[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-594233-en":59,"doc-seo-594233-105":81},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":80},594233,2336478945635,"Kurz","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Cultural connections in early childhood: Learning through conversations between educators and children","Research explores how conversations between Aboriginal children and their early childhood educators support children’s identity development in early childhood education and care (ECEC) contexts. Participants included Aboriginal and non-Aboriginal children and educators who engaged in interaction-based conversations. A qualitative Indigenist approach analyzed 26 interaction episodes, revealing a broad range of discussion topics under an overarching focus on social interaction and communication. Educators scaffolded interaction skills and embedded cultural knowledge to strengthen communication and identity while preparing Aboriginal children for transition into mainstream formal schooling.","Cultural connections in early childhood: Learning through conversations between educators and children  \nGwendalyn Webb  \nSchool of Health Sciences, University of Newcastle, University Drive, Callaghan, 2308, Australia,  \n[email: gwendalyn.webb@newcastle.edu.au](email: gwendalyn.webb@newcastle.edu.au)  \nThis research aimed to explore the conversations between Aboriginal children and their educators in early childhood contexts. The research particularly focused on the relevance of these conversations for developing children’s identity. Participants were Aboriginal and non-Aboriginal children and educators, who participated in conversations in early childhood education and care (ECEC) contexts.  \nQualitative analysis of 26 interactions was conducted using an Indigenist approach. Analysis revealed a broad range of topics that were discussed in the interactions, with an overarching theme of social interaction and communication. Within this umbrella theme, educators focused on skill development and scaffolding children’s interactions and communication. This research highlights how educatorsin the ECEC context focus on developing children’s identity and skills through social interactions.  \nAboriginal educators integrated their cultural knowledge and experiences to develop Aboriginal children’s skills and scaffold their communication, in preparation for transition into a mainstream formal education system.  \nKeywords: early childhood, Aboriginal children, communication, identity  \nIntroduction  \nThe inter-relatedness of culture and identity is well described in the literature (Ritzer, 2016; SavilleTroike, 2003) . An individual’s identity and way of interacting is shaped by their cultural background; language and communication are integral components of culture. Language is defined as the system of words or signs that are symbolically used to communicate (Bloom & Lahey, 1978). In this paper, the term“communication” is used to describe the exchange of information, thoughts and ideas through interaction between participants (Owens, 2008) . Culture is embedded in language and communication. Therefore, children acquire knowledge and understanding about their culture and identity through engagement in language and communication with their communication partners, such as their family members, educators, peers and other important people in the child’s life.  \nIn early childhood education, the communication or cultural context of the learning environment has an influence on children’s learning experiences (Maher & Buxton, 2015). In the early years, a child’s ongoing development of identity is influenced by the content they learn, the ways in which they learn and the contexts they learn within. As described in the Early Years Learning Framework (EYLF), children develop by belonging, being and becoming learners across various contexts (Department of Education and Training, 2018) . The EYLF was developed to help ensure that all children in early childhood  \neducation and care settings have access to quality education and learning (DEEWR, 2009) . The EYLF was formed as a part of the Council of Australian Government’s (COAG) reform agenda for early childhood education and care (ECEC) and a key component of the Australian Government’s National Quality agenda. With a strong emphasis on play-based learning, this framework recognises the importance of communication, language, and social and emotional development for children. The key understandings of belonging, being and becoming are consistent across the five key learning areas of the EYLF, namely that children have a strong sense of identity, are connected with and contribute to their world, have a strong sense of wellbeing, are confident and involved learners, and are effective communicators. These integrated understandings are reflective of the intricate and complex nature of learning in the early childhood years (DEEWR, 2009) .  \nThe variety of different cultural and contextual factors that int","cbCaikhbQ987LJqD","https://ap.wps.com/l/cbCaikhbQ987LJqD","pdf",444354,22,"English","en",105,"# Introduction\n## Culture, identity, and communication\n## Early childhood learning contexts\n## Cultural schemas and interpretation\n## Relatedness and Aboriginal educators","[{\"question\":\"What was the study’s main aim?\",\"answer\":\"To explore conversations between Aboriginal children and their educators in early childhood settings, with particular attention to how these conversations help develop children’s identity.\"},{\"question\":\"How was the data analyzed in the study?\",\"answer\":\"The research used qualitative analysis of 26 interactions conducted through an Indigenist approach.\"},{\"question\":\"What communication role did educators play in these interactions?\",\"answer\":\"Educators focused on developing children’s skills and scaffolding their social interactions and communication, supporting identity development through conversation.\"}]","Cultural connections in early childhood: Learning through conversations between educators and children | PDF",1792078774,55,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"cultural-connections-in-early-childhood-learning-through-conversations-between-educators-and-children","",{"@graph":87,"@context":138},[88,102,121],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":35,"@type":94,"position":99},"https://docshare.wps.com/document/healthcare/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/cultural-connections-in-early-childhood-learning-through-conversations-between-educators-and-children/594233/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":115,"encodingFormat":114,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/cultural-connections-in-early-childhood-learning-through-conversations-between-educators-and-children/594233.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":8},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What was the study’s main aim?","Question",{"text":128,"@type":129},"To explore conversations between Aboriginal children and their educators in early childhood settings, with particular attention to how these conversations help develop children’s identity.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the data analyzed in the study?",{"text":133,"@type":129},"The research used qualitative analysis of 26 interactions conducted through an Indigenist approach.",{"name":135,"@type":126,"acceptedAnswer":136},"What communication role did educators play in these interactions?",{"text":137,"@type":129},"Educators focused on developing children’s skills and scaffolding their social interactions and communication, supporting identity development through conversation.","https://schema.org",{"og:url":101,"og:type":140,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":142,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792083782]