UWS Practising Pedagogical Leadership

Action Research Planning and Report Proforma

Date 22-Oct-2018

Student Cai Ling Sien 18936083

Name

Reflection on High expectations and equity- On reflecting on my work experience as an early childhood educator, I realised that my key strength lies in
my current making curriculum decisions that promote participation and inclusion of all children, i.e. regardless of their abilities and diverse experiences,
practices in I strongly believe that all children are ‘confident and capable learners’. In my practice, I have engaged in ongoing reflection about the
relation to obstacles that stand in the way of children’s education and development, so that in planning my learning experiences as well as the
the EYLF – environment, I make adaptations to ensure participation and advancement of all the children involved.
strengths and Partnerships- My strength also lies in working in partnership with educators and families, where in practice, I have ensured to maintain
areas need regular communication with families to introduce myself, my philosophies, sharing my experiences, plans and the achievements of children,
work and also in finding out children’s routines, preferences, and other ‘ funds of knowledge. “Learning outcomes are mostly likely to be achieved
(200 words) when early childhood educators work in partnership with families” (Department of Education, Employment, Employment and Workplace
Relations, 2009, p.12). In my curriculum planning, I endeavour to take into account opinions and preferences of all stakeholders involved in
the centre, children, families and co-educators. This, allows me to form respectful and genuine relationships.

Areas for improvement- Even though, I have been successful in maintaining respectful and reciprocal relationships with educators and
families, I have realised in practice, my curriculum and planning has been mostly limited to children’s interests in the key learning areas of
maths, science, literacy and technology or other interests of children so far. Therefore, my intention is to reflect the wide range of diversity
and cultural practices of the children’s ethnic background, in my curriculum planning and learning environment. Being an international
student, I also want to gain confidence in learning and “promoting a greater understanding of Aboriginal and Torres Strait Islander ways of
knowing and being”. Thus, on becoming a culturally competent teacher, I foster a sense of belonging in the classroom, which thus validates
every child’s ‘sense of being and belonging’ (DEEWR, 2009). This, I believe is vital for my practice, working as a teacher in a multicultural
society of Australia.

Practising Pedagogical Leadership

Analysis of Appendix 1 shows that the educators maintain cooperation and communication in discussing children’s progress, transitions, designing
setting’s learning environments and in maintaining the smooth flow of the classroom routine. Moreover, the Montessori-approach of the centre,
strengths, that fosters children independence, in serving their meals, packing away of toys and resources and in completing their tasks.
challenges In my action research, the challenges that I have considered are: 1) the program of the prepschool classroom that strictly focuses on literacy
and and numeracy skills, 2) the routine, which is divided into half an hour blocks of rotation, where children in groups of 10 move into different
potentials classrooms. Thus, the structured blocks of time and space may impact upon children’s sense of fulfilment in creativity and in construction of
(200 words) new knowledge through play.
The potentials that I wish to accomplish during the implementation of the action research are: 1) effective communication with families and
staff in sharing sensitive information related to diversity and culture, 2) confidence in implementing play-based learning experiences that
support the project and 3) negotiating time and space with the other educators, where I can observe, document and maintain sustained
shared conversations with children and educators that relate to diversity and 4) also get the opportunity to engage in sustained shared
conversations with all stakeholders and encourage construction of new knowledge and deconstruction of any form of stereotype, prejudices
or false/misrepresentations of any group of people from diverse cultures.
Focus of the
action How do I promote children’s cultural competence?
research –
what is the
question?

