Being proud and strong
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Identity and belonging
A child builds a knowledgeable and confident identity.
- develop pride and strength in personal and cultural identity
- share a sense of belonging and connectedness.
Educators focus on the following aspects of children’s learning:
- pride and confidence in knowing ‘who they are’ and ‘where they come from’
- understanding of themselves as significant and respected
- a sense of belonging to their family, community and the early learning community
- a feeling of acceptance for ‘who they are’ and ‘where they come from’
- pride and connection to the language/s, culture and traditions of their family and community
- awareness of the traditional and contemporary aspects of their personal and cultural identity
- knowledge of their place within family, community and kinship systems as shared by Elders and community members.
Educators intentionally promote this learning, for example, when they:
- promote in all children a strong sense of who they are and their connectedness to others
- show genuine respect for all children and their ways of belonging, being and becoming
- listen to and learn about children’s understanding of themselves
- provide many opportunities for children to interact with the culturally valued skills, languages, stories, music, dance, ritual, food and crafts of their families and community
- furnish the learning environment with resources and artifacts that show and celebrate the culture, values and beliefs of the children’s family and community, for example, family trees, photographs of community events, Aboriginal and Torres Strait Islander flags
- involve family and community in gatherings and yarning sessions, morning teas, BBQs, shared lunches and celebrations
- invite Elders to share aspects of children’s traditional heritage and cultural roots, for example, through storytelling or traditional music and dance
- model language to describe and celebrate the culture of the community in first languages and Standard Australian English
- provide many opportunities for children to explore different aspects of their identities through their everyday play, conversations and relationships, for example, knowledge about the sea, bush, hunting, fishing, swimming, horse riding, camping or sport
- organise opportunities for children to participate in community events, for example, Blessing Ceremonies, National Aboriginal Day Oberservance Committee (NAIDOC) Week, National Aboriginal and Torres Strait Islander Children’s Day (NAICD), Mabo Day, Corroboree and Nulpa.
Educators look for evidence of children’s learning, for example:
In the familiar contexts of family and community when children:
In new and unfamiliar contexts of an early learning program when children:
In the familiar contexts of a culturally secure early learning program when children: