Many indigenous communities in today’s society are not being included in the day to day aspects of life including health services and education, due to their cultures beliefs and values. In an early childhood centre it is important to create an environment that is inclusive of all children and their families. The Victorian government is in the process of developing and implementing an Aboriginal Inclusion Framework, which aims to improve the practice of universal services for Aboriginal children, young people, and families with particular focus on promoting participation (Barrot Borran). The Aboriginal Inclusion Framework issued suggests that services are to become universal and they need to provide services to all Victorian and also to assume responsibility for being welcoming to aboriginal families symbolically as well as through their practice and way of doing business. As the Victorian government starts to become aware of the effects that non-inclusive practices are having on our young indigenous children, they are designing and implementing strategies and plans to combat the non-inclusiveness.
The Victorian Early Years Learning and Development Framework (2012) have addressed a number of key areas of learning and development. This includes children having a strong sense of identity; children who are connected with and contribute to the world, children who have a strong sense of well-being, children are confident in involved learners and children are effective communicators. In outcome 1, children have a strong sense of identity, outlines that in order for children to form a strong sense of self, children need to be able to build secure of relationships services in their family and then with caring inattentive adults in oth...
... middle of paper ...
...to our future. Melbourne, Victoria:
Early Childhood Australia. (2008). Walking Respectfully. Exploring Indigenous Culture and Reconciliation in Early Childhood Practice
Garvis, S., Pendergast, D., Twigg, D., B., Dachs, T. & Kanasa, H. (2012). Evaluation of the implementation of the Victorian Early Years Learning and Development Framework: For all children from birth to eight years.
NSW Department of Community Services, (2009). Working with aboriginal people and communities
Robinson, K. H. & Jones-Diaz, C. (2006). Diversity and difference in early childhood education. Berkshire, England: Open University Press.
State of government of Victoria, Department of Human Services. (2004). Aboriginal best start, status report. Melbourne, Victoria:
Victorian Government initiative, (2010). Balert boorron: The Victorian plan for aboriginal children and young people (2010-2020)
http://www.humanrights.gov.au/racial_discrimination/consultations/consultations.html. Martin, B (1981) A sociology of contemporary cultural change, Basil Blackwell Publishers, Oxford, England. McGuire T, Houston S, Rohwedder E, Montague G. (1998) Identifying Aboriginal person care in hospitals and Medicare documentation, Health Department of Western Australia, Perth.
Through campaigning for equal rights and fairer treatment surrounding cultural heritage, traditions and freedoms, Peris has maintained a consistent display of advocacy across may topical issues; where she has established herself a powerful voice for change. To this day, Peris uses her status to inspire Indigenous youth, particularly females to adopt any lost sense of traditional identity and provides inspiration for them where she encourages them to take pride in who they are, what they can accomplish, and what they represent; where she states “I want all Australians to learn about the true history of this country, and the significant journey we have ahead of us all to make this right!” (IndigenousX, 2014, p. 1). Peris has proven that she has a strength of voice in addressing Aboriginal disadvantage on a Federal, State and Local level, where she has helped to deliver more than 100 health and education checks across remote communities Australia-wide and has worked to establish the innovative Nova Peris Girls Academy (NGPA), which focuses on keeping Aboriginal Girls’ engaged with education. (Korff, 2015, p.
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
Bourke, E and Edwards, B. 1994. Aboriginal Australia. St Lucia, Queensland: University of Queensland Press.
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
Walter, M. (2007). Aboriginality, poverty and health-exploring the connections. Beyond bandaids: exploring the underlying social determinants of aboriginal health. [online] Retrieved from: http://www.lowitja.org.au/sites/default/files/docs/Beyond-Bandaids-CH5.pdf/ [Accessed 10 Apr 2014]
The actions of the State and Federal Government(s) have being questionable over the centuries since the ‘colonization’ of Australia, but as Australia becomes more of a multicultural and multi-racial society Aboriginal and Torres Strait Islander people acceptance is rising. The disadvantages Aboriginal and Torres Strait Islander people face is decreasing slowly by the government as introduce legislation and form commissions. There will always be problems for Aboriginal and Torres Strait Islander people in relation to housing, but the Australia is heading in the right direction to correct this problem and provide a much better future for Aboriginal and Torres Strait Islander people and the whole of Australia.
Indigenous Australian’s health has been a focal point and topic of interest for many members of the government and policy markers. The reasoning for why this topic has been of popular interest for the government and policy makers is due to the startling and atrocious lack of health that Indigenous Australian’s suffer. Indigenous Australian’s are disadvantaged in the Australian healthcare system and have the poorest health out of all Australians. “Between 2004 and 2008, 66% of Indigenous deaths occurred before the age of 65 compared with 20% of non-Indigenous deaths.” (Red Dust, p.1) Indigenous Australian’s experience this major disadvantage and neglect in the Australian society due to the poor health care system and policies that haven’t been able to solve the issue. This essay will explore the significant and negative impact on the Indigenous communities and how policy decisions have impacted and continue to impact the Indigenous communities. This essay will also outline why there have been significant policy shifts over time, the current issues in delivering services to Indigenous Australian’s and why these issues have emerged.
The refusal to embrace development and live out of their reserves has seen most aboriginal people living in low employment areas (Wilson and Macdonald, 2000). Most children live with their parents in the rural areas. These parents may be illiterates and they lack to see the need for formal education for their young ones. Without education, it is difficult to find sensible employment, this again contributing to the low income of the aboriginal people. Children who make it to school end up dropping out before they attain a high school diploma. The number of people from Aboriginal communities without high school diplomas is twice as much in comparison with the non-aboriginals (Wilson and Macdonald, 2000).
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The current framework is the EYFS which support children’s mathematical and literacy development. One of the EYFS principle in the Development Matters is the “unique child” concept which means that “every child is a competent learner from birth who can be resilient, capable and self-assured.”- Development Matters (www.foundationyears.org.uk) This means that every child are different but have many different skills and learning styles. The government initiative of a unique child is over the death and case study of Victoria Climbié which had an impact on the practice of Early Years practitioners. The aim of this initiative is that practitioners have to make sure that children are being supported to overcome hardship or to support those who are being neglected, “reduce their level of
The needs of Aboriginal youth are not being met in mainstream systems. Undoubtedly, with the high dropout rate of “7 out of 10 first nation youth drop out of school” (Donovan, 128), the school system is failing them. Across Canada only “23 percent of the Aboriginal population has their high school diploma” (Donovan, 129). Aboriginal people make up the youngest and fastest growing segment of our population, and yet many still have significantly less education than the general population.
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
In conclusion the colonisation of Australia and the adoption of discriminatory policies eroded Aboriginal culture and tradition affecting their sense of well-being and thus deteriorated their health. Today these policies are reflected in the social determinants of health as socio-economic disadvantages. They continue to impact contemporary Aboriginal people. In order to improve Aboriginal health outcomes; the impacts of these policies need to be overturned. This can be done by assisting them with improving their socio-economic status in the light of their needs and traditions.
Demonstrate a strong understanding of current Australian early childhood education and care reform agenda in Australia since 2007. The Australian ECE and care reform agenda was initiated, in 2007, due to a concern for the wellbeing and increasingly poor outcomes for children in several key areas. Evidence confirmed the importance and impact of a child’s health, well-being, development and learning in the early years, therefore the need for an NQF and NQS was initiated. The impact of social change over recent decades has shown families struggling to function and aid in their child’s development.