Cultural Diversity Assignment: Exceptional Diversity In Early Childhood Education

Question

Task:
Select a particular area of diversity and develop a cultural diversity assignment discussing this in relation to your own lived and/or professional experience. Your report must address the following parts:

Part A: Introduction to the report

Part B: Policies, Guidelines and Current debates

Part C: My Professional Field Experience Day

Part D: Findings

Part E: Conclusion and Implications to promote the diversity

Answer

Introduction
Early childhood educators are called on to do various challenging tasks. One of the most challenging of these is offering children exceptional diversity experiences. In this cultural diversity assignment, cultural diversity and its impacts with operations in the early childhood learning will be discussed. It has been reviewed that since the starting of time, children have been bought up by their families, extended families and surrounding communities. Currently also, majority of family children care houses as well as various early childhood plans tend to be effectively homogenous as well as quite common to any child’s home contextual. Thus, understanding the home traditional cultural value with diverse linguistic, and capability diversity increment in children is necessary. However, the traditional policies are assumed to offer children with experiences external of their communities, providing chances to learn to be tolerant, accepting and respectful of various differences. This is still considered as quite a challenge. This study will start defining and outlining the policies and recent debates on the exceptional diversity in early childhood education, with the professional filed day examination on the selected early childhood service centre will also be documented here. The findings will be given in a narrative and critical examination way with supportive future implication for promoting the cultural diversity programs.

Policies, guidelines and current debates
It has been reviewed that Children with mental or physical disability Designing the classroom space, routines as well as operations in a way that they could be adaptable and could be applied by all children in a different of ways. This proactive process could be supported though involvement of children strengths and inclusive learning as well as could be developed to underline pupil’s needs. The early childhood education service centre teachers need to develop operations, which will need more than single child’s involvement to achieve any task (Arthur & D'warte, 2016). In this case, collaboration with the family members of the children with disability and parents with other children with the paediatrician of the disable child should be done by the teachers. Despite of an adult always employed with a child with any disability, paring the child with others in the classroom is effective. Offering dress-up products along with various ways to fasten them. Finding ways for absorbing background noise for avoiding distracting children is also effective here. The best schedules have an anticipated start, centre, and end. Utilize visual backings, for example, pictures or props, to show youngsters schedules, help them stay connected with, and help them in changing between various exercises.

The Federal state anti-discrimination laws and Act works with the regulations enforced through EEOC and ensures this unlawful for Federal corporations for discriminating against staff and job applicants on the bases of their religion, national identity, disabilities, sex, colour, race or even age (earlychildhoodaustralia.org.au, 2021). This law underlines that any individual who files a complaint or contributes in an examination of an EEO grievance, or who faces a service exercise created unlawful under any of the rules that EEOC applies is endangered from reprisal. On the other hand, the Australian Human right commission is also pronounced working with helping others solving issues of discrimination in the country under the Racial Discrimination Act (humanrights.gov.au, 2021). This policy has been seen in protecting people around the country from various unfair treatments based on their different races, descent, ethnic groups, colours and others. This also ensure that racial vilification against the regulation.

Additionally, the Early childhood Australia Code of Ethics tends to address the main principles that are need for commitment for respecting as well as maintaining the rights, and dignities of children, their communities, families and teachers (ftc.gov, 2021). This act has been stands for managing and understanding the fact that each child has different innovative strengths and skills to contribute and understand their community works. The stress over respective, reciprocal and responsive relationship with the teachers is considered necessary for the effective distribution and effectiveness of early childhood education. Thus, it has been reviewed that teachers and families of children should develop communication and understand the differences between them so that effective education and cultural development could be maintained in any child. From the above current issues with exceptional diversity and discrimination in Australia and the polices, and guidelines in relation to this area have focused to the fact that government is well aware of the racial and exceptional diversity discriminations around the country and how it is becomes a necessity to teach children at their early age regarding what is wrong and how to respect others.

Professional field experience day
About the Early Childhood Service
Birches ELC is the early childhood service centre that has been included in the field experience examination. This early childhood service centre has been dedicated to offer the best qualities early educations and cares for the children. The teachers are committed to helping children to grasp their full potentials. The education policies and viewpoints are reinforced through the broadly respected Reggio Emilia approach for learning that helps enquiries and play-oriented learning journeys in a natural as well as respective environment. The learning policies are designed to be developing in nature and, done philosophical practices, are directed through the children’s benefits and requirements.

About the community and environment created by the early childhood service
Birches ELC has been examined to be engaged in redesigning an environment, which outlined the warm and welcoming home for the children. The centre targets to offer a home way from house for child and their parents. The community examined is diverse and includes all cultures as well as traditions in the community. The early childhood service centre has an effective interest on developing genuine and long-time communications. It follows sustainable operations in the centre involving the application of clean solar energies, fresh garden products for the meals of children, recycling and innovative works during along with managing children in their care of the pets.

