This document provides an overview of traditional and contemporary Aboriginal and Torres Strait Islander child rearing practices collected from literature. It discusses perspectives on how children are viewed as valued members of the community and family. During pregnancy and birth, the place of conception is important and fathers may hold the baby soon after birth. Naming begins during pregnancy as the parents think of names.
SWPBS and Bullying PPT G Sugai Perth 1 July 2011i4ppis
This document outlines the components of an effective bullying prevention program and strategies schools can implement. It discusses monitoring bullying incidents and rewarding appropriate behavior while teaching targeted social skills to both victims and bullies. Data from three schools shows decreases in bullying behavior after fully implementing a positive behavior support program that emphasizes positive school culture over punishment.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
1. Convene the Emergency Response Team to establish a postvention plan.
2. Contact the relevant mental health agency for support and guidance.
3. Identify and plan support for students who may be at risk of suicide.
4. Set up a student support room and inform staff about what has occurred.
5. Inform students in small groups using a consistent script and avoid describing the method.
6. Inform parents via a letter and refer media inquiries to the education authority.
This document provides attachments for a presentation by Dr. Andrew Martin on motivation. It includes further reading materials authored by Dr. Martin on building classroom success, motivating children for school, and enhancing motivation. It also lists resources for motivation testing and enhancement. The attachments provide exercises and worksheets on topics like chunking assignments, managing anxiety around tests, developing personal best goals, and evaluating relationships with teachers, content, and pedagogy.
This guide provides information to help professionals understand typical child development and indicators of trauma at different ages. It is not meant to be a developmental or risk assessment, but rather a prompt to integrate knowledge from child development, abuse, and trauma. The guide stresses engaging others close to the child for a complete picture, and considering a child's cultural context. Key points discussed are the interaction of nature and nurture in development, individual differences in children, and the detrimental impacts that neglect, abuse and prolonged toxic stress can have on a child's development.
This document outlines a proposed two-phase process for measuring student well-being in Australian schools. In Phase 1, the document:
1) Defines student well-being as the degree to which a student is effectively functioning in their school community.
2) Proposes a measurement model with two dimensions: an intrapersonal dimension comprising nine aspects related to students' internal sense of self; and an interpersonal dimension comprising four aspects related to students' social relationships.
3) Recommends developing measurement instruments to assess these dimensions and aspects as a way to collect evidence of student well-being.
This document discusses the rationale and implementation of School-Wide Positive Behavior Support (SWPBS) in schools in Tasmania. It outlines some of the common ineffective approaches to student behavior management and the need for a proactive, preventative approach. It then discusses the key components of SWPBS, including establishing clear behavioral expectations, teaching the expectations, acknowledging appropriate behavior, correcting inappropriate behavior, and using data to monitor implementation and outcomes. Challenges to implementation are also noted.
SWPBS and Bullying PPT G Sugai Perth 1 July 2011i4ppis
This document outlines the components of an effective bullying prevention program and strategies schools can implement. It discusses monitoring bullying incidents and rewarding appropriate behavior while teaching targeted social skills to both victims and bullies. Data from three schools shows decreases in bullying behavior after fully implementing a positive behavior support program that emphasizes positive school culture over punishment.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
1. Convene the Emergency Response Team to establish a postvention plan.
2. Contact the relevant mental health agency for support and guidance.
3. Identify and plan support for students who may be at risk of suicide.
4. Set up a student support room and inform staff about what has occurred.
5. Inform students in small groups using a consistent script and avoid describing the method.
6. Inform parents via a letter and refer media inquiries to the education authority.
This document provides attachments for a presentation by Dr. Andrew Martin on motivation. It includes further reading materials authored by Dr. Martin on building classroom success, motivating children for school, and enhancing motivation. It also lists resources for motivation testing and enhancement. The attachments provide exercises and worksheets on topics like chunking assignments, managing anxiety around tests, developing personal best goals, and evaluating relationships with teachers, content, and pedagogy.
This guide provides information to help professionals understand typical child development and indicators of trauma at different ages. It is not meant to be a developmental or risk assessment, but rather a prompt to integrate knowledge from child development, abuse, and trauma. The guide stresses engaging others close to the child for a complete picture, and considering a child's cultural context. Key points discussed are the interaction of nature and nurture in development, individual differences in children, and the detrimental impacts that neglect, abuse and prolonged toxic stress can have on a child's development.
This document outlines a proposed two-phase process for measuring student well-being in Australian schools. In Phase 1, the document:
1) Defines student well-being as the degree to which a student is effectively functioning in their school community.
2) Proposes a measurement model with two dimensions: an intrapersonal dimension comprising nine aspects related to students' internal sense of self; and an interpersonal dimension comprising four aspects related to students' social relationships.
3) Recommends developing measurement instruments to assess these dimensions and aspects as a way to collect evidence of student well-being.
This document discusses the rationale and implementation of School-Wide Positive Behavior Support (SWPBS) in schools in Tasmania. It outlines some of the common ineffective approaches to student behavior management and the need for a proactive, preventative approach. It then discusses the key components of SWPBS, including establishing clear behavioral expectations, teaching the expectations, acknowledging appropriate behavior, correcting inappropriate behavior, and using data to monitor implementation and outcomes. Challenges to implementation are also noted.
This document provides an overview of the "Protective Behaviours: Refining skills for life" program for students in Years 8-10. The program aims to teach students skills to feel, be and stay safe through 10 lesson themes. It is linked to the Early Adolescence syllabus and encourages teaching the full series of lessons. The overview outlines the lesson themes and topics that will be covered, such as developing feelings, safe and unsafe risks/secrets, personal networks, and assertiveness. Teachers are given advice on using the resource and guidance on tailoring lessons to their students.
This document provides a summary of a report on a scoping study into approaches to student wellbeing conducted for the Australian Government Department of Education, Employment and Workplace Relations. The study included a literature review, consultation with experts and stakeholders, and a survey of school practitioners. Key findings included a proposed definition of student wellbeing, identification of seven pathways to student wellbeing, and views on the feasibility of a national student wellbeing framework. The report concludes with recommendations for future directions in supporting student wellbeing.
"Okay, let's review the Social Responsibility Skills we learned yesterday. Who can tell me the first step?"
Student: "The first step is Stop. We use the school-wide stop signal when we see problem behavior happening."
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
This document provides an overview of addressing challenging student behavior through functional behavior assessment and support. It discusses the basics of positive behavior interventions and supports (PBIS) including a multi-tiered prevention framework using a continuum of evidence-based interventions. Implementation challenges are noted, with an emphasis on function-based support for individual students using practices like check-in/check-out, social skills instruction, and wraparound services. Data are presented showing reductions in office discipline referrals and problem behavior through PBIS implementation.
SWPBS and Bullying PPT G Sugai Perth 1 July 2011i4ppis
This document discusses addressing individual challenging behavior through function-based support. It emphasizes that reducing problem behavior without identifying alternative desired behaviors is ineffective. It explains the importance of understanding the function of behavior and using this understanding to develop behavior support plans. Several examples of functional behavior assessments and behavior intervention plans are provided to illustrate how to identify the factors that maintain problem behavior and develop strategies to teach alternative behaviors and make problem behavior inefficient.
Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]i4ppis
The document provides an overview of the Friendly Schools PLUS resource, which is designed to build social skills and reduce bullying in schools. It includes surveys, tools, and teacher materials to support a whole-school process for bullying prevention. The resource draws on extensive research and offers schools strategies and professional development to implement a multi-step process involving assessing needs, planning priorities, building skills, and reviewing outcomes to promote a friendly environment.
The abc's of cbm for maths, spelling and writingi4ppis
Here are 3 sample math IEP goals and objectives:
1. In one year, Jose will solve single-digit addition problems within 5 seconds with 90% accuracy as measured weekly using grade 1 math CBM material.
2. In 6 months, Maria will correctly write the digits for multi-digit subtraction problems with regrouping from grade 3 math CBM material, earning a score of 24 correct digits in 2 minutes on bi-weekly probes.
3. By the end of the I-EP year, David will accurately solve multiplication facts for numbers 1-5 within 3 seconds as measured monthly using grade 2 math mastery measurement material.
This research digest summarizes key research on classroom behavior management. The first section notes that behavior management is important for effective teaching and learning. A distinction is drawn between authoritarian and authoritative behavior management styles, with authoritative styles linked to better social and academic outcomes. The second section discusses how behavior management supports effective teaching and learning. Research indicates that expert teachers demonstrate respect for students, which contributes to a positive learning environment. The third section is less than 3 sentences.
This document discusses the impact of positive and negative parental relationships on children's development. It notes that children are greatly influenced by how their parents treat each other. Negative parental conflict can lead to behavioral, social, disciplinary, educational and emotional problems in children, while positive parental relationships provide social, behavioral and educational benefits. These include increased self-esteem, impulse control, problem solving skills, and academic achievement. The document provides tips for parents to improve their relationship with children such as spending quality time together, providing positive feedback, eating family dinners, and expressing love regularly.
This document discusses mindfulness practices for children and adolescents. It defines mindfulness as paying attention to present moment experiences in a non-judgmental way. It outlines four main mindfulness-based therapeutic approaches and provides examples of research studies on mindfulness with children and adolescents. The document also includes mindfulness tools and exercises for children, such as focusing on breath, noticing thoughts, and cultivating thankfulness.
This document outlines the key stages of child development from infancy through adolescence. It discusses development in three domains: physical, cognitive, and psychosocial. For each stage, it provides an overview of the typical physical growth and motor skills, cognitive abilities like language development and thought processes, and psychosocial milestones regarding personality, relationships, and independence. The stages covered are infancy, early childhood (ages 2-6), middle childhood (ages 7-11), and adolescence (ages 10-18).
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
This thesis examines factors that explain success and failure of community-based natural resource management (CBNRM) programs in Botswana and Zambia. Both countries adopted CBNRM in the 1980s with support from USAID, but Botswana has seen greater success. The thesis aims to understand why by comparing wildlife policies, community participation, ownership rights, benefit distribution, and conservation outcomes between the two cases. It reviews literature on CBNRM definitions, theories, and previous research. The methodology section outlines the comparative case study design and data collection/analysis procedures. Results chapters present historical contexts and current frameworks governing CBNRM implementation in each country. The discussion analyzes the results to identify factors responsible for the different levels of CB
This is not the first time that the Víctor Grífols i Lucas Foundation has considered the topic of clinical research, but it has never before focused on research with children and adolescents. In the context of cooperation with the prestigious UK-based Nuffield Council on Bioethics, and to mark the publication of its detailed study “Children and clinical research: ethical issues”, we thought it would be interesting to create a space to enable researchers in Catalonia to discuss the issues with British researchers, and to compare perspectives and experiences.
This publication gives readers access to the contents of the Seminar, which brought together speakers from the Nuffield Council and specialists in the field of paediatrics and offered some interesting insights into the ethical questions to be addressed when considering the involvement of minors and their families in the research process, from the identification of criteria for prioritizing research to the direct participation of minors in a clinical trial.
The Víctor Grífols i Lucas Foundation has also sponsored the Spanish translation of the Nuffield report, and the accompanying magazine and animated video produced for young people.
All of this material is available via the Foundation’s website (www.fundaciogrifols.org).
This research project investigated the experiences of parents in the Hunter Valley, NSW, Australia who had their children removed and placed in out of home care in the last five years. The research team consisted of practitioners and academics from the University of Newcastle and Life Without Barriers. It was prompted by concerns that parents' voices are generally not included in the child protection system or policy reform discussions. Eighteen parents participated through interviews and focus groups. The research aimed to understand parents' experiences of the legal and support systems when children were removed and placed in care. It explored how to build a more family inclusive approach that benefits children.
