Full reference: Ba Akhlagh. S. and Yamada, M. (2025). Shared cultural responsiveness teaching strategies for early childhood educators: Insights from Japanese and Australian researchers. NZ International Research in Early Childhood Education Journal, 27, pp. 17-30.
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ABSTRACT:
The global movement of migrants and refugees presents significant challenges for host countries, particularly in providing equitable and inclusive education for children. Nations such as Australia and Japan have become safe destinations, yet the extent to which they are prepared to facilitate culturally responsive early childhood education varies. This paper presents research-based strategies, developed by two researchers in Australia and Japan, that have proven to be practical and helpful for educators, supporting children from cultural and linguistic diverse (CALD) backgrounds in Australia. These strategies, currently offered to educators in Australia, are planned for implementation among Japanese early childhood educators from 2026. Drawing on shared expertise from both countries, the approach fosters mutual learning and adaptation, aiming to inspire educators worldwide to contextualise and apply these evidence-informed practices within their own early childhood education settings.
Key words: Cultural responsiveness, educators, cross-cultural early childhood education teaching strategies, professional learning.
