The dignity and rights of every child are maintained.
The checklist below covers the basics of meeting the NQS Element. You need to be doing all of this or you may receive a working towards rating for this element. The most important part of the checklist is to ensure ALL EDUCATORS can do and show great practice plus they understand the element and can describe to other people and make them understand why you do things to meet the outcome of the element
Case Study – Look at the UN Rights of the Child, select an article then evaluate to see if it is in practice at the service.
Children have the right to learn and use the language and customs of their families, whether or not these are shared by the majority of the people in the country where they live, as long as this does not harm others.
Maalaa brought in her Aboriginal dancing skirt that she made at home. Maalaa demonstrated how to do some aboriginal dancing with her peers. To follow on from this, Miss Eliza helped the preschool children make their own Aboriginal dancing skirt.
Clair, Maalaa’s mother, has identified the bush food that grows in the centre’s car park and which she and Maalaa pick and enjoy eating together. The centre was unaware they had native bush food in their car park. The owner planted the food because it was drought resistant.
Below are some fantastic resources created by the QLD Government to assist us to build connections to meet the rights of our Aboriginal/Indigenous children. I’m using both Aboriginal and Indigenous words because some First Australians use the term Aboriginal, and others use Indigenous.
QLD Foundations for success website http://www.foundationsforsuccess.qld.edu.au/ right to know culture and identity http://www.foundationsforsuccess.qld.edu.au/core/building-learning-bridges This relates to Indigenous children .
This morning Haley promoted a sense of community within our early childhood setting using an app on her
phone to explore Wiradjuri words. ‘Bali’ meaning Baby. The app is a word translator with a variety of words that you can listen to in the Wiradjuri language. Haley placed two babies on the mat and sat her phone next to them before pressing play on the translator. Ivy and Madeline turned their bodies to identify the sound before crawling over, following the noise.
Ivy reached for the baby as Madeline kept crawling towards the voice coming from Haley’s phone. Haley pronounced “Bali” herself, pointing to the babies as Madeline and Ivy actively listened to what Haley was saying, showing their understanding with a smile.
Madeline wasted no time in joining us on the mat to listen to the sound herself and began to positively engage with Haley, ivy and Madeline to form new friendships on her first day back in the nursery this year.
This morning we had a search for a new Wiradjuri word to further promote a sense of community within our room. Using the Wiradjuri word translator, Kymmy searched for the word “share” as we wanted to incorporate the word we use within our everyday routine in the Tommy Turtles room.
Kymmy pressed play on the translator before it voiced the meaning of “share with me” in the Wiradjuri language which was pronounced as Bundyi. The children watched and actively listened as Kymmy played the voice over and over in between saying it herself. Throughout the afternoon we have been encouraging the children to share items they found around the room as we repeated the word again. The children happily handed over items as they shared and broadened their understanding of the world they live in.
The core of this element’s exceeding theme is:
All educators ensure children’s rights and dignity are always met by working with families, each other and the educational leader to reflect upon their interactions with children. All Educators consider issues of social justice, respect and equality when creating their curriculum and ensuring it has meaning to their local community.
Exceeding theme 3: Families and community connection
Mass media is a part of our community and we need to think about how it connects to our local community, families and children, especially when we look at –
Article 17 of the UN Rights of the Child.
Children have the right to reliable information from the media. Mass media such as television, radio and newspapers should provide information that children can understand and should not promote materials that could harm children.
Firstly, discuss with all the educators you work with the types of media your children come into contact with. Create a list below.
Choose a few of those media forms and ask the following questions.
Do you think your chosen mass media gives us reliable information?
What do you think the children understand from this form of mass media?
Children’s TV shows are a part of mass media. Select one the children talk about watching. Do you think there is an underlying hidden message?
Are genders represented in a stereotypical way in the TV shows or are they being challenged?