scholarly journals “Improving Access to Early Childhood Developmental Surveillance for Children from Culturally and Linguistically Diverse (CALD) Background”

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Karen Edwards ◽  
Tania Rimes ◽  
Rebecca Smith ◽  
Ritin Fernandez ◽  
Lisa Stephenson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Developmental Surveillance

Maintaining culture and supporting cultural identity in foster care placements

2019 ◽  
Vol 44 (4) ◽  
pp. 365-377
Author(s):  
Manjula Waniganayake ◽  
Fay Hadley ◽  
Matthew Johnson ◽  
Paul Mortimer ◽  
Tadgh McMahon ◽  
...  
Keyword(s):  
Early Childhood ◽  
Foster Care ◽  
Cultural Identity ◽  
Public Discourse ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Care Practice ◽  
Potential Contribution ◽  
School Settings

This article reports on an exploratory study about maintaining and supporting the cultural identity of children from culturally and linguistically diverse family backgrounds in foster care placements. In this study, we spoke with foster carers and caseworkers who respectively live and work with children from culturally and linguistically diverse backgrounds in the state of New South Wales. Foster care is one of the most common placement types in out-of-home care where a child or young person is placed with an alternative caregiver on a temporary or long-term basis, usually due to neglect or abuse. The importance of nurturing a sense of belonging through cultural, linguistic and religious affiliations is recognised in Australian curriculum policies that guide teachers in early childhood and school settings. Teachers, however, may not be fully aware of their potential contribution in supporting these children to maintain their connections with their cultural heritage. Our findings provide evidence for extending the public discourse on cultural responsiveness and supporting cultural maintenance in foster care placements. We consider implications for foster care practice and future research involving key stakeholders such as children and young people in care, as well as teachers in early childhood and school settings.

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

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