Download the How to Access Member-Only Resources Quick Guide for visual, step-by-step instructions.

Can’t find your 9-digit member ID? Please don’t hesitate to contact fkaCS on 03 9428 4471 or email fkacs@fka.org.au

We are excited to announce the release of Dr Priscilla M. Clarke’s publication Learning English as an Additional Language in Early Childhood, 2nd Edition. Complete with a new look and available for download as an eBook, this popular resource guides educators supporting children learning English alongside their home language/s.

Language plays a central role in children’s development. It is largely through language that children formulate and express their thoughts. Using language children are able to interact with others, to interpret their experiences, to organise their thinking and make sense of their world. The most important experiences for children are those in which they are actively involved.

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This resource is available to fkaCS Members only. Not a member? Join today!

Interpreter, Translator or Community Language Worker (Bilingual Worker)? Learn the difference and find out how to access Interpreter and Bilingual Worker support services.

A resource to guide practice when enrolling and settling new families who may not share a language or cultural background with educators at the service.

An introductory resource for educators supporting children and their families who have had refugee or asylum seeker experiences. Includes details of community organisations who can offer specific guidance.

A resource to reflect on ways for educators to facilitate cultural competence between children. 

Information and guidance for educators in relation to the critical importance of promoting and maintaining the use of home language/s within the service and at home.

From July 2016 the way Education and Care Services access Cultural Inclusion Support changed. This infosheet provides an overview of the ways Education and Care services can access Cultural Inclusion Support.

People face all sorts of barriers when accessing an early childhood service. In particular children and families from culturally and linguistically diverse (CALD) backgrounds face attitudinal barriers, a number of which are outlined on the first page of this infosheet. On the second page, we consider some of the ways service providers, practitioners and educators can reduce barriers to active participation for families and children. 

ECEC refers to Early Childhood Education and Care.

fkaCS Bilingual Workers support Early Childhood Education and Care (ECEC) service staff and educators to settle and engage the child and family in the service by facilitating communication through a shared language...

A resource to guide practice for educators supporting children learning English alongside their home language/s.

For further information on how to support children learning English as an additional language, fkaCS Members can download Dr Priscilla M. Clarke's eBook Learning English as an Additional Language at the top of this page.

Not a member? Join now!

2021-22 Members receive a printed copy of our A2 Multilingual Welcome Poster – featuring 53 languages! – in their membership packs.

Displaying the poster at your service is a great way to start conversations that support the exploration of identity. It is important, however, to think deeply about how we can use this tool in a meaningful way and as an active part of our programs.

Refer to this Pedagogy and Practice Resource Sheet for reflective tips and tools to consider when incorporating this poster into your practice.

Enrolment and orientation are the first steps in building relationships with families and children. It is within these first encounters we begin connecting with and understanding the cultural values, expectations and experiences each of the families participating within our services hold...

When we plan and assess for children’s learning there are a number of tools and skills early childhood professionals use to create a holistic view. Through choosing assessment instruments and techniques to
create a holistic picture of each child’s knowledge, understandings, skills and capabilities (DET 2016, p. 13), we also rely on shared communication with children, families, communities and other professionals to inform our assessment and planning for children...

Your pedagogy and practice affords children many opportunities to learn about themselves and others, to engage in experiences that support making meaning of the world in which they live, and learn to use communication as an effective tool within their daily lives...

Supporting the development of language and communication within early years education and care programs requires early childhood professionals to reflect on the learning environment they construct for young learners...

Listening to stories and encouraging children to join in story sessions are highly valued activities in most early childhood settings. Story time provide a number of benefits for all children including enjoyment and pleasure and the opportunity to develop imagination and express feelings. There are many benefits for all children if stories are available for children in languages other than English as well as English....

Used in conjunction with Pedagogy and Practice Resource Sheet: Supporting the Development of EAL, this resource is designed to act as a reflection tool for services engaging in the support of children learning English as an additional language...

Within early years education and care services, the material and resources we provide young children are integral to their learning and development. Early childhood professionals need to identify resources that support children to think about and understand notions of social justice, respect and equity, in a safe and understanding environment...