Rationale for Links to reflections
action My teaching philosophy stems from
research Vygotsky and Rogoff’s socio-cultural
focus theory that lays emphasis on
(200 words) understanding children’s social and
cultural background. In retrospect, in my
practice I have gained information on
children’s interests, skills, developmental
level, from families. However, I have
realised the importance of engaging into
an inquiry of their diverse cultural and
linguistic practices at home so that I can
inculcate in the children and in my
practice to validate and foster their ‘sense
Links to the analysis of the setting
The centre has displays of greetings in
different cultures and the project corners
reflect children’s theme-based interests.
This I feel is not enough and I decide to
extend the centre’s philosophy through my
practice. Moreover, the Montessori
approach of their curriculum limits their
learning focuses on literacy, numeracy or
socialisation skills. Being a multicultural
centre, I have realised the potential and
need for incorporating experiences and
practices that strongly build upon children’s
cultural identity and for them to respond
Links to EYLF Principles and Practices (identify
one principle and one practice)
Principle: Respect for diversity
When educators consider children’s socio-
cultural history into their curriculum and
planning, they show honour and value towards
the diversity of families and foster children’s
sense of competency and motivation to learn.
Thus respecting diversity (including
understanding of ATSI culture), is an evidence-
based practice that upholds children’s rights to
have their individual identities valued and
acknowledged. The EYLF also emphasises on
educators advocating for a sense of fairness

Practising Pedagogical Leadership

 of being and belonging’ in the classroom
and as members of a multicultural
community (DEEWR, 2009). Building
children’s cultural competence, I believe
will enable them to act with respect
towards other culture and ethnic
backgrounds.
towards other cultures with respect. and give children the opportunities to learn
about the similarities and differences that exist
in out interdependent society.
Practice: Cultural competence
Developing cultural competency is a two way
process with families and communities. When
educators commit to respecting multiple
cultural ways of knowing, seeing and living,
they promote children’s success in lifelong
learning. They enable children to understand,
develop positive attitude, respect and
effectively communicate with people across
different cultures.

What does To proceed further, Australia is considered to be a pluralist society, whereby multiculturalism is a fundamental characteristic of
the research Australian national and cultural identity. This highlights the importance of maintaining ethnic identity and social cohesion (Office
literature say of Multicultural Affairs, 1989). Moreover, research proves that young children can perceive stereotypes on the basis of race,
in relation to language, class, gender that exist in the broader society (Blaise, 2010; Jones Diaz, 2011; Buchori and Dobinson, 2012; Gunn,
the selected
2015). Palmer (190) states that in his case study non-Aboriginal children exhibited negative behaviours towards the Aboriginals.
area for
Build competen
action
research? These racial prejudices prevent them from making good judgements (Kutner, 1958). My project has attempted to promote the
(250 words) inclusion of the diverse cultures, that is the component of an Australian multicultural society and the Aboriginal people as they
are the foremost people, who lived in Australia. Learning about diverse cultures complies with the goals of the National Quality
Standard (NQS) framework (ACECQA, 2013; Department of Social Services, 2013) and the Multicultural Policy

Action Research Planning

Focus of Strategies (steps to be taken to Evaluation strategies (methods for recording Resources (what resources do you need for

