4. List sixways educators could encourage children to explore other cultures in the outdoor play environment. 1- Display artwork and photographs of people and festivals from around the world on fences, walls, and grounds to provoke the children’s curiosity and encourage social interaction with other children. 2- Copy pictures of buildings and different homes from around the world and paste them on cardboard boxes for children to discover. 3- Fill small organza bags with herbs and spices from around the world for the children to discover. (Putting in mind possible allergies.) 4- Use recycled materials to make drums and musical instruments from around the world and let the children explore with them and create sounds and rhythm. 5- Let the children grow plants, herbs, fruit or vegetables from their home countries 6- Introduce a game or play experiences from another culture. 5. Give threereasons why it is particularly important to talk to families for whom English is a second language about the service’s sleep and rest routines (including SIDS sleeping practices).1- An educator should discuss with families about their usual sleep practices at home to see how they can best meet their child’s needs. (for example, some children find sleeping on the floor strange, or some children may be not be used to sleeping alone.) 2- Educators should make the families understand why quiet times are important for a child’s development. 3- It’s very important to educate families on SIDS so they may apply this knowledge at home and prevent such incident from happening.
CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks. 11Early Childhood Education and Care. © ICCC Resources 2015. V4. Question 5 To complete this task refer to (pp. 1-20) of your reading: •Cultural Connections Booklet.Identify eightpractical tips educators may consider when working with families for whom English is a second language.1. An Educator must ask about names and titles and should make sure that all names are pronounced in a correct manner. 2. An Educator must not make any judgments or assumptions about a child’s language and/or cognitive skills based only on their use of the English language. 3. Include the parents and let them feel free to ask questions and have their concerns respectfully addressed. 4. Find new ways to support families to understand the value of sustaining their mother language. Provide accessible up to date information such as multilingual resources. 5. Reassure families that children will learn English as an additional language from English speakers at the service. 6. Encourage to have bilingual educators whenever possible to help children feel secure and confident in the early years environment and to assist communication with families.
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