Interviewees’ information
Interviewees in this study has been taken as per their experience and education level in this field. The working staff in this early childhood service centre has been interviewed. Total 10 staff have been interviewed in this study. Information has been given below;

Table 1: Interviewees’ information
(Source: Created by the researcher)

Synopsis of the service centre examined
Reggio Emilia approach has been found out to be followed in this centre that is a student-centred and constructivist self-regulated policy. This theory and philosophy have been followed to apply the self-understanding, experimental learning of different exceptional diversity in Children through a relationship-driven environment. The strategies that have been followed in this centre are based on changing classroom theme for different cultures, open communication and motivate children in asking questions about different culture, race, and colours.

Findings
It has been found out the early education service centre has been practicing various range of acculturation for mainstream educational tools, and operations, involving immersion in different languages, to those who help instructional polices, which have as a core aim the management of children’s home language and culture (Malcolm & Königsberg, 2007). On the are of language and exceptional diversity education, for instance, various operations may be outlined if the core aim is one of the children’s learning different language or retaining English language. One of the major lacks in this education centre has been found out that efforts are not properly targeted in supporting all the effective as well as harmonious existence of various cultures that will help yet other operations like bi-or multilingual classrooms.

The interviewees in this early childhood service centre expressed that the accessible study, by sparse, has some applications for how teachers’ method their responsibility when instructing children whose cultural background do not match their own (Giugni & Mundine, 2010). Another matter that has been found out that in Birches ELC, Reggio Emilia approach is followed as the theory or approach of teaching. It has been found out that as learning is solely children-oriented as well as project-oriented sometimes, this is very critical to outline families, which their children are actually learning (Meenakshi, 2017). With special requirements for children in early childhood education, most frequently, there is just one opportunity has been noticed: studies separate from others despite disabilities (Giugni & Mundine, 2010). This increases the unjust and unfair behaviours in children. In spite of this reality, a big area of studies presents on the opportunities of inclusive environments in the early childhood education with disabilities Giugni & Mundine, 2010). Developing this important level of belongings by inclusive environments forms children’s needs, assumptions for all future relationships as well as influences on how they would live and work in their communities (Meenakshi, 2017).

Expectations regarding the equality responsibility of general early childhood educations have developed more universal facility of pre-school services as well as the public funding of children care supports programs for pupil with disabilities and for pupil from different cultures and language diverse backgrounds (Clyne, 2011). Although, access to support services has remained dependent upon formal diagnosis of disabilities or learning difficulties, and upon specific provisions within separate state jurisdictions. Such limitation and discontinuity of help arrangement seems to expect a degree of educator capability and trust in tending to variety that may not mirror the truth across Australian youth programs.

Underlying divisions among instruction and care, preschool and early school training, government and local area administrations, as well as different state and government rules present a test to successful progression of comprehensive methodologies for youngsters from birth to eight years and past (Vuckovic, 2008). It is exacerbated by various authoritative and managerial plans, fluctuating result assumptions, restricted financing and lacking proficient schooling of educators (Pelo, 2002). Though, there are continuous strains between conceptualizations of incorporation, youngsters' privileges, monetary conditions, uphold arrangements and political strain to cook for an inexorably wide scope of kids. The distinguished worries regarding educator limits, school or focus uphold, locus of obligation, and the harmony among widespread arrangement and individual learning must be tended to if youth incorporation is to be compelling. The learning environment in this early childhood service centre has been effective in making the learning environment good and reciprocated for children to be open regarding different cultures (Clyne, 2011). It could be said that teaching exceptional diversity does not always suggests that one classroom should have diverse students to teach them what different culture means and how to respect others.

Services need to be planned, applied and examined during constant discussion along with service users and the border community for reflecting the exceptional diversity of that community (Wise, 2002). Families who are deprived through the specific situation of current arrival in the country of the largest challenges facing teachers currently is serving a developing number of linguistically and culturally different child-offering proper education as well as care to an operating efficiently with their families. Instead of various efforts in the early childhood services, help from various school managements, and alterations in teacher education, the mainstream of classroom teachers still do not believe, which they are well-tooled to reach the requirements of children and families from different backgrounds (Wise, 2002). For assisting teachers efficiently work with different children and their families, it has been understood that initial and foremost re-evaluate the definition of cultural diversity. Exceptional diversity is conservatively related with marginal collections branded by society, race, and/or linguistic (Blaise, 2010). This concept accidentally rejects numerous other subgroups though also debating the matter. So, the main drive of talking exceptional diversity issues-namely, to improved understanding and assistance all children study in the varied classroom-has been missing in the discussion (Harrison, 2011).

