The National quality standard professional learning program
(NQS PLP) is a commonwealth of Australia
initiative developed and implemented by Early Childhood Australia. NQS PLP
is to support early childhood educators to further embed the Early Years
Learning Framework (EYLF) in their daily practice as a key element in achieving
the National Quality Standard (NQS). The early childhood educators practice
with EYLF through its online interactive forum, e-Newsletter, and a series of
online videos, social media community, and free articles. The NQS PLP
link is http://www.earlychildhoodaustralia.org.au/nqsplp/
I contacted the NQS PLP
through social media community Facebook on the first day of the course study,
and got the response on the last day of the first week, that was Sunday. The
contact is a team; the team gave me their link and suggests me to read the issues and trends of their country
from case study link:
I found a case that interested me is Aboriginal and Torres
Strait Islander cultures in ECEC. I am
interesting in how to acknowledge and incorporate the culture issue in the
practice of early childhood educate program.
The aboriginal and Torres Strait
islander cultures depend on their particular circumstances and their level of
knowledge. The educators' prior experience might not have provided them with
the knowledge required to create programs about aboriginal and Torres
Strait islander. There is culture issue. In one, case, the
preschool teacher Adam Duncan, an indigenous, let children wearing the name in
the aboriginal language and practice regular smoking ceremonies. These
experiences were the concept that aboriginal culture is something to be viewed
as historical. "We acknowledge Country with the children every day,’ Adam
explains, ‘but in a way that’s very different to the way you often see it done
within institutions across Australia.
Our focus is very much on the history that children have had on this country,
and relating the history of the land to the experiences of children.’ The
acknowledgement of Country is often led by a non-Indigenous educator at the
centre, which spreads the work around and ensures that Adam is not
automatically assigned cultural tasks’ because of his Aboriginality. (University
of Canberra, n.d.). In another
case, center manager Bree Wagner, a non-indigenous, was a high school teacher,
produced the program in Indigenous ways of knowing. Bree explains. ‘Because
we’re in a remote Aboriginal community, and there are the four main language
groups in the Fitzroy Valley,
it’s really important to be providing a culturally appropriate program for
children, and that their language and culture are valued and strengthened from
the early years. It leads to better outcomes for them as they head into school
and later in life, if they’re feeling strong and proud of their culture."
(Fitzroy Crossing, n.d.).
References
Fitzroy Crossing,(n.d.), Western
Australia, retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/10/NQS_PLP-CS2_Aboriginal_and_Torres_Strait_Islander_cultures_in_ECEC.pdf
University of Canberra,(n.d.),
Australian Capital Territory,
retrieved from
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/10/NQS_PLP-CS1_Aboriginal_and_Torres_Strait_Islander_cultures_in_ECEC.pdf