looking through the cultural lens - gingerbread kindergarten's cultural inclusion journey with diversity kids

We get to work with some of the most amazing, inclusive Education & Care Services. Hear what Gingerbread Kindergarten had to say about their commitment to cultural inclusion and collaborating with Diversity Kids to embed meaningful & authentic culturally inclusive programs.

IDENTIFY THE WHY?
At Gingerbread Kindergarten, we understand the challenges that accompany major transitions in a child’s life. For example, the transition to school, being a significant milestone, is also a big challenge for most children. A child’s world opens up in a big way and they begin to engage with it, deeply, beyond the familiar comfort of family and friends. What makes this challenge more daunting for children is if they come from different cultural backgrounds and speak languages other than English,
at home.

In 2021, a four-year-old child, who had recently immigrated from India to Sydney, enrolled at our centre. The child’s first language was Hindi and due to COVID-19, he had had very limited opportunities to interact with people outside of his family.
As he began to settle in at the centre, the educators observed that the child was finding it incredibly challenging to communicate effectively with other children and educators. The language barrier
limited his ability to express his needs and emotions and as a result, his ability to form social connections. It became very clear that for this to be a successful transition, the child needed his
environment to resonate with him and his ties to his culture and language which were essential for his emotional well-being and sense of belonging.

Recognizing the distress faced by the child and his family, navigating these challenges, the centre director prioritized the need for supportive measures and created an inclusion plan with her
Inclusion professional to identify the barriers to the child’s participation. This enrolment highlighted the need for creating a culturally safe and inclusive environment. To address the unique needs of children like him, the centre sought innovative funding opportunities and implemented a bilingual project through Diversity Kids. This project provided a platform for bi-cultural support, connecting families with educators and allowing for meaningful dialogue about language and culture.

IMPLEMENT THE WHAT?
The collaboration between the child's family and a bi-cultural support worker enabled the identification of key goals that would facilitate this transition. We understood that the focus had to
be not only on helping the child learn English but also on validating and embracing the Hindi language and culture. The intention behind this approach was to support his connection to his
identity while gradually adjusting to a new linguistic landscape.

Over the coming weeks, the implementation of the bilingual project was an eye-opening exercise for the educators who were
able to see the importance of creating culturally safe environments, unfold right before them. This was a turning point for our service and ultimately set the stage for broader initiatives.

As the centre's reputation for inclusivity grew, we began receiving an influx of enrolments from Mandarin-speaking families, in 2022. We now strongly believed that understanding a child’s cultural
background is fundamental to their identity development and learning success. Since we were wiser and more knowledgeable as a result of the positive outcomes from the first bi-lingual project, it was just the precursor we needed to apply for bi-cultural funding once more, this time, to focus on the needs of the Mandarin-speaking children.

By 2023, the centre had achieved a significant milestone, with 33% of attending families identifying as Indian and 30% as Mandarin-speaking. This demographic diversity underscored the necessity of
tailoring the educational environment to reflect the varied cultural narratives of its attendees.

In response, the educators undertook two vital projects aimed at intertwining culture with curriculum design and enhancing cultural competence among staff members.

INVOLVE THE WHO?
The first project involved a cultural immersion trip to India, where a group of four educators spent ten days exploring Indian traditions, cuisine, and the education system in both rural and urban
settings. This comprehensive exposure to Indian culture facilitated profound insights that helped educators better understand the values and child-rearing practices of Indian families. Upon
returning, educators actively shared their experiences with families and children, fostering greater connections and appreciation for different cultural perspectives.

The newfound understanding of the emphasis placed on academics within Indian culture shaped a more inclusive approach to
supporting diverse learning styles.
The second initiative focused on bi-lingual support coupled with cultural mentoring, reinforcing the learning environment as one that respects and integrates cultural identities. Through weekly
mentoring sessions with a bi-cultural educator, the staff addressed their own biases, aided in developing cultural competence, and learned various strategies to more effectively support children
from diverse backgrounds. For instance, songs in Mandarin were introduced into the curriculum, enriching the linguistic experiences of the students.

Educators also engaged with families where
cultural barriers or misunderstandings were present, such as when grandparents faced reluctance concerning their grandchildren's developmental delays. The mentorship fostered communication
bridges, ensuring that cultural differences were acknowledged rather than overlooked.
Importantly, the culture-sharing sessions led by bi-cultural educators enabled families to participate
in engaging discussions about Chinese traditions and cultural celebrations while learning about other families practices. This cross-cultural interaction not only educated educators but also encouraged families to partake in their children’s learning environment. Families from various backgrounds
subsequently expressed a desire to celebrate their own cultural functions at the center, excited by the recognition of diversity and the commitment to inclusivity.

Practical adaptations within the centre facilitated communication and understanding. The transition routines began circulating in both Mandarin and English, ensuring that all families could
meaningfully engage with the school's processes. Educators employed tools like Google Translate to
communicate with families who did not speak English as their first language. Additionally, having a Mandarin-speaking educator available during open shifts ensured direct communication with
grandparents, who often play an integral role in childcare within many Asian cultures.

EVALUATE THE HOW?
Through these initiatives, the centre witnessed a significant increase in the participation of grandparents within the community. Traditional practices were honoured and integrated into the
educational space, leading to a richer, more inclusive learning environment. The presence of intergenerational involvement in the childcare setting cultivated a greater sense of well-being
among families, respecting and celebrating their unique contributions to the child's education.

The outcomes of these bilingual and culturally responsive initiatives have highlighted the critical importance of cultural awareness and language support in early childhood education.
By understanding how culture informs a child's identity and shapes their experiences, educators are better equipped to foster an environment that recognizes and validates every child's background.

The respect and celebration of different cultures not only enrich the educational experience for children but also help families feel valued and included.
The journey towards creating a culturally safe environment continues to evolve.

In 2025, the projected number of Mandarin speaking families utilising the service will increase to 38 %, followed
by 35 percent of Indian families, it became clear how essential it is for educational institutions to actively engage with cultural competence. Recognizing that every culture has its own traditions,
values, and expectations regarding education is crucial for educators looking to foster an inclusive curriculum that acknowledges each child's identity.

In conclusion, the significance of culture and language in a child's transition to school is profound.
The case study of a Hindi-speaking child from India relocating to Sydney, alongside the initiatives taken to support bilingualism and cultural understanding, showcases how intentional actions can
shape positive educational outcomes. From the implementation of bilingual programs to hands-on cultural immersions and mentor-led discussions, the centre has demonstrated a commitment to
inclusivity that resonates deeply within the community.

These ongoing efforts not only provide essential support to children from diverse backgrounds but also enhance cultural competence among educators, fostering a richer understanding of the
complexities and uniqueness of each family’s experiences. By creating a welcoming and culturally safe environment, the centre stands as a model of how early childhood education can effectively
address the diverse needs of children and families, ultimately promoting well-being, connection, and a sense of belonging for all.

The commitment to these values lays the foundation for ensuring that every child is empowered to navigate their educational journey with confidence, pride, and a strong sense of identity.

Written by Niyati Prabhu,
Centre Director, Gingerbread Kindergarten