Aboriginal Perspectives in Early Years Learning Framework - Coursework Example

Student’s name Course code+name Registration number University name Date of submission Table of Contents 1.0.Introduction 1 2.0.Aboriginal Perspectives in the Curriculum 2 2.1.The reflection of Aboriginal Perspectives in EYLF 3 2.2.The importance to the Early Childhood Sector 5 3.0.Outcomes for Aboriginal children 6 3.1.How Outcomes for Aboriginal children are reflected in EYLF 6 3.2.Importance of the outcomes to the Early Childhood sector 7 4.0.Creating a culturally safe learning environment 8 4.1.Reflection of a culturally safe learning environment in EYLF 8 4.2.Importance of providing a culturally safe learning environment to the Early Childhood sector 9 5.0.Conclusion 9 6.0.References 11 1.0. Introduction Since its adoption, Early Years Learning Framework (EYLF) has been integral in ensuring quality education to all Australia children. One of the fundamental elements of EYLF is that it does not communicate what schools should do instead, expects teachers and stakeholders to think, reflect and use relevant knowledge to come up or design a curriculum that fits children from all corners. In as much, there have been concerns and one of such is the implementation of the best curriculum which reflects different cultures through EYLF. For instance, Torres Strait Islander and Aboriginal have unique cultures and histories of education strategies that need to be reflected in EYLF. It is for this reason that each aspect added onto the already existing curriculum plans should provide an outcome that child will achieve through the experience as an input key that justifies where such experience come from. While this can be a general perspective, the specific area of concern is the Aboriginal Education strategies. Owing to the requirement from NSW Department of Education and Training’s (2009) Aboriginal education policy that all teachers must include Aboriginal dimensions or perspectives in teaching, bone of contention now remains to find how EYLF reflects Aboriginal Education strategies. This essay identifies Aboriginal perspective, outcomes for Aboriginal children and creation of culturally safe learning environment as the strategies. In so doing, it aims at critically discussing how the strategies are reflected in the Early Years Learning Framework. To conceptualise the findings, the essay will also establish importance of the strategies to the Early Childhood sector. 2.0. Aboriginal Perspectives in the Curriculum The concept of Aboriginal Perspective in curriculum is a multifaceted term that researches continue to give mixed understandings about especially when bringing the aspect of Aboriginal knowledge and Aboriginal perspectives. To begin with, Harrison (2011) defines Aboriginal Perspectives as the process where teaching and learning process factor in every child’s background culture and experience into consideration when planning learning experiences. On the other hand, Lyons and Janca (2012) look at the term from historical perspective arguing that it should be a process of gearing education outcome to reflect Aboriginal cultures done through Aboriginal people. He adds that this should be a combination of theory and practice. While researching on Aboriginal pedagogies at the cultural interface, Yunkaporta (2009) defines Aboriginal Perspectives as the process of respecting history of dispossession, traditional material culture and community dysfunction when teaching a class. However, working with the definition in his research, Yunkaporta recognises difficulties teachers face while trying to respect NSW Department of Education and Training’s (2009) Aboriginal education policy. This makes researches such as Waller (2012) recognizes that Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) is one way of understanding the definition of Aboriginal Perspective. The term also means taking the Aboriginal points of view regarding particular issues and events (BOS, 2008 as cited in Waller, 2012). 2.1. The reflection of Aboriginal Perspectives in EYLF As identified above, Aboriginal Perspectives is generally about culture and trying to reconcile people from different perspectives. These are basically what are contained in Early Years Learning Framework. To begin with, Harrison (20100 discusses ways in which the perspectives are reflected in EYLF. One of such ways is that EYLF provides mechanisms through which children can develop a strong sense of identity. Linking this with the definitions above, what EYLF actually does is to help develop children’s identity as it occurs within the realm of their communities and families. Conveying the highest expectations for all children learning from birth to at least five years, EYLF realizes this target through its first 2 of the five Learning Outcomes. These are; Children have a strong sense of identity Children are connected with and contribute to their world (EYLF, 2009, p.8). In addition to this, Aboriginal Perspectives are reflected through comprehensive strategies that help educators during curriculum decision making process, to plan, implement and evaluate quality of education in different settings and backgrounds. While this is one of the underpinnings of EYLF, National Statement on Social Inclusion (Australian Government, 2010) also argues that EYLF has included this framework to instill a sense of conversation and common language about children from Aboriginal and Non-Aboriginal. A good example is where it expects that teachers draw attentions to patterns and relationships with regard to environment and in their learning (EYLF, 2009 p.36). It needs to be reiterated that Aboriginal Perspectives encompass the process of taking the background experience and culture of every child into consideration especially when planning learning experiences for Aboriginal learners. While Melbourne Declaration commits to improving outcomes of Aboriginal students in the same capacity, factoring Aboriginal Perspectives of Aboriginal students has also been reflected by EYLF. This is actually detailed under the sub-topic ‘Respect for Diversity’ (p. 13) whereby according to this sub-topic, there need to respect of diversity within the curriculum as well as valuing and reflecting the practices beliefs and values of every community. 