Being an active participant
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Listening and negotiation
A child broadens their sense of belonging to groups and communities.
- become aware of the reciprocal rights and responsibilities necessary for active community participation
- explore their own and others’ cultures and the similarities and differences among people
- become aware of bias and stereotyping and respond to diversity with respect
- become aware of fairness.
Educators focus on the following aspects of children’s learning:
- ways to respond positively and show respect for the connections, similarities and differences among people
- awareness of their own and other cultures, including their right to belong to many communities
- an understanding of the diversity of cultures, heritages, family structures, capabilities, backgrounds and traditions of the world they live in
- respect and value for the ideas, feelings, needs and opinions of others
- active engagement with a range of people, groups and communities
- an ability to recognise fairness and the capacity to show concern for others
- awareness of bias and stereotypes and the ways in which people are included or excluded.
Educators intentionally promote this learning, for example, when they:
- use conversation, role play, puppets, music, dance and stories to explore feelings and different perspectives and ideas with children
- encourage children to listen to others and to respect diverse perspectives, for example, when engaging children in planning and decision-making about group experiences and their learning environment
- plan for enjoyable small group experiences and supporting children when they work together, for example, ‘Let’s pack this up together’
- model language to support children’s attempts at listening and negotiating, for example, ‘It’s time to listen now’
- provide many opportunities for children to assume different social roles in group activities, for example, as initiators, facilitators, negotiators, organisers, observers and listeners
- investigate different communities and cultural groups using books, stories, music, special events and technology as stimulation
- expose children to resources that broaden their appreciation of diversity, for example, artefacts, dance, music, languages and dialects, stories, art and craft of other cultures
- initiate discussions with children about being fair and equitable
- model ways to challenge representations of people in stereotypical ways
- draw children’s attention to diverse ways of doing and being, including family structures, roles in communities, religions, practices, capabilities and talents.
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: