Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education

EDECE2015: Diversity: Child, Families & Communities
Discussion on Indigenous Early Childhood Education
Focus: Inclusion
Inclusion of Aboriginal and Torres Strait Islander people, perspectives and culture
within early childhood programs is a key issue that many early childhood educators
face. Aboriginal and Torres Strait Islanders are the Indigenous people of Australia,
however schools, early learning centres, kindergartens and childcare centres across
the country seem to find it very difficult to create an atmosphere that is welcoming
and open to Indigenous Australians. This could have a lot to do with the history of
Aboriginal and Torres Strait Islander people and how they are been treated over the
years (Robinson & Diaz, 2006). Inclusive practice refers to the way in which an early
childhood educator will include all children without bias or barriers, taking into
consideration the childs learning styles and individual needs (Florian, Rose &
Tilstone, 2002). Inclusion of each child within in a setting is fundamental to their
sense of identity and belonging (Australian Government Department of Education,
Employment and Workplace, 2009). This essay will critically analyse the barriers to
successful inclusion of aboriginal culture within an early childhood setting, the
policies and stakeholders that shape inclusive practice and teaching strategies to
support the inclusion of Aboriginal and Torres Strait Islander people, perspectives
and culture within an early childhood program.
There are many people that contribute to the inclusive practise of Indigenous
Australians within an educational community. These stakeholders can have a
valuable part to play in a childs education (Florian, Rose & Tilstone, 2002). The
governing bodies, such as the Department of Education and Australian Childrens
Education and Care Authority create policies, early childhood educators must ensure
they remain up-to-date with this information at all times to keep up with current
industry trends. The owners or shareholder have vested interest in this topic as well,
as they must ensure all families feel included and are being treated respectfully, for
the success of their business. The Australian Childrens Education and Care
Authority rates services based on the national quality standards and will assess the
service to be of a high standard if they have successfully represented the culture and
traditions of the native Indigenous people of the area they are working in. centres

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
strive for a rating of exceeding and many have received this rating as they have
active Indigenous programs running within their curriculum. The Australian Childrens
Education and Care Authority website states a reason for a service to gain a
exceeding rating is demonstrated a wide range of outstanding practices and
programs to improve outcomes for children and families, including a strong
commitment to its Indigenous children and families (Australian Childrens Education
and Care Authority, 2014).
Hunt argues that Aboriginal communities are still marginalised Australia (2013).
However the Australian Government and other vested parties are working to remedy
this. The introduction of the Early Years Learning Framework, (EYLF), in 2009
(Australian Government Department of Education, Employment and Workplace,
2009) and The National Quality Standard (Australian Childrens Education and Care
Authority, 2013) has promoted the inclusion of Indigenous Australians within early
childhood settings. The EYLF states The Council of Australian Governments is
committed to closing the gap in educational achievement between Indigenous and
non-Indigenous Australians within a decade (Australian Government Department of
Education, Employment and Workplace, 2009 pg. 3). The code of ethics also
discusses the importance of the inclusion of all children and families offering
suggestions on how educators must go about this (Early Childhood Australia, 2006).
Policies such as these are defining the way early childhood educators are viewing
their roles in inclusive practice, both from Indigenous and non-Indigenous
Australians. Many stakeholders will benefit from these policies this includes, the
Australian government, the department of education, Australian Childrens Education
and Care Authority, the educators that work in services, families, the children who
attend care and the greater community. The Indigenous Australian community will
find these programs to be the most advantageous for them as they will feel accepted
and respected at any service in Australia. This is still a work in progress with many
barriers still affecting the inclusion of Indigenous Australians.

There are many ways in which children can be included and excluded from physical
and social environments (Australian Government Department of Education,

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
Employment and Workplace, 2009). This is something that early childhood educators
are striving to instil in the children they care for. However this can only be done if
they have an understanding themselves of how to include both the children and
families within their service and Indigenous Australians alike. There are a few
barriers could prevent services from including Indigenous culture within their
programs. Varying degrees of cultural competence among educators can be a huge
barrier to successful inclusion. Cultural competence can be defined in relation to
Aboriginal and Torres Strait Islander people as awareness of cultural, social and
historical aspects of Indigenous Australia and its people. To be able to be seen as
culturally competent one must be able to engage in self-reflection on their own
culture and predisposition to stereotype (Downing, Kowal, & Paradies, 2011).
Stereotyping or tokenistic representations of Indigenous Australians is also a barrier
in itself that is holding services, an Australians back from being able to respectfully
portraying Indigenous culture (Marjoribanks, & Jordan, 1986). Dot paintings and
digeridoos are often used within Early Childhood to depict Aboriginal culture. It is
feared with its growing popularity among western people the original context of the
instrument is being lost (Australian Government, 2015). This is why it is vital that
teachers educate students beyond the tokenistic surface of Aboriginal culture and go
into greater depth with students about Aboriginal cultures and traditions. Roy, Baker
and Hamilton (2015), discuss the importance of including substantial and respectful
resources and information when educating students about Indigenous culture.
Stereotyping and level of cultural competence can come down to a number of
factors, these are not because an educator is racist or does not care. One reason for
educators sticking to the obvious ways of representing Indigenous culture is simply
that they do not have the knowledge or the training to offer diverse experiences,
outside of the tokenistic ones that they have seen. Another factor to consider is
Australia is a very culturally diverse country with educators coming from all over the
world. These educators may be able to delve into their native culture, but may not
have and understanding of Australian history and culture (Kidd, Snchez & Thorp,
2008). According to the Australian Bureau of Statistics (2006) only 2.5% of the
Australian population were Indigenous, in Victoria there were 308,000 Indigenous
compared to 50,975,000 non-Indigenous Australians living. With statistics like this it

