CHCECE010 - Scenario: Strategies To Support Children Feel A Sense Of Belonging
Posted: Tue Jul 21, 2015 1:21 am
Hi! This is my first time using this site 
I have included my answers in but I have a feeling I may be on the complete wrong track. If I am just looking for you to guide me the right way please, and I am aso stuck on one question completely. Thanks in advance!
Case study 6
You work in the Toddler Room at Cherry Tree Lane Children’s Centre. Each day this room has 15 children aged 18 months to 3 years and five educators.
The service is located in a country town that is experiencing rapid growth in its population due to the mining industry. Due to this rapid growth, the service has had a recent influx in numbers and enrolments. Many of the new families and their children who have commenced care come from a diverse range of cultural backgrounds including Bosnian, Chinese, Dutch, Filipino, Indian, Serbian and Vietnamese. Though most parents and children can speak English, it is their second language.
Before the mining boom, the residents in the area were predominantly English Australian and European Australian, and the children at the service, their families and staff all had English as their first language.
At the last staff meeting the Director requested that all educators think about how they can go about encouraging awareness and understanding of cultural and linguistic diversity among the other children and families in each area of the service’s operational areas. She felt this was important, and that by discussing it as work team, they could agree on strategies to implement which would also help children’s sense of belonging and connectedness with the service and its community. The Director asked that all educators bring ideas to the next meeting for discussion as a group.
You are aware that this request directly correlates to Principle 4 of the Early Years Learning Framework (EYLF), ‘Respect for Diversity’.
Question:
Complete the following task.
In the table below identify how you could encourage awareness and understanding of cultural and linguistic diversity among the other children and families in the service across the different aspects of the service’s program and operations.
For each area, identify one strategy. It is important your strategy values the children’s linguistic heritage and encourages the use and acquisition of home languages.
Access and refer to the EYLF to guide your suggestions.
Answers:
Area of service - strategy
communication with parents: On the communication board there can be things written in the different languages. Or things sent home from school such as news letters can also be in other languages
developing/ ensuring culturally inclusive program: When planning the program ensure that there are a range of different cultural games and resources. Such as dress ups there can be an item of clothing from different cultures. As well as having a diverse range of foods.
transition time: Singing transition songs in different languages, there may be certain transition routines different cultures have and you could implement that into your transition times.
routines: ?????
food: Supply a diverse range of foods in your daily menu from all children’s cultures.
resources: Provide different resources that benefit many cultures. Japanese culture mainly uses pillows to sit on the floor, you could use a sari’s at dress up time. Aboriginals use rock paints to paint pictures ect.
I have included my answers in but I have a feeling I may be on the complete wrong track. If I am just looking for you to guide me the right way please, and I am aso stuck on one question completely. Thanks in advance!
Case study 6
You work in the Toddler Room at Cherry Tree Lane Children’s Centre. Each day this room has 15 children aged 18 months to 3 years and five educators.
The service is located in a country town that is experiencing rapid growth in its population due to the mining industry. Due to this rapid growth, the service has had a recent influx in numbers and enrolments. Many of the new families and their children who have commenced care come from a diverse range of cultural backgrounds including Bosnian, Chinese, Dutch, Filipino, Indian, Serbian and Vietnamese. Though most parents and children can speak English, it is their second language.
Before the mining boom, the residents in the area were predominantly English Australian and European Australian, and the children at the service, their families and staff all had English as their first language.
At the last staff meeting the Director requested that all educators think about how they can go about encouraging awareness and understanding of cultural and linguistic diversity among the other children and families in each area of the service’s operational areas. She felt this was important, and that by discussing it as work team, they could agree on strategies to implement which would also help children’s sense of belonging and connectedness with the service and its community. The Director asked that all educators bring ideas to the next meeting for discussion as a group.
You are aware that this request directly correlates to Principle 4 of the Early Years Learning Framework (EYLF), ‘Respect for Diversity’.
Question:
Complete the following task.
In the table below identify how you could encourage awareness and understanding of cultural and linguistic diversity among the other children and families in the service across the different aspects of the service’s program and operations.
For each area, identify one strategy. It is important your strategy values the children’s linguistic heritage and encourages the use and acquisition of home languages.
Access and refer to the EYLF to guide your suggestions.
Answers:
Area of service - strategy
communication with parents: On the communication board there can be things written in the different languages. Or things sent home from school such as news letters can also be in other languages
developing/ ensuring culturally inclusive program: When planning the program ensure that there are a range of different cultural games and resources. Such as dress ups there can be an item of clothing from different cultures. As well as having a diverse range of foods.
transition time: Singing transition songs in different languages, there may be certain transition routines different cultures have and you could implement that into your transition times.
routines: ?????
food: Supply a diverse range of foods in your daily menu from all children’s cultures.
resources: Provide different resources that benefit many cultures. Japanese culture mainly uses pillows to sit on the floor, you could use a sari’s at dress up time. Aboriginals use rock paints to paint pictures ect.
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