Twenty-fifth International Conference on Learning

Abstract

Australian classroom demographics are changing rapidly due to migration. Australia has both federal and state policies to advocate cultural competence issues in early childhood education. Yet, advocacy for cultural competence comes with multiple barriers, mainly as teachers’ efforts, attitudes, beliefs and their cultural misgivings often tint their understanding and implementation of an inclusive approach to multicultural education. Using a multiple case study of 12 teachers and 12 parents, we examined the engagement of teachers and immigrant parents from Indian origin in early childhood settings in Melbourne. The findings show a disparity in cultural understanding among teachers to engage and partner with culturally and linguistically diverse parents. Teachers often face communication problems that affect collaboration in creating more inclusive learning communities with Indian immigrant children and parents. Similarly, the parents expressed difficulties and anxiety in approaching teachers for the integration of their children into the community of learners in the centres. The findings highlight the need for a greater understanding of policy implementation at the practice level and the identification of strategies for better engagement of Indian immigrant children and their parents within early childhood settings.

Presenters

Vijaya Tatineni
Lecturer in Early Childhood Education, Institute of Education, Arts, and Community (IEAC), Federation University Australia, Victoria, Australia

Sivanes Phillipson

Nish Belford
-, -, Monash University