching.
A positive environment for providing early childhood education has to include the element of reconciliation. Reconciliation is defined as the process of restoring friendly relations. It may also be defined as the process of making one believe or view compatible with the other. For the purpose of including reconciliation in early childhood education children have to be provided the knowledge about richness of diversity and culture. They should know how to respect the perceptions of one another (Price, 2015). A teacher should always be committed and must have a vision of incorporating reconciliation in early childhood education. This can be articulated by stating the importance of reconciliation at school to the children (Exley, Davis-Warra & Dooley, 2015). If strong measures are taken by the teachers who was very closely with student in their early childhood education it would be very easy for the students to realize the importance of reconciliation in education (Dinehart, 2015)
There are namely six elements of reconciliation which are Truth, justice, love, forgiveness, healing and reparation. As provided by the Bible there are four elements of reconciliation namely contrition, confession, satisfaction and Absolution. With respect to early childhood education the elements of conciliation are relationships respect opportunities tracking and reporting. The element chosen for the purpose of this part of reconciliation is relationships. Relationships may be divided into three categories which are relationships in the classroom, relationships around the school and relationships with the community (Allred & Hancock 2015). Three activities to ensure good relationships with respect to all three aspects of relationships are as follows. Firstly in order to ensure relationships in classroom an introduction session has to be conducted where every child is introduced to the whole classroom and where every child provides about their culture so that they can know about each other as provided by Young children and environment by Julie M. Davis
Secondly in relation to relationships around School invitation has to be provided to elders, staff and student to provide knowledge to the children on history and culture of the local area as provided by Education and Reconciliation: Exploring Conflict and Post-Conflict Situations by Julia Paulson. Lastly in order to ensure relationship with community enthusiasm has to be raised and initiatives related to National reconciliation week celebration by organizing and attending events in school or local communities have to be taken as provided by Teaching for Reconciliation by Ron Habermas
The five key organizations in which the Aboriginals and Torres Strait Islander people are stake holders are
National Aboriginal Community Controlled Health Organization is the major body which takes care of the aboriginal’s health. Its provides supports to the Aboriginals and Torres Strait Islander people organizations of the states and territories and can provide information about how Aboriginals and Torres Strait Islander people have to be treated (NACCHO, 2017).
Secretariat of National Aboriginal and Islander Child Care (SNAICC) is a major organization which works for attaining best interest for the Aboriginals and Torres Strait Islander children’s and their families. The organization has various data available on the Aboriginals and Torres Strait Islander people which can be used for providing the children better education (SNAICC, 2017)
The yearning circle an organization for the Aboriginals and Torres Strait Islander in New South Wales. The main purpose of the organization is to enhance education and social position of Aboriginals and Torres Strait Islander through leadership and healing through communication. Here experiences and stories can be shared in a calm environment which is comfortable and relaxed (Yarning Circles, 2017).
The Aboriginal Children’s Services is located at Queen Street, NSW and strives to provide various form of services to the Aboriginals and Torres Strait Islander children in the state by ensuring them a healthy environment to develop (Absec. org. au. 2017).
Australian Institute of Aboriginals and Torres Strait Islanders Studies is the major institute which primarily takes care of the education of Aboriginals and Torres Strait Islander children in Australia. The institute sets various guidelines and procedures which can be followed to enhance the learning process for Aboriginals and Torres Strait Islander children (Australian Institute of Aboriginal and Torres Strait Islander Studies, 2017).
Cultural protocols as provided by the city of Sydney are codes, lores and customs in relation to behavior of a specific cultural group. Protocols are a significant part for all cultures which makes sure that people interact and behave in a correct manner (Miller, 2015). The protocol document provides the history of the Aboriginals and Torres Strait Islanders people. It further provides that local history of the Aboriginals and Torres Strait Islanders people (Gambaro, Stewart & Waldfogel, 2015). It defines aboriginality and throws light upon stolen generations. It provides information related to the City of Sydney’s Aboriginal and Torres Strait Islander Community (Williams et al., 2017). Its provides for respecting traditional protocols in relation to traditional owners, gender protocols, elders, naming the deceased, smoking ceremony and acknowledgement of elders. Its respect cultural heritage through cultural ownership, copy rights and intellectual property rights. The documents sets several ceremonies and events to ensure the heritage and culture of the City of Sydney’s Aboriginal and Torres Strait Islander Community. The information and guidelines provided by the culture can set beach marks which can be used to enhance the learning experience of City of Sydney’s Aboriginal and Torres Strait Islander children.