Practising Pedagogical Leadership

change implement the action research)
-During group time make a mind
Extend map with the children to
children’s document their idea of culture
knowledge after they engage in a reflection
and awareness about their cultural identities.
about their -Discuss why it matters
own cultural -Introduce children to the
history and of concept and definition of culture
other diverse -Find out what children know
cultures. about themselves and their
family history and the community
-Find out what children know
about ATSI culture
-Give children opportunities to
investigate and explore about the
forms of diversity that exists in
the community.
-Use ICT, books and resources for
children to investigate ideas
related to culture and identity
and engage in active construction
of knowledge.
-Engage in sustained shared
conversations to construct new
knowledge and deconstruct
issues relating to social justice
and discourses of power and
inequality.
Practising Pedagogical Leadership
evidence of change -e.g. photographs, journal,
audio recordings, feedback from staff etc.) – Attach
copies of evaluation forms, questionnaire,
interview questions etc. in appendix
-Mind-map-Engage in sustained shared
conversation to investigate what children think of
culture and make a mind-map
-Through assessment of children’ learning, interpret
data and plan for the next course of action
-Ask the mentor teacher to evaluate and offer
feedback of the documentation of children’s cultural
identities
-Use recordings of the discussion where children talk
about their culture identities and histories?
-Document children’s learning and newly
constructed awareness and knowledge about
cultural identity.
-Do a survey with the staff and family to contribute
ideas to the project and foster community
connections
- -Use of map to investigate into places, people
this research and evaluation – e.g. audio
recorder, questionnaire, evaluation form,
camera, specific readings etc.)
-Readings
Kennedy, A., & Surman, L. (2006). The
pedagogy of relationships
-Children’s books related to diversity and
culture
-Felt boards, characters etc for dramatic
play(for active construction-of knowledge),
paintings,
-Visuals ad resources for the children to view
and for other educators to foster intentional
teaching
-Costumes, dolls, props that reflect diverse
cultures
and culture.
-Videos on Youtube that give the children an
opportunity to explore terms and concepts
that relate to culture across the world
-Displays and resources for enhancing
children’s knowledge on Aboriginal culture i.e.
clapping sticks, musical instruments i.e. the
didgeridoo, symbols, pictures and significant
natural and open-ended resources
-iPad for taking pictures and recordings
 Action Research Evaluations
Date Evaluation (link to evidence in Appendix) Next Step
One of the most important steps of my project Following this sustained shared conversation about culture, I feel, it is
22/10/2018 implementation was to identify the children’s existing important for children to reinforce their emerging knowledge by
knowledge about culture. My interaction with children gave participating in hands-on activities that will aid in not just active
me a lot of insight into what they knew about different construction if knowledge, but will also foster more discussion and
cultural practices (as seen in the mind map Appendix 1). enquiry. Thus, my plan is to bridge the gap between cultural practices at
Meanwhile, I was involved in a two-way discussion with the home and the classroom practices. I will be researching and implementing
children about how culture include diverse people, places, experiences that promote children’s active construction of knowledge
ethnic origin food, customs, habits etc while they were able to through play and arts and crafts.
share about their thinking of cultural practices at home, which
I have mind-mapped (). And for the children who are not
aware, I have encouraged them to find out about more about
their cultural history from their families and share that with
the class during group time. Children develop knowledgeable
and confident self identities. On remembering what is age
appropriate in early childhood, I have supported my
discussions with the use of a visual display board and a video
() Thus, through the discourse of language and visual
information, I have enabled children’s participation in the
understanding of their own cultural identities. The educators
have provided help by ensuring their own participation along
with the children (feedback ). They have also contributed their
understanding of cultural beliefs and practices. By doing so, I
have learnt the power of collaboration can enhance the
capacity of the community (Robinson & Diaz, 2016). Forming
such respectful communications and collaboration helped in
achieving my objective of inquiring into the cultural histories
and practices of the children.

Practising Pedagogical Leadership

Date Evaluation (link to evidence in Appendix) Next Step
29/10/2018 Giving the children the opportunities to engage in the active On gaining insight from the feedback of my mentor teacher and from
construction of knowledge about diverse cultures through research, I have realised the importance of embedding ATSI culture.
play, has been an effective pedagogical practice on my part. In Therefore, on my weekend I have engaged into researching about the
the first experience (Appendix), which is the literacy activity of ways I can embed ATSI culture in the classroom that would be suitable for
reading and story retelling and dramatic play, I have observed the early childhood classroom, what resources I can create, about the
the children’s newly constructed knowledge in making stakeholders I should involve and in what ways I can foster community
representations of what they think of cultural practices across connection.
the world (Appendix shows how joint family exists in other
cultures as opposed to the family that most children are
familiar with in Australia). During the project implementation,
in Indian festival of Diwali was coinciding the dates. Since we
have 4 children and 2 staff from Indian ethnic background, I
fostered a discussion among the children during group time.
The children were seen to be familiarising themselves with
how some of their Indian friends involved in their cultural
celebrations while they contributed about their own practices
(Appendix). They actively participated in the celebration of
Diwali and some of the children pointed out their favourites
aspects of the celebration was “face painting and decoration
with lanterns” (Appendix ). Thus, demonstrates that “Children
respond to diversity with respect” (DEEWR, 2014). In
assessment of the experience (Appendix ), when the children
were seen to be understanding the significance of the map,
trying to locate Australia, Macedonia (Zara’s mother’s home
country), Czech Republic (Adam’s father’s native country), I
feel that the children have gained knowledge about the
connection that exists between people and places. On
evaluating these series of experiences, I feel unsatisfied on
highlighting just one of the “diverse cultures in the classroom”
in my practice due to constraints in my time and the class
routine. Feedback from my mentor shows that she is happy
with me involving the children in a sustained learning about
culture and identities (Appendix ). She also expresses for me

