CHCIC302A: Support Aboriginal and/or Torres Strait Islander families to participate in children’s services

Support the implementation of experiences that are inclusive and recognise and celebrate differences

Warning

Aboriginal and Torres Strait Islander people are respectfully advised that the material in this Unit and outside web pages may contain images, voices and names of deceased people. This material is also culturally sensitive. NSW TAFE regrets any distress this may cause.

Acknowledgements

Content provided by: Rebecca Evans, Teacher, Child and Family Studies, TAFE NSWSigrid Herring/ Jenny Khan, Teachers, Children’s Services, TAFE NSW Mary Jacobs, Teacher, Child Studies, TAFE NSW

Contents

Promote inclusive policies, values, attitudes and behaviours that reflect Aboriginal and Torres Strait Islander culture 3

Challenging stereotype and bias 3

Gather Information about children and their families to guide implementation of learning experiences to meet children’s cultural needs and cross-cultural understanding 3

Implementation of Aboriginal and Torres Strait Islander perspective6

Planning ideas and implementation 7

Suggested resources 9

2 Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 © NSW DET 2010

Promote inclusive policies, values, attitudes and behaviours that reflect Aboriginal and Torres Strait Islander culture

Implement experience in consultation with other staff and build on diverse background of children, customs, belief that are relevant to the community.

Challenging stereotype and bias

Activity 1

Activity 2

Gather Information about children and their families to guide implementation of learning experiences to meet children’s cultural needs and cross-cultural understanding

Supporting a culturally-appropriate environment

Aboriginal people are closely connected to the land and sea. Environments that emphasise associated learning experiences and utilise the natural environment with hands-on activities are more likely to appeal to Aboriginal children.

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 3© NSW DET 2010

The staff

All staff need to have some understanding of the Aboriginal and Torres Strait Islander people’s view of their world and their traditional place within it. Good early childhood practice is designed to support the needs of these children. Programs based on staff observations and recordings, knowledge of child development, the needs of individual children and of children in general and knowledge of the children’s backgrounds and learning styles is paramount.

In a well run centre, multicultural and non-sexist experiences and resources should be provided for all children. The materials and experiences should relate to children and adults form different cultural groups and who engage in non-stereotyped gender activities.

There should be strong partnership between the child’s family and the centre staff.

The emphasis and focus of the program may also be different for each community according their members, its needs and its cultural norms.

Future reading; Dau E (ed), (2001),The Anti-Bias Approach in Early Childhood, (2nd edn), Pearson education , Australia.

The parents

It may take parents some time before they feel comfortable about coming in and being part of the centre. Often a deliberate and concerted effort is needed to break down invisible barriers. Parents will become involved in the Centre if they feel welcome and their opinions and ideas are asked for and respected in a way that is quiet and doesn’t bring unwanted attention to parents. Communication and our relationships with people are very important to each of us and can have a crucial impact upon service delivery.

When working with Aboriginal families be aware that many people may have daily responsibility for children. One household of family may consist of mother, father children, grandparents, aunties, uncles and cousins, so encourage the extended family to come along to the service and sit down with the children while they play.

Have small gatherings. If possible, pick up or encourage them to come along with another family.

When families see what you do, and are given the opportunities to build relationships with people in the service, they may become more involved. Responsibilities for the children may move among the extended family. Children may spend time with different family members during the week. Those using your

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service will have family responsibilities that may take them away often and for extended periods, e.g. meetings, sickness and funerals.

Take time to get to know families, and be genuine and warm in your interactions. Try to reach the families by becoming involved with the issues that interest them and give relevance in their lives.

The community

Effective communication and a positive relationship with the community are important. Demonstrate genuine, not intrusive interest in the community and the children. Ask the local Aboriginal people what practices are acceptable and what are unacceptable. Understand that you need to work with and through the already established lines of communication, asking Aboriginal community Workers to introduce you to an Elder.

Different Aboriginal communities have different values and beliefs and some things that offend one group may not offend another. Like many communications, the offence people may feel towards something is more often a result of the intention or attitude behind the communication than the words themselves.

An inclusive learning environment

Both the material and non-material environments in a Centre can send clear messages about what the staff believe about valuing diversity.