Botswana Early Childhood Educators‟ Perceptions on Factors associated with the Inclusion of Children with
Disabilities .............................................................................................................................................................................. 1
Mrs. Simmi Chhabra, Prof. Kabita Bose and Prof. Neerja Chadha
Curriculum Development of Environmental Education Based on Local Wisdom at Elementary School ................ 20
Afakhrul Masub Bakhtiar
Semi-Quantitative Analysis of how the Preambles in Ordinances are designed: Observing the Change of People’s
Motivation towards “Inheritance” after the Great East Japan Earthquake ................................................................... 29
Noriko Kurata, Yuko Kurata and Masakazu Ohashi
Brief Multisensory Training Enhances Second Language Vocabulary Acquisition in Both High and Low
Performers ............................................................................................................................................................................. 42
Manuela Macedonia and Claudia Repetto
EFL Reading Achievement: Impact of Gender and Self-efficacy Beliefs ...................................................................... 54
Hania Al Khamisi, Thuwayba Al Barwani, Abdo Al Mekhlafi and Mohamed Osman
The Effect of Cultural and Linguistic Background on the Relationships of Pupils in two Kindergartens in Greece
................................................................................................................................................................................................. 74
Aspasia Markaki, Argyris Kyridis and Zoi Ziontaki
Assessment of Adequacy and Availability of Human and Material Resources for the Implementation of the
Nigeria New Senior Secondary School Mathematics Curriculum ............................................................................... 102
Benson Adesina Adegoke and Frederick Ebimobowei Mefun
Effectiveness of using Microteaching and Thinking style to Develop Teaching Skills in Arab Open University -
Jordan Branch ..................................................................................................................................................................... 118
Al-Takhyneh Bahjat
Why Historical Thinking Skills was not there? .............................................................................................................. 134
Rosy Talin
Our responsibility to the seventh generation indigenous peoples and sustain...Dr Lendy Spires
This document summarizes an report from 1992 titled "Our Responsibility to The Seventh Generation: Indigenous Peoples and Sustainable Development". The report discusses indigenous perspectives on sustainability and their relationship with the environment, how traditional indigenous economies have been disrupted by integration into the global economy, and the importance of indigenous knowledge and culture for sustainable development. It calls for policies that protect traditional indigenous ways of life, promote indigenous knowledge, support healing programs, cultural education, and economic self-reliance to empower indigenous communities.
National Science Day-2014 by Santosh TakaleSantosh Takale
This document discusses the National Science Day celebration in India. It provides information about Raman spectroscopy and its applications. It notes that the 'Raman Effect' was designated an International Chemical Landmark in 2013. It outlines the themes of National Science Day from 1999-2014, with the 2014 theme being "Fostering Scientific Temper." Scientific Temper is described as the attitude of questioning and reasoning, believing facts supported by evidence. Developing this temper is a constitutional duty and can boost social and technological development. The document encourages various activities to promote scientific temper among the public.
This document summarizes views from Maori participants on kaupapa Maori and psychology. Key themes that emerged include widespread distrust of mainstream psychology due to negative experiences, but agreement that kaupapa Maori psychology already exists based in tikanga. Participants supported a four-pronged approach: increasing Maori content in mainstream training, developing bridging courses, establishing kaupapa Maori training within wananga, and developing a kaupapa Maori scope of practice.
This document provides an overview of the "Protective Behaviours: Refining skills for life" program for students in Years 8-10. The program aims to teach students skills to feel, be and stay safe through 10 lesson themes. It is linked to the Early Adolescence syllabus and encourages teaching the full series of lessons. The overview outlines the lesson themes and topics that will be covered, such as developing feelings, safe and unsafe risks/secrets, personal networks, and assertiveness. Teachers are given advice on using the resource and guidance on tailoring lessons to their students.
This document provides a summary of a report on a scoping study into approaches to student wellbeing conducted for the Australian Government Department of Education, Employment and Workplace Relations. The study included a literature review, consultation with experts and stakeholders, and a survey of school practitioners. Key findings included a proposed definition of student wellbeing, identification of seven pathways to student wellbeing, and views on the feasibility of a national student wellbeing framework. The report concludes with recommendations for future directions in supporting student wellbeing.
"Okay, let's review the Social Responsibility Skills we learned yesterday. Who can tell me the first step?"
Student: "The first step is Stop. We use the school-wide stop signal when we see problem behavior happening."
Grit the skills for success and how they are growni4ppis
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
This document provides an overview of addressing challenging student behavior through functional behavior assessment and support. It discusses the basics of positive behavior interventions and supports (PBIS) including a multi-tiered prevention framework using a continuum of evidence-based interventions. Implementation challenges are noted, with an emphasis on function-based support for individual students using practices like check-in/check-out, social skills instruction, and wraparound services. Data are presented showing reductions in office discipline referrals and problem behavior through PBIS implementation.
SWPBS and Bullying PPT G Sugai Perth 1 July 2011i4ppis
This document discusses addressing individual challenging behavior through function-based support. It emphasizes that reducing problem behavior without identifying alternative desired behaviors is ineffective. It explains the importance of understanding the function of behavior and using this understanding to develop behavior support plans. Several examples of functional behavior assessments and behavior intervention plans are provided to illustrate how to identify the factors that maintain problem behavior and develop strategies to teach alternative behaviors and make problem behavior inefficient.
Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]i4ppis
The document provides an overview of the Friendly Schools PLUS resource, which is designed to build social skills and reduce bullying in schools. It includes surveys, tools, and teacher materials to support a whole-school process for bullying prevention. The resource draws on extensive research and offers schools strategies and professional development to implement a multi-step process involving assessing needs, planning priorities, building skills, and reviewing outcomes to promote a friendly environment.
The abc's of cbm for maths, spelling and writingi4ppis
Here are 3 sample math IEP goals and objectives:
1. In one year, Jose will solve single-digit addition problems within 5 seconds with 90% accuracy as measured weekly using grade 1 math CBM material.
2. In 6 months, Maria will correctly write the digits for multi-digit subtraction problems with regrouping from grade 3 math CBM material, earning a score of 24 correct digits in 2 minutes on bi-weekly probes.
3. By the end of the I-EP year, David will accurately solve multiplication facts for numbers 1-5 within 3 seconds as measured monthly using grade 2 math mastery measurement material.
This research digest summarizes key research on classroom behavior management. The first section notes that behavior management is important for effective teaching and learning. A distinction is drawn between authoritarian and authoritative behavior management styles, with authoritative styles linked to better social and academic outcomes. The second section discusses how behavior management supports effective teaching and learning. Research indicates that expert teachers demonstrate respect for students, which contributes to a positive learning environment. The third section is less than 3 sentences.
This document discusses the impact of positive and negative parental relationships on children's development. It notes that children are greatly influenced by how their parents treat each other. Negative parental conflict can lead to behavioral, social, disciplinary, educational and emotional problems in children, while positive parental relationships provide social, behavioral and educational benefits. These include increased self-esteem, impulse control, problem solving skills, and academic achievement. The document provides tips for parents to improve their relationship with children such as spending quality time together, providing positive feedback, eating family dinners, and expressing love regularly.
This document discusses mindfulness practices for children and adolescents. It defines mindfulness as paying attention to present moment experiences in a non-judgmental way. It outlines four main mindfulness-based therapeutic approaches and provides examples of research studies on mindfulness with children and adolescents. The document also includes mindfulness tools and exercises for children, such as focusing on breath, noticing thoughts, and cultivating thankfulness.
This document outlines the key stages of child development from infancy through adolescence. It discusses development in three domains: physical, cognitive, and psychosocial. For each stage, it provides an overview of the typical physical growth and motor skills, cognitive abilities like language development and thought processes, and psychosocial milestones regarding personality, relationships, and independence. The stages covered are infancy, early childhood (ages 2-6), middle childhood (ages 7-11), and adolescence (ages 10-18).
Early childhood spans from birth to age 5 and involves remarkable physical, cognitive, socio-emotional, and language development. Key physical milestones include walking, running, and fine motor skills like scribbling and cutting. Cognitively, children progress from sensorimotor thinking to representational thought, such as pretend play and understanding of symbols. Socio-emotionally, children develop self-awareness and understanding of emotions while learning social skills through family and peer interactions. This period lays the groundwork for further development across multiple domains.
This thesis examines factors that explain success and failure of community-based natural resource management (CBNRM) programs in Botswana and Zambia. Both countries adopted CBNRM in the 1980s with support from USAID, but Botswana has seen greater success. The thesis aims to understand why by comparing wildlife policies, community participation, ownership rights, benefit distribution, and conservation outcomes between the two cases. It reviews literature on CBNRM definitions, theories, and previous research. The methodology section outlines the comparative case study design and data collection/analysis procedures. Results chapters present historical contexts and current frameworks governing CBNRM implementation in each country. The discussion analyzes the results to identify factors responsible for the different levels of CB
This is not the first time that the Víctor Grífols i Lucas Foundation has considered the topic of clinical research, but it has never before focused on research with children and adolescents. In the context of cooperation with the prestigious UK-based Nuffield Council on Bioethics, and to mark the publication of its detailed study “Children and clinical research: ethical issues”, we thought it would be interesting to create a space to enable researchers in Catalonia to discuss the issues with British researchers, and to compare perspectives and experiences.
This publication gives readers access to the contents of the Seminar, which brought together speakers from the Nuffield Council and specialists in the field of paediatrics and offered some interesting insights into the ethical questions to be addressed when considering the involvement of minors and their families in the research process, from the identification of criteria for prioritizing research to the direct participation of minors in a clinical trial.
The Víctor Grífols i Lucas Foundation has also sponsored the Spanish translation of the Nuffield report, and the accompanying magazine and animated video produced for young people.
All of this material is available via the Foundation’s website (www.fundaciogrifols.org).
This research project investigated the experiences of parents in the Hunter Valley, NSW, Australia who had their children removed and placed in out of home care in the last five years. The research team consisted of practitioners and academics from the University of Newcastle and Life Without Barriers. It was prompted by concerns that parents' voices are generally not included in the child protection system or policy reform discussions. Eighteen parents participated through interviews and focus groups. The research aimed to understand parents' experiences of the legal and support systems when children were removed and placed in care. It explored how to build a more family inclusive approach that benefits children.
Botswana Early Childhood Educators‟ Perceptions on Factors associated with the Inclusion of Children with
Disabilities .............................................................................................................................................................................. 1
Mrs. Simmi Chhabra, Prof. Kabita Bose and Prof. Neerja Chadha
Curriculum Development of Environmental Education Based on Local Wisdom at Elementary School ................ 20
Afakhrul Masub Bakhtiar
Semi-Quantitative Analysis of how the Preambles in Ordinances are designed: Observing the Change of People’s
Motivation towards “Inheritance” after the Great East Japan Earthquake ................................................................... 29
Noriko Kurata, Yuko Kurata and Masakazu Ohashi
Brief Multisensory Training Enhances Second Language Vocabulary Acquisition in Both High and Low
Performers ............................................................................................................................................................................. 42
Manuela Macedonia and Claudia Repetto
EFL Reading Achievement: Impact of Gender and Self-efficacy Beliefs ...................................................................... 54
Hania Al Khamisi, Thuwayba Al Barwani, Abdo Al Mekhlafi and Mohamed Osman
The Effect of Cultural and Linguistic Background on the Relationships of Pupils in two Kindergartens in Greece
................................................................................................................................................................................................. 74
Aspasia Markaki, Argyris Kyridis and Zoi Ziontaki
Assessment of Adequacy and Availability of Human and Material Resources for the Implementation of the
Nigeria New Senior Secondary School Mathematics Curriculum ............................................................................... 102
Benson Adesina Adegoke and Frederick Ebimobowei Mefun
Effectiveness of using Microteaching and Thinking style to Develop Teaching Skills in Arab Open University -
Jordan Branch ..................................................................................................................................................................... 118
Al-Takhyneh Bahjat
Why Historical Thinking Skills was not there? .............................................................................................................. 134
Rosy Talin
Our responsibility to the seventh generation indigenous peoples and sustain...Dr Lendy Spires
This document summarizes an report from 1992 titled "Our Responsibility to The Seventh Generation: Indigenous Peoples and Sustainable Development". The report discusses indigenous perspectives on sustainability and their relationship with the environment, how traditional indigenous economies have been disrupted by integration into the global economy, and the importance of indigenous knowledge and culture for sustainable development. It calls for policies that protect traditional indigenous ways of life, promote indigenous knowledge, support healing programs, cultural education, and economic self-reliance to empower indigenous communities.
National Science Day-2014 by Santosh TakaleSantosh Takale
This document discusses the National Science Day celebration in India. It provides information about Raman spectroscopy and its applications. It notes that the 'Raman Effect' was designated an International Chemical Landmark in 2013. It outlines the themes of National Science Day from 1999-2014, with the 2014 theme being "Fostering Scientific Temper." Scientific Temper is described as the attitude of questioning and reasoning, believing facts supported by evidence. Developing this temper is a constitutional duty and can boost social and technological development. The document encourages various activities to promote scientific temper among the public.