Practising Pedagogical Leadership

 to implement extending knowledge of ATSI culture to enhance
children’s cultural identities.
Date Evaluation (link to evidence in Appendix) Next Step
3/11/2018 The main stakeholders I involved were the children along with On reflection, I realised that even though I have involved the children,
staff, who have expressed that my practices in embedding families and staff at the centre to build social connections, I could have
ATSI culture was enriching (Personal Communication with Lily, enhanced my pedagogical practice by organising for an incursion by an
dated, 5th, Nov, 2018). Making a mind-map of what children Elder from the Aboriginal community. However, due to constraints of time
know of Aboriginal culture has given be the scope to plan this and the director of the centre being away, I was unable to carry the plan
step of the project (Appendix ).By engaging the children in the forward.
interactive sessions of performing singing, dance, story-
telling and arts and crafts (Appendices ), I have fostered
awareness about Australian Aboriginal and Indigenous
culture. This step has been foundational in enriching my
learning and experience in embedding ATSI culture as a
teacher. Reflecting on the participation and newly
constructed knowledge of the culture, my knowledge of
Indigenous words, symbols and cultural heritage have
evolved along with the children’s. I am also evaluating
the success of my practice by analysing children’s new
learning in terms of the discourse of language
(Appendices –examples of flag, word game, singing and
dancing). This step has also given me the opportunity to
involve in breaking stereotypes that have challenged my
path. When a child, Sam expressed, “Aboriginal people
are the people who wear no clothes.” Another child,
Brendan stating, “Aboriginal people are very brown”.
From my new knowledge of Aboriginal culture, I could
confidently reply to the children that was not the case
(learning about Indigenous lifestyle postcolonial era). But
I also learnt through experience that just stating was not
enough and that the children needed active construction
of meaning. The benchmark I used was analysing the

Practising Pedagogical Leadership

 children’s active participation in the creative-arts of
meaning making (Appendix). After, I briefed them about
the common misconceptions of the external appearance
of the Aboriginal people, the children made
representations of them in different skin tone (Appendix
7).

Date Summative Evaluation (what were the outcomes - link to
evidence in Appendix)
My action research has enable children’s participation in part
taking a shared understanding of other cultures.
I believe I learnt that the use of the creative arts (i.e.
music, visuals, videos, etc) has had a strong impact on
their learning of diversity. Hall (1996) examines such an
application of knowledge on representations (through
texts, language, discourse and imagery) and considers it
as an instrument of social power in the field of cultural
education. I learnt to use the discourse of language as a
social phenomenon (Blur, 1995, cited in Robinson and
Jones Diaz, 2016) for children to subjectify their concept
of Indigeneity. On interpreting the evidence, I can say
that the children could express their knowledge and
appreciation of the Aboriginal culture in the form of
words and unbiased creative arts (Appendix). By having
said so, I can claim that my project has delivered its
outcome i.e. “Children respond to diversity with
respect”(DEEWR, 2014).
Reflection – why do you think this was the case?
I have contributed in building cultural and linguistic heritage of diverse
communities by involving the children in the discourse. As my mentor
teacher communicated to me that the centre director and herself wish
to sustain the children’s newly-gained cultural knowledge. Thus, I
can conclude that my pedagogical practice has left behind a legacy
of a cultural capital, which will be built upon by the centre teachers.
Hence, as a pedagogical leader opportunity, I have realised my potential
to enhance community connections among stakeholders of the centre. As
education is where ‘relationships occur, understandings are shared
and developed, and power is expressed and deployed founded on
race-based assumptions’ (Vass, 2010).

