Glen Education Bentleigh
Embedding cultural responsiveness in our daily practice
By Neetu Misra - Educator
At Glen Bentleigh, we honor and respect Aboriginal people, both past and present.
We deeply value and embrace cultural diversity within our service. Wellbeing is at the core of everything we do at Glen. This term, we are emphasising the significance of cultural responsiveness, as highlighted in the Early Years Learning Framework (EYLF) V2.0, 2022.
A key principle of this framework is the celebration and inclusion of cultural diversity in early childhood education. We strive to promote cultural responsiveness, respect various cultural ways of knowing, doing, and being, and celebrate the advantages of diversity. We also integrate Aboriginal and Torres Strait Islander perspectives into all aspects of our curriculum.
What is Cultural Responsiveness?
Cultural responsiveness means acknowledging that children come from different cultural backgrounds, and we respect, value and integrate these diverse perspectives into daily experiences. We at Glen do this to make a welcoming environment where every child feels that they are being seen, heard, and valued. We also support children’s identity and sense of belonging.
Below are the implemented and embedded practices at Glen Bentleigh Kindergarten
Acknowledgement of Country
Children are learning and practicing acknowledgement of the country where they come together in the morning and sit in a circle to do the daily ritual of paying our respect to land, country and its people. This practice lays a foundation for respecting people with diverse backgrounds. We use aboriginal words, signs and musical instruments for children to explore at our service. Children also say, “Wominjeka” in the Wurundjeri language (a language of the Kulin Nation, which includes the Wurundjeri and Boon Wurrung peoples) which means "welcome". It can also be interpreted as "to come with a purpose." The City of Melbourne has also been using "Wominjeka" to acknowledge the traditional owners of the land and to express a welcoming gesture. We also use different languages to say good morning at kindergarten for example, Good morning in English, Bonjour in French, and Namaste in Hindi.
Self-awareness and respect
As the Educational team at Glen Bentleigh is multi-cultural hence, we come together at circle time and share stories and experiences related to our country and traditions. Educators share their experiences and the country they were born and how now they are part of Australia and Australian culture.
Embedding Indigenous perspectives
The educational team has incorporated painting with natural materials, painting and drawing symbols through story telling. We also walk outdoors in nature and children experience and learn to connect with land and nature through play. They also experienced an incursion from an archeologist who shared his knowledge of First Nation people. In this experience children were able to experience stories of aboriginal cultures, music, language and tradition.
Anti-Bias and Fairness books
Children have been great learners while exploring a variety of books in our daily practice. We read books like “Same, but little bit different” by Kylie Dunstan and “Welcome to Country” by Aunt Joy Murphy and Lisa Kennedy. We have been actively playing games like “Who is missing” with children to make them understand, how does it feel to be left out when you are not welcomed or being allowed to be part of a group.
Bunjil the bird
Children at Glen Bentleigh kindergarten have been acknowledging Bunjil, the eagle and the creator spirit in Aboriginal culture through a collective art project. Children were invited to create their own unique feather, which was then added to a communal artwork representing Bunjil. This evolving piece reflects children’s connection to the country, their respect for Aboriginal culture, and the importance of community and creativity. Together the feathers form a powerful symbol of unity, learning, and acknowledgement of the traditional custodian of the land.
At Glen Bentleigh, we are dedicated to fostering a culturally responsive environment that aligns with the principles of the Early Years Learning Framework (EYLF) and the Australian Professional Standards for Teachers. By integrating the Reggio Emilia approach, we emphasise the importance of respecting and celebrating the diverse cultural backgrounds of our children and their families. Our curriculum is enriched with Aboriginal and Torres Strait Islander perspectives, promoting multiple ways of knowing, doing, and being. This commitment ensures that every child feels valued and included, enhancing their wellbeing and learning experiences. Together, we are building a community that thrives on diversity and mutual respect.
