Indigenous children’s ‘ways of knowing’: Exploring literacy learning for Indigenous preschool children in remote communities in Australia

Indigenous children’s ‘ways of knowing’: Exploring literacy learning for Indigenous preschool children in remote communities in Australia Book Section

Reconceptualizing Quality in Early Childhood Education, Care and Development: Understanding the Child and Community

  • Author(s): Spencer, Alexis, Rouse, Elizabeth
  • Secondary Author(s): Kinkead-Clark, Zoyah, Escayg, Kerry-Ann
  • Published: 2021
  • Publisher: Springer International Publishing
  • ISBN: 978-3-030-69013-7

Abstract: Indigenous Australian children are more likely to score below the national literacy and numeracy benchmarks and less likely to access quality early childhood education and care than non-Indigenous Australian children. The Early Years Learning Framework positions children as competent and capable agents of their own learning, and recognises their existing funds of knowledge. Despite this, the early literacy preschool experiences for many Indigenous children in remote communities incorporate a range of approaches that are not always culturally relevant, adopting literacy programs originating in the USA in the mid-twentieth century. This chapter presents a critical analysis of the interconnections between these models, broader ECEC pedagogies, and Indigenous pedagogies, to understand effective approaches that encourage Indigenous children’s cultural identity whilst becoming literate in today’s global society.

Cite this document

Suggested Citation
Spencer, Alexis, Rouse, Elizabeth, 2021, Indigenous children’s ‘ways of knowing’: Exploring literacy learning for Indigenous preschool children in remote communities in Australia, Book Section, viewed 22 October 2021, https://www.nintione.com.au/?p=25458.

Endnote Mendeley Zotero Export Google Scholar

Share this page

Search again