Week 5 (Day 9)

A group discussion introducing Halloween and Diwali kicked off the day. With the help of visual aids like pictures of Halloween decorations and Diwali rangoli, I recommended children to express what they knew and had experienced about these holidays. Children started to show understanding of and respect for cultural variety because of this activity, which mirrored EYLF Outcome 2.1. Aria talked about her family's tradition of baking sweets and burning diyas for Diwali, while Oliver proudly explained his skeleton costume for Halloween. In keeping with NQS Standard 1.1.2, which encourages integrating each child's culture into the programme, these moments supported children's sense of identity and belonging while also acknowledging the diversity of our group.

Children then worked on an art project where they decorated paper pumpkins and diyas using paints, glitter, and stickers. Matteo, who need additional assistance, benefited from improved tools and verbal support. This guaranteed equitable access to the activity and upheld NQS Element 1.2.1, which places a strong emphasis on inclusive and responsive teaching methods. 

We moved to outdoor activities after lunch, where children showed off their Halloween costumes in a costume parade. Wearing a pirate cap that Matteo had borrowed, he enthusiastically engaged, emphasising the value of inclusive peer interactions. A group rangoli project with coloured sand marked the end of the festivities. The children showed respect for one another and teamwork by cooperating to produce a colourful design. Encouraging children to participate in this activity was in line with NQS Standard 6.2, which places a strong focus on shared responsibility and community cooperation.

Today's Halloween and Diwali celebrations highlighted the importance of creating an inclusive curriculum that values cultural diversity and makes all children feel included. By merging elements of the two festivals, I saw how children gained an appreciation for different cultural practices and were excited to share their own experiences. I was able to show and promote empathy, respect, and teamwork by taking part in the activities.  In the future, I will continue to plan inclusive events that capitalise on the distinct histories of the children   and their families. This will enhance my ability to provide a learning environment that is sensitive to cultural differences and will comply EYLF principles.  

                                          References

ACECQA. (2022). National quality standard. Australian Children's Education and Care Quality Authority.

       https://www.acecqa.gov.au/nqf/national-quality-standard 

Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: 

       Australian Government.