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A Child (Living in ACT), Linked through macrosystem through cultural…
A Child (Living in ACT)
Microsystem
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Includes family, educators and peers in the child’s immediate environment
Daily interactions shape learning, behaviour and emotional wellbeing (AGDE, 2022)
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Gender shapes identity, behaviour and social relationships within close settings
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Mesosystem
Strong family + educator partnerships support learning and wellbeing (AGDE, 2022)
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Cultural values, including Indigenous perspectives, influence expectations and practices
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Cultural identity ,influences family-educator relationships
Culture identity including Aboriginal and Torress islander perspective shapes expectation, communication and culturally responsive practices in ECEC
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Exosystem
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Socio-economic status affects access to early childhood education and care services (OECD, 2020)
Government policies and ACT funding influence availability and affordability (SCRGSP, 2023)
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Although indirect, these factors significantly shape opportunities and outcomes
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Macrosystem
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Represents broader cultural values, beliefs and societal norms
National Quality Framework ensures quality standards in ECEC (ACECQA, 2024)
Cultural values influence beliefs about childhood, gender roles and diversity
Recognition of Indigenous perspectives supports identity, belonging and inclusion (SNAICC, 2012)
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Chronosystem
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Policy developments improve access and inclusion in ECEC over time (OECD, 2020)
Family circumstances, such as employment or relocation, may change
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Language
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Language – influences communication and participation and affects interactions in Microsystem (AGDE, 2022)
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Socio-economic status- impacts access to resources and opportunities
Affects access to ECEC services (OECD, 2020)
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Lower SES- limited access to ECEC which reduce learning opportunities , impacts child development
Indigeneity
Indigeneity – supports identity, belonging and cultural connection
Important for inclusion in ECEC (SNAICC, 2012)
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