Katey De Gioia

Cultural negotiation: Moving beyond a cycle of misunderstanding in early childhood settings

Developing partnerships with families is critical in childcare services. However, families and early childhood educators bring to settings different cultural backgrounds, experiences and expectations of their role and the role of the childcare service. These differences can impact the family–educator partnership. This article examines some issues that arise when there is a disparity in understanding of expectations, which can result when educators are attempting to provide continuity of care-giving practices and families are hesitant about sharing their home practices. This study explores communication processes and expectations of continuity of care between home and early childhood setting. A social constructivism approach using qualitative methods of data gathering explored family and educator perceptions of continuity between home and setting. A cycle of misunderstanding is explained that ascribes characteristics of possible family educators’ responses as a result of a poor understanding between roles....Developing partnerships with families is critical in childcare services. However, families and early childhood educators bring to settings different cultural backgrounds, experiences and expectations of their role and the role of the childcare service. These differences can impact the family–educator partnership. This article examines some issues that arise when there is a disparity in understanding of expectations, which can result when educators are attempting to provide continuity of care-giving practices and families are hesitant about sharing their home practices. This study explores communication processes and expectations of continuity of care between home and early childhood setting. A social constructivism approach using qualitative methods of data gathering explored family and educator perceptions of continuity between home and setting. A cycle of misunderstanding is explained that ascribes characteristics of possible family educators’ responses as a result of a poor understanding between roles. The discussion draws together the need to ascertain processes for negotiating with families and exploring practices that support the building of partnerships between families from culturally and linguistically diverse backgrounds and educators in childcare settings.

The same or separate? An exploration of teachers’ perceptions of the classroom assignment of twins in prior to school and kindergarten to Year Two school settings

This article investigates the perceptions of 12 teachers from New South Wales, Australia, regarding the classroom assignment of twins. Analysis of semi-structured interviews with each of the teachers revealed four key findings: 1) teachers’ perceptions about the classroom assignment of twins vary according to their previous experience and relationship with twins in their personal life; 2) there are no sector-wide policies regarding the classroom assignment of twins; 3) setting size is a major factor influencing teachers’ perceptions of the classroom assignment of twins; and 4) formal training does not refer to twins and their education. Recommendations and implications for teachers are discussed.

Immigrant and refugee mothers' experiences of the transition into childcare: a case study

ABSTRACT With increasing numbers of families arriving in Australia for humanitarian reasons or through migration, childcare centres may often be the first point of contact with dominant cultural practices for these families. This period of transition into childcare can be a fraught with anxiety. This article reports on findings from a case study conducted in a childcare centre in South Western Sydney, New South Wales, Australia. A small group of mothers and educators participated in interviews to discuss their experiences during transition into the centre. Findings show supports and challenges faced by immigrant and refugee families during this transition time and identify processes educators can employ to ease this transition.ABSTRACTWith increasing numbers of families arriving in Australia for humanitarian reasons or through migration, childcare centres may often be the first point of contact with dominant cultural practices for these families. This period of transition into childcare can be a fraught with anxiety. This article reports on findings from a case study conducted in a childcare centre in South Western Sydney, New South Wales, Australia. A small group of mothers and educators participated in interviews to discuss their experiences during transition into the centre. Findings show supports and challenges faced by immigrant and refugee families during this transition time and identify processes educators can employ to ease this transition.

Giving Voice to Families from Immigrant and Refugee Backgrounds During Transition to School

Many families arriving in Australia either by choice or for humanitarian reasons are faced with a new country, new language and developing an understanding of the intricacies of the new school context. This experience has been described by some of these families as overwhelming and can at times be met with misunderstanding and misinterpretation from all key stakeholders in the process. However, these families bring with them an understanding of the strengths of their children, their cultural background and experiences prior to starting school. The chapter uses the metaphor of the laden or weighted ‘backpack’ to explore the implications of Bourdieu’s notion of cultural capital within Bronfenbrenner’s bio-ecological model for children and families from immigrant and refugee backgrounds transitioning to school. Teacher’s voices are also included in this chapter to provide considerations of the dominant cultural representation of receiving these children and families into the classroom setting.

Evaluating innovation and navigating unseen boundaries: systems, processes and people

ABSTRACT This paper illustrates an evaluation model emerging from Australian research. With reference to a range of contexts, its usefulness is demonstrated through application to two professional development initiatives designed to improve continuity of learning in the context of the transition to school. The model reconceptualises approaches to considering and reporting educational change. Responding to an Australian state government’s recognition that aspects of the transition to school process necessitated changed dialogue between teachers and educators in prior to school and the formal school sector, the research team facilitated two eight-month multi-site explorations of core concepts, philosophies and practices. Ethics protocols were followed throughout the collaborative project. While this research acknowledges Wenger’s (2009. ‘Social learning capability: Four essays on innovation and learning in social systems.’ Social Innovation, Sociedade e Trabalho. Booklets 12 – separate supplement, MTSS/GEP & EQUAL Portugal, Lisbon.) claim that ‘social learning capability’ is ‘the most fundamental aspect of the communities of practice approach’ [Omidvar, O., and R. Kislov. 2014. ‘The evolution of the communities of practice approach: Toward knowledgeability in a landscape of practice- An interview with Etienne Wenger-Trayner.’ Journal of Management Inquiry 23: 266–275., p.268], experience in this cross-sector initiative suggests that the intersections of relationship, facilitative infrastructure and ‘spirals of engagement’ [Fleet, A., and C. Patterson. 2001. ‘Professional growth reconceptualised: Early childhood staff searching for meaning.’ Early Childhood Research and Practice 3 (2), ERIC Number: ED458042.] are also key in educational change, and should thus be visible in an evaluation model.