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ERIC Number: EJ1071608
Record Type: Journal
Publication Date: 2015-Aug
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1326-0111
Early Childhood Education at the Cultural Interface
Maher, Marguerite; Buxton, Lisa
Australian Journal of Indigenous Education, v44 n1 p1-10 Aug 2015
The "Early Years Learning Framework for Australia" emphasises that children's own identity is constructed within their given context of family and community. This article presents the findings of a multiple case study project undertaken within five remote Aboriginal communities in the Northern Territory, Australia. Community Elders were concerned that while their children had a positive sense of self during their prior-to-school years, on entry into formal schooling they experienced a disjuncture between those experiences and the expectations of a Western curriculum. The project involved partnering one university academic to work with each community, exploring ways of improving 4-year-old children's pre-reading and numeracy skills to enhance their capacity to engage with expectations on entry into formal schooling. Elders were determined to have the children be successful at school and saw success there as inextricably interwoven with their sense of efficacy to explore and to learn. Outcomes included positives such as children demonstrating increased pre-reading and numeracy skills and, importantly, the engagement of the whole community in the project. Foundational to the success was making Aboriginal ways of knowing, being and doing key components of learning opportunities provided to the children, supporting awareness of their social and cultural heritage.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia