perspectives & theoreis in OSHC

Moll, Amanti and Gonzalez - Funds of Knowledge

Funds of Knowledge (Moll, Amanti & González) helps OSHC educators recognise and build on the rich knowledge, skills, languages, and cultural practices children bring from home and community. In this OSHC-ready module, you’ll learn the core ideas in plain language, hear a creative “voice of the theorists” narrative (educational purpose only), listen to educators plan how to apply the lens, hear an Educational Leader interview on mentoring teams to strengthen partnerships with families, work through a realistic case study, and complete a critical reflection using the Circle of Change (revised) so learning becomes visible in everyday interactions, programming, and belonging.
Format

Online
Module

Author

Belinda Wright

Duration

45 - 60 mins

Price

$49

About the module

Children don’t come to OSHC as blank slates. They bring “funds of knowledge”—everyday expertise and cultural practices shaped by their families and communities: languages, roles and responsibilities, hobbies, trades, traditions, storytelling, foodways, care practices, faith and cultural events, ways of communicating, and ways of being together.

In busy OSHC contexts, it’s easy for educators to focus on what children lack (“doesn’t listen,” “doesn’t join in,” “doesn’t have the skills”). Funds of Knowledge helps teams shift to a strengths-based view: what children already know, value, and can do—and how OSHC can honour and extend that.

This module supports educators to:
  • strengthen belonging by recognising children’s identities and home worlds
  • improve engagement by linking experiences to children’s real lives
  • avoid deficit thinking and tokenistic “cultural days”
  • build respectful partnerships with families (without being intrusive)
  • design programming that is more meaningful, inclusive, and child-centred

Understand Funds of Knowledge

A clear introduction to the concept—what it is, what it looks like in OSHC, and why it strengthens inclusion and engagement.

See it in practice + leadership

Bring the lens to life through a “voice of the theorists” narrative, educator implementation dialogue, a real case study, and an Educational Leader interview on mentoring strengths-based, family-connected practice.

Reflect → improve

Use the Circle of Change (revised): Deconstruct → Confront → Theorise → Think Otherwise, then consolidate in “What have I learnt?” with one next step to trial.

How this module works

This module follows a consistent, educator-friendly structure:
  • Introduction to Moll, Amanti & González + What is Funds of Knowledge?
    Plain-language overview with OSHC examples: home/community expertise, cultural practices, languages, responsibilities, routines, and identity.
  • “Let’s hear from Moll, Amanti & González”
    A short creative narrative where the theorists “speak” to noticing and valuing family/community knowledge in everyday settings (educational purpose only).
  • Educator dialogue: implementing the lens
    A realistic conversation between educators after completing the module—brainstorming how to:
    - notice children’s funds of knowledge through play, talk, and routines
    - ask respectful questions and build relationships with families
    - design experiences that connect to children’s real interests and home worlds
    - avoid tokenistic “culture as theme day” approaches
    - document learning and belonging in strengths-based language
  • Interview: Educational Leader perspective
    A grounded interview focused on:
    - how an Educational Leader mentors teams to notice strengths and avoid deficit stories
    - how to create simple, respectful ways to learn from families (without “extracting”)
    - how to weave funds of knowledge into programming and environment choices
    - how to support team consistency in inclusive language and documentation
  • OSHC case study: funds of knowledge in action
    A realistic scenario where a child’s engagement shifts when educators recognise and build on their strengths (e.g., a child who seems “disruptive” becomes a leader in a cooking/maker project; a quiet child connects through language, music, or storytelling; a new family’s routines shape transitions). Learners practise noticing, responding, and planning next steps.
  • Critical reflection (Circle of Change – revised)
    Deconstruct → Confront → Theorise → Think Otherwise to examine assumptions (e.g., “families don’t care,” “they don’t value learning,” “they don’t participate”) and redesign more respectful, strengths-based practice.
  • What have I learnt?
    A short consolidation step to name key takeaways and commit to one practical change to trial.
Empty space, drag to resize
The “Let’s hear from…” section is a creative narrative designed for educator learning and is not a direct quote from published works.

What educators will be able to do after this module

Educators who complete this module will be better able to:
  • Notice and name children’s strengths, languages, and community knowledge
  • Increase engagement by connecting experiences to children’s real lives
  • Strengthen belonging by reflecting diverse identities in the environment and program
  • Build respectful family partnerships through curiosity and relationship (not judgement)
  • Reduce deficit-based documentation and replace it with strengths-based observations
  • Support team consistency using shared language and practical strategies

Who this module is for

  • OSHC educators wanting practical strategies for inclusion, engagement, and strengths-based practice
  • Educational Leaders / service leaders mentoring teams to build meaningful family partnerships and inclusive program design
If you want to move from deficit stories to strengths-based belonging, this module will help.

Belinda Wright

Founder | Director of Learning | OSHCologist | Researcher

I’m Belinda Wright—an OSHC practitioner, leader, and learning designer with almost two decades in the sector. I’ve completed a Graduate Certificate in Education (Learning & Leadership) and I’m currently completing a Master of Education (Learning & Leadership), with research focused on educational leadership in OSHC. This course is designed to make theory practical—so educators can use it to deepen observations, strengthen pedagogy, and improve everyday practice.