This document summarizes views from Maori participants on kaupapa Maori and psychology. Key themes that emerged include widespread distrust of mainstream psychology due to negative experiences, but agreement that kaupapa Maori psychology already exists based in tikanga. Participants supported a four-pronged approach: increasing Maori content in mainstream training, developing bridging courses, establishing kaupapa Maori training within wananga, and developing a kaupapa Maori scope of practice.
This document is a dissertation submitted by Dennis Bednar to Leiden University in partial fulfillment of a Master's degree in Cultural Anthropology and Development Sociology. The dissertation explores Maa-speaking pastoralist expectations of conservation in relation to Wildlife Management Area (WMA) discourse in Tanzania through a case study of the Lake Natron WMA. Bednar conducted qualitative fieldwork methods including interviews, photo-voice exercises, and focus groups with translation assistance. The dissertation aims to understand how WMA implementation aligns with national policy and is perceived locally.
The ‘Empowering Somali Mums’ research project explores and documents the challenges faced by Somali Mothers and their 0-4 year old children so that Early Parenting professionals can provide culturally respectful and appropriate care for Somali families. Somali mothers from North Melbourne and Flemington were recruited for research groups attended by 28 mums, 27 phone interviews with Somali health and welfare professionals were conducted and we held a Somali Health workers forum with ten senior community workers. We wanted to understand the challenges which prevent Somali mums from accessing parenting assistance and how we can understand parenting from a Somali mum’s perspective.
Tweddle staff are undergoing cross-cultural training and building knowledge and resources that will help strengthen relationships between the Somali community, and other migrant communities. Tweddle provide Halal food, have private prayer space and families can bring up to three children to Tweddle. Thanks to the Victorian Women’s Trust (Con Irwin Sub Fund) for providing the grant that enabled this learning.
Biosecurity issues impact on key crops and environmental values across NZ and Australia. A key outcome for the project team will be the ability of indigenous communities, and relevant regulatory authorities and industries, to better manage the social, environmental and economic impacts of biosecurity threats, and to participate in biosecurity strategies through improved bicultural engagement models that build empowerment and ownership in indigenous communities and their response to those threats. The teams have developed an engagement model adapted to the indigenous peoples and their communities of each country.
Fostering Scientific Temper by Santosh TakaleSantosh Takale
The document discusses National Science Day, which is celebrated annually in India on February 28th to mark the discovery of the Raman effect. It provides background on the Raman effect and its applications. It also discusses the objectives of celebrating National Science Day, including fostering scientific temper among citizens and popularizing science and technology. The theme for 2014 is described as "Fostering Scientific Temper". Various myths and superstitions are listed and the importance of developing a scientific temper is emphasized.
Our Responsibility to The Seventh Generation: Indigenous Peoples and Sustaina...Jonathan Dunnemann
We cannot simply think of our survival; each new generation is responsible to ensure the
survival of the seventh generationÖIndigenous people are the poorest of the poor and the
holders of the key to the future survival of humanity.
-- authors of Our Responsibility to the Seventh Generation, 1992
Iccha: Multimedia Strategies for Refugee Language AcquisitionMelissa Acosta
How can refugees be empowered to gain essential English skills?
For my thesis project at Carnegie Mellon University, I explored prototyped a learning platform that empowers refugees to gain essential English communication skills and supports volunteer tutors to rapidly create lessons. The system, named iccha, has two components: a web interface that allows tutors to rapidly create content, which can be transferred to the ipod so refugees can practice the lessons during the week.
This document summarizes a research project aiming to develop culturally appropriate models for engaging indigenous communities in biosecurity issues. The project is a collaboration between researchers in Australia and New Zealand. It establishes an Indigenous Reference Group and Industry Advisory Network to help guide the development of engagement models. The models will be tested and refined with the goal of enhancing indigenous communities' ability to manage biosecurity threats in culturally sensitive ways. One engagement model presented is based on traditional Aboriginal practices for detoxifying cycad nuts, using the process as a metaphor for relationship-building and knowledge-sharing. End users praise the research for centering indigenous perspectives to strengthen biosecurity protection of native plants.
Assessng an Intergeneratonal Horticulture Therapy Program for Elderly Adults and Preschool Children
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Assesing an Intergenerational Horticulture Therapy Program for Elderly Adults and Preschool Children
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
The Urban Strategies Council aims to reduce persistent poverty in Oakland through community initiatives. Poverty is a serious problem in Oakland, with over one-quarter of residents living below the poverty level, including over half of children under age 6. Three out of four poor children are Black and live in neighborhoods where over half of children live in poverty. Many poor children live in female-headed families, and face disadvantages like low birthweight, poor education, lack of job skills, and teen pregnancy that perpetuate the cycle of poverty across generations.
This document summarizes a study of 80 street and 'hideout' children in Freetown, Sierra Leone. It examines their experiences of vulnerability and resilience through narratives about family contexts, migration to urban areas, and exposure to violence, exploitation and abuse. It finds that the children experience threats from people, places and things in their daily lives. They develop coping strategies through relationships and income-generating activities. However, they remain exploited through urban networks and lack protection due to failings in legislation and institutions that are meant to safeguard them. The study concludes by recommending a 'safe migration' framework and challenging the normalization of violence against children in Sierra Leonean society.
An Assessment of a Vocational Horticulture Training Program at a School for Juvenile Offenders
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110 ~
Wa pbs team workbook day 1 and 2 version march 20 2013i4ppis
This document provides an overview of Positive Behaviour Support (PBS) and introduces the PBS Team Training program. It discusses:
- PBS is a research-based, whole-school approach to improving student behaviour, learning, and safety through organizational change and individual behaviour supports.
- The PBS Team Training program guides school leadership teams through implementing the 7 essential PBS components over 4 workshops to establish positive behaviour management.
- Schools must commit to staff PBS awareness, leadership team selection, behaviour as a priority, and evaluation participation for effective PBS Team Training.
This document summarizes research on pastoral care and student wellbeing. It discusses the links between pastoral care and academic outcomes, trends in student risk behaviors, and the importance of effective help seeking and provision. It also examines bystander behavior in bullying situations and how intervening positively can help reduce bullying. The document advocates for a whole-school approach to pastoral care that incorporates prevention, intervention, and treatment, with an emphasis on developing student social and emotional competencies through curriculum and relationships.
This document announces a workshop on technology risks and cyber safety for school psychologists, administrators, and student support staff. The workshop will be presented by Dr. Julian Dooley, a clinical psychologist and academic with extensive experience in technology risks. The workshop will provide an overview of the opportunities and risks of technology use for professionals and students, including how to effectively use technology while addressing risks. It will also describe at-risk users, the activities they engage in, and discuss protective safety strategies and evidence-based approaches to responding to victimization. The goal is to improve understanding of technology risks and cyber safety measures that can be applied in schools.
This document provides an overview and framework for effective school case management. It aims to strengthen mental health programs and support for secondary students with additional needs. The document contains three sections: 1) an overview of the MM+ case management project; 2) a framework for effective school case management outlining principles, definitions, aims and processes; and 3) a toolkit for schools to appraise and develop their case management systems and practices. The toolkit was developed through an extensive consensus-building process with health professionals, educators and experts in the field.
Children with ADHD exhibit inattentive, impulsive, and hyperactive behaviors at a higher rate than their peers. Approximately 8% of Australian children have a diagnosis of ADHD. Behaviors include difficulty focusing, following instructions, and completing tasks, as well as fidgeting and talking excessively. ADHD is diagnosed through clinical evaluations and can co-occur with other disorders. Treatment involves medication, behavior management, and developing strategies to improve focus and adapt tasks in the classroom.
This document introduces the Spiral of Healing framework for understanding and assisting traumatized children and young people. The framework aims to help move traumatized individuals from isolation to greater connection with family, friends, and community through improving physical, mental, emotional, and spiritual wellbeing and relationships skills.
The challenges of working with traumatized children are discussed, noting that some struggle with empathy, understanding right and wrong, and relationship skills due to their experiences. The quality of relationships with caring individuals is seen as pivotal to helping traumatized children and youth connect rather than remain isolated. Unconditional care and not giving up on them, even during difficult behaviors, is emphasized as important.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
This workshop introduces school psychologists to the principles of Appreciative Inquiry and Positive Psychology. The workshop aims to help participants apply these principles to optimize their own functioning, their students' functioning, and their school. The workshop covers topics like character strengths, strengths-based approaches, and evidence-based coaching. It guides participants through an Appreciative Inquiry 4D cycle of Discovery, Dream, Design, and Deliver to help envision positive changes and develop plans to implement them. The overall goal is for school psychologists to learn how to incorporate Positive Psychology approaches into their work through strength-spotting, goal-setting, and collaborative team efforts.
This document summarizes a presentation on positive psychology and positive education given to school psychologists. It discusses key concepts in positive psychology like character strengths, well-being, and positive interventions. It outlines theories such as authentic happiness, self-determination theory, and broaden-and-build theory. The presentation promotes applying positive psychology research in schools to enhance student, teacher and staff well-being and optimal functioning, in addition to traditional academic skills. Examples are given of Australian schools that have adopted positive education programs and initiatives.
Matrix of effective behaviour support in schoolsi4ppis
This document outlines a matrix of effective behavior support strategies in schools organized across three levels - universal, selected, and individual - and within ecological/environmental, social emotional development, and positive/negative consequence domains. At the universal level, strategies include school rules, codes of conduct, and whole-school social emotional learning programs. Selected strategies involve classroom behavior management plans and small group SEL curricula. Individualized supports encompass functional behavior assessment, counseling, social skills training, and behavior intervention plans.
This document contains templates and guidelines for psychologists in Western Australia to document their continuing professional development activities. It includes learning plan templates to identify learning needs and goals, activity logs to track continuing education courses and peer consultation sessions, and a professional development journal for reflective writing on how activities improve practice. Standards require a minimum of 30 CPD hours annually, including 10 hours of peer consultation and 10 hours of active learning activities, to maintain registration.
A guide for_school_administrators_-_spa_2010i4ppis
The document outlines a model for effective practice in schools with 4 levels of intervention. The first level involves creating a positive environment for the entire school community. The second level embeds social-emotional learning for all students and teachers. The third level provides targeted support for students showing signs of issues. The fourth level involves intensive assessment, planning, and interagency support for students with high needs.
This document provides appendices to supplement materials on School-wide Positive Behavior Support (SWPBS). Appendix A includes an example of how one school implemented SWPBS, including establishing a purpose statement, school-wide and classroom expectations, teaching matrices, and data systems. It outlines the school's leadership team, behavioral expectations in different settings, and procedures for encouraging appropriate behavior and addressing rule violations. The appendix aims to illustrate applying SWPBS components and processes in a real school example.
This document provides an introduction to School-wide Positive Behavior Support (SWPBS) and outlines how to use the SWPBS workbook. It describes the purpose of SWPBS as improving school climate and behavioral supports for all students. The workbook is intended to guide implementers such as trainers, coaches, administrators, and leadership teams in establishing SWPBS. It is organized with chapters covering an overview of SWPBS, getting started with implementation, practices in non-classroom settings, and classroom management. Appendices include tools, assessments, examples and other materials to support SWPBS implementation.
Emergency and Critical Incident training slides oct 09i4ppis
The document provides guidance on emergency and critical incident management for schools. It defines key terms like emergency, critical incident, and incident controller. It outlines the principles of emergency management planning. It also describes the main components of emergency management plans, including prevention, preparedness, response, and recovery. The document provides details on conducting risk assessments, developing evacuation plans, and responding to and recovering from specific emergency situations.
लालू यादव की जीवनी LALU PRASAD YADAV BIOGRAPHYVoterMood
Discover the life and times of Lalu Prasad Yadav with a comprehensive biography in Hindi. Learn about his early days, rise in politics, controversies, and contribution.
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Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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projet de traité négocié à Istanbul (anglais).pdfEdouardHusson
Ceci est le projet de traité qui avait été négocié entre Russes et Ukrainiens à Istanbul en mars 2022, avant que les Etats-Unis et la Grande-Bretagne ne détournent Kiev de signer.
Recent years have seen a disturbing rise in violence, discrimination, and intolerance against Christian communities in various Islamic countries. This multifaceted challenge, deeply rooted in historical, social, and political animosities, demands urgent attention. Despite the escalating persecution, substantial support from the Western world remains lacking.
