Culturally Responsive Cross-Cultural Communication
As an educator its essential to get a good understanding of each child’s family life, traditions, culture as much as you would their sleep routine, food, interest etc. Having an understanding of a child’s world at home and at childcare is the best way to understand their behaviour, expectations and personality. Without knowing such a big part of their life it would be unrealistic to try and plan for them in the class, as you may not have taken their needs or wants into account. Understanding the child, is really the first step in being, belonging, becoming. As for respecting the child’s culture… It comes hand and hand with helping them belong. Without respect a child may feel isolated and irrelevant, so respecting what is important to them and their
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This involves establishing and maintaining positive partnerships with families and engaging in ‘collaborative dialogue, where participants learn with support from each other’ (Ashton et. Al., 2008, p. 10). Where staff and families are different from cultural and linguistic and their cultural communication practices. Knowing about aspect such as body language, forms of address, eye contact and personal space can help promote effective cross-cultural communication.
When educators are knowledgeable about experiences, social practices and languages that children bring from home, they are able to ‘include resources, experiences and strategies that reflect the diversity of children, families and the broader community and support all children to achieve learning outcomes. These familiar resources and experiences assist children to feel a sense of belonging – to feel that ‘school is for me’ (Fair Go Team, 2006; Munns et al., 2013) – and provide opportunities for children to display their funds of knowledgeable and build on their
This involves establishing and maintaining positive partnerships with families and engaging in ‘collaborative dialogue, where participants learn with support from each other’ (Ashton et. Al., 2008, p. 10). Where staff and families are different from cultural and linguistic and their cultural communication practices. Knowing about aspect such as body language, forms of address, eye contact and personal space can help promote effective cross-cultural communication.
When educators are knowledgeable about experiences, social practices and languages that children bring from home, they are able to ‘include resources, experiences and strategies that reflect the diversity of children, families and the broader community and support all children to achieve learning outcomes. These familiar resources and experiences assist children to feel a sense of belonging – to feel that ‘school is for me’ (Fair Go Team, 2006; Munns et al., 2013) – and provide opportunities for children to display their funds of knowledgeable and build on their