Encourage Aboriginal people to participate in the service in a way that is reflective of our diverse lifestyles and skills.

Find out about the families that use your service, as mentioned before, as well finding out where parents work. Their skills and access to resources can enhance your program.

You can use this knowledge to plan effectively to meet the children’s needs.

Discuss the program with the parents and family members and give Aboriginal and Torres Strait Islander families the chance to have input.

Children need to have experiences within the service that somehow relate to their own home life experiences.

Consultation with members of the Aboriginal community is, once again, crucial when selecting resources. This is not only one way of showing respect and understanding, but it can help you avoid causing offence. It may reveal now dimensions in caring for children and it may enrich your program in ways you never imagined.

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 5© NSW DET 2010

Plan and implement experiences that focus on events, customs and belief that are relevant to ABTSI communities.

Review experiences and resources to ensure they accurately represent different cultures.

Warning

Every Aboriginal and Torres Strait Islander community is unique. When choosing activities to implement it is essential that you check with your centre supervisor and/or local Aboriginal or Torres Strait islander community that what you are presenting is culturally appropriate to be implemented on your local land.

There are local Aboriginal customs that need to be respected in your area. To find out what they are contact your local council children’s services department. Contact local Aboriginal Elder and Aboriginal organisations within your area.

Implementation of Aboriginal and Torres Strait Islander perspectiveHere are some general planning ideas to promote an Aboriginal perspective:

• Depicting Aboriginal people/families in diverse settings with puzzles, books and posters.

• Include natural materials.• Aboriginal dolls with coolamons or pitchis in home corner.• Aboriginal music and songs—and clapping sticks.• Story books that depict children and adults but avoid stereotyping.• Plant a bush garden (reference: Grow your own Bushfoods by Smith K

and I).• Tell Aboriginal stories about the plants, birds and animals that live in

them.• Tell stories in a variety of ways; through sand drawing and painting,

through music, movement and drama.• Use traditional art materials- charcoal, clay and ochre, and have children

make their own ‘brushes’ from sticks.• Include traditional and contemporary games in children’s play (ask

parents what they played when they were young).• People—parents, grannies, local community, cultural instructors.• Visits to cultural places.• Learn words, phrases, songs and stories from your area.• Dilly bags, baskets and coolamons.• Fabrics, to use dress up, with traditional prints and weaves.

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Make sure you seek information from parents about what to include. We have often in the past depicted Aboriginal children in traditional lifestyles and settings. Aboriginal children may no more identify with these images than non-Aboriginal children.

Activity 3

Planning ideas and implementationHere is an excellent resource for general knowledge about Aboriginal and Torres Strait islander communities:

Pascoe B (2008) The Little Red Yellow Black Book, AIATSIS. Aboriginal Press.

Heiss G (book and video), (1995), Poopajyn Boori Noorta Noorta Boola – Little Children Learning Together: An Aboriginal resource book for early childhood services

SA Network, Aboriginal Arts and Crafts: Programming Ideas and Information to use with children

Keep in mind the children in their own community, their family and their own individual needs, and the special learning environment that supports the child’s self esteem and ability to learn.

Activity 4

After discussion with you supervisor, prepare a lesson plan and use the following questions to implement a cultural and inclusive experience.

Example of preparing for a planned experience

Resource: List title of story

Intro: How will you introduce story to children? What will you say? Will you provide extra stimulus-pictures, environments, aboriginal artefacts, music?

Body: Tell the story, ask open-ended question… List them

Conclusion: How do you finish, allow time for children to ask question. Transition to another experience, follow-up ideas- music, art/craft, puppets.

Discussion points:

List discussion points you would talk to the children about, how would you explain the story and its origins, if you don’t have indigenous children in you service, what do you tell them about Aboriginal and Torres Strait Islander people.

What follow up activities?

Could you implement art and/or music experience to help cross-cultural understanding?

