Posted: June 23rd, 2022

Bachelor Of Early Childhood

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Write about the Bachelor of Early Childhood.

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Introduction

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Australian Torres Strait Islander residents are culturally, and even ethnically, different.

They are culturally similar to people in Papua New Guinea, the Pacific and other Pacific Islanders. They live on Torres Strait islands between Cape York in Queensland (Queensland) and Papua New Guinea.

They are Melanesian people, and they are sometimes called native Australians or indigenous people.

There are two Torres Strait Islander communities near the coast of Australia, at Seisia or Bamaga.

These people trade with Papua New Guineans. They have a distinct culture, which is different from other Australians (Casey Murray & Kirk, 2016).

People from Torres Strait Islander are more youthful than non-indigenous people.

According to the 2011 Census, 3.6% of Queensland’s population or 155.824 individuals, were Torres Strait Islander. This growth is 22.1% higher than the 2006 Census (Doolan and al. 2015). They have the right to protect their traditions and cultures.

This population’s children have the right to receive early childhood education.

Indigenous children are less well-literate than non-Indigenous.

Children of Torres Strait Islander children are less literate than their non-Indigenous counterparts.

People of Torres Strait Islander have many problems, such as a lack or proper education, inadequate housing, and limited employment opportunities.

According to the 2011 Census, 31.7% (or 41.4%) of Torres Strait Islander children under four years of age in Queensland received early childhood education. This compares to 45.4% of non-Indigenous people.

31.7% Torres Strait Islander children aged 15 and over did not attend school. In fact, intermediate was their highest schooling year, compared with 51.0% of the non-Indigenous (Gajjar Zwi & Hill & Shannon (2014)).

The median Torres Strait Islander household income per week was $1.066, compared to $1.243 for the non-indigenous population.

According to Gannon, 2017, the distribution of Aboriginal/Torres Strait Islander residents who rented their house was 63.3% compared with 32 % in Other households. This is almost twice the rate (Gannon 2017).

There are many other protective and risk factors that can have a negative affect on the social and emotional well-being of Torres Strait Islander persons.

Protective factors include self-esteem, self determination, social connection, and connection to their culture, tradition, and language.

There are many risk factors that can be a problem, such as financial problems, health issues, financial difficulties, discrimination against non-indigenous persons based upon caste and creed, and lack of education among young kids.

The people from other communities in Australia also treat them poorly, which causes psychological problems such as anger and depression, frustration, or distress.

Australia has a lot of carers who provide support and care for their loved ones who are suffering from different health conditions, including heart disease, mental disorders, and cancer.

The Torres Strait Islander population lives in remote areas and is therefore difficult for carers to provide transportation and information.

They are also socially isolated from non-indigenous people in Australia.

They are often illiterate and lack education, which can have a negative effect on their health and body.

Carers of Torres Strait Islander are more likely to find employment than non-indigenous carers (Tieman Lawrence Damarell, Nikolo & Damarell 2014).

The Government Of Australia has taken the following measures to assist Torres Strait Islander population:

In 2007, the United Nations General assembly proposed the Declaration of United Nations on Indigenous Population Rights.

It sets the minimum standards necessary to ensure that indigenous people are well-off and can live with dignity and security.

It took 20 years for the government to reach an agreement with the Torres Strait Islander population.

In 2009, Australia’s Government supported the United Nations declaration (McIntosh 2017).

To reduce differences between Torres Strait Islander residents and non-indigenous people, the Government of Australia has taken various actions.

The following measures have been planned by the Chief Minister and Premiers of Australia, as well the Prime Minister of Australia and the Council of Australian Governments.

To reduce the generational life expectancy gap to zero

To ensure that every child in Torres Strait Islander Communities under the age of four receives early childhood education.

To reduce the death rate by half in Torres Strait Islander children aged below five years within a span of 10 years.

By 2018, the gap for Torres Strait Islander students will be half as large in various activities such reading and writing.

By 2020, at least a reduction in the gap between Torres Strait Islander’s intermediate schooling rates and theirs.

Reducing the gap in employment opportunities for Torres Strait Islander and non-indigenous Australians (Kinnane Wilks Wilson & Thomas (2014))

Education is crucial in the development of children’s future. Government should ensure that children from Torres Strait Islander communities go to school every morning.

It should provide support for the families of this community in providing an excellent education that will give confidence to their children and help them become responsible citizens of the nation.

This can be accomplished by increasing school attendance, particularly in remote areas, supporting their early childhood education, which will certainly increase the literacy rate in their community, and supporting the students of Torres Strait Islander to complete year 12 and higher education (Lloyd, Lewthwaite, Osborne, & Boon, (2015)

These measures will be implemented by the government with constant effort and cooperation.

Ministerial Council for Education, Early Childhood Development and Youth Affairs has a large responsibility for early childhood education and schooling.

MCEECDYA wishes that all children of

Torres Strait Islander communities to be provided with a high-quality education in 21st century in order to enable them to find better jobs in the future (Miller (2015)).

This plan is designed to improve the education situation of Torres Strait Islander students and children.

This plan is designed to implement the Strait Islander Education Policy objectives and the Melbourne Declaration in order to reach the goal for education of all children.

It will ensure that there is no gap between Torres Strait Islander education and other early childhood education in Australia.

This plan will ensure that Ministers of MCEECDYA collaborate to reach this goal.

NGO education providers have also committed themselves to working with government to meet the goal.

Commitment To Torres Strait Islander community in teaching and curriculum provision:

Improvements should be made in early childhood education, guidance and employment opportunities for Torres Strait Islander people.

They should be treated with dignity and respect by non-indigenous populations.

They must not be neglected and everyone should respect their cultures and traditions.

They should be provided with the necessary counseling so that they can choose the best education program for themselves.

Recognizement of Aboriginal cultures and Torres Strait Islander culture in early childhood programs.

Educating Young Children. Learning and Teaching in Early Childhood., 22(2).

Retrospective comparison study on Aboriginal and Torres Strait Islander injecting-drug users and their contact to youth detention and/or jail.

Gajjar, Zwi, & Hill & Shannon.

(2014).

ndigenous taskforce. Aboriginal and Torres Strait Islander persons have the solutions to close this gap.

Australian Medicine, 29(5), 20,

“Can’t Be What You Can’t See”: Transition of Aboriginal and Torres Strait Islander students into higher education.

(2015).

Transition to School For Indigenous Children.

In Pedagogies and Educational Transitions

Springer International Publishing, (pp.

Consultation with Aboriginal and Torres Strait Islander families in early childhood education. The impact of colonial discourses.

The Australian Educational Researcher, 42(5) 549-565.

Associations between advertising recall, quitting, and a national cohort Aboriginal/Torres Strait Islander smokers.

Journal of Public Health in Australia and New Zealand.

Introduction to teaching: Aboriginal and Torres Strait Islander education.

Cambridge University Press.

search: Access fast and tracked to Aboriginal health literature.

Australian Health Review, 38(5): 541-545.

Making every Australian count: The challenges of the National Disability Insurance Scheme, NDIS, and the equal inclusion homeless Aboriginal and Torres Strait Islander Peoples living with neurocognitive impairment.

Australian Health Review.

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