fkaCS Cultural Inclusion Support deepens educators' capacity in the provision of culturally competent pedagogy and the ability to engage meaningfully with children and families for whom there is no shared language.
The early years are recognised as the foundation years for children’s development. In particular, the first six years are crucial for young children in developing their first language and cultural identity. Secure and trusting relationships between children and early childhood professionals, including those who speak languages other than English, are essential for children to feel valued and accepted in all early childhood settings. Learning English as an additional language requires educators to think about the natural communication needs of children and the stages of second language acquisition.
fkaCS support is directly aligned with the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Quality Standards, is underpinned by the United Nations Convention of the rights of the child, and covers:
We will support you as you develop your cultural competence and an admiration of difference to ensure your pedagogy and practice respects multiple ways of being and understanding and children are supported in learning English as an additional language.
We will work with you to develop a program of support that may include: