Examples

• You notice children in your care laughing at Myat, a new child at the service who is Burmese, during meal times. They have even suggested he is being naughty. You have observed Myat eating the food with his hands, and not the cutlery provided. Knowing this is a part of Burmese culture, you explain to the children that this is how Myat eats at home. This could then lead to learning more about Burmese culture to help Myat feel included and understood. It could also lead to learning more about how other cultures eat at home.

 

• Samatha is transitioning into a new room at the service. She is in a wheelchair and slight adjustments have had to be made to room. During the transition period, you notice other children in the room staring at Samantha and rearranging the room back to how it was, blocking off some access. Even though this is not intended to be cruel, it is important this is addressed. This could be done by ensuring there are pictures and books depicting people of all abilities around the room. When a child is observed staring, you can discuss Samantha's wheelchair with them, and perhaps let them look at it closely (with Samantha's permission). You could also discuss the similiaritites between them and Samantha.

 

• Kirra has recently started in your care. She is an Indigenous Australian and her skin is quite dark compared to the other children. You have observed other children staring at her and in some cases even asking why she looks different to them. It is important to acknowledge these questions and explain Kirra's heritage. The children in the service can compare their skin tones to each other and see the variations, even in those with a lighter skin colour. Children can model how they see themselves out of clay of various skin colours. Kirra's arrival could also be taken as an optimal time to learn about Indigenous Australian culture.