CHCECE001_CHCDIV002_Theory Tasks_v8.pdf - CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and\/or Torres Strait Islander cultural

CHCECE001_CHCDIV002_Theory Tasks_v8.pdf - CHCECE001 Develop...

This preview shows page 1 out of 59 pages.

Unformatted text preview: CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Assessment Cover Sheet THEORY ASSESSMENT TASK Qualification Code CHC30113 CHC50113 Qualification Title CHCDIV002 Unit Title Unit Code CHCECE001 Student Name Certificate III in Early Childhood Education and Care / Diploma of Early Childhood Education and Care Promote Aboriginal and/or Torres Strait Islander cultural safety Develop Cultural Competence Meenakshi Pareek Student’s Declaration: I certify that this assignment is my own work based on my personal study and/or research. I also certify that I have not accessed any other student’s work, either electronically or written to complete this assignment. I have not copied in part or whole or otherwise plagiarised the work of other students. Further, I understand that the copying of practical reports and other work from students constitutes plagiarism. I confirm that if I am identified as cheating or plagiarising I will receive NC. I understand that I will receive NC, if my result is not satisfactory in any of the above assessments tasks. Student Signature Digitally signed by Meenakshi Pareek Date: 2020.06.25 16:48:35 +10'00' 26/06/2020 Date Assessor Report Assessment Task Satisfactory Not Satisfactory Date / Theory Assessment Task Signature / 1 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks 2 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks CHCECE001 Develop cultural competence CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Theory Assessment Task Unit Purpose This unit co-assesses CHCECE001 and CHCDIV002. The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the knowledge and skills required to enable you to work with Aboriginal and Torres Strait Islander people, including identifying cultural safety issues in the workplace, modelling cultural safety in your own work practices and developing strategies to enhance cultural safety. The assessment tasks also provide you with the opportunity to demonstrate evidence of the required knowledge and skills to address duty of care requirements as well as work within an ethical framework, and apply relevant legislation, policies and procedures in responding to children and young people. Elements – CHCECE001 Develop cultural competence The following elements define the essential outcomes of this unit: Element 1 Reflect on own cultural identity and biases Element 2 Identify and develop cultural competency Element 3 Research Aboriginal and/or Torres Strait Islander communities Element 4 Support individual cultural identities Element 5 Create environments to support children’s cross-cultural understanding and relationships Element 6 Support the implementation of inclusive learning experiences Element 7 Support children in developing confidence and strength in personal and cultural identity 3 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Elements – CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety The following elements define the essential outcomes of this unit: Element 1 Identify cultural safety issues in the workplace Element 2 Model cultural safety in own work Element 3 Develop strategies for improved cultural safety Element 4 Evaluate cultural safety strategies Assessment Requirements 001: Cultural Competence 002: Cultural Identity and Bias 003: Aboriginal and/or Torres Strait Islander Cultural Identity 004: Aboriginal and/or Torres Strait Islander Cultural Realities 005: Inclusion in the Workplace 006: Communicate Effectively 007: Anti-Bias 4 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Authenticity Requirements Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: Presenting any work by another individual as one's own intentionally or unintentionally Handing in work copied from another student. Presenting the work of another individual or group as their own work. Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet. You must PRINT AND SIGN this document Student Declaration You must sign your completed tasks and acknowledge the authenticity of your work prior to submission. I understand my responsibility to provide assessment responses with my own materials and thoughts, except where specifically acknowledged or taken from other sources. The material contained in these tasks is my own work. I understand that at any time if it is shown, that in an assessment task, a student has significantly misrepresented material, any assessment outcome awarded to that student on the basis of this material may be revoked including any qualification outcomes and/ or statement of attainment Name: Meenakshi Pareek Signature: Digitally signed by Meenakshi Pareek Date: 2020.06.25 16:47:29 +10'00' Date: 26/06/2020 5 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Assessment Instructions Students are required to complete a range of assessment tasks throughout the training period to demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service. Workplace supervisors must authenticate these tasks have been completed, under supervision and to an acceptable workplace standard for organisation policies and procedures. Attempting assessment tasks Students are required to provide appropriate responses to the indicated questions for each task. Assessment Outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will provide the student with feedback and guidance regarding what needs to be completed for resubmission. Student Appeals Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding in dispute. Appeals must be lodged within 28 days of the decision or finding. 