Cultural and Diversity Contexts

Children's identity, language, relationships, values, belonging and understanding of the world are shaped by culture. Two family contexts are explored in this section, Aboriginal and Torres Strait Islander families, and refugee or newly arrived migrant families.

It is important to have a strengths-based approach in understanding cultural diversity. Aboriginal and Torres Strait Islander families are rich in culture, kinship, languages and relationships to Country and community. The ongoing effects of colonisation and forced child removal cannot be ignored, however. Grace and Menzie (2022) illustrate how culturally dominant policies affected family relationships, identity and cultural connections of children, using the case of the Stolen Generations.

Refugee and migrant families can carry their multilingual skills, their cultural understanding, their deep family bonds and resilience, and may also face challenges adapting to new languages, services, education, social networks, etc. Sanagavarapu (2022) points out that refugee children's transitions cannot be viewed in isolation, but rather in the context of the wider family and settlement experiences.

From an ecological perspective, children's cultural experiences are shaped by interrelated family, community, education and policy systems (Grace et al., 2022). An intersectional approach is also pertinent as culture is connected with language, disability, migration experiences, income and gender. Contemporary Australian society keeps evolving to be culturally diverse and this is an important reason why culturally responsive practices in ECEC services are relevant. The Humanitarian Program has been ongoing, with 20,000 places allocated in 2025-26, and further evidence of the ongoing importance of responsive settlement, education and community support for refugee families (Department of Home Affairs, 2026).

Impact on Children and Families

When kids come in contact with educational institutions that are new to them, they may experience changes in language, routines or social withdrawal. Likewise, there could be limited representation of different cultures in the environment. Being confronted with racism may also impede formation of identity and sense of belonging. The concept of cultural safety, which is very important for Aboriginal and Torres Strait Islander children, means that respect has to be paid to the concepts of country, kin, community and culture. Victoria’s Child Safe Standard 1 demands adherence to requirements that will allow for formation of culturally safe environment for Aboriginal children (Commission for Children and Young People, 2026). Refugee children should not be viewed in a light of trauma; educators should try to find family strength, resilience, and personal needs of each child.

Social Policy and Australian Responses

The National Agreement on the Closing the Gap includes early childhood programs to increase the enrollment and performance rates of Indigenous children. Beginning in January 2026, families may access 100 subsidized hours of childcare a fortnight for every Indigenous child they have regardless of their employment status (Australian Government Department of Education, 2026). Connected Beginnings uses the integrative approach of combining education with health and family assistance systems within the programs designed and implemented by the local residents and this way assists up to 24800 children by the year 2025 (Australian Government Department of Education). Refugees qualify for humanitarian and settlement assistance programs. The frameworks allow the establishment of culturally-specified partnerships in the ECE sector and support collaborating decision-making.

Build partnerships that are culturally safe - Those who teach students need to ask families their preferred name, language, and traditions rather than assume based on their country of origin.
Include Aboriginal and Torres Strait Islander viewpoints in the curriculum - Cultural viewpoints have to become part of the daily curriculum instead of being restricted to NAIDOC Week. Before using any local stories or symbols, it is advisable to get Aboriginal insights (Grace & Menzie, 2022).
Preserve and respect home languages - Educators may utilize bilingual books, songs, pictures, buzzwords offered by families, or interpreters. Support for the home language indicates that multilingualism is an advantage.
Throughout education, practice trauma-aware and strength-based education - While working with families and children who fled their home countries, educators can provide routines and procedures to reduce the unknown without assuming that every refugee child has gone through trauma or suffered in a serious way (Sanagavarapu, 2022).
Fight against stereotypes and racism - When people use discriminatory vocabulary, teachers should react appropriately, utilizing all possible methods in the educational process to promote the idea of cultural diversity.

SNAICC – National Voice for our Children – Provides culturally grounded advocacy and ECEC resources.
https://www.snaicc.org.au/
Local Aboriginal Community Controlled Organisations – Provide community-led health, family and cultural support. Local partnerships help educators avoid tokenistic approaches.
Foundation House – Supports people from refugee backgrounds who have experienced torture or trauma in Victoria.
https://foundationhouse.org.au/
AMES Australia – Supports migrants and refugees with settlement, language and community participation.
https://www.ames.net.au/
Translating and Interpreting Service (TIS National) – Supports meaningful communication where families prefer languages other than English.
https://www.tisnational.gov.au/

Resources

Four Programs/Websites

SNAICC – A Place for Culture – Helps ECEC professionals develop culturally responsive practice.
https://www.snaicc.org.au/

Connected Beginnings – Demonstrates community-led integration of education, health and family support.
https://www.education.gov.au/early-childhood/providers/extra-support/community-child-care-fund/connected-beginnings

Narragunnawali – Provides reconciliation-focused professional learning and curriculum resources.
https://www.narragunnawali.org.au/

Raising Children Network – multicultural families – Provides accessible information for culturally diverse families and supports family-centred practice that values family knowledge, strengths and circumstances (Raising Children Network, 2024).
https://raisingchildren.net.au/

Four Storybooks

I'm Australian Too – Mem Fox and Ronojoy Ghosh
Supports discussion of Australian cultural diversity and belonging.

My Two Blankets – Irena Kobald and Freya Blackwood
Explores migration, unfamiliar language, friendship and gradually developing belonging.

Welcome to Country – Aunty Joy Murphy and Lisa Kennedy
Can introduce concepts of Country and Aboriginal culture when used respectfully and alongside local cultural knowledge.

Somebody's Land – Adam Goodes, Ellie Laing and David Hardy
Provides an age-appropriate starting point for discussing Aboriginal connection to Country and colonisation.

Four Videos/Shows/Media

Little J & Big Cuz – Aboriginal-led children's television representing family, Country, culture and community.
https://www.abc.net.au/abckids

Play School – Acknowledgement of Country and cultural episodes – Provides accessible introductions to cultural identity and belonging.

ABC Kids cultural programming – Offers opportunities to present diverse Australian identities and languages.
https://www.abc.net.au/abckids

SNAICC educational resources – Can strengthen educator knowledge and support culturally responsive conversations.

Discussing Differences With Children - This video explains how teachers can assist children in learning how to recognize, talk about, and be respectful of differences related to race, ethnicity, and identity. It can help children make sense of diversity, empathy, being positive about themselves, and belonging in an inclusive early childhood setting.