This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the diversity and differences with families of today. Gaining an insight into way that educators view and approach these important elements will enable the readers to understand that diversity and social justice is not only interwoven into today’s education system but also the educators themselves.
There is a significant body of literature in this area - reflecting families, diversity, difference, culture and values in today’s society and the role to be played by early childhood educators in today’s society. It is apparent that these areas are must be understood to be able to process the data within this research report. The first key element is families, families are considered far more complex than most would first think and in today’s society there is no one universal way of doing family (Robinson & Diaz, 2006) . Educators recognise that families are a child’s first and most significant link to the world around them. Respect of the family and their ways are essentially the fundamental component for building partnerships with families (Department of Education Employment Workplace Relations, 2009). Both educators and families must value communication, for through open communication families provide information about their culture, goals, expertise, interests, and experiences. This allows educators to acknowledge families as the child’s first teachers whom they can share decision making about children's learning which enables them to create environments and interactions that help families feel welcome in the classroom. Partnerships with families set up support networks for both the families and educators (Keyser, 2006). Establishing positive relationships with diverse parents by communicating, in ways that make them feel comfortable and accepted; use language that is plain, simple, and easily understood; open and clear communication is the key in parent interactions(Southern Early Childhood Association, 2014).
The second key element is diversity, Francis Wardle (2006) defines diversity or multicultural education as a continuous approach to working with children, parents, families and colleagues every day (Wardle, 2006). The theory of diversity incorporates acceptance, respect for each individual for...