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, and it is during these early years that children build up their knowledge of the world around them.
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.
Identity and wellbeing research (Clarke 1996) has shown that a strong sense of identity and positive wellbeing are vital to success in learning. Positive self-esteem comes from being acknowledged and appreciated for who and what you are. This includes acceptance and acknowledgement of race, class, ethnicity, religion, language and ability.
It is essential that children have emotional security, if they are to grow up as confident healthy people who can take responsibility for themselves and others. It is recognised that positive self-esteem depends on whether children feel that others accept them and see them as competent and worthwhile. There is clear evidence of a correlation between academic achievement and self-esteem (Siraj-Blatchford and Clarke 2000).