2.2. The importance to the Early Childhood Sector An understanding of the importance of Aboriginal perspective to the Early Childhood sector calls for integration of various understandings and or definitions of Aboriginal perspective. To begin with is the thought provoking statement by Prof. John Lester who said, “If Aboriginal children are learning then all children are learning” (Taylor, 2011 p.34). This statement means that Aboriginal perspective help teachers and education stakeholders to be pragmatic in their approach to policy formulation and implementation. That is, stakeholders will be encouraged to look outside their normal strategies and convections thus benefiting not only Aboriginal students but other people as it offers flexibility and alternative education journeys. In addition to this, Miller (2011) argues that these perspectives enhance Early Childhood Sector in the sense that if practiced, children are allowed to become contributors to their learning process rather than silent participators. This definitely means that adoption of these perspectives will encourage children to be part of their learning development thus shaping them for future self-directed learning. A similar argument has been presented by Taylor (2011) who feels that, “such perspectives help the sector recognize the significance of community consultation and the participation of indigenous people in educational processes” (p. 29). Lastly, other than promoting flexibility of thinking in students, these perspectives help in reconciling Aboriginal and Non-Aboriginal people. When curriculum is tailored in accordance with Melbourne Declaration on Educational Goals for Young Australians (2008) then such reconciliation will be realized through understanding and acknowledging the value of Aboriginal cultures. 3.0. Outcomes for Aboriginal children Strong evidence from scholars such as Anderson (2010) indicates that Aboriginal children need early years of education so as to have positive outcome in later stages of development. It is for this reason that understating outcomes for Aboriginal students is essential. Looking at the term ‘Outcomes for Aboriginal children’ from academic perspective, Yunkaporta (2009) reports that, “A process of children becoming much focused and responding with excitement to the Aboriginal pedagogies” (p. 185). In an interview, Yunkaporta (2009) also finds that getting an outcome of aboriginal children means using own cultural knowledge Aboriginal pedagogies that are relevant to the curriculum to enable children shift from what seems to be complex to a simpler one. On the other hand, outcomes means attaining the targets set. Anderson (2010) recognizes that these targets are different and could range from attendance rate to literacy results. 3.1. How Outcomes for Aboriginal children are reflected in EYLF Early Years Learning Framework has elaborated five learning outcomes that reflect what is expected of Aboriginal children. These outcomes have been designed in a way that they capture complex learning and integrated and development of Aboriginal children from birth to around five years of age. Some of the expected outcomes reflected in EYLF are that; Children should show strong sense of identity whereby in this case, tenets of Aboriginal cultures Children to have strong sense of wellbeing that help them relate well with other people Children should possess ability to communicate effectively with others That the pedagogy develops a learner who is all round, confident and participating in the process of learning Children are connected and contribute positively to the world or environment they are interacting with (EYLF, 2009, p. 19). 3.2. Importance of the outcomes to the Early Childhood sector An interesting aspect about these outcomes as reflected by EYLF is that they are observable and broad thus enabling Aboriginal children achieve the desired goal within the stipulated time. According to Anderson (2010), Aboriginal children learn differently and in a variety of ways therefore these outcomes help children cope well with ever increasingly complex learning experiences and ideas. Secondly, these outcomes are essential to Aboriginal children and Early Childhood sector at large in the sense that each child is given an opportunity to progress their studies in different but equally meaningful ways. Going by the research by Australian Curriculum and Assessment Reporting Authority (2010), learning process cannot always be linear and predictable to this regard, Early Childhood sector can be able to plan with each learner and or child and the expected outcome in mind. There are different ways that Aboriginal children use to demonstrate learning within and across the above highlighted outcomes. In that connection, Early Childhood sector are given opportunity to engage with these children as well as understanding, engaging with and promoting learning abilities of these children. 4.0. Creating a culturally safe learning environment Creation of culturally safe environment is arguably one of the important issues for Aboriginal children. Moreover, cultural safety is essential for the development of Indigenous education. One issue though is the proper strategy that defines cultural safety. Scholars such as Nakata (2002) looked at the term as, “a situation where there is environment which is socially, spiritually, and emotionally safe for people” (p. 213). Contemporary scholars define culturally safe learning environment as a place where is devoid of assault or that deny children their identity (Anderson, 2010). A more diverse definition comes from Taylor (2011) who argues that creating culturally safe learning environment means reflect each child’s cultural identity and recognizing the personal culture on professional teaching practice. His definition follows the idea from colonialists were divided whether Aboriginal people should receive education. In general, understanding, the term requires that education sectors to provide human beings with services that consider all that makes them unique. 4.1. Reflection of a culturally safe learning environment in EYLF To begin with, EYLF recognizes that children have a sense of strong wellbeing (p. 30). To this regard, it further recognizes that children needs to be supported by providing safe environment that meets their social, creative, spiritual and emotional being. In addition to this, EYLF also recognizes that children are able to confidently take responsibility for their own physical and health wellbeing if given culturally safe learning environment. It states in part that if children with such environment they, “demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely” (p. 32). Another critical issue about a culturally safe learning environment is that EYLF recognizes that education sector and curriculum in particular should, “discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all” (p. 32). Due to this reflection, Taylor (2011) argues that the provision ensures that there is physically and emotionally safe environment in which children are also given respect for their identity. According to EYLF though, when children are given a culturally safe learning environment they are able to engage in learning that is characterized by complete focus, high interest and that which captures their specific cultures and learning styles (p. 33). 4.2. Importance of providing a culturally safe learning environment to the Early Childhood sector Beginning with recent research from Robyn Williams (as cited in Taylor, 2011) provision of a culturally safe environment ensures that Early Childhood sector enhances every child’s empowerment thus promoting more meaningful and effective pathways that help realize self-determination for Aboriginal people. Other reasons given include promotion of diversity, different values respecting varied ways of knowing, doing and being and understanding divergent cultures in the curriculum. 5.0. Conclusion The realization that is made regarding EYLF vis-à-vis Aboriginal early childhood education is that Australia is witnessing a move towards a new pedagogy that incorporates indigenous views of literacy. Importance of this aspect has been included in early childhood curriculum. Secondly, this essay recognizes discrepancies in understanding Aboriginal education strategies, particularly Aboriginal perspectives. To enhance learnability, stakeholders and Early Childhood sector ought to facilitate alliances between institutions and Aboriginal personnel to come up with a well-structured and supported effort that handle the problems. 6.0. References Anderson, G (2010). Introducing Wiradjuri Language in Parkes. In 'Re-awakening languages: theory and practice in the revitalisation of Australia's Indigenous languages' Sydney University Press. Australian Curriculum and Assessment Reporting Authority (ACARA), (2010). Cross curriculum perspectives. Retrieved 14 December, 2013 from: http://www.acara.edu.au/cross_curriculum_perspectives.html Australian Government (2010). Traditional Aboriginal games. Retrieved 14 December, 2013 from: http://www.ausport.gov.au/participating/Aboriginal/games Harrison, N. (2011). Teaching and Learning in Aboriginal Education, 2nd Ed. Melbourne: Oxford University Press. Chap 2  Recognising our History: Dealing with Australia?s Past in the Contemporary Classroom. Harrison, N. (2010). Teaching Indigenous perspectives in the 21st century classroom: An exploration of quality pedagogy in Australian schools. In Vanessa, G. and Cherrington, S. (Eds). Delving into diversity: An international exploration of issues of diversity in education (pp. 99-107). New York: Nova Science Publishers. Lyons, Z & Janca, A (2012). Indigenous Children in Australia: Health, Education and Optimism for the Future. In Australia Journal of Education, Vol. 56, No 1, pp 5-21. Retrieved 14 December, 2013 from: http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=201204921;res=APAFT MCEECDYA (Ministerial Council on Education, Employment Training and Youth Affairs), (2008). Melbourne declaration on educational goals for young Australians. Retrieved 14 December, 2013 from: http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html Miller, M. (2011). Breaking Down The Barriers. In Bedrock, The IEU Early Childhood Education Magazine, Vol 16, No 3, pp20-21. Retrieved 14 December, 2013 from: http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=189921;res=AEIPT Nakata, M. (2002). Indigenous knowledge and the cultural interface. IFLA Journal, 28(5/6), 281-291. New South Wales Department of Education and Training and NSW Aboriginal Education Consultative Group Incorporated (2009). The report of the review of Aboriginal education/ Yanigurra Muya: Ganggurrinyma Yaarri Guurulaw Yirringin.gurray Freeing the spirit: dreaming as equal future. Darlinghurst, NSW: NSW Department of Education and Training. Taylor, A. J. (2011). Coming, ready or not: Aboriginal children?s transition to school in urban Australia and the policy push. International Journal of Early Years Education, Vol. 19, No. 2, pp145-161 http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=f096818b ce80-4a8a-86d3-4d84b956e5ec%40sessionmgr11&vid=2&hid=1 Waller, L. (2012). All Talk, No Action. Australian Educator, Vol 73. Pp 24-26. http://www.aeufederal.org.au/Publications/AE/Atmn12pp24-27.pdf Yunkaporta, T. (20090. Aboriginal pedagogies at the cultural interface. Professional Doctorate (Research) thesis, James Cook University. Read More

While researching on Aboriginal pedagogies at the cultural interface, Yunkaporta (2009) defines Aboriginal Perspectives as the process of respecting history of dispossession, traditional material culture and community dysfunction when teaching a class. However, working with the definition in his research, Yunkaporta recognises difficulties teachers face while trying to respect NSW Department of Education and Training’s (2009) Aboriginal education policy. This makes researches such as Waller (2012) recognizes that Melbourne Declaration on Educational Goals for Young Australians (MCEECDYA, 2008) is one way of understanding the definition of Aboriginal Perspective.

The term also means taking the Aboriginal points of view regarding particular issues and events (BOS, 2008 as cited in Waller, 2012). 2.1. The reflection of Aboriginal Perspectives in EYLF As identified above, Aboriginal Perspectives is generally about culture and trying to reconcile people from different perspectives. These are basically what are contained in Early Years Learning Framework. To begin with, Harrison (20100 discusses ways in which the perspectives are reflected in EYLF. One of such ways is that EYLF provides mechanisms through which children can develop a strong sense of identity.

Linking this with the definitions above, what EYLF actually does is to help develop children’s identity as it occurs within the realm of their communities and families. Conveying the highest expectations for all children learning from birth to at least five years, EYLF realizes this target through its first 2 of the five Learning Outcomes. These are; Children have a strong sense of identity Children are connected with and contribute to their world (EYLF, 2009, p.8). In addition to this, Aboriginal Perspectives are reflected through comprehensive strategies that help educators during curriculum decision making process, to plan, implement and evaluate quality of education in different settings and backgrounds.

While this is one of the underpinnings of EYLF, National Statement on Social Inclusion (Australian Government, 2010) also argues that EYLF has included this framework to instill a sense of conversation and common language about children from Aboriginal and Non-Aboriginal. A good example is where it expects that teachers draw attentions to patterns and relationships with regard to environment and in their learning (EYLF, 2009 p.36). It needs to be reiterated that Aboriginal Perspectives encompass the process of taking the background experience and culture of every child into consideration especially when planning learning experiences for Aboriginal learners.

While Melbourne Declaration commits to improving outcomes of Aboriginal students in the same capacity, factoring Aboriginal Perspectives of Aboriginal students has also been reflected by EYLF. This is actually detailed under the sub-topic ‘Respect for Diversity’ (p. 13) whereby according to this sub-topic, there need to respect of diversity within the curriculum as well as valuing and reflecting the practices beliefs and values of every community. 2.2. The importance to the Early Childhood Sector An understanding of the importance of Aboriginal perspective to the Early Childhood sector calls for integration of various understandings and or definitions of Aboriginal perspective.

To begin with is the thought provoking statement by Prof. John Lester who said, “If Aboriginal children are learning then all children are learning” (Taylor, 2011 p.34). This statement means that Aboriginal perspective help teachers and education stakeholders to be pragmatic in their approach to policy formulation and implementation. That is, stakeholders will be encouraged to look outside their normal strategies and convections thus benefiting not only Aboriginal students but other people as it offers flexibility and alternative education journeys.

In addition to this, Miller (2011) argues that these perspectives enhance Early Childhood Sector in the sense that if practiced, children are allowed to become contributors to their learning process rather than silent participators.

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