The Early Childhood Education and Care Diploma training package has been renewed with extensive sector consultation. New units and modifications to existing units have resulted in new terminology and content. One of the elements new to CHCECE046 Implement strategies for the inclusion of all children is the addition of the performance criteria, Ensure communication occurs within a culturally and linguistically responsive framework.
So, what is a culturally and linguistically responsive framework?
A culturally and linguistically responsive framework considers cultural and linguistic diversity and acknowledges children with diverse cultural and linguistic backgrounds that differ from dominant groups.
The rights of culturally and linguistically diverse children are unique and, in some cases, complex. A child's linguistic diversity may impact learning and create barriers to meaningful collaboration and respectful relationships with children and educators. In these instances, educators must establish partnerships with families and other professionals to enhance the learning outcomes for children.
A culturally linguistically responsive framework refers to intentional practices that support learning and development outcomes for children. The list of pedagogical approaches and choices below is not exhaustive but provides options for educators to consider in individual contexts.
- Safe learning environments. Learning environments are safe when each child's culture is respected and evident.
- Intentional learning environments. Designing intentional inclusive learning environments involves reflecting on the room's layout and the learning experiences to ensure that they support each child's learning.
- Curriculum design. Curriculum design considers the many ways of knowing and being and draws on children's diversity.
- Systematic and explicit instruction. Instructions are clearly explained consistently by all staff. Instructions may be given visually (drawing or photos), physically (hand gestures) or non-verbally.
- Gather data and integrate cultural information. Educators should tap into children's experiences and ask families for information that will assist the child in learning in culturally appropriate ways.
- Language support. Using the child's primary language develops a sense of belonging to the service as children begin to understand the rhythms of the day. Educators should understand and honour verbal and pre-verbal communication with children and families. They should seek to communicate with families using translation services or ask educators or families who speak more than one language to translate important information.
- Provision of many opportunities for children to express their knowledge and understanding. Understanding can be expressed through art, movement, or technology, to name a few. It is essential to communicate with children both verbally and non-verbally.
Early childhood educators must plan intentional contexts for children's learning that respond to the unique rights of culturally and linguistically diverse children.