ग्रेटर मुंबई के नगर आयुक्त को एक खुले पत्र में याचिका दायर कर 540 से अधिक मुंबईकरों ने सभी अवैध और अस्थिर होर्डिंग्स, साइनबोर्ड और इलेक्ट्रिक साइनेज को तत्काल हटाने और 13 मई, 2024 की शाम को घाटकोपर में अवैध होर्डिंग के गिरने की विनाशकारी घटना के बाद अपराधियों के खिलाफ सख्त कार्रवाई की मांग की है, जिसमें 17 लोगों की जान चली गई और कई निर्दोष लोग गंभीर रूप से घायल हो गए।
Federal Authorities Urge Vigilance Amid Bird Flu Outbreak | The Lifesciences ...The Lifesciences Magazine
Federal authorities have advised the public to remain vigilant but calm in response to the ongoing bird flu outbreak of highly pathogenic avian influenza, commonly known as bird flu.
15062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
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केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
#WenguiGuo#WashingtonFarm Guo Wengui Wolf son ambition exposed to open a far...rittaajmal71
Since fleeing to the United States in 2014, Guo Wengui has founded a number of projects in the United States, such as GTV Media Group, GTV private equity, farm loan project, G Club Operations Co., LTD., and Himalaya Exchange.
12062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
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13062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
Slide deck with charts from our Digital News Report 2024, the most comprehensive exploration of news consumption habits around the world, based on survey data from more than 95,000 respondents across 47 countries.
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
3. Introduction
This matrix aims to document some customs and practices will be preserved for
traditional and contemporary child future Aboriginal and Torres Strait Islander
rearing practices among a range of families raising children.
Aboriginal and Torres Strait Islander
This matrix is informed by a strength-
families and communities. It is part of
based approach to working with
a larger Child Rearing Stories project,
Aboriginal and Torres Strait Islander
which primarily aims to promote and
people. In acknowledging Aboriginal
preserve Aboriginal and Torres Strait
and Torres Strait Islander child rearing
Islander child rearing practices.
practices, we aim to help workers gain
As the national peak body representing a greater understanding of the way in
Aboriginal and Torres Strait Islander which Aboriginal and Torres Strait Islander
children and families, SNAICC is interested people ‘grow up’ their children and hence
in promoting culturally appropriate to promote culturally appropriate work
practices among those who support practices.
and care for our children.
It must be acknowledged that there is
The Growing up our way: Practices no one way in which Aboriginal and Torres
matrix is a collation of material collected Strait islander people raise their children,
from literature and a synthesis of the child that families may draw upon child rearing
rearing themes found in that literature. It practices from a range of cultures and
aims to recognise the uniqueness and value that the child rearing practices of any
of Aboriginal and Torres Strait Islander one culture are no more ‘valuable’
child rearing customs in the hope that these than those of another.
3
4. Methodology
• Before research was conducted, any • Key texts were then selected, of
possible related ethical problems were which 15 were thoroughly analysed
identified. For example, interviewees for content denoting a child rearing
were provided with transcripts of their practice and that content was
interviews and shown the quotations extracted as a quotation.
selected, giving them the opportunity • The project identified key Aboriginal
to consent to their material being informants with lived experience to share.
used for the project. Potential interviewees were shortlisted
• We sourced and identified relevant and a series of these were interviewed
material – including books, articles and key themes from their interviews
and databases. pulled out.
• An internet search was conducted • Also included were quotations that
using the search terms ‘Aboriginal child emerged from other activities in the
rearing’, ‘Aboriginal child-rearing’, wider Child Rearing Stories project
‘Aboriginal growing up’ and ‘Aboriginal including interviews, children’s self-
children practices’. Databases that publishing workshops and an interactive
were searched included: conference workshop.
– AIATSIS site under the category • ‘Grounded theory’ methods informed
‘Social behavior – socialisation – child the next stage of the research; that is,
rearing’, from which 535 titles were practices were coded and thematically
identified, and 260 of these were classified as themes emerged, with the
filtered for content, with a sub group quotes then being grouped accordingly.
of 68 (going back to 1984) selected for • Wherever it is known, the key
follow-up for future content analysis informant’s cultural heritage – that
– FaHCSIA website – Longitudinal is, whether they are Aboriginal and/or
Study of Indigenous Children Torres Strait Islander or non-Indigenous
– National Child Protection – is noted, as is the geographic area from
Clearinghouse which the quotes were sourced.
– Australian Indigenous HealthInfoNet
– Cooperative Research Centre –
Aboriginal Health
– SNAICC’s own resources.
4
5. How to use this matrix
This matrix is intended to be a living contradict others; any such practices
document, to be added to as more should be thought of as taking place
practices are collated from the literature, within a wider context.
more interviews are conducted, and more
Users of the matrix are also warned against
information on child rearing is shared with
drawing conclusions from one quotation
SNAICC or comes to SNAICC’s attention.
in isolation. Rather, the complete body of
The quotations are drawn from a small examples gives a diverse picture of child
sample of the available literature on child rearing practices in Aboriginal and Torres
rearing. Under-represented in the matrix, Strait Islander communities.
for example, are quotations relating
SNAICC recommends that this document
to contemporary, urban child rearing
can be used to facilitate discussion within,
practices. Users of this matrix are urged to
and with, local communities, to enable
recognise that Aboriginal and Torres Strait
Aboriginal and Torres Strait people to
Islander peoples are not a homogenous
reflect on, support, value and validate
group, and that some practices may
their own child rearing practices.
5
6. How children are viewed
This section details perspectives on the way in which
Aboriginal and Torres Strait Islander families and
communities view children and babies
Reference “When Yapa and Anangu look at babies and young children
Warrki Jarrinjaku ACRS Project they see young adults. These ‘little people’ have a set place
Team 2002, Warrki Jarrinjaku
Jintangkamanu Purananjaku in the family and community, along with all the responsibilities
– ‘Working Together Everyone
of Law and culture. They may be addressed as ‘my young auntie’,
and Listening’, Aboriginal
Child Rearing and Associated ‘my mother again’ or ‘my young grandfather’.”
Research: A Review of the
Literature, Department (Waltja 2001, cited on p. 16)
of Family and Community
Services, Canberra
To be indulged is the right of the child and to indulge is the
Region/Group/ obligation of the parent.
Geographical area
Australia wide literature (p.16)
review instigated by
Waltja Tjutangku Palyapayi
Aboriginal Corporation
working with communities
in the central desert region
Authors
Aboriginal and non-Aboriginal
Reference Children do not start to live at birth, or even at conception,
Hamilton, A 1981, Nature for they pre-exist in the form of spirit children.
and Nurture: Aboriginal child-
rearing in north-central Arnhem (p.16)
Land, Australian Institute of
Aboriginal Studies, Canberra
The Aboriginal model trusts the child’s knowledge of it own states,
Region/Group/
Geographical area both physical and emotional. When the three year old is tired
North-central Arnhem Land someone will carry it. No one says ‘Three year olds are old enough
(Anbarra)
to walk.’ In fact, no one makes generalisations about children at all.
Author
(p. 128)
Non-Aboriginal
Each child is treated solely on the merits of its actual concrete
situation at that moment… each child is… a valuable member of
its community, as an individual.
(p. 128)
6
7. Parents are pleased to see the child’s daring [risk taking] and
neither encourage nor discourage. Just as the mother assumes
that the baby knows best what it wants, so the adult assumes that
the child knows best his or her own abilities and skills, and will
exercise sensible judgement in using them… underlying this is
an attitude of basic trust in the child and basic trust in the
physical world in which the child develops.
(p. 139)
Children are not expected to obey or respect adults by virtue
of their different status.
(p. 150)
[The Anbarra perspective of children]… supposes that the child
is born with a set of needs, which can only be supplied through
social interaction; that the child indicates these needs to others,
and the duty of others is to respond; that there is no difference
for a small child between want and need, and that these things
remain hard to differentiate throughout life; that the older and
stronger must be responsible for the younger and weaker; that
dependency behaviour is perfectly right and proper; that the
child is naturally sociable and wishes, from its innermost being,
to do the same things that others do provided the others treat it
with fairness and equality; that reward is not necessary to produce
acceptable behaviour providing everyone behaves well.
(p. 161)
The Aboriginal model is one in which the role of the caretaker
is to pay attention to the overt demands of the infant. Here, the
infant is active and the caretaker passive… the assumption is
that whatever the child wants is what it needs.
(p. 128)
Reference The Indigenous perception of the parenting role is tied closely
SNAICC 2004, Indigenous to the cultural norm of extended family, kin and community child
Parenting Project: Executive
summary rearing responsibility. The terms parent education and parent
Region/Group/
programs may be too narrow for the Indigenous context of
Geographical area family and community.
General/non-specific
(p. 12)
Author
Aboriginal organisation
7
8. Reference The aim of parenting for Aboriginal and Torres Strait Islander
SNAICC 2010, Working and people is to let the child know who they are in relationship to
Walking Together: supporting
family relationship services to their family, their kin, their people, their environment and the
work with Aboriginal and Torres
living spirits of their ancestors and land. These relationships
Strait Islander families and
organisations define a child’s identity by defining how they are connected
Region/Group/
to everything in life.
Geographical area (p. 21)
General/non-specific
Author Children have a special place within the family and community.
Aboriginal organisation
(p. 23)
Today, Aboriginal communities see children as central to
the life and culture of the community. In many aspects, the
role of children in these communities remains unchanged.
(p. 23)
Aboriginal parents play a central role in the cultural, social and
spiritual development of their children. It is understood that to
‘parent’ a child means to help the spirit of the child emerge as
the child grows and experiences life.
(p. 23)
8
9. Pregnancy and birth
Some of the practices that take place during childbirth and
pregnancy, as well as information on some of the values that
surround such practices, are included in this section
Reference The place of conception is… important in terms of establishing a
Warrki Jarrinjaku ACRS connection with that area. When a family knows about a pregnancy,
Project Team 2002, Warrki
Jarrinjaku Jintangkamanu they will try and determine the place of conception. Later the child
Purananjaku – ‘Working
will be made aware of the special relationship between themselves
Together Everyone and
Listening’, Aboriginal Child and the site or landform determined by the family to be linked with
Rearing and Associated
Research: A Review of the
their conception (Nungarrayi Brown, personal commentary 2001).
Literature, Department (p. 70)
of Family and Community
Services, Canberra
“When an infant is born to us, we all gather around and make the
Region/Group/
Geographical area baby feel our presence. The child will be nursed-rocked-pinched-
Australia wide literature squeezed-teased and generally felt all over. The squeezing,
review instigated by
Waltja Tjutangku Palyapayi teasing or biting is very consciously regulated. This requires a
Aboriginal Corporation response from the child. The mother can see and feel the process
working with communities
in the central desert region that is happening and react to it. This indicates how far she is
willing to protect her child. The infant is being conditioned to –
Authors
Aboriginal and non-Aboriginal love, punishment, reassurance and protection at this tender age.”
(Mills 1987, cited on p. 84)
The topic of birth explores common factors that characterise birth
in the desert communities: the smoking ceremony, the exclusion
of men and the importance of both physical and spiritual well-
being for mother and child.
(p. 35)
9
10. Reference Giving birth is not considered a particularly trying or
Hamilton, A 1981, Nature dangerous process.
and Nurture: Aboriginal child-
rearing in north-central Arnhem (p. 26)
Land, Australian Institute of
Aboriginal Studies, Canberra
After the child is born… the baby is taken by the woman’s
Region/Group/
Geographical area mother or sister, and the mother lies down to sleep. After she
North-central Arnhem Land wakes the baby is put to the breast, and the mother is given
(Anbarra)
drink and vegetable food.
Author
(p. 27)
Non-Aboriginal
The father may be given the infant to hold within a few hours of
birth and other relatives come and sit with the mother and hold
the baby. Girls and childless young women are anxious to nurse
it, and a baby less than a day old may be passed around from hand
to hand until it protests. When this happens it is returned to the
mother, who immediately offers it her breast.
(p. 27)
The father is usually pleased about the child and may carry
the tiny infant around for a short time, although never far
from the mother.
(p. 28)
Beliefs about conception and birth stress continuity rather than
change. The new baby was already an old spirit child… just waiting
for the right mother to come along. New babies are simply
accepted as a segment in the immutable cycle of life, the human
link between the present and the Dreaming.