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 7© NSW DET 2010

Web Links for resources:

Creative Spirits: http://www.creativespirits.info/resources/store.html

State Library of Queensland : http://www.slq.qld.gov.au/find/virtualbooks/aboriginal_and_torres_strait_islanders_books

List of quality language and literature booksTitle Author

An Australian ABC Of Animals Bronwyn Bancroft

Patterns of Australia Bronwyn Bancroft

An Australian 123 of Animals Bronwyn Bancroft

Big Rain Coming Bronwyn Bancroft

Leaving Bronwyn Bancroft

In Your Dreams Sally Morgan and Bronwyn Bancroft

A is for Aunty Elaine Russell

The Spotted Cat Christine Nicholls

The Bat and the Crocodile Compiled by Pam Loftus

Dunbi the Owl Compiled by Pam Loftus

The Echidna and the Shade Tree Compiled by Pam Loftus

How the Birds Got Their Colours Compiled by Pam Loftus

How the Kangaroos Got their Tails Compiled by Pam Loftus

When the Snake Bites the Sun Compiled by Pam Loftus

The Kangaroo and the Porpoise

Warnayarra the Rainbow Snake

Compiled by Pam Loftus

Tom Tom Rosemary Sullivan

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Suggested resources

Australian Bureau of Statistics (2007) Statistics on Aboriginal Usage patterns: The Health and Welfare of Australia's Aboriginal and Torres Strait Islander People, Australian Government Publishing Service, Canberra.

Australian Government of Education, Employment and Workplace Relations FOR THE COUNCIL OF Australian Governments (2009) Belonging, Being & Becoming: The Early years learning framework for Australia. http://www.deewr.gov.au/

Australia. Human Rights and Equal Opportunity Commission (2007) Bringing Them Home (videorecording), HREOC, Sydney.

Cavaggion R (2007) Why me? (videorecording) Light Image, South Australia.

Connor J. (2007) Dreaming Stories: A springboard for learning, Research in practice series, v14, no2, Australian Early Childhood Association, Watson, ACT.

Darkinyung Language Group (2007) Darkinyung yada gudjagang = Strong healthy kids, Author, West Gosford, N.S.W.

Dau E (ed) (2001) The Anti-Bias Approach in Early Childhood (2nd edn), Pearson Education, Australia

Elder B (2000) Blood on the Wattle: Massacres and Maltreatment of Aboriginal AustraliansSince 1788, New Holland Publishers, Sydney.

Ellis T (2001) Building Bridges (videorecording), Australian Early Childhood Association, Watson, ACT.

Gungil, Jindibah (1994) Learning From the Past, Department of Community Services, NSW.

Human Rights and Equal Opportunity Commission (1997) Bringing Them Home: Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families, HREOC, Sydney.

Jones K and Barnes S (2001) How Children View Aboriginality, Every Child, vol. 7, no. 1, pp 10-11.

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 9© NSW DET 2010

McClay D (1999) Talking Early Childhood: A resource book, Batchelor College, Batchelor, NT.

Morgan S (1999) My Place, Fremantle Press, Fremantle, WA.

Network SA Resource, Advisory and Management Services (2003) Aboriginal Arts and Crafts: Information and ideas to use in a program for children, Aboriginal Resource and Management Support Unit, Angle Park, SA.

Nowland S (2003) Including Cultural Experiences in your Program, Aboriginal Resource and Management Support Unit, Regency Park, SA

Nowland S (2003) Outdoor Aboriginal Games and Activities for Children, Aboriginal Resource and Management Support Unit, Regency Park, SA.

NSW Department of Aboriginal Affairs (Fact sheets) (c2004), Aboriginal Affairs Media Kit: Background briefing. 10 titles available. Available from: http://www.daa.nsw.gov.au/publications/31.html

Olsen C (2002) Rabbit-proof Fence (videorecording and study guide), Rumbalara Films, Olsen Levy Production in association with Showtime Australia

Panckhurst H (2008) First Australians (videorecording), SBS, Screen Australia, NSW Film and Television Office, South Australian Film Corporation, Screen West and Blackfella Films/First Nation Films. http://www.sbs.com.au/firstaustralians/

Perkins R (2008) First Australians: An illustrated history, Melbourne University Publishing, Carlton, Vic.

Robinson G (2008) Contexts of Child Development: Culture, policy and intervention, Charles Darwin University Press, Darwin, NT.