Conclusion and implications to promote the diversity
While inclusion in classrooms in early childhood education are turning to be more general, involvement settings in early childhood study remain rare. Various children with disabilities confront challenges in getting higher quality, inclusive pre-K, as well as they are often transferred in classrooms entirely detached from others (Arthur et al. 2017). In this regard, and in a process to develop a national exceptional diversity for the accessibility of higher quality involvement classrooms in all pre-school children programs the National Disability Scheme in Australia currently developed guidance on the significance of inclusion in early studies (Reid, Diaz & Alsaiari, 2016). The early childhood service centres are responsible with making interagency task plans for inclusion, make sure higher quality levels systems for children programs, which help inclusive operations, and making expert development, which will significantly involve the study of young children with incapacities such as Autism (Reid, Diaz & Alsaiari, 2016). On the other hand, the practices need to suggest strength-based approach, abilities and fairness among children and the teachers collaborate with parents on guidance and policy development, increase official co-operations with community partners, and increase cooperation among employees for effective support inclusion (Arthur et al. 2017). The matter in early childhood services and education pattern is that important, differentiated options are frequently not exist to the families of young children.

Overall, from the above study and discussion of the findings, I have identified the fact that growth and firming of openness and endurance on cultural difference education and exceptional diversity management is underway in Australia (Kultti, Larsson, Ärlemalm-Hagsér & Pramling-Samuelsson, 2016). I have come to the understanding that focusing on developing teachers for promoting educational chances for all students, educating for social justice will share the area with multicultural education at the pre-school level. Though, educating for social justice is considered as neither relative with multicultural study not the most general pedagogical process to exceptional diversity effectively (Kultti, Larsson, Ärlemalm-Hagsér & Pramling-Samuelsson, 2016). One of my studies concentrated on the challenges of coping with the terms with what this suggest to be culturally different in the country. I believe each one must have the same opportunity to success. In my social justice and cultural diversity class I learned regarding how numbers could translate to matters, and matters in opportunities to act. I have learnt that no matter how effective my intentions are, if I do not do something regarding them, nothing would change.

References
Arthur, L., & D'warte, J. (2016). Diverse languages and dialects. Anti-bias approach in early childhood, 81-97. ISBN-9780995379503, Edition-3rd(pp.81-97).

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings. Cengage AU.

Blaise, M. (2010). Kiss and tell: Gendered narratives and childhood sexuality. Australasian Journal of Early Childhood, 35(1), 1-9. https://doi.org/10.1177/183693911003500102

Clyne, M. (2011). Multilingualism, multiculturalism and integration. Multiculturalism and integration: A harmonious relationship, 53-71. Stable URL: https://www.jstor.org/stable/j.ctt24h7j6.9

ECA's Code of Ethics principles - Early Childhood Australia. Early Childhood Australia. (2021). Retrieved 18 January 2021, from http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/code-of-ethics-core-principles/.

Face the facts: Cultural Diversity | Australian Human Rights Commission. Humanrights.gov.au. (2021). Retrieved 18 January 2021, from https://humanrights.gov.au/our-work/education/face-facts-cultural-diversity#:~:text=Our%20role,racial%20vilification%20against%20the%20law.

Giugni, M., & Mundine, K. (2010). Talkin'up and speakin'out: Aboriginal and multicultural voices in early childhood. Pademelon Press. Number of pages, 292, Edition, 1, ISBN. 9781876138318.

Harrison, N. (2011). Teaching and learning in Aboriginal education. (2nd ed.) South Melbourne, Vic: Oxford University Press. ISBN (Print): 9780195574593. Number of pages:213.

Kultti, A., Larsson, J., Ärlemalm-Hagsér, E., & Pramling-Samuelsson, I. (2016). Early childhood education for sustainable development in Sweden. In International research on education for sustainable development in early childhood (pp. 123-137). Springer, Cham.

Malcolm, I., & Königsberg, P. (2007). Bridging the language gap in education. The habitat of Australia’s aboriginal languages: Past, present and future, 267-297.

Meenakshi, I. (2017). A study on service quality perception and preference of policyholders about public and private life insurance companies in tirunelveli district (Doctoral dissertation, MANONMANIAM SUNDARANAR UNIVERSITY TIRUNELVELI).

Pelo, A. (2002). Supporting young children as activists: Anti-bias project work. Child Care Information Exchange, 38-41.

Protections Against Discrimination and Other Prohibited Practices. Federal Trade Commission. (2021). Retrieved 18 January 2021, from https://www.ftc.gov/site-information/no-fear-act/protections-against-discrimination.

Reid, C., Diaz, C. J., & Alsaiari, H. (2016). Cosmopolitanism, contemporary communication theory and cultural literacy in the EAL/D classroom. TESOL in Context, 25(2), 44.

Vuckovic, A. (2008). Making the Multicultural Learning Environment Flourish: the importance of the child–teacher relationship in educating young children about diversity. Australasian Journal of Early Childhood, 33(1), 9-16. https://doi.org/10.1177/183693910803300103

Wise, S. (2002). Parents' expectations, values and choice of child care: Connections to culture. Family Matters, (61), 48.