(p. 28)
Reference Naming the child commences as soon as it is known that the
Anson, E 1988, ‘Child mother is pregnant. During that time, the mother and father
rearing on Darnley Island:
An Islander’s account’, start thinking up names to be given to the baby.
Queensland Researcher
QJER, vol. 4, issue 2 (p. 70)
Region/Group/
Geographical area The mother’s sister might say, ‘If a girl, call her after me’, and
Erub (Darnley Island) the mother’s brother might say, ‘If a boy, call him after me’.
Author All the people who ask for their names to be added to the list will
Torres Strait Islander understand and show appreciation for the chosen name although
they make remarks, when talking to the baby, such as, ‘You
10
11. should have been called…’ (name added in a very soft voice).
This can go on until the child is grown up.
(p. 70)
During pregnancy, the mother starts talking to the baby.
The baby is considered very important from the very early stage.
(p. 70)
Reference Aboriginal women due to give birth were moved away from the
Bourke, E 1993, ‘The First main camp accompanied by other women to assist… as soon as
Australians: kinship, family
and identity’, Family Matters, the child was born the father was called to see his daughter or
no. 35, August
son, bringing with him wood, water and food.
Region/Group/ (p. 4)
Geographical area
General/non-specific
Author
Aboriginal
Reference Where they are born signifies connection to the land and/or sea.
SNAICC 2010, Working and It identifies a child’s relationship and responsibilities to law and
Walking Together: supporting
family relationship services to culture and establishes certain obligations and responsibilities
work with Aboriginal and Torres
according to traditional Aboriginal law.
Strait Islander families and
organisations (p. 23)
Region/Group/
Geographical area
General/non-specific
Author
Aboriginal organisation
11
12. Babies
The information provided here details some of the ways in
which Aboriginal and Torres Strait Islander babies are cared
for and some of the practices used when looking after babies
Reference Babies are special; babies are entrusted to us from those beyond.
Anon, SNAICC Conference Where I work, places me as a custodian to these little people – to
2010: Ampe Anwernekenhake
– For Our Children, Alice help develop a great sense of self and cultural identity, and to act
Springs Conference Centre,
as a guide-post in our baby’s journey through life.
27–29 July 2010
Region/ Group/
Geographical areA
Noongar
Author
Aboriginal
Reference The infants are kept close to their caregivers and they may
Yeo, S 2003, ‘Bonding be weaned off at around three years or as old as five years.
and Attachment of Australian
Aboriginal Children’, Child (p. 297)
Abuse Review, vol. 12,
pp. 292–304
Infants are often attended and responded to by multiple
Region/ Group/
Geographical areA caregivers and are seldom left alone.
General/non specific
(p. 298)
Author
Non-Aboriginal Caregivers would anticipate their infants’ comfort and take
steps to ensure it… caregivers would observe the smile on the
face of sleeping infants after having a feed to anticipate the
discomfort of having wind in the stomach. The caregivers would
‘burp’ the baby, as it was believed that there must be ‘wind
tickling the tummy’ which resulted in a smile on the infants
face. The caregivers are concerned that the wind in the infants
could result in vomiting the milk. The infants are often checked
regularly to see whether they are awake and ready for the
next meal.
(p. 298)
12
13. Reference If babies cry they are immediately picked up and held; it is
Warrki Jarrinjaku ACRS considered cruel to do otherwise.
Project Team 2002, Warrki
Jarrinjaku Jintangkamanu (p. 16)
Purananjaku – ‘Working
Together Everyone and
Listening’, Aboriginal Child For most infants living in desert communities, the people who
Rearing and Associated
Research: A Review of the surround them are constantly vigilant and responsive to them.
Literature, Department It is expected that a baby’s hunger, need for sleep, attention and
of Family and Community
Services, Canberra physical comfort will be determined and clearly communicated by
the infant. The carer’s role is to be sensitive to, observant of and
Region/Group/
Geographical area responsive to those needs (Waltja 2001).
Australia wide literature
( p. 53)
review instigated by
Waltja Tjutangku Palyapayi
Aboriginal Corporation
working with communities
Rather than a routine, an environment that facilitates immediate
in the central desert region response between carers and babies is established. For example,
Authors a crying baby is very rarely left, babies and toddlers always sleep
Aboriginal and non-Aboriginal next to their mother or primary carer, breast feeding occurs
frequently – up to twenty times a day for short periods – and
babies are very rarely left in a room or area on their own.
(p. 53)
Jacobs (1988), in her description of Western Desert child
rearing, comments that in the birth to six month period, the
baby was always in close physical contact with the mother or
other close relatives who were able to take the mother’s role;
for example, the mother’s sisters. Between six to nine months
the mother’s attention to the baby became less intensive.
This occurs when the baby is able to sit.
(p. 59)
“Once babies could sit unsupported, they literally became
public property, being passed from person to person and losing
the direct and constant attention of their mothers.”
(Jacobs, 1988, cited on p. 59)
The intensity of the mother-and-baby attachment continues
up to about eighteen months. Jacobs (1988) remarks that an
important learning period occurred for children between twelve
and eighteen months.
(p. 59)
“[Twelve to eighteen months] was a time when the close bond with
mother was used to teach the child about her environment and
how to survive in it… the main teacher was still the mother (or her
13
14. mother and sisters, who were also in the ‘mother’ category
of relationships).”
(Jacobs 1988, cited on p. 59)
Hamilton (1981) comments that although the close physical
contact between mother and baby continues, other relatives
start to talk to the baby more and more, attempting to attract
attention to themselves. Grandparents seem particularly keen
to gain the child’s attention. However, if the child cries, they are
given back to the mother straight away to be put on the breast,
given food or distracted from their cause of distress (Waltja
Tjutangku Palyapayi 2001).
(p. 59)
By around eighteen months to two years, the infant starts to
move out of the sight of the mother, gradually increasing the
distance from her and mixing with other children of various ages.
While the mother’s presence may not be overt, she watches
from a distance (Kearins 1983).
(p. 59)
“From the time children are born they are being told who their
kin are: ‘There is your uncle’, ‘Here comes your cousin’, or ‘Say
Mama’ and so on. The person pointed out will, if within hearing,
always stop and talk to the child and use the reciprocal kin term.”
(Coombs et al. 1984, cited on p. 72)
“The skin name for that person is spoken, as is the baby’s skin
name… the behaviour indicates the importance of knowing
who their people are. The baby is socialised right away to
one important aspect of Warlpiri society.”
(Bavin 1993, cited on p. 72)
“Babies are often pinched on the cheek as a greeting or picked
up by the top of the arm. Sometimes they are asleep when this
happens” (Waltja 2001, cited on p.85). “This was particularly
so with non-responsive babies. These behaviours are designed
to encourage the development of an independent and responsive
baby” (Jacobs, 1988, cited on p.85). Although this practice may
sound a bit harsh, in context it is always mixed with affection,
warmth and laughter. Usually the mother is holding the baby or is
close-by, ready to provide comfort or defend the baby if need be.
(p. 85)
14
15. [There is] extensive human interaction and attention, love and
stimulation from a range of people, a lack of feeding or sleeping
routines and a discouragement of physical exploration away
from the family.
(p. 110)
Babies are constantly with their parents or other adults, never
sleeping, feeding or spending time alone.
(p. 111)
“Aboriginal infants provided a source of entertainment for the
whole extended family and were shared around to be kissed,
cuddled, pinched and tickled.”
(Jacobs, 1988, cited on p. 111)
“Interactions with babies were characterised by non-verbal
games of showing or giving objects, showing and hiding objects,
calling the baby’s name and rewarding eye contact, pointing out
significant people or things in the environment, and a great deal
of face-to-face stimulation, such as imitation of facial postures
[sic] and vocal play.”
(Jacobs 1988, cited on p. 111)
“During the first six months of their life, Yolngu babies experience
intense social and physical contact with adults and older Yolngu
children but receive very little stimulation from the non-human
environment such as would be gained through playing with objects
or toys. However, contact with winds, changing temperatures,
sounds and smells would be greater than for Balanda (non-
Aboriginal) babies.”
(Harris 1984, cited on p. 111)
“Babies are taken everywhere with the family and they are
carried upright so they can see where they are going and their
surroundings.”
(Waltja Tjutangku Palyapayi 2001, cited on p. 112)
15
16. Reference [Traditionally] babies were fed lying in [a] cradle across the
Hamilton, A 1981, Nature mother’s knee… holding the cradle in this way, the woman
and Nurture: Aboriginal child-
rearing in north-central Arnhem cannot use her arms for other purposes, and this imposes some
Land, Australian Institute of
restrictions on her daily activities. Others often help with
Aboriginal Studies, Canberra
firewood and food.
Region/Group/
Geographical area (p. 29)
North-central Arnhem Land
(Anbarra)
[The baby] is passed around the group and people constantly look
Author at it, placing their faces close and making sounds to it,
Non-Aboriginal
or saying ‘you are my sister’ (or the relevant kinship relation).
If it is fretful it is fed, and if still fretful, rocked and joggled up
and down. Fathers play a very small part in the care of babies
although they may hold them for a while. But in the main the baby
lies on its back in the cradle, over its mother’s knee, surrounded
by the movement and sounds of the camp.
(p. 29)
As the early weeks pass, the infant is more and more often taken
from the cradle to be carried and held in the arms, as it will be
for the next five months or so. Each time one woman hands it to
another it is greeted by a particular gesture. The tip of the tongue
is curled behind the lower teeth and the tongue protrudes, while
the woman looks at the child and moves her head towards it,
making a sound like ‘Nhhhh, Nhhhh’. Any woman or girl passing
is likely to bend down to the child with this gesture, and the baby
seems to respond with a smile very early in life.
(p. 30)
The more time the baby spends out of the cradle, the more
physical stimulus it receives – it is patted, joggled, lightly pinched
and sometimes not so lightly slapped.
(p. 30)
Women do not lose their temper with babies. Needless to say,
no one ever physically abuses an infant by hitting, smacking or
otherwise violently hurting it.
(p. 41)
[While] the mother moves freely about the camp, relatives greet
the baby, handling and petting it. Other children are now able to
maul it with their overenthusiastic, sometimes hostile, kisses, and
the more often a classificatory mother cares for a child, the more
likely is such an ‘assault’ from one of her children.
(p. 31)
16
17. Although many women apart from the mother may care for the
baby, there is no doubt that the real mother is the most important
person in its life. She holds and carries it more often than anyone
else, sleeps next to it and is the only one who feeds it. Although
other women will playfully hold out a breast, they withdraw
the offer if the baby tries to suckle. In an emergency a ‘mother’
would no doubt feed a child. If a hungry baby has been left with
a caretaker she will not offer the breast but instead joggles and
distracts the baby until the mother returns. Kungal (both ‘breast’
and ‘milk’) signifies the mother–child bond and feeding is a ritual
of attachment, not just a way of filling a hungry stomach.
(p. 31)
No young child is weaned unless another sibling is born.
(p. 126)
Babies are always in physical contact with others. Occasionally
a baby falls asleep in its mother’s arms and is put onto a blanket,
but a caretaker is always close by and the mother rarely goes
out of earshot. Consequently, if she needs to leave the camp she
picks the baby up and takes it with her. Babies must snatch sleep
whenever they can and most babies… slept no more than an hour
at a time, and were woken up rather than wailing themselves.
Anbarra children are constantly exposed to all the sights and
sounds of the camp.
(p. 31)
Other than the injunction that babies must never cry, no
stated rules govern their treatment. No one complains at the
inconvenience they cause, and no one ever makes any special
fuss of them.
(p. 37)
No one says very much to babies. People act as if babies were
more responsive to non-semantic sounds than to words, and this
of course is supplemented by a lot of purely physical interaction.
(p. 41)
The apparently lavish attention surrounding babies seems to
be primarily a readiness to satisfy their physical needs. As long
as a baby shows no signs of distress by crying, no one pays
17
18. particular attention to it, unless they feel like playing with
it. It is rocked, cuddled and fed, but its presence is immaterial
to the activities around it.
(p. 41)
Instigating behaviours are: pinching the child, tickling the
child, lifting the child up. Terminating behaviours are: rocking
the child, joggling the child so that it becomes passive and sleeps,
and giving the child to another. Two other behaviours may be
either instigating or terminating, or both… these are kissing
the child on the mouth or body and giving the child the breast.
(p. 43)
Pinching, tickling, rocking, joggling and kissing are used
to distract and entertain.