Secretariat of National Aboriginal and Islander Child Care (2005), Achieving Stable and Culturally Strong Out of Home Care for Aboriginal and Torres Strait Islander Children, North Fitzroy, Vic. This can be downloaded from: http://www.snaicc.asn.au/news/view_article.cfm?id=25&loadref=8

Willsher M (2001) Good Ideas, Happy Kids, Batchelor Press, Batchelor, NT.

Wilson J T and Link Up (NSW) Aboriginal Corporation (1997) In the Best Interest of the Child? Stolen Children: Aboriginal Pain/White Shame, Aboriginal History, Canberra, ACT.

Other useful websites and resources

Aboriginal history: http://aso.gov.au/education/indigenous/

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The history of the Cadital and Wangal people , around the Marrickville area of Sydney. http://www.marrickville.nsw.gov.au/cadigalwangal/main.htm

Family support services

Australian Government Department of Families, Housing, Community Services and Indigenous Affairs: http://www.facsia.gov.au/sa/indigenous/progserv/families/icp/Pages/icp_services_directory.aspx

Secretariat of National Aboriginal and Islander Child Care: http://www.snaicc.asn.au/index.cfm

Raising Children Network – Indigenous Parents: http://raisingchildren.net.au/articles/indigenous_parents.html

Aboriginal culture

Aboriginal Institute of Family Studies: http://www.aiatsis.gov.au/

Indigenous flags: http://www.aiatsis.gov.au/

ABC Message Sticks: http://www.abc.net.au/tv/messagestick/

Creative Spirits: http://www.creativespirits.info/aboriginalculture/index.html

Lore of the Land: http://www.loreoftheland.com.au/

Little Red, Yellow, Black Site: http://lryb.aiatsis.gov.au/resources.html

Time line of Indigenous films: http://www.creativespirits.info/resources/movies/indigenous-film-timeline.html

NSW Department of Aboriginal Affairs (fact sheets).(c2004)—10 titles- Health, Overview of history, Education: http://www.daa.nsw.gov.au/publications/31.html

Aboriginal lands / language group

Horton’s map of Aboriginal Australia. David R Horton is the creator of the Indigenous Language Map. This map is based on language data gathered by Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz, (1996). The map attempts to represent all of the language or tribal or nation groups of Indigenous people of Australia. http://www.abc.net.au/indigenous/map/default.htm

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 11© NSW DET 2010

Map from Norman.B.Tindale’s Aboriginal Tribes of Australia (1974) http://www.samuseum.sa.gov.au/page/default.asp?site=2&page=TIN_Tribal&level=1

NSW Aboriginal Lands Council: http://www.alc.org.au/

Loss of Land Mabo Decision: http://aso.gov.au/titles/documentaries/after-mabo/clip2/

Language

Aboriginal Institute of family studies: http://www.aiatsis.gov.au/

http://www.abc.net.au/rn/hindsight/features/holdingourtongues/

http://www.ards.com.au/language.htm

Media

National Indigenous Times: http://www.nit.com.au/links/LinkList.aspx?CategoryID=33

Resources

List of titles and open book opportunities

State Library of Queensland: http://www.slq.qld.gov.au/find/virtualbooks/aboriginal_and_torres_strait_islanders_books

Connor J( 2007) Dreaming Stories: A springboard for learning, Research in practice series, v14, no2, Australian Early Childhood Association, Watson, ACT.

Pascoe B (2008) The Little Red, Yellow, Black Book: An introduction to Indigenous Australia. AIATSIS, Aboriginal Press. http://lryb.aiatsis.gov.au/

Yarn Strong Sista Korri Educational Consultant. http://www.yarnstrongsista.com/Frameset_Services.htm

Stolen Generations

Australian screen

http://aso.gov.au/education/indigenous/families-and-communities/

12 Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 © NSW DET 2010

Excerpt from the documentary Stolen Generations (PG). http://aso.gov.au/titles/documentaries/stolen-generations/clip1/

Rosie’s Story.http://aso.gov.au/titles/documentaries/rosie/clip1/

References

Australian Bureau of Statistics 2007, Statistics on Aboriginal Usage patterns: The Health and Welfare of Australia's Aboriginal and Torres Strait Islander People, Australian Government Publishing Service, Canberra.