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
is more than likely that many services do not have Indigenous children within their
care, often services get caught up trying to represent all of the children they have in
their care that they may find it difficult represent Indigenous Australians as well. This
is where they may refer back to easy, tokenistic approaches to inclusion (Kidd,
Snchez & Thorp, 2008).
Jacobs, (2009), argues the value of challenging some of the values of western
schooling traditions and offering alternative ideas and values, this will help students
develop a diverse range of concepts and different ideas on ways of being. To do this
educators must have knowledge of the diverse Indigenous culture. Educators must
look beyond the tokenistic, dot painting art work and really look at the information
they are intending for the children to gain from each planned experience. The EYLF
defines intentional teaching as 'educators being deliberate, purposeful and thoughtful
in their decisions and actions (Australian Government Department of Education,
Employment and Workplace, 2009 pg. 16). Having direction and purpose in mind
when introducing Indigenous culture and perspectives is one of the most important
strategies for teaching and learning.
Children gain the most from learning through action and interaction, empathy and
problem-solving (Woolmer,1986). Educators that offer children a diverse range of
activities will help to broaden their thinking and knowing skills, focusing on inclusion
of Indigenous culture integrates knowledge with practice. Educators take on poststructuralist perspectives, when they recognise children can use their power (via
words or actions) to include or exclude others (Kennedy, 2012). Knowing this an
educator must work with the strengths and weaknesses of their group to ensure that
all children can understand the importance of including everyone and understanding
the culture of the Native people of the land.
Acknowledgement of Country, recognising traditional owners of the land is a simple
way for services to include Indigenous Australia (Department of Premier and
Cabinet, 2014). Knowing who the traditional owners of the land were in your region
and using that as a basis for implanting Indigenous culture into your program is more
respectful than having an Aboriginal flag at the service. This should be done
particularly at events such as parent information evenings, open days or concerts.

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
Straying away from the tokenistic digeridoo, centres can invite Indigenous
Australians to perform for the children. This gives the children a greater connection
with the culture as they are being immersed in it in a fun and engaging way. The use
of Aboriginal music in the service and the addition of traditional Indigenous games
also help to stimulate conversations and promote understanding and acceptance of
Indigenous culture throughout the educational community (Maigre, 2012).
Bronfenbrenners Ecological System theory suggests that a childs environment has
the greatest impact on their development. He states that there is not just one
environment involved in development; it is multileveled. (Berk, 2013). With this
knowledge, it is important for educators to offer children experiences that involve
people from the greater community. Having local Indigenous elders speak to the
children, run activities and sing song with the children embraces the local culture
introducing it into the program.
Educators must familiarise themselves with the Indigenous calendar of events, these
include NADOC week, National Aboriginal and Torres Strat Islander day, among
others. Knowing when these celebrations occur will help educators to plan for them
in advance. Activities such as planting a tree on a significant day are a way to get
children in touch with the land and appreciating the traditional owners of it (Maigre,
2012).
Critical reflection is imperative for educators that are creating culturally competent
environments. Educators must look at their own cultural assumptions and how it may
impact on their style of culturally-responsive teaching and learning (Chang, 1996).
According to Foucaults discourse theory, this can be difficult as each person enters
a situation with their own previous knowledge and experience that leads them to the
conclusions they formed. This discourse will impact on the way an educator
conducts a lesson (Robinson & Diaz, 2006). Of course, following a post-structuralist
perspective, a persons discourse can be changed and new ones created with new
knowledge (Youdell, 2006).
There are many ways in which educators can work with the community to
respectfully and appropriately immerse their educational community with Indigenous
culture and perspectives (Hunt, 2013). Doing this will help to foster understanding

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
and appreciation of Aboriginal and Torres Strat Islanders assisting to abolish
stereotyping and tokenistic representations of Indigenous Australians (Marjoribanks,
& Jordan, 1986). The more educators can instil these values of acceptance the more
culturally competent the children that attend the service will be, this translates to a
more inclusive Australia, which will benefit all Australians.

Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities

References
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www.abs.gov.au/ausstats/abs@.nsf/mf/4705.0
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Lauren Kennedy 301251179

Assessment one: Discussion On Indigenous Early Childhood Education
EDECE2015: Diversity: Child, Families & Communities
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