(p. 44)
I have never observed a young baby crying continuously because
people were so concerned to stop it. No matter what a mother was
doing, she interrupted her activity at a whimper from her baby.
Women never expressed any overt resentment at having their
activities constantly interrupted and never seemed concerned
with persuading a baby to go to sleep so that they could
have time to themselves.
(p. 45)
The infants are subjected to no routines and exist as appendages
to their caretakers’ activities. They receive a high level of
stimulation from other people and relatively little from the non-
human environment. They are held and carried in positions that
foster rapid physical development and [they] are encouraged
to perform activities beyond their physical capabilities… their
contacts with fathers are invariably warm and supportive
[though distant]. The communication directed at [babies/young
children] is most often of a non-verbal nature.
(p. 46)
While the physical interaction with others has prepared [babies]
for [sitting unsupported, crawling and taking a few steps], when
they finally attain them they are given little opportunity to use
them. This applies especially to sitting and crawling since babies
are very rarely left on the ground. The importance of sitting
18
19. unsupported is that the child can now be transported on the
mother’s shoulders.
(p. 48)
Once a child is able to walk alone it is constantly prevented from
doing so by being snatched from the ground and handed back
to its mother. The major concern of adults is to prevent children of
this age from leaving the camp area.
(p. 48)
The lack of concern shown about ordinary ‘dirt’ in connection
with children and babies is [due to the fact that dirt] is merely
accepted as a normal aspect of life and arouses neither positive
nor negative emotions in adults. Indeed this, like most other
Aboriginal child rearing practices, is governed by the principle
of never interfering in a child’s activities until it, or another,
indicates distress. This principle is crucial in understanding
the attitudes towards children and food at this period.
(p. 50)
Babies are all breast-fed at six months and… should still be
breast-fed at eighteen months, preferably much longer.
Women consider breast milk is the most important source
of food throughout this period.
(p. 50)
Once the baby attains a degree of control and mobility it
starts to instigate the feeding process directly… the more
active, demanding children receive a larger amount of breast-
feeding at this age than more passive ones.
(p. 51)
By twelve months, when the baby is beginning to walk, it protests at
being left with anyone [other than the mother], even a completely
familiar grandmother. From twelve to eighteen months the child
demands to go everywhere with the mother and is inconsolable
if she leaves it at all… public opinion [around the camp] is solidly
against a mother who attempts to leave her crying child.
(p. 56)
Children aged six to eighteen months continue to be exposed
to the hurly-burly of camp life around them.
(p. 65)
19
20. Babies continue to be breast-fed but must progressively instigate
the feeding process themselves. They receive bits and pieces of
solid food at the whim of adults until they can effectively solicit
food for themselves.
(p. 65)
Reference After the baby is brought home, it is admired by all and great care
Anson, E 1988, ‘Child is taken during the stage from birth to six months. The people
rearing on Darnley Island:
An Islander’s account’, allowed to hold the baby during this stage are mother, mother’s
Queensland Researcher
sister, and father’s sister and older daughter. Men are afraid to
QJER, vol. 4, issue 2
hold a young baby. Six months to one year is the stage when the
Region/Group/
Geographical area
baby is handled by all except the very small children.
Erub (Darnley Island) (p. 70)
Author
Torres Strait Islander A certain whistle from a certain relation is passed on to the
child. As soon as the baby hears a familiar whistle, he/she gets
so excited to see the familiar face the baby starts to push the
person who is holding him/her.
(p. 70)
From one to two years, they are attached to the mother and
everyone is considered strangers except the immediate family.
The baby keeps a close watch focused on mother. Her every move
is watched and, as soon as she moves away, the baby cries.
(p. 70)
Another issue relating to child rearing is Island adoption.
This is still common today [1988].
(p. 70)
20
21. Reference Aboriginal culture sees babies as individuals – feeding on demand.
Winch, J 1999, ‘Aboriginal
Youth’, New Doctor, (p. 23)
Summer Edition
Region/Group/ Babies are held upright and are usually astride an older person’s
Geographical area hips – they rarely have clicky hips.
General/non-specific
(p. 23)
Author
Aboriginal
Reference Customary ‘adoption’ is a widespread practice that involves
SNAICC 2010, Working and all Torres Strait Islander extended families in some way, either
Walking Together: supporting
family relationship services to as direct participants or as kin to ‘adopted’ children. One of the
work with Aboriginal and Torres
most significant differences in terms of child rearing practices
Strait Islander families and
organisations between Torres Strait Islanders and Aboriginal peoples is
Region/Group/
customary ‘adoption’, which is a feature of Torres Strait
Geographical area Islander communities.
General/non-specific
(p. 26)
Author
Aboriginal organisation
‘Adoption’ takes place between relatives and close friends
where bonds of trust have already been established. Some of
the reasons for the widespread nature of ‘adoption’ include:
• To maintain the family bloodline by adopting (usually)
a male child from a relative. This is linked to the inheritance
of traditional land in the islands.
• To keep the family name by adopting a male child from
a relative or close friend into the family.
• To give a family who cannot have a child due to infertility the
joy of raising a child. A married couple may give a child to either
a single person or another couple. ‘Relinquishment’ is not
restricted to single parents.
• To strengthen alliances and bonds between the two
families concerned.
• To distribute boys and girls more evenly between families
who may only have children of one gender.
• To replace a child who had been adopted out to another
family – this may occur within extended families.
• To replace a child into the family once a woman has left home
so that the grandparents would still have someone to care for.
The most common way for an ‘adoption’ to be arranged is for a
promise to be made while a woman who is pregnant for the child
she is carrying to be adopted by another family on the child’s
21
22. birth. There are other circumstances and customs under which
children are adopted into other families.
(p. 26)
The underlying principle of Torres Strait Islander ‘adoption’ is
that giving birth to a child is not necessarily a reason to be raising
the child. The issue of who rears a child depends on a number of
social factors, and is a matter of individual consideration by the
families involved, (see lists, previous page and below). Children
are never lost to the family of origin, as they are usually placed
with relatives somewhere in the family network.
(pp. 26–7)
The main characteristics of Torres Strait Islander ‘adoption’ are:
• It provides a sense of stability to the social order and is seen
as having a useful social function.
• It is characterised by the notions of reciprocity and obligation
between the families involved.
• It generally occurs within the wider network of the extended
family and carries with it the intention of permanency
• It occurs frequently but can have an element of instability
and fragility sometimes leading to its dissolution.
• The arrangements for the care of the child are usually made
between the birth parent(s) and the receiving parent(s)
during the course of the pregnancy.
(p. 27)
Today, Torres Strait Islanders are seeking greater recognition
of customary practices in child protection policy.
(p. 27)
22
23. Mothers
This section highlights mothering and mothers in Aboriginal
and Torres Strait Islander communities
Reference Generally, Aboriginal children grow up in a close relationship with
Yeo, S 2003, ‘Bonding and their community and various mothers will frequently breastfeed
Attachment of Australian
Aboriginal Children’, Child the infants. These ‘knee babies’ will also seek several other
Abuse Review, vol. 12,
women for nurturance. In Aboriginal communities there is no
pp. 292–304
concept of ‘aunts’, but rather mothers. Children are cared for
Region/Group/
Geographical area
by different women interchangeably and often will be brought
General/non-specific up by women who are not their natural mothers (Ralph 1998).
Author (p. 297)
Non-Aboriginal
In the Northern Territory, children called other women in the
community iliyatjari (mum), and had strong relationships
with them. These womenfolk could be related or unrelated
to the biological parents of the child.
(p. 299)
Reference Amongst the central Australian Aboriginal language groups
Warrki Jarrinjaku ACRS the biological mother’s sisters are also referred to as the child’s
Project Team 2002, Warrki
Jarrinjaku Jintangkamanu mothers. The mother’s sisters have an obligation to support her
Purananjaku – ‘Working
to carry out her daily roles and responsibilities. This may extend
Together Everyone and
Listening’, Aboriginal Child to breastfeeding for her if required and possible. If the biological
Rearing and Associated
Research: A Review of the
mother is absent for a period, it is the duty of her sisters or
Literature, Department mother to take over the responsibility for the children. For
of Family and Community
Services, Canberra
example, the activist and song writer Bob Randall, a child taken
from the Pitjantjatjara community next to Uluru (Ayers Rock) at
Region/Group/
Geographical area
about seven years of age, remembers that he had several mothers,
Australia wide literature and knowing who was his biological mother was never made clear
review instigated by
Waltja Tjutangku Palyapayi
to him or considered important (ABC Message Stick 2000).
Aboriginal Corporation (p. 58)
working with communities
in the central desert region
“If the mother is not well or has to go to hospital with another
Authors
Aboriginal and non-Aboriginal child, other women will look after the remaining children.
23
24. This will usually be her own mother or her sister,”
(Waltja Tjutangku Palyapayi 2001, cited on p. 58)
Mothers carry their babies wherever they go; they don’t stay
home alone with their baby.
(p. 58)
“While the mother is the main carer, grandmothers, aunties and
older siblings share this responsibility and children are carried
around with all of them.”
(Waltja Tjutangku Palyapayi, 2001, cited on p. 58)
“Mothers may report that they keep an eye on the activities
of young children but not obtrusively, since they apparently
do not wish to detract from the child’s sense of independence
or assume a directing role.”
(Kearins 1983, cited on p. 59)
There is a particular pressure on mothers to be totally unselfish
and giving to their children.
(p. 83)
“A mother is required to accede to the demands of her children,
to show generosity, and to avoid being seen to be cross.”
(Brady 1993, cited on p. 83)
Reference Arnhem Land ideology stresses throughout the unity of the
Hamilton, A 1981, Nature sibling group, and although the child’s tie to its ‘real’ mother
and Nurture: Aboriginal child-
rearing in north-central Arnhem is very strong there seems to be a feeling that this should be
Land, Australian Institute of
extended to include her sisters as well. Attachment extends to
Aboriginal Studies, Canberra
the grandmother also – the mother of all ‘mothers’ in the ideal
Region/Group/
Geographical area
system… she takes the baby willingly. Her voice is always gentle
North-central Arnhem Land and she never teases the baby… infants without grandmothers
(Anbarra)
are at a real disadvantage.
Author (p. 34)
Non-Aboriginal
The infancy period then is characterised by care and attention
from a number of women, the development of a close attachment
to those women in the ‘real’ mother’s matri-line, and a strong
dependence on the mother herself.
(p. 35)
24
25. Children under two and a half years are invariably on their
mother’s shoulders, from this position they have a good view
of the landscape… their mothers point out things and places
to them, saying ‘see where uncle speared a kangaroo’, ‘watch
that bee, good honey somewhere’, ‘there is sweet water here’.
(p. 59)
Noticeable in the six to eighteen month period is the increase in
intensity of the mother–child interactions and a corresponding
decrease in the participation of ‘others’ in the child’s care.
(p. 60)
As the Aboriginal child grows older it demands more and more
to stay with the mother, and these demands are always met.
(p. 61)
The mother’s mother, a very important figure for the small child,
is known by her kin term [mununa].
(p. 94)
The fact that the mother’s mother is called by a status term long
before she is called by a name would seem to suggest that the
naming of mother’s sister (and father’s brother) is more than an
accident. This is not merely a matter of familiarity in everyday
life as the mother’s sister is as much concerned with the care
of children as is the mother.
(pp. 94–5)
The Anbarra… have a rigid set of expectations about maternal
conduct, the chief of which is that a mother feeding a child never
leaves it alone to cry.
(p. 132)
Reference The mother’s role is the most important one in child-raising.
Anson, E 1988, ‘Child She sometimes works with the child held against her. If the
rearing on Darnley Island:
An Islander’s account’, child is upset, the baby will only settle down when being
Queensland Researcher
held by the mother.
QJER, vol. 4, issue 2
(p. 69)
Region/Group/
Geographical area
Erub (Darnley Island)
Author
Torres Strait Islander
25
26. Reference “Mother is the word commonly used when a Tiwi Island child is
Davis, R and Dikstein, J 1997, referring to either his biological mother or to any of his biological
‘It Just Doesn’t Fit: The Tiwi
family and the Family Law Act mother’s sisters. The child rearing manifests itself in many ways.
– can the two be reconciled?’,
It is not uncommon for a woman to give her child to one of her
Alternative Law Journal,
vol. 22, no. 2, April sisters to grow the child up.”
