Early Childhood Education at the Cultural Interface

Autor/inn/en	Maher, Marguerite; Buxton, Lisa
Titel	Early Childhood Education at the Cultural Interface
Quelle	In: Australian Journal of Indigenous Education, 44 (2015) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2015.5
Schlagwörter	Early Childhood Education; Prereading Experience; Numeracy; Foreign Countries; Self Concept; Family Environment; Indigenous Populations; Case Studies; Rural Areas; Cultural Differences; Culture Conflict; Partnerships in Education; Program Descriptions; Academic Achievement; Outcomes of Education; School Community Programs; Cultural Background; Culturally Relevant Education; Indigenous Knowledge; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rechenkompetenz; Ausland; Selbstkonzept; Familienmilieu; Sinti und Roma; Case study; Fallstudie; Case Study; Rural area; Ländlicher Raum; Kultureller Unterschied; Kulturkonflikt; Hochschulpartnerschaft; Schulleistung; Lernleistung; Schulerfolg; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01