The Loop Summer 2016 Web

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MULTICULTURAL DEVELOPMENT ASSOCIATION LTD. creating Creating welcome is a concept that is crucial when considering relationships with families, children and their colleagues. So, how can educators do this in a meaningful and respectful way when they are catering for many diverse and varied needs? By Vivien Eddy welcome REFLECTION: When you see the word “Welcome”, what does it mean to you? What thoughts and memories does it evoke? How do you make your service welcoming? How do you embed welcome as a daily practice? How does welcome look and feel? Why do you think welcome is so important? Creating welcome can come from a range of areas within the centre - from learning words in a home language, setting the environment to include familiar items, having photos of children and families, sharing stories from a recent family holiday, reviewing the menu to ensure a greater diversity of food and making the menus visual. <strong>The</strong>se are all areas of consideration when a service is looking for a starting point to create a warm, friendly and culturally welcoming environment. In this article, we will explore some ideas about creating welcome in your service for families, children, community members and for staff. 10 IN THE LOOP
Families Developing relationships with families is a fundamental aspect of creating welcome and it is important this happens from the first moment of contact with a family and child/ren. Smiling and making eye contact, along with using some key words in a family’s home language, will make a wonderfully memorable impression and will clearly demonstrate your commitment to creating welcome. Taking the time to communicate clearly, whether with the added assistance of a cultural support worker or the telephone interpreting service, will further cement the feeling that the service and the educators are willing to embrace families of all cultural backgrounds. For most families, choosing an ECEC service is a daunting task, making a choice about leaving a child or children with relative strangers. Consider this dilemma for families whose first language is not English and who may have no knowledge or experience with early childhood services. In many countries around the world, early learning centres do not exist. Children are raised by family members or are fortunate enough to live in a culture where child rearing is viewed as ‘being raised by a village’ with elders or other community members naturally stepping into child rearing support roles. Creating welcome for families can take considerable thought and planning. Researching a family’s country of origin, traditions, social etiquettes and common child rearing practices is an ideal way to start. Understanding that touch can be taboo in some cultures but is highly regarded in others is one social etiquette that is imperative to learn prior to the child’s first day. “Children thrive when families and educators work together in partnership to support young children’s learning” 1 . REFLECTION: • Take a closer look at your parent information in the reception area. What does it tell you? Is the diversity of the families in your service reflected? • How does this environment welcome each child’s family? SOME PRACTICAL IDEAS: • Create a family photo wall; you can include a world map, where the families come from, greetings in different languages representing those families and family holiday photos • Invite the family members to share their stories; encourage them to bring some photos, story books, and culturally significant items to show and tell! • Ask families to bring their favourite traditional family recipe, create your service’s very own “Cook book” children We all know that children learn better when they are in safe environment and when their families and their culture is accepted and welcomed. Children first belong to their family and their community. Family is the most important measure of self-identification for young children; it shapes and informs their sense of self and who they are in the world. It is important for children to see their families reflected in the world around them, while at the same time seeing the diversity of families that also exists in their community. <strong>The</strong> inclusion of familiar sounds, smells, and visuals will contribute enormously to a welcoming environment for children which in turn enhances their learning and wellbeing. As an educator, creating a welcoming in a respectful environment will go a long way to ensure children feel that their families, heritage, language, and community are acknowledged and valued now, and in the future. ”Educators welcome children and families sharing aspects of their culture and spiritual lives, and acknowledge that families are the child’s first and foremost teachers and influential people in their lives.” 2 REFLECTION: • Have a closer look to your environment, is it reflecting each child’s culture and heritage? • Are their five senses engaged with these familiar markers? SOME PRACTICAL IDEAS: • Learn to pronounce a child’s name correctly. Try to avoid giving a child a nickname or an English name • Learn to say ‘Good Morning’, and ‘Thank you’ in home languages • Play music from the diverse backgrounds represented in your centre • Read aloud books in different languages. Ask your bilingual educators to read or tap into resource technology available (YouTube) • Buddy the new child up with another child • Include familiar smells, toys, and items into the environment • Learn a child’s favourite thing to do • Allow a child to have a familiar toy /comfort item WORKFORCE.ORG.AU 11
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