ECA position statement: Cultural Diversity

• Culture is learned in families and communities, belongs to groups of people and is a shared way of doing, believing and knowing.
• Everyone has a culture; it is dynamic and influences the ways people meet their material and nonmaterial needs.
• Language is a vital element of culture.

1. As descendants of Australia’s original inhabitants aboriginal people have a special place in Australian culture. Therefore, special recognition and acknowledgment is to be given to Australia’s indigenous cultures. All children’s services support the awareness, acceptance and understanding of Aboriginal cultural heritage, languages and identities.
2. Australia's cultural diversity is acknowledged in the development and practices of services for young children and their families.
3. The delivery of services for young children recognises diversity of child rearing practices within contemporary Australia.
4. All children's services are inclusive of the diversity of cultures, languages and identities regardless of the cultural composition of the service. Furthermore, children and staff are provided with opportunities for developing positive attitudes towards others as well as themselves.
5. Services acknowledge that families have unique knowledge of their own child.
6. The concept of an Australian is developed inclusive of all the diverse cultures in Australia.

1. Services recognise that every child, family and staff member has a right to access early childhood services which support their cultural identity and their community.
2. Services are be planned, implemented and evaluated through ongoing discussion with service users and the wider community to reflect the diversity of that community.
3. Within each service information is provided in a variety of ways, for example oral, visual and written.
4. Information about the service for families is accessible. This is facilitated by multilingual translations and/or interpreter services relevant to the families.
5. Families who are disadvantaged by the particular circumstance of recent arrival in the country or community are provided with special consideration regarding access and support.

1. A diversity of language, literacies and communication styles is recognised, valued and used within all early childhood services.
2. In consultation with parents, children with languages other than English are supported with resources and appropriate speakers of the relevant language to maintain, to develop and extend their language and concept development within early childhood services.
3. All children have the opportunities to listen to, use and learn English in a supportive environment where resources, materials and people are used to scaffold their learning of English.
4. Language Development children’s use and development of their first or home language is acknowledged as critical to their language and cognitive development.

1. Early childhood services staff from diverse cultural and linguistic backgrounds are employed where ever possible. Where the culture and language of staff is consistent with that of the local community the program explicitly recognises and incorporates these skills.
2. All children’s services should, in their employment practices, seek to employ staff who reflect the cultural diversity of this country.

1. Programs provide opportunities for all children, staff and families to use a variety of communication forms including languages other than English.
2. Programs reflect the diversity of cultures represented by the broader community and extend both children’s knowledge of their own culture and knowledge of cultures other than their own.
3. Programs, policies, practices and curricula are not only culturally inclusive but consciously work to recognise and take action against bias, combat racism and reject stereotyping.
4. Resources will depict the diversity of contemporary cultures in Australia avoiding cultural stereotyping, ethnocentric attitudes and cultural dominance.
5. Teaching and learning strategies reflect inclusive and multiple ways of knowing and expressing knowledge.
6. Parents and community are consulted in developing programs and value differences are clearly identified and discussed.
7. Where bias occurs, staff will intervene where bias occurs to teach children how to advocate for justice and equity.

1. All facets of courses for early childhood personnel, including course content and delivery and the processes and criteria for the selection of staff and students reflect and are responsive to the diversity of cultures that make up Australian society.
2. Within courses, particular emphasis is given to the understanding of how children develop language. Practical experiences in teaching English as a second language is provided.
3. Courses recognise and reflect the differing beliefs about childhood held by different cultures.
4. Continuing education on multicultural and indigenous issues is readily available for all staff working with young children.
5. Funding is sought where necessary to establish and maintain appropriate resource and advisory services to assist the development of culturally inclusive curriculum in early childhood services.
6. Service staff are assisted to engage in professional development, which enables them to examine their own values and assumptions in relation to race, culture, class, sexuality and gender and the impact these may have on their practice.
7. Training of workplace trainers and assessors target workers from a variety of cultures. Those to be assessed have the right to access and assessor or trainer from their own cultural group.
8. Child care and early childhood teacher competencies reflect understanding of and respect for cultural diversity.