Australian Indigenous Healthinfonet (c2009) Indigenous Health (online). http://healthinfonet.ecu.edu.au/

Dau E (ed) (2001) The Anti-Bias Approach in Early Childhood (2nd edn) Pearson education, Australia

Early Childhood Australia Code of Ethics http://www.earlychildhoodaustralia.org.au/code_of_ethics/early_childhood_australias_code_of_ethics.html

Nixon D and Aldwinckle M (1999) Exploring: Child development—Three to six years, Social Science Press, Katoomba.

NSW Board of Studies, Working with Aboriginal Communities (revised 2008) A Guide to Community Consultation Protocols, Sydney

NSW Department of Aboriginal Affairs (fact sheets) (c2004) Aboriginal Affairs Media Kit: Back ground Briefing. 10 titles available. Available from: http://www.daa.nsw.gov.au/publications/31.html

Rudd K (2008) The Apology to the Stolen Generations of Australia (videorecording) Australian Broadcasting Corporation, Canberra.

Pascoe B and AIATSIS (2008) The Little Red, Yellow and Black Book, Aboriginal Press, Canberra

Parbury N (1998) Survival: A history of Aboriginal life in NSW, Ministry of Aboriginal Affairs, Sydney

Partington G and McCudden (1992) Ethnicity and Education, Thomson Press, Australia

Network SA Resource, Advisory and Management Services (2003) Aboriginal Arts and Crafts: Information and ideas to use in a program for children, Aboriginal Resource & Management Support Unit, Angle Park, SA.

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 13© NSW DET 2010

Wilson J T and Link Up (NSW) Aboriginal Corporation (1997) In the Best Interest of the child? Stolen children: Aboriginal pain/White shame, Aboriginal History, Canberra, ACT

Van Dieman V and Johns V (1995) From the Flat Earth: A guide for childcare staff caring for Aboriginal children, Children’s Services Resources and Advisory Program, NT.

Infection control and personal hygiene in child care settings

Staying Healthy in Child Care (4h edn) http://www.nhmrc.gov.au/publications/synopses/ch43syn.htm

Queensland Health Departments Germ Busters program at www.health.qld.gov.au/germbusters/resources_ec.asp

Green cleaning

www.sasiclean.com.au

www.freshgreenclean.com.au

www.tec.org.au

Food safety

HACCP Based Food Safety Programmes and Endorsements: http://www.haccp.com.au/

NCAC (2006) Food Safety: Quality improvement and accreditation system principle 6.2. Surry Hills, NCAC. http://www.ncac.gov.au/factsheets/qias_factsheet_3.pdf

NSW Food Authority (2008) Food Service in NSW Childcare Centres: Preliminary evaluation findings. Newington, NSW http://www.foodauthority.nsw.gov.au/_Documents/industry_pdf/food_service_in_nsw_preliminary_evaluation.pdf

Lady Gowrie Child Centre, A Guide to Documenting Food Safety Plans. http://www.gowrie- sydney.com.au/userdata/downloads/s//Resource%20Form%20Current%2008.pdf

DVD/videos/ screen

Cowden A (1994) Growing up Koori, Equality Videos, Drysdale, Vic.

14 Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 © NSW DET 2010

Featherstone D (1986) Babakiueria: What do you call this place? Australian Film Commission.

First Australians (DVD)(2008) Blackfella Films, SBS. You can view this at: http://www.sbs.com.au/firstaustralians

Heiss G (book and video) (1995) Poopajyn Boori Noorta Noorta Boola - Little Children Learning Together: An Aboriginal resource book for early childhood services, Aboriginal Early Childhood Services Support Unit, Sydney.

Rudd K (2008) The Apology to the Stolen Generations of Australia (videorecording] Australian Broadcasting Corporation, Canberra.

Excerpt from the documentary Stolen Generations (PG): http://aso.gov.au/education/indigenous/families-and-communities/

http://aso.gov.au/titles/documentaries/stolen-generations/clip1/

Rosie’s Story: http://aso.gov.au/titles/documentaries/rosie/clip1/

Certificate III in Children’s Services: CHCIC302A: Reader LO 11942 15© NSW DET 2010