Practising Pedagogical Leadership

Reflection on learning about Research Topic – use readings to support Future Goals in this area (1-2 goals)
reflections (500 words)  Exchange information with parents, I will incorporate home
The imparting of this multicultural education has helped the cultures into my professional practice.
participating children, staff and myself to dismiss ignorance and  Inquire from parents and staff, the issues that may need to
misconceptions about diverse cultures and society, that can be be addressed in classrooms.
commonplace without learning and research. In doing so, I built myself  Maintain an environment of representing diverse identities
into a culturally competent teacher. through pictures, books, and other resources that embody
I realised that the role of the teacher in having a firm grasp over new concepts diversity (e.g. Just the Way We Are, The Skin I’m In,
(For example Aboriginal history in my case) can be daunting. My research into Dreamtime Stories, etc),
the topic has empowered me to break the stereotype that I was challenged
by. Thus, in my project, I was successful in deconstructing the normalized
and universalized singular representation (i.e. deep skin tone) of the
Aboriginals. Moreover, my engagement in research into Aboriginal
history has enabled me to learn about issues of power imbalance and
social inequality. I learnt about how contemporary society often analyse
the Aboriginal community through deficit discourses by using superficial
approaches instead of giving them constitutional recognition by
encouraging Indigenous language education (Robinson and Jones Diaz,
2016). Thus, I learnt about the importance of conducting ongoing
research into multicultural issues and of embedding Indigenous
education.
I have learnt about the prevalence of discourses such as social inequality,
linguicide, racism, economic disadvantage, marginalisation and issues of
other rights and opportunities that sometimes characterise early
childhood settings (Robinson and Jones Diaz, 2016). Thus, I have realised
as a pedagogical leader, I can empower children as social actors as they
contribute to transform the world they live in through their daily
interactions (Robinson and Jones and Diaz, 2016). They are ‘involved
learners and contribute to the world’ (DEEWR, 2009).
Reflection on learning about Action Research processes – use readings to Future Goals – Action Research (1- 2 goals)
support reflections (500 words)  Informed by Bourdieu’s critical theory, I will include
representations of different cultures and familiarise children

Practising Pedagogical Leadership

Promoting respect for diversity- My project primarily has targeted young with them to build upon children’s cultural capital (Arthur,
children as participants. As MacNaughton (2009), states that children Beecher, Death, Dockett, Farmer, 2016).
play an active and critical role in constituting and perpetuating social  Engage in critical reflection and ongoing research about
inequalities through their perceptions and interactions with peers and issues that may need to be addressed in the educational
adults. But according to the feminist poststructuralist theory (Robinson settings
and Jones Diaz, 2016). Through the discourse of language and learning, I
helped children to adopt a reflexive stance to help them understand
diversity of cultures. I also learnt the importance of encouraging
children’s independence in making crafts and making alterations in them
to introduce new innovative ideas. I will surely gain from the mentioned
improvement tips to upgrade my practice so that I can ensure greater
and more active participation. Achieving greater mass mobilisation in the
understanding of diversity will be an asset in building community
connections (Robinson and Jones Diaz, 2016). Thus, in everyday practice
as a educator, I will be careful in my selection of language and lessons. I
will encourage children’s critical thinking skills, support policies that
uphold equity and discourage any form of exclusionary attitude. My
pedagogy will be guided by the frameworks like the National Quality
Standards of teaching (ACECQA, 2013; Department of Social Services,
2013), the Early Years Learning Framework (DEEWR, 2009) and the
Multicultural policy of Australia.

Created community of learners-

By engaging in respectful, ethical communication and working in collaborative
partnership with staff and families. I also enhanced my negotiation skills to
implement my learning experiences in an appropriate cultural corner
space that encourage children’s participation. Taking into consideration
feedback from other staff has aided me refining my practice. I have
realised the power of such collaborative efforts in enhancing community
connections.

Practising Pedagogical Leadership

Reflections on learning about Pedagogical Leadership – use readings to Future Goals – own Pedagogical Leadership (1-2 goals)
support reflections
As part of the dominant discourse, as pedagogical leader, I am in the  I will also plan inclusions and excursions that broaden
position to make an considerable impact on the lives of children and children’s exposure to diversity and culture.
families. Through the journey of action research, as a pedagogical leader,  I will also establish a network of professional support with
I, now understand how I can validate children’s cultural identity and this organisations that will help me to advocate for representing
notion is backed by poststructuralist perspectives. Theories have diverse families in the settings. Going by a reflexive stance, I
informed me of the social inequalities, but this professional placement will indulge in constant review of my own beliefs and that of
has given me the practical opportunity to observe and act upon those other stakeholder’s (children, colleagues and families), while
inequalities that exist in the form of discourse and policy. My research addressing issues of discrimination in a way that is sensitive
has experience has familiarised me that people also express ambivalence and respectful of other cultures.
towards the various forms of diversity with respect to race, sexuality,
gender, single-parents, disabilities, religious and language minorities,
unemployment etc that exists in the society (Robinson and Jones Diaz,
2016 ) During project implementation, I spoke about stereotypes and
respecting the diversity of other cultures. Thus, my project has located
children’s critical thinking at a vantage point to understand binary
concepts and contest identities and power relations while acting with
resilience, ethical practice and positive social behaviour. As the EYLF states
that, “Children develop a sense of belonging to groups and communities
and an understanding of the reciprocal rights and responsibilities
necessary for active community participation” (DEEWR, 2014). Through
gaining constructive feedback, I will keep inconsideration the diversity of
opinions and cultural practices of families. So that I can enhance power
relations and foster respect to build social and cultural capital in my
practice as a pedagogical leader.

Practising Pedagogical Leadership

 Reference list

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming & planning in early childhood (6th Ed). South Melbourne, Victoria:

Cengage Learning Australia.

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming & planning in early childhood (6th Ed). South Melbourne, Victoria:

Cengage Learning Australia.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2012). Humanities and social sciences. Retrieved September 15, 2017 from

https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-socialsciences/hass/ Arthur, L., Ashton, J. & Beecher, B. (Eds.).

(2014). Diverse literacies in early childhood: A social justice approach. Melbourne: Australian Council for Educational Research Press.

Board of Studies [BOS] NSW. (2012a). K-10 History syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Board of Studies [BOS] NSW. (2012b). K-10 English syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/

Board of Studies, Teaching and Educational Standards [BOSTES] NSW. (2015) Geography K-10 syllabus. Retrieved from

http://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

Board of Studies [BOS] NSW. (2006). K-6 Creative arts syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/creativearts/creative-arts-k-6-syllabus

Practising Pedagogical Leadership

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, being and becoming: An early years learning framework

for Australia. Canberra.

Fleer, M. (2014). Play in the early years. Australia: Cambridge University Press.

Forsyth, A. (2006). Constructing social education curriculum for the twenty-first century: the role and importance of economics education. Australian

Association for Research in Education (AARE) 2005 – AARE 2006

Hanlen, W. (2010). Aboriginal students: Cultural insights for teaching literacy. NSW Department

of Education and Training.

Reynolds, R. (2014). Teaching humanities and social sciences in the primary school. South Melbourne, Vic: Oxford University Press.

Robinson, K. & Diaz, C. (2016). Diversity and Difference in Childhood: issues for Theory and Practice. (Ed.) London, England: Open University Press.

Seely Flint, A., Kitson, L., Lowe, K. & Shaw, K. (2014). Literacy in Australia:Pedagogies for engagement.Milton, Qld: Wiley

NSW Board of Studies. (2012). English K-10 syllabus: NSW syllabus for the Australian curriculum.

Sydney, Australia: Author. Retrieved from

http://syllabus.nesa.nsw.edu.au/english/english-k1

Practising Pedagogical Leadership

Practising Pedagogical Leadership