The Culturally Safe Approach (CSA) for Health and Development Checks (HDC) is a self-paced guide for early childhood education and care (ECEC) services receiving an HDC visit.

These resources and reflections will support services in fostering a culturally safe and inclusive environment for Aboriginal and Torres Strait Islander families, ensuring every child in NSW can get the best start to life and learning.

The HDC Culturally Safe Approach resources

These are designed to:

• guide, develop, maintain and improve cultural safety relevant to the HDC in ECEC program
• encourage culturally safe approaches and environments for delivering the HDC in ECEC program.

Using the resources

Use these 5 reflections to consider current practices and learning environments that will help create a culturally safe approach to HDC.

1. How can we provide a culturally safe environment to support Aboriginal and/or Torres Strait Islander children taking part in the HDC in our service?
2. How can our service build meaningful relationships with Aboriginal and/or Torres Strait Islander families before, during and after the check?
3. How can our service authentically engage with families to assist with decision-making following the check?
4. How can our service embed a trauma informed lens and build on historical knowledge to address specific needs of Aboriginal and/or Torres Strait Islander children and families?
5. How can our service locate our nearest Aboriginal Medical Service (AMS) to establish a support network for families?
   

Resources

For each reflection, explore the resources to help build capability and confidently respond to the question. There are 3 categories of resources provided:

• Key resources provide the baseline learning recommended to ensure Aboriginal and Torres Strait Islander children and families are culturally safe and supported throughout a HDC.
• Recommended resources extend on the baseline learning to further develop capability in building, maintaining and improving cultural safety.
• Further learning may be helpful depending on your service and learning journey.

Providing a culturally safe service is a complex and ongoing practice. Engaging with each resource may look different depending on the service type. ECEC professionals are encouraged to work individually or in a group setting, such as during a staff meeting, to discuss and reflect on the learning.

Aligning with the Early Years Learning Framework

The Early Years Learning Framework (EYLF) promotes culturally safe practices that respect and support the cultural identities and wellbeing of Aboriginal and/or Torres Strait Islander children and families.

The planning template will support services to reflect on current practice and set goals to build cultural safety for Aboriginal and Torres Strait Islander children and families participating in HDC. The template follows the Early Years Learning Framework Planning Cycle and goals may be included in a service’s Quality Improvement Plan under Quality Area 6 – Collaborative partnerships with families and communities.

EYLF Principle: Aboriginal and/or Torres Strait Islander perspectives

The EYLF highlights the importance of embedding Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum and recognising, respecting and protecting the rights, culture and traditions of Aboriginal and/or Torres Strait Islander people.

EYLF Practice: Cultural responsiveness

Being culturally responsive includes a genuine commitment to embed Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum (EYLF, 2022).

The EYLF recognises all educators have a responsibility to create culturally safe places.

The HDC Culturally Safe Approach aims to support services in creating a culturally safe place for HDC to be delivered, as well as to build meaningful relationships with Aboriginal and/or Torres Strait Islander communities and organisations.

• Build knowledge
  • ECEC professionals learn what a culturally safe service is and build an understanding of how culturally safe services can improve increased access to ECEC services for Aboriginal and/or Torres Strait Islander families.
• Embed into practice
  • ECEC professionals feel confident in embedding a culturally safe approach before, during, and after a HDC visit and are provided information about local Aboriginal Medical Services to ensure continuity of care following the check.
• Improve outcomes
  • Culturally safe ECEC services support Aboriginal and Torres Strait Islander families to feel comfortable participating in HDC, resulting in more children receiving this important check.

Implementing the CSA Reflective Toolkit

1. Providing a culturally safe environment to support Aboriginal and/or Torres Strait Islander children and families participating in HDC.

Creating an environment where families feel safe to express health and development concerns without judgment is crucial to achieving positive outcomes for children. Physical space and the attitudes and behaviors of staff is what makes the service welcoming.

ECEC services play a vital role in creating a culturally safe environment. Through building knowledge of culturally safe practices, staff are empowered to advocate for Aboriginal and/or Torres Strait Islander children and families, not only supporting these children in their developmental journey but also contributing to Closing the Gap targets.

The resources below will assist services to:

• build understanding of what a ‘culturally safe service’ means
• build understanding of why this is important for the delivery of HDC in your service.

Note: Training courses require a free Emerging Minds Learning account. Progress can be saved to complete the course over time.

For further support in creating a Culturally Safe Approach to HDC, contact earlychildhooddevelopment@det.nsw.edu.au.

2. Building meaningful relationships with Aboriginal and Torres Strait Islander families before, during and after the check.

Building relationships is essential for supporting Aboriginal and Torres Strait Islander children and their families. It builds trust and fosters collaboration. Prioritising relationship-building has a lasting impact that supports holistic well-being, health, and development.

The resources below will assist services to:

• learn about the importance of relationship-building with Aboriginal and Torres Strait Islander families
• understand how partnership can support better outcomes for children and families.

3. Authentically engage with families to assist with decision-making following the HDC

Authentically engaging with Aboriginal and Torres Strait Islander families supports informed decisions about a child's care following their HDC. Supporting transitions across services will ensure continuous, coordinated and culturally responsive care. Building strong relationships in a culturally safe environment increases participation in HDC, fostering trust, partnership, and empowerment for better community bonds.

The resources below will assist services to:

• foster an environment of open conversation and active listening to genuinely understand family priorities and concerns regarding their child's health and care
• facilitate collaborative decision-making with families, ensuring they have clear and comprehensive information to make informed choices about health services and treatments.

4. Adapting ECEC practices through a trauma-informed lens and building on historical knowledge to address the specific needs of Aboriginal and/or Torres Strait Islander children and families

Trauma-informed approaches are based on a deep understanding of trauma and its impact on individuals, families and communities, respecting and drawing on Aboriginal knowledge and culture. This is critical to avoid misunderstandings and disengagement and is best implemented through consultation with the community to understand any issues or trauma in that community.

A trauma-informed lens ensures services are sensitive to the needs of those who have experienced trauma and promotes a safe and supportive environment that facilitates healing, empowerment, and improved outcomes.

The EYLF defines trauma-informed practice as responsive practice made possible by awareness of the impact of trauma on children’s learning, development and wellbeing. This includes recognising the signs and symptoms of trauma in children, responding by making places and relationships feel safe and supportive to children, and helping children to develop their capacity for emotional regulation.

The resources below will assist services to:

• understand trauma-informed practice
• build knowledge in how teaching practice can be adapted through embedding a trauma-informed lens.

5. Working with an Aboriginal Medical Service (AMS) to establish an ongoing partnership and support network for families

Aboriginal Medical Services take a holistic approach to health that integrates physical, social, emotional, and spiritual aspects. Becoming familiar with local support services and Aboriginal Medical Services will ensure culturally safe referral pathways and continuity of care for Aboriginal children and families following a HDC.

Locate a local AMS to discuss what services are available for Aboriginal families and connect with other Aboriginal organisations to expand the support network. See recommended resources for more information.

Setting goals for your service

Services can use the planning template (PDF 52KB) to consider this learning and set goals. For further support in creating a Culturally Safe Approach to HDC, contact earlychildhooddevelopment@det.nsw.edu.au.