The reason for this archive is to give Councilors, Gathering Officers, Staff and Volunteers at the City of Sydney with a comprehension of a portion of the imperative conventions of the Aboriginal and Torres Strait Islander people group. While this is not an entire rundown of conventions, staff should keep on consulting with Aboriginal and Torres Strait Islander agents about how and when to watch these and other conventions in the most suitable way. Watching Aboriginal and Torres Strait Islander conventions incorporates permitting time for customary basic leadership and discussion (Browne et al., 2017)
The national voice for our children is one of the national non-government Apex body which represents the rights and interest of aboriginal and Torres Strait islander children. The vision of this body is to ensure an Australian society where rights of aboriginal and Torres Strait islander children families and young people are protected (Chen et al., 2014). The organization also wants to ensure that the communities have enough power to make independent decisions related to their futures and their cultural identities are valued. The organization is controlled by the community and the supporters and members of the organization includes various organization and individuals who work for development wellbeing and safety of children. In order to achieve the goal of the organization of healthy self-determining and strong aboriginal and Torres strait islander children connected to cultural family the organization provides for policy analysis advocacy training research communication resources and opportunity for collaboration. The organization has defined ki principal for providing service which have been evidently prove to be most effective for the purpose of achieving outcomes for aboriginal and Torres strait islander children.
These services are those which apply creative Governance strategies which recognize aboriginal and Torres strait islander governance and leadership, services through which empowering culture is fostered, services through which culture and identity are supported and lastly services which are responsive and holistic. With the help of the provided research Organization has been able to formulate a set of twelve good practice worksheets which build up on and share the learning and ideas arising out of consultations. This provide the early childhood educators knowledge for celebrating exploring and promoting aboriginal and Torres strait islander culture while implementing the principal practices and outcomes from early years learning framework. There targets are majorly educators in community controlled along with those in mainstream services serving aboriginal and Torres strait islander children but also would be helpful for serving more broadly towards creating an understanding of inclusion and culture within early childhood education and care services.
References
Absec.org.au. (2017). Aboriginal Child, Family and Community Care State Secretariat | Welcome. [online] Available at: https://www.absec.org.au [Accessed 29 Aug. 2017].
Allred, K. W., & Hancock, C. L. (2015). Reconciling leadership and partnership: Strategies to empower professionals and families. YC Young Children, 70(2), 46.
Australian Institute of Aboriginal and Torres Strait Islander Studies. (2017). Australian Institute of Aboriginal and Torres Strait Islander Studies. [online] Available at: https://aiatsis.gov.au [Accessed 29 Aug. 2017].
Bergen, D. (2015). Reconciling play and assessment standards. Play from birth to twelve: Contexts, perspectives, and meanings, 245.
Browne, J., de Leeuw, E., Gleeson, D., Adams, K., Atkinson, P., & Hayes, R. (2017). A network approach to policy framing: A case study of the National Aboriginal and Torres Strait Islander Health Plan. Social Science & Medicine, 172, 10-18.
Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42(6), 367-377.
Coffin, J., & Green, C. (2016). THIS CHAPTER’S CENTRAL focus is to demonstrate how Aboriginal constructs, such as the Coffin Cultural Security (CCS) Model and the Cultural Security Continuum (Coffin 2007), offer culturally secure ways forward for Aboriginal and Torres Strait Islander people engaged in and affected by community development processes. We do this by focusing on two community development projects under-taken in the health and local government sectors in rural and regional Western Australia. The motivation for community …. Mia Mia Aboriginal Community Development: Fostering Cultural Security, 73.
Dinehart, L. H. (2015). Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1), 97-118.
Education and Reconciliation: Exploring Conflict and Post-Conflict Situations by Julia Paulson
Education, D., 2014. o.(2014). Learning Technology Effectiveness.
Exley, B., Davis-Warra, J., & Dooley, K. (2015). Empirical reference points for Bernstein’s model of pedagogic rights: Recontextualising the reconciliation agenda to Australian schooling. In Pedagogic Rights & Democratic Education(pp. 33-46). Routledge.
Gambaro, L., Stewart, K., & Waldfogel, J. (Eds.). (2015). An equal start?: Providing quality early education and care for disadvantaged children. Policy Press.
Miller, M. G. (2015). Consultation with Aboriginal and Torres Strait Islander people in early childhood education: the impact of colonial discourses. The Australian Educational Researcher, 42(5), 549-565.
NACCHO. (2017). NACCHO – National Aboriginal Community Controlled Health Organisation. [online] Available at: https://www.naccho.org.au [Accessed 29 Aug. 2017].
Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge University Press.
Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Cambridge University Press.
Research, P., Development, S., Us, J., Events, N. and Centre, M. (2017). SNAICC – National Voice for our Children. [online] SNAICC. Available at: https://www.snaicc.org.au [Accessed 29 Aug. 2017].
Singer, E. (2013). Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal, 21(2), 172-184.
Teaching for Reconciliation by Ron Habermas
VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the center of the curriculum. Pearson Higher Ed.
Williams, K. E., Berthelsen, D., Viviani, M., & Nicholson, J. M. (2017). Participation of Australian Aboriginal and Torres Strait Islander families in a parent support programme: longitudinal associations between playgroup attendance and child, parent and community outcomes. Child: care, health and development, 43(3), 441-450.
Yarning Circles, (2017). [online] Available at: https://www.qcaa.qld.edu.au/k-12-policies/aboriginal-torres-strait…/yarning-circles [Accessed 29 Aug. 2017].
Young children and environment by Julie M. Davis
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