Performing Arts in Early Childhood: Inclusive and Multicultural Practices by Nikk Jindal

nikkjindal — 2025-10-14 15:30:14 UTC

I acknowledge the Traditional Custodians of the land on which we live, learn, and play.
I pay my respects to Elders past, present, and emerging, and recognise their continuing connection to Country, culture, and community.
I honour Aboriginal and Torres Strait Islander peoples as the first storytellers, artists, and performers of this land, and value their knowledge in inspiring creativity and belonging in early childhood education.

nikkjindal — 2025-10-14 15:34:09 UTC

All drama, music, dance and movement activities help to nurture imagination skills, communication skills and belongingness of the child. A variety of multisensory arts-based resources accessible to all multilingual, multicultural, diverse students, designed to support arts engagement. Through any performative act, children can express their ideas regardless of language, ability or culture, demonstrating that performing arts are certainly a universal language. Thus, each resource demonstrates this idea.

The collection includes theoretical and practical elements aligned with the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS). All the learning experiences presented here are underpinned by principles of equity, cultural competence and respect for diversity. Educators can foster both self-expression and a sense of community by embedding performing arts within everyday practice.

nikkjindal — 2025-10-14 15:47:02 UTC

Description:

Michael Rosen’s classic picture book is adapted into a learn-to-read interactive drama experience. A mouse walks through grass, mud, and a river while pretending to be eaten by bigger and bigger animals in this fun story.

Justification:

Language development, memory and symbolic thinking are supported with story drama. Every child can join in the fun even if they’re not verbally fluent. Multilingual learners and children with additional needs can engage through gesture and rhythm. The shared storytelling process builds belonging, collaboration, and alignment with principles of inclusive early learning.

APA Reference:
Rosen, M. (1989). We’re Going on a Bear Hunt. Walker Books.

nikkjindal — 2025-10-14 15:49:42 UTC

Description:
This resource uses puppets that represent various cultures and languages (greeting words, clothing, etc). Teachers as well as children enact short impromptu performances where characters greet each other and share songs or customs reflective of their backgrounds.

Justification

Puppet play is beneficial for SEL and multilingualism. Each child's language and culture is validated which helps in equity and belonging. The use of more than one interactive method enhances the use of verbal non-verbal communication and is in line with ACECQA organizing using the principle of Relationships and Respecting Diversity.

Reference

ACECQA. (2022). National Quality Standard: Quality Area 5 – Relationships with Children.

nikkjindal — 2025-10-14 15:52:44 UTC

Description:
Teachers will read Jenny Sue Kostecki-Shaw’s picture book and get children to role play different scenes where two pen pals discover similarities and differences in their lives. Kids can use makeup, gestures, and simple dialogue.

Justification:

This resource helps people understand other cultures. The story dramatically illustrates how kids can personally relate to the themes of diversity, equity, global citizenship. It follows the inclusive pedagogies that affirm identity, belonging and respect for cultural differences.

APA Reference:
Kostecki-Shaw, J. S. (2011). Same, Same but Different. Henry Holt and Company.

nikkjindal — 2025-10-14 16:08:38 UTC

Description:
A nursery song that is traditional French that is sung in French and English. Teachers use a repetition with actions for the music to help with rhythm and language.

Justification:

This resource that is in two languages promotes phonemic awareness, appreciation of language, and cognitive flexibility. Children who learn to sing in various languages become more tolerant of cultural differences. This helps multilingual students take part in different activities meaningfully and is aligned with the principles and values of inclusive multicultural practice.

APA Reference:
Traditional French Song. (n.d.). Frère Jacques.

nikkjindal — 2025-10-14 16:44:49 UTC

Description:
Indian tabla percussion patterns are repeatedly listened to and imitated by children. They will use simple drums or tap their hands to explore tempo, repetition and coordination, and learn about Indian music.

Justification:

Resource helps to appreciate other cultures and feel the beat The use of non-Western instruments cultivates curiosity and respect. Through hands-on experiences and sounds, children who prefer the sense of touch or sound, or communication in other ways, can also benefit.

APA Reference:
Saregama. (2022). Indian Rhythms for Kids.

nikkjindal — 2025-10-14 17:53:45 UTC

Description:

We would love to hear any songs, rhymes or lullabies from your culture. During group time, children take turns performing or listening while supported by translated lyrics or gestures.

Justification:

This strategy cultivates community relationships and respects the dialects of children. It recognizes families as co-educators, allowing them to belong as joint music makers through culturally responsive pedagogy.

APA Reference:
ACECQA. (2022). National Quality Standard: Quality Area 6 – Collaborative Partnerships with Families

nikkjindal — 2025-10-14 17:54:25 UTC

Description:
An islander song and dance performed in a circle representing connection to the sea and Country. Teachers provide the signs with cultural sensitivity and contextual background.

Justification:

This resource recognizes First Nations heritage and incorporates reconciliation into practice. Moving helps with body coordination while dancing helps children learn about Australia’s Indigenous history.

APA Reference:
Torres Strait Islander Traditional. (n.d.). Taba Naba. ABC Education.

nikkjindal — 2025-10-14 17:56:59 UTC

Description:
A game that is suitable for all players and uses different music from different cultures like Latin, African and Asian. When the music stops, children freeze in creative poses.

Justification:

The game encourages children to enjoy dancing and to learn about music traditions from around the world. It permits participation for everyone with all physical ability to compete in the performing arts.

APA Reference:
BBC. (2021). Move and Freeze Global Playlist.

nikkjindal — 2025-10-14 18:02:42 UTC

Description:
Children use vibrant scarves to dance to music ranging from classical to contemporary to cultural. They interpret the tempo and flow of the music through their movements, expressing the emotion of the music.

Justification:

Scarf movement bridges sensory and emotional learning. This is an inclusive environment for children with additional needs, promoting coordination and creativity. Combining songs from many cultures boosts multicultural appreciation.

APA Reference:
Gibson, R. (2020). Creative Arts in Early Childhood Education. Routledge

nikkjindal — 2025-10-14 18:08:02 UTC

Description:
Children sing and do actions together in this round song from Australia. The actions show the words. Like copying a kookaburra’s laugh or “sitting” in a “gum tree”.

Justification:

Mixing movenment with music helps boost coordination and togetherness. The song strengthens Australian identity while encouraging children to share national symbols in an inclusive and light-hearted way.

APA Reference:
Cowan, M. (1932). Kookaburra Sits in the Old Gum Tree. Australian Music Archives.