Region/Group/ (Fourmile, 1995, cited on p. 64)
Geographical area
Tiwi Islands
Authors
Non-Aboriginal
Reference Often Aboriginal women rear children alone. They do so for many
Bourke, E 1993, ‘The First reasons, including broken relationships, the high mortality rate of
Australians: kinship, family
and identity’, Family Matters, Aboriginal men, and the high proportion of men in prison.
August, no. 35
(p. 5)
Region/Group/
Geographical area
General/non-specific
Author
Aboriginal
Reference In some communities, the mother’s sisters (aunties) are also
SNAICC 2010, Working and considered as the child’s mothers. This practice is very strong
Walking Together: supporting
family relationship services to in some communities. The mother’s cousins are also considered
work with Aboriginal and Torres
sisters in some families and have a role in raising the children.
Strait Islander families and
organisations The relationships, roles and responsibilities of extended family
Region/Group/
members will be different in each family.
Geographical area (p. 23)
General/non-specific
Author The aunties have an obligation to support the mother in the
Aboriginal organisation
raising of her child. The mother is the main carer for the child,
but grandmothers, aunties and older siblings also share the
responsibility for caring for and raising the child.
(pp. 23–4)
26
27. Fathers
Some roles fathers play in the upbringing of Aboriginal and
Torres Strait Islander children are detailed here
Reference Apart from brief and occasional references, the specific role
Warrki Jarrinjaku ACRS of fathers in child rearing is very poorly documented. It is an
Project Team 2002, Warrki
Jarrinjaku Jintangkamanu area that needs to be researched and documented, ideally by
Purananjaku – ‘Working
Indigenous men in communities. It is particularly noticeable for
Together Everyone and
Listening’, Aboriginal its absence as anyone who has spent time in central Australian
Child Rearing and Associated
Research: A Review of the
Aboriginal communities usually notes the close and attentive
Literature, Department involvement that many men have with their young children
of Family and Community
Services, Canberra
and the child rearing process. On the other hand, there also
appears to be a trend towards the absence of fathers through
Region/Group/
Geographical area
preoccupation with alcohol, petrol sniffing, marijuana, gambling,
Australia wide literature illness and, occasionally, enforced removal through jail sentences.
review instigated by
Waltja Tjutangku Palyapayi
The role and also the breakdown of the role of fathers needs
Aboriginal Corporation to be explored more thoroughly.
working with communities
in the central desert region (p. 60)
Authors
Aboriginal and non-Aboriginal “The role of the father in child care is very noticeable among
these [Pitjantjatjara] people; fathers carry their small children
about with them, feed them, talk and sing to them, entertain
them with sand stories and even cook special foods for them,
when they are available. This is in marked contrast to the lack
of involvement in the care of small children in Arnhem Land.”
(Hamilton 1981, cited on p. 61)
[Warlpiri fathers] take children for walks, carrying them
around visiting others… grandfathers can have a very particular
role as ‘boss’ or protector for a child and that they may be asked
to perform certain ceremonies over a baby or child, particularly
if the child is seen to be weak or sick.
(p. 61)
27
28. “Until they are initiated, boys are indulged by their fathers.
During their first three or four years, boys delight in
accompanying their father around the camp, walking hand
in hand with them or rising on their shoulders.”
(Meggitt 1962, cited on p. 61)
While men spend less time with their daughters the relationship
is still characterised by a strong affection which continues
throughout their lives (Meggitt 1962).
(p. 61)
[There is a] gentle and distinct type of teasing that fathers often
engage in with their children, distinct from women’s teasing and
often marked by the telling of ideas or stories. The child listens,
trying hard to determine whether the father is joking or being
serious. This may particularly occur between fathers and sons.
As with a mother’s sisters being referred to as mother, a father’s
brothers will also be referred to as ‘father’ by the child, so a
child may have many fathers, although in some communities,
the term ‘uncle’ has begun to be used.
(p. 61)
“It is the father who sees that the mother attends to the infant’s
needs, and it is common to hear a father berating his wife for
failing to feed a crying child.”
(Hamilton 1981, cited on p. 62)
[Hamilton 1981] also remarks on the father’s lack of verbal
commands to children. She suggests that fathers’ interaction
with infants aged six months to eighteen months consisted of
information giving rather than commands as opposed to mothers
who were more likely to give commands in the form of single
word instructions.
(p. 62)
The father’s role in early child rearing is to see that the mother
is responsible in her role. Others have also observed that a father
tended to take a supervisory role over the mother’s child rearing,
sometimes expressing anger with a mother for castigating a child,
particularly a son (Berndt and Berndt 1988; Meggitt 1962).
(p. 62)
28
29. Reference The father is the only man who has much contact with the
Hamilton, A 1981, Nature small infant, and in day to day action he is warm though somewhat
and Nurture: Aboriginal child-
rearing in north-central Arnhem distant. But when the father is present the teasing or rough-and-
Land, Australian Institute of
tumble to which a child in all-women groups is subjected ceases
Aboriginal Studies, Canberra
immediately. It is the father who sees that the mother attends
Region/Group/
Geographical area
to the infant’s needs.
North-central Arnhem Land (p. 35)
(Anbarra)
Author
Non-Aboriginal
Reference Within the family the husband’s role is making decisions…
Anson, E 1988, ‘Child these are usually told to the family at the tea table.
rearing on Darnley Island:
An Islander’s account’, (p. 68)
Queensland Researcher
QJER, vol. 4, issue 2
The father plays a very small part in a young child’s life. He can
Region/Group/
Geographical area hold the baby for a certain length of time, once the baby wets or
Erub (Darnley Island) dirties his/her pants, he hands the baby back to the mother or a
Author sister to be changed. The father is said to be the busiest person
Torres Strait Islander and seems to be on the move all the time.
(p. 68)
Reference There is not enough recognition or support for men and their role
SNAICC 2004, Indigenous as a parent. Single-parent men stated it was particularly difficult
Parenting Project: Executive
summary for them to be a mother and a father at the same time.
Region/Group/ (p. 22)
Geographical area
General/non-specific
Author
Aboriginal organisation
Reference The father’s main role is as the protector and provider for
SNAICC 2010, Working and the family. The father also has responsibility for maintaining
Walking Together: supporting
family relationship services to discipline as required. Fathers may also indulge their children;
work with Aboriginal and Torres
they will carry their small children about visiting others, feed
Strait Islander families and
organisations them, talk and sing to them and entertain them with stories
Region/Group/
and teasing. The father’s brothers (uncles) play an active and
Geographical area recognised role and are also considered the child’s fathers
General/non-specific
in some communities. While men spend less time with their
Author daughters, the relationship is still strong and affectionate.
Aboriginal organisation
(p. 24)
29
30. Today, the interchangeable roles of fathers and uncles remain
strong in many Aboriginal families, and many fathers and uncles
take time to impart aspects of Aboriginal culture to their boys.
However, it is clear that for many Aboriginal communities, the
traditional roles of men have changed through the effects
of colonisation.
(p. 25)
30
31. Relationships
Some of the patterns of family and kinship systems with
particular reference to the roles these play in growing up
children, are documented in this section
Reference The commonalities that cut across all the various clans who
Yeo, S 2003, ‘Bonding and live in different parts of the Australian continent include having
Attachment of Australian
Aboriginal Children’, Child a complex system of relationships of appropriation. There is
Abuse Review, vol. 12,
a web of reciprocity of obligations and avoidance provisions.
pp. 292–304
Relationships are based… along the lines of parents of children.
Region/group/
Geographical area (p. 298)
General/non-specific
Author Great emphasis on the values of interdependence, group
Non-Aboriginal cohesion, spiritual connectedness, traditional links to the land,
community loyalty and inter-assistance.
(p. 298)
Aboriginal culture inculcates social and emotional closeness
to multiple caregivers and the community at large.
(p. 298)
A child may have multiple caregivers with occasional lengthy
absences from their parents and develop multiple attachments
(p. 299)
The security of an Aboriginal child would be derived from a
network of regular caregivers and acceptance in their community.
Attachment in a network of multiple caregivers… takes on special
significance. The opportunity of forming an enduring affective
relationship with more than one specific person in the community
allows the support and maintenance of the child’s emotional
health throughout their life span.
(p. 299)
Child-rearing… is literally a family and community concern
and is not confined solely to the parents of the child.
(p. 299)
31
32. Reference The details of kinship are complex… kin relationships and the
Warrki Jarrinjaku ACRS associated obligations extend well beyond the immediate family
Project Team 2002, Warrki
Jarrinjaku Jintangkamanu group. Children are always surrounded by a range of people
Purananjaku – ‘Working
who can respond to their needs. For example, a child has several
Together Everyone and
Listening’, Aboriginal Child fathers and mothers. A father’s brother is classified as, and is
Rearing and Associated
Research: A Review of the
called, a father. The mother’s sister is considered to be, and
Literature, Department is known as, a mother (Edwards 1988).
of Family and Community
Services, Canberra (p. 58)
Region/Group/
Geographical area “The small child is able to move out with confidence into
Australia wide literature the larger world, a world where all whom she meets are her
review instigated by
Waltja Tjutangku Palyapayi kin, substitute mothers and fathers, who treat her with
Aboriginal Corporation care and affection.”
working with communities
in the central desert region (Thompson 1983, cited on p. 58)
Authors
Aboriginal and non-Aboriginal The role of the grandmother ranges from that of being
a strong form of support and guidance to parents to having
equal responsibility in the care of children to being the
primary caregivers in place of a child’s parents.
(p. 62)
“For almost the first seven years of our lives my sister…
and I lived with my grandmother. Mum and Nanna shared our
upbringing and Nanna was considered to be ‘Boss’ for us.”
(Ngaaritjan-Kessaris 1994, cited on p. 62)
“Grandmothers usually care for the children when the mother
is away. The grandmother is a key person in teaching the child
a great deal about traditional Aboriginal ways and cultural
business. Young children spend a great deal of time with
their grandparents. Grandmothers share responsibility
for the care of the child with the parent.”
(Waltja Tjutangku Palyapayi, comments by Napurrula 2001, cited on p. 63)
While it is evident that there is much individual variation in
family life in central Australian communities, requiring differing
levels of responsibility by grandmothers, in general grandmothers
are taking on far more responsibility in the area of child rearing
than was traditionally the case.
(p. 63)
32
33. “Many of the [grandmothers] interviewed were caring for little
children, less than three years old… and expressed strong
dissatisfaction with this as a permanent situation, which they
saw as wrong but preferable to other options for the children.”
(NPY Women’s Council 1991, cited on p. 63)
“It is hard for parents to look after their children properly.
Lots of fathers go to town and drink and the mother is left to look
after the children. Some mothers play cards and then the children
walk around feeling lost. They go to their grandparents for help.”
(Waltja Tjutangku Palyapayi 2001, cited on p. 64)
That grandmothers are taking in a major part of the responsibility
in terms of child rearing has implications for the ways in which
children are being reared nowadays. Positive effects could include
that knowledge and practice associated with Tjukurpa, Ngura,
Waltja and Kanyini (Law/Lore/The Dreaming/Dreamtime) are
being passed on strongly to the next generation. Negative effects
for grandparents may include less physical energy, and illness
associated with age, limiting their ability to respond effectively to
the needs of young children.
(p. 64)
“Yolngu people, in spite of a high degree of personal
independence, most often do things in the company
of other people. From about the age of six until death,
the ‘other people’… are very often members of one’s peer group.
These peer group members are frequently same sex siblings
and other actual or classificatory kin.”
(Harris 1984, cited on p. 65)
Relationships and kinship ties are constantly referred to in
interaction with babies and young children. Children are told
the relationship of people around them [so as] to identify who
is in their family and how they are related. This knowledge helps
children to understand the relationship and also to strengthen it.
(p. 71)
33
34. Reference [Children] are masters of their own social world, tolerated and
Hamilton, A 1981, Nature indulged in their demands, with assured place beside a number
and Nurture: Aboriginal child-
rearing in north-central Arnhem of different adults and children to whom they are tied by bonds
Land, Australian Institute of
of kinship, aid and daily interaction.
Aboriginal Studies, Canberra
(p. 84)
Region/Group/
Geographical area
North-central Arnhem Land The peer group is the most important source of daily
(Anbarra)
companionship for the child, and its dynamics are crucial
Author to understanding the social development of the child from
Non-Aboriginal
about two years on. The child’s contact with, and knowledge
of, the world are controlled by its access to local areas through
the peer group and its parents’ visiting patterns.
