Provocations!
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I believe that it is so important to create a classroom with hands on activities. Children should be provided with opportunities to connect with other people, nations, learn how to respect traditions and cultural differences.
The classroom should be full of prompts, visuals and symbols that represent different countries. Children and parents should be encouraged to share and tell stories of the places they have come from, different languages, foods, traditions and celebrations that take place.
By providing provocations such as the one pictured to the left you then open up to so many possibilities and discussions. Children will start to learn and appreciate cultural differences, there becomes a sense of belonging for all children and their families - they feel valued which then promotes a positive self-esteem and wellbeing to individuals.
How children become engaged with this provocation!
The classroom should be full of prompts, visuals and symbols that represent different countries. Children and parents should be encouraged to share and tell stories of the places they have come from, different languages, foods, traditions and celebrations that take place.
By providing provocations such as the one pictured to the left you then open up to so many possibilities and discussions. Children will start to learn and appreciate cultural differences, there becomes a sense of belonging for all children and their families - they feel valued which then promotes a positive self-esteem and wellbeing to individuals.
How children become engaged with this provocation!
- Children can contribute discussions and share stories using the visuals and props provided.
- They can create their own flags using the stationary provided they will develop their creativity and imagination skills.
- Children will develop their Social and emotional skills. Through play they will begin to build on positive relationships and learn about other children in their setting this will further develop their self esteem and values within the classroom and the real world.
- As children are engaged with this provocation their wellbeing and positive mental health outcomes grow. Again feeling valued as an individual supports this development.
- There are many ways in which children can manipulate the resources as well as extend on their ideas. Perhaps children might like to create stories about the different cultures and draw pictures of flags that correspond to each culture.
- Non-fiction books are also a great idea to provide to communicate and discuss the different culture diversities.
Learning Experience that will assist in development of culture diversity!
This experience can allow children to explore diversity in family structures and individual cultures.
I would encourage children to provide pictures of their families from home and place them in photo frames. These would be displayed throughout the year. Different activities could be extended from this: During circle time children can have conversations about their family, cultures, religions and beliefs. Also as these will always be on the shelf, children will innate their own conversations with other children. ENVIRONMENT needs to reflect diversity, from the suggested activity you can create the following environment by providing:
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Links to the curriculum!
There are many links that can be made to the Australian Curriculum I have briefly noted some of these at the foundation level below:
HISTORY
GENERAL CAPAPBILITIES
LANGUAGE
GENERAL CAPABILITIES
CROSS CURRICULUM PRIORITIES
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES
ASIA AND AUSTRALIA'S ENGAGEMENT WITH ASIA
HISTORY
- Historical knowledge and understanding/Personal and Family histories (ACHHK001) - Naming family members, find out out where they were born and raised and placing their photographs, drawings and names on a classroom world map.
- The different structures of families and family groups today, and what they have in common. (ACHHK002)
GENERAL CAPAPBILITIES
- Intercultural Understanding (ACHHK001) - Investigate culture and cultural identity.
- Personal and social capability (ACHHK001) - Appreciate diverse perspecitives
- Critical and Creative thinking (ACHHK002) - Organise and process information, Identify and clarify information and ideas, Consider alternatives.
LANGUAGE
- Language for interaction (ACELA1428) - Explore how language is used differently at home and school depending on the relationships between people.
- Expressing and developing ideas (ACELA1786) - Explore the different contribution of words and images to meaning in stories and informative texts.
GENERAL CAPABILITIES
- Intercultural Understanding (ACELA1428) - Investigate culture and cultural identity.
- Critical and Creative thinking (ACELA1786) - Identify and clarify information and ideas, consider alternatives and apply logic and reasoning.
CROSS CURRICULUM PRIORITIES
ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES
- Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for country/place throughout all Australia.
- Students will examine historical perspective from an Aboriginal and Torres Strait Islander viewpoint.
ASIA AND AUSTRALIA'S ENGAGEMENT WITH ASIA
- The peoples and countries of Asia and diverse in ethnic background, traditions, cultures, beliefs, systems and religions.
Links to the EYLF!
The following are some connections that can be made to the Early Years Learning Framework.
OUTCOME ONE: CHILDREN HAVE A STRONG SENSE OF IDENTITY
OUTCOME ONE: CHILDREN HAVE A STRONG SENSE OF IDENTITY
- Children will demonstrate an increasing awareness of the needs and rights of others (p22)
- Demonstrate an increasing capacity for self-regualtion (p22)
- approach new and safe situations with confidence (p22)
- Feel recognised and respected for who they are (p23)
- Share aspects of their culture with the other children and educator (p23)
- Use their home language to construct meaning (p23)
- Develop strong foundations in both the culture and language/s of their family and the broader community (p23)
- Begin to recognise that they have the right to belong to many communities. (p26)
- Broaden their understanding of the world in which they live. (p26)
- Explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings. (p27)
- Notice and react in positive ways to similarities and differences among people. (p27)
- Express wonder and interest in their environments (p34)
- Participate in a variety of rick and meaningful inquiry-based experiences. (p34)
- Use reflective thinking to consider why things happen and what can be learnt from these experiences (p35)
- Make connections between experiences, concepts and processes. (p36)
- Share stories and symbols of their own culture and re-enact well know stories (p42)