In Australia, this involves Aboriginal and Torres Strait Islander families, refugee, and immigrant families, and culturally and linguistically diverse (CALD) communities (Australian Institute of Family Studies [AIFS], 2023). Culture is a dynamic construct that shapes how children think, behave, and develop a sense of belonging (Australian Government Department of Education [AGDE], 2022). In Australia, cultural diversity is crucial, with growing recognition of Aboriginal and Torres Strait Islander perspectives and increasing numbers of children from CALD backgrounds (AIFS, 2023). Conversely, historical, and ongoing inequities experienced by First Nations communities' emphasis the need for culturally inclusive and responsive practices (AGDE, 2022). 

From a sociological viewpoint, Lev Vygotsky’s sociocultural theory describes that children’s learning and development are often influenced by cultural contexts and social interactions, where shared practices and language foster meaning-making (AGDE, 2022). 

Michael Foucault

According to post-structural perspectives, especially those shaped by Michel Foucault, explains how societal discourses establish “normality” and describe culturally diverse families as “other,” which can affect expectations within early childhood services (MacNaughton, 2005).

Moreover, Pierre Bourdieu outlines how strong cultural norms prioritise certain forms of behaviour and knowledge, usually marginalising families and children from diverse backgrounds (AIFS, 2023).

Australia has published various frameworks and policies to promote inclusion and cultural diversity, such as the National Quality Standard (NQS), the Early Years Learning Framework (EYLF V2.0), the Closing the Gap Strategy (Closing the Gap, n.d.), and multicultural policies supporting social cohesion (AGDE, 2022; ACECQA, 2020).

 Data from the Australian Early Development Census (AEDC) signifies that children from culturally diverse backgrounds encounter several developmental outcomes depending on having access to appropriate services and support (Australian Government, 2021).

Whereas these policies foster inclusion, unfortunately implementation does not always remain consistent. Institutional biases and systemic inequities contribute to disadvantage some refugee families and First Nations, emphasising the need for critical reflection in practice (AIFS, 2023).

 The EYLF cleverly indicates that “Socio-cultural theories emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships, and provide insight into social and cultural contexts of learning and development.” (AGDE, 2022, p. 13), strengthening the significance of culturally responsive pedagogy.

Strategies for practice 

Supporting culturally diverse children and families is essential, educators can establish evidence-based strategies, including integrating partnering with families, culturally responsive pedagogy, using inclusive language, developing cultural competence, and promoting multilingualism (AGDE, 2022; ACECQA, 2020).

These strategies correlate with EYLF principles of Respect for diversity and Partnerships, supporting “Equity, inclusion and high expectations”(AGDE, 2022, pp. 14, 16–17).

Community and Professional Partnerships 

Effective partnerships are fundamental in relation to support culturally diverse families. Important organisations include:

• Refugee Council of Australia: Refugee support services.
• Australian Institute of Family Studies (AIFS): Research and resources.
• SNAICC (National Voice for Our Children): First Nations advocacy.
• Multicultural Australia: Support for CALD communities.
• Local Aboriginal Community Controlled Organisations (ACCOs): Culturally appropriate services.

Partnerships with these organisations supports holistic care and improves cultural understanding for children and families (AIFS, 2023; SNAICC, 2021).