(p. 73)
The composition of the peer group is not determined by physical
proximity but by membership of kin-linked families in a general
local area. Most women and many men pay a visit at least once
a day, and their children then leave their own group and become
visitors in another.
(p. 73)
Small children of the same age [often] call each other ‘uncle’
and ‘nephew’, ‘mother’ and ‘son’, ‘aunty’ and ‘niece’.
(p. 75)
The system of classificatory kinship, whereby all sisters of one’s
mother are also called ‘mother’, and all brothers of one’s father,
‘father’, tends… to reduce the exclusivity of the categories.
(p. 92)
Reference Islanders defined family to not only include their parents and
Batrouney, T and Soriano, G children but also ‘cousins, uncles, brothers, sisters, wife’s family’
2001, ‘Family for the Future
Project – Buai sei boey wagel: (Mabuiag young mother).
parenting in the Torres Strait
Islands’, Family Matters, (p. 49)
no. 59, Winter
Region/group/ Many households consist of three generations: grandparents,
Geographical area parents and children (Boigu key informant).
Torres Strait Islands (Boigu,
Mabuiag, Warraber, Mer (p. 49)
(Murray Island) and Thursday
Island)
The whole community [is perceived] as family: ‘The whole island’s
Authors
related’ (Warraber young mother).
Non-Aboriginal in
collaboration with community (p. 49)
34
35. The notion of the extended family was basic to an understanding
of Islander culture and, in particular, to parenting values and
practices: ‘The strength of Islander families that I see is
togetherness, you’re not on your own when you need support’
(Mer key informant).
(p. 49)
While the biological parents had particular responsibility for
providing children with a secure and nurturing environment,
responsibilities for discipline matters, for transmitting traditional
values and skills and other cultural practices and for ensuring
continuity of moral precepts and behaviour were seen as
responsibilities that were shared with grandparents, aunts
and uncles from both sides of the family.
(p. 49)
The extended family plays an important role in all aspects
of child rearing (Anson 1988).
(p. 49)
These extensive relationships were highly valued: ‘We have
uncles and aunties and grandfathers all over the place and not
only in Mer – in all Torres Strait’ (Mer male key informant).
(p. 49)
When asked about the particular support they receive from
family… mothers talked about babysitting and care for children
while fathers referred to help with gardening.
(p. 49)
The upbringing of children was shared: ‘My youngest daughter
she calls them [sister-in-law and brother-in-law] mum and dad
as well – she keeps saying she’s got two mothers and fathers’
(Warraber female).
(p. 49)
Children in the islands grow up within a support system that
is quite dense, with each member in the extended family playing
an active, and in some ways unique, role in child development.
Family interaction provides children with the opportunity for
rich and stimulating life experiences.
(p. 50)
35
36. An important characteristic of life on the islands was a strong
sense of community and its contribution to the raising of children.
(p. 50)
The small size of Islander communities where ‘everyone knows
everyone’ also provided assistance in the growing up of children.
‘You’re not worried about your child like people are down south…
I’m not worried about [my child]. She could be running about in
the middle of the village but I know she’s still safe. Even families
that aren’t really direct, like blood, related to me, they would
look after her’ (Boigu young mother).
(p. 50)
Traditionally, members of the extended family had clearly defined
duties and responsibilities in all family matters, including the
“growing up” of children (Cutts, 1996).
(p. 52)
Parents were unanimous in conceiving of ‘family’ as an extended
family including not only parents and children but also grandparents,
cousins, brothers, sisters, and wife’s or husband’s family.
(p. 53)
[There is] mutual assistance and support in the rearing of children;
sharing of activities between generations; and provision of advice
and role modelling for the younger generation [among others].
(p. 53)
Reference I have brought my kids up to have respect for Elders. They know
Longbottom, S 2009, to call them Aunty and Uncle, that’s with anyone, whether they
Interview with Jane Harrison
on 1 July 2009, La Perouse, are his Uncle and Aunty.
Home Interaction Program
for Parents and Youngsters
Region/Group/
Geographical area
Koori
Author
Aboriginal
36
37. Reference The extended family plays an important role in raising children.
Anson, E 1988, ‘Child Mother’s sister looks after the child if the whole family needs to
rearing on Darnley Island:
an Islander’s account’, plant and clear the garden but the father’s sister always cares for
Queensland Researcher
the baby and other siblings when mother goes away to Thursday
QJER, vol. 4, issue 2
Island to give birth to another child.
Region/group/
Geographical area (p. 69)
Erub (Darnley Island)
Author Both the mother’s sister and the father’s sister visit regularly and
Torres Strait Islander have a say in the upbringing of the children.
(p. 69)
The grandparents [on both sides]… also care for the siblings and
the baby during the day but only for short times when the mother
goes shopping. The grandparents visit the house regularly and
have a say in the upbringing of the children.
(p. 69)
Once the child turns three years, he/she joins the peer group but
still seeks mother’s attention. If a child wants something he/she
saw the others with, the child will demand it from the mother,
mother’s sister, or father’s sister.
(p. 70)
Reference It is important to keep track of your Aboriginal family name if you
Hammond, C 2009, Interview have a non-Aboriginal parent. Because more and more people have
with Jane Harrison on 29 May
2009, Newcastle a non-Aboriginal partner, and that Aboriginal name will give you a
Region/ Group/
sense of belonging and identity. That is where our kids get lost and
Geographical area confused about who they are and where they are from... the first
Moree
things we say to someone when we meet them is where you from,
Author and who’s your mob. By doing this it will build a strong relationship
Aboriginal with your kids and their extended family. That’s not to say that kids
forget about their non-Aboriginal name, but if they live or work in
the Aboriginal community, that Aboriginal name can make them
feel a bit more comfortable.
We have a big extended family, so we need to look outside of
family and I think some people will look outside of the Aboriginal
community so they do not connect up with relations, whether it’s
distant or not.
I wanted my boys to have a sense of belonging about where
I am from… who they are connected to, and to have a sense of
belonging in the community. The same applies with their mother,
37
38. and who they are connected to, so when their grandkids are
growing up, they will know who they belong to.
The most important thing was to support family… older one’s
looking after younger ones, that’s just how it is with Aboriginal
families. You look after your mob.
Reference There is no one ‘traditional Indigenous family structure’,
Howard, S 2001, ‘Fathering and while there are commonalities across clans, there are
and Indigenous Families – a
North Queensland community also a range of relationships and behavioural norms specific
partnership’, Paper presented
to different clan groups.
at the Helping Families Change
Conference, Melbourne, (p. 2)
22–24 February
Region/ Group/ [Traditionally] the role of men was clearly defined, as were
Geographical area
North Queensland/general the roles of all members in traditional society. Men were seen
as protectors, providers, leaders and skilled hunters. This afforded
Author
Non-Aboriginal them respect, which was accompanied by the reciprocal obligation
of meeting specific responsibilities.
(p. 2)
Reference Children on the Tiwi Islands are raised in large extended families.
Davis, R and Dikstein, J 1997, Raising children is often referred to ‘growing children up’.
‘It Just Doesn’t Fit: the Tiwi
family and the Family Law Act The parents of a Tiwi child do not have exclusive rights in respect
– can the two be reconciled?’,
of the child.
Alternative Law Journal,
vol. 22, no. 2, April (p. 64)
Region/ Group/
Geographical area The Tiwi Island family comprises a ‘one granny sibling group’.
Tiwi Islands
The family includes all children who share a maternal grandmother.
Authors Child rearing or the ‘growing up’ of a child is not exclusively the
Non-Aboriginal
responsibility of the child’s biological parents. Primarily,… raising
children is the responsibility of the Tiwi women. When a child is
born he or she will have multiple mothers. Great importance is
placed on the relationship between sisters in the Tiwi family who
share between them the responsibility for raising children.
(p. 64)
38
39. If a woman has more children than she can cope with, it is not
uncommon for the woman to give one of the children to a sister
for an indeterminate period of time. The Tiwi child may also be
given to a woman who is not a biological member of the ‘one
granny sibling group’. If a… woman is befriended by a Tiwi family,
and if she has no children, the Tiwi family may give her a child
to grow up. If this occurs the expectation is that the woman will
become part of the Tiwi family. They do not exclude the child
by giving the child to someone to grow up but rather they
give the child as a means by which the person is included into
the family group.
(p. 65)
Children are never given to others to grow up for an indeterminate
period of time. The Tiwi family expects that it can request that the
child be returned to a biological family member at any time.
(p. 65)
“The Tiwi emphasis is never on formal separation or relinquishing
of custody, nor… on exclusive custodial or proprietary rights over
a child… it is premised on the existence of ongoing relationships
in extended familial groups.”
(Christie, 1995, cited on p. 65)
Children can make demands on either their biological mother
or any of his or her other mothers. Children develop a level of
independence. Children are able to locate themselves in any
of the biological mothers’ sisters’ households from a very early
age. It is not uncommon for the children to locate themselves
in several of the extended family households throughout
their respective childhood years.
(p. 65)
Reference The Aboriginal child in the urban setting has a lot to learn from
Winch, J 1999, ‘Aboriginal the family relationships and responsibilities of caring within
Youth’, New Doctor, Summer
edition the extended group. Among this is the importance of attending
Region/Group/
funerals. It is here they learn about the whole extended family
Geographical area and who will not be eligible for partnership when they get older.
General/non-specific
It is probably the one time when all the extended family gets
Author
Aboriginal
39
40. together. Children are included in the family ritual and it is
said that we always meet in sorrow. A series of funerals [may]
keep [a] child away from school.
(p. 23)
Reference Children in Aboriginal families are, in the main, well cared for
Bourke, E 1993, ‘The First and spoilt by all in the immediate group.
Australians: kinship, family
and identity’, Family Matters, (p. 4)
August, no. 35
Region/Group/ Children are the responsibility of the entire family in many cases.
Geographical area
General/non-specific
Many Aboriginal people have been brought up by members of the
family other than their immediate parents.
Author
Aboriginal (p. 5)
Many grandparents carry out the responsibility of growing
up children today. Grandparents are… very important members
of the Aboriginal family unit and are often relied upon to play
a major part in child rearing. This results in children being
encouraged to think family. Some have responsibility at a
very early age for the care of siblings, and as a result they
have a large degree of personal autonomy.
(p. 5)
The family structures of urban and rural Aboriginal people
are… different from those of some more traditionally oriented
groups… Aboriginal families in urban and rural areas have
developed a culture of their own through family, community
and organisation structures.
(p. 6)
Reference Information about children comes mainly from other family
SNAICC 2004, Indigenous and community members within the Indigenous community.
Parenting Project: Executive
summary Community role models such as Elders and other strong
Region/Group/
and resilient parents can be used to model and discuss
Geographical area parenting issues.
General/non-specific
(p. 13)
Author
Aboriginal organisation
Women and men alike [reported] that traditionally men and
women had specific roles in regards to rearing children and that
40
41. these roles had either been eroded or become blurred.
(p. 22)
Family and friends are the main sources for parenting information;
maternal child health nurses, health workers and support workers
are other ‘trusted’ sources for information.
(p. 22)
There needs to be more recognition of the number
of grandparents who are raising their grandchildren.
(p. 31)
Family stories from Aboriginal and Torres Strait Islander
people and communities relating to child rearing were seen
as an important source of parenting information. Family stories
need to be gathered and developed as a culturally relevant
resource to strengthen and restore child rearing practices
and provide positive role models for Indigenous parents
and carers.
(p. 31)
Reference Family is the cornerstone of Aboriginal and Torres Strait Islander
SNAICC 2010, Working and culture, spirituality and identity. As an Aboriginal or Torres Strait
Walking Together: supporting
family relationship services to Islander child grows up, maintaining their connections to family
work with Aboriginal and Torres
and community forms the basis of the development of the child’s
Strait Islander families and
organisations identity as an Aboriginal or Torres Strait Islander person, their
Region/Group/
cultural connectedness and their emerging spirituality.
Geographical area (p. 19)
General/non-specific
Author Aboriginal and Torres Strait Islander families are strong and
Aboriginal organisation
powerful. Family provides important social capital for Aboriginal
and Torres Strait Islander people.
(p. 19)
Those involved in children’s lives, and helping to raise them,
commonly include grandparents, aunts, uncles, cousins, nieces
and nephews, and members of the community who are
considered to be family.
(p. 19)
41