One of the practice principles in the Early Years Learning Framework (EYLF) is cultural competence. This book explores what this means in the context of the different theories of child development, as discussed in the EYLF: developmental theories, socio-behaviourist theories, critical theories, post-structuralist theories and sociocultural theories (cultural-historical theory). In drawing upon the latest research, the explanations of practices presented in this resource are from a cultural-historical perspective.
The EYLF suggests that educators identify their own view of cultural competence. In keeping with this recommendation, the resource supports educators through presenting examples of intentional teaching ideas, scenarios and reflective questions. Examples of practices are presented alongside reflective questions such as: What can everyone see? What can only the family see? What can we no longer see because it is so much a part of our lives? Cultural-historical theory recognises and gives directions on how educators with different views can work effectively together and with families.
The book also recognises and works with the different views that multi-disciplinary teams bring to their work. It introduces three different cultural-historical concepts—Relational agency, Common knowledge and Relational expertise—that support the building of cultural competence. These concepts work together to help educators in planning with other professionals for the development of cultural competence.
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