6 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Core Documents Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. Code of Ethics. (2016). Early Childhood Australia. Retrieved from: ‐content/uploads/2016/07/ECA‐COE‐ Brochure‐2016.pdf Additional Readings for this Unit Aboriginal and Torres Strait Islander Children’s Cultural Needs. (2012). SNAICC. Retrieved from: (Accessed January 2018) Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing. (2005). Commonwealth of Australia. Response ability. Retrieved from: (Accessed January 2018) Australia – A national overview. Bringing Them Home. Australian Human Rights Commission. (2010). Retrieved from: vidual%20resources%20and%20activities/10_RS_Australia_overview.pdf (Accessed January 2018) Becoming culturally competent – ideas that support practice. (2013). NQS PLP e-Newsletter No. 65. Retrieved from: (Accessed January 2018). Cultural Connections Booklet. (2009). Child Australia. Professional Support Coordinator. Northern Territory. Retrieved from: (Accessed January 2018). Difference between Aboriginal and Torres Strait Islanders. (2011). Retrieved from: (Accessed January 2018). Diversity and children’s mental health. (n.d.). Kids Matter. Information for families and early childhood educators. Component 1 – Creating a sense of community. Australian Government Department of Health and Ageing. Retrieved from: 7 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks sity%20and%20Children%27s%20Mental%20Health.pdf (Accessed January 2018). Planning for a Multicultural Child Care Environment Checklist. (2012). Inclusive Directions. Retrieved from (Accessed January 2018). Protocols: Communicating with Aboriginal and Torres Strait Islander People. Adapted from: Communicating Positively. A guide to appropriate Aboriginal terminology (2004). NSW Department of Health North Sydney. Retrieved from: (Accessed January 2018). Understanding Culture. (2005). Zion, S., Kozleski, E., & Fulton, M. National Institute for Urban School Improvement. Retrieved from: (Accessed January 2018) Using Translating and Interpreting Services in Early Childhood Services. (2011). Diversity in Practice. Tip Sheet 4. Retrieved from: (January 2018) Welcoming conversations with culturally and linguistically diverse families – An Educators Guide. (2012). Child Australia. IPSP. Retrieved from: (Accessed January 2018) What is cultural safety? (2012). SNAICC. Retrieved from: (Accessed January 2018) Working with Aboriginal People and Communities – A Practice Resource. (2009). NSW Department of Community Services. Ashfield, NSW. Retrieved from: .pdf (Accessed January 2018) Recommended Websites NAIDOC: National Aboriginal and Torres Strait Islander Children’s Day: Timeanddate.com: 8 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks 001 Cultural Competence CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/ or Torres Strait Islander cultural safety CHCECE001 Develop cultural competence Element 1 Reflect on own cultural identity and biases Element 2 Identify and develop cultural competency Element 3 Research Aboriginal and/or Torres Strait Islander communities Element 4 Support individual cultural identities Element 5 Create environments to support children’s cross-cultural understanding and relationships Element 6 Support the implementation of inclusive learning experiences Element 7 Support children in developing confidence and strength in personal and cultural identity Performance Evidence Knowledge Evidence CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Element 1 Identify cultural safety issues in the workplace Element 2 Model cultural safety in own work Element 3 Develop strategies for improved cultural safety Knowledge Evidence Question 1 To complete this task refer to your reading: Becoming culturally competent – ideas that support practice. a) List the guiding principles of the National Quality Framework (NQF), making explicit attention to diversity as a matter of principle, policy and action. The guiding principles of the NQF are explicit and require services to attend to diversity as a matter of principle, policy and action: 1. The rights and best interests of the child are paramount. 2. Children are successful, competent and capable learners. 3. Equity, inclusion and diversity underpin the Framework. 4. Australia’s Aboriginal and Torres Strait Islander cultures are valued. 5. The role of parents and families is respected and supported. 6. Best practice is expected in the provision of education and care services. 9 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks b) How is cultural competence defined in the Early Years Learning Framework (EYLF)? The EYLF defines cultural competence as ‘the ability to understand,communicate with, and effectively interact with people across cultures and explains that cultural competence is our capacity to: * be aware of our own world view * develop positive attitudes towards cultural differences * gain knowledge of different cultural practices and world views * develop skills for communication and interaction across cultures. c) What is considered to be the most important reason to pay attention to cultural competence? the most important reason to pay attention to cultural competence is that, by knowing more about and respecting our varied cultural ways of being, we create children’s services that welcome everyone, build a sense of belonging for all, and equip all children to live well with diversity. Question 2 To complete this task refer to (pp. 7 & 13) of your reading: a) Belonging, Being and Becoming: The Early Years Learning Framework for Australia. List the three key words used in the EYLF that reflect support children’s cultural identity and relationships within the family. Three keywords are belonging, being and becoming, defined below: Belonging: acknowledges children's interdependence with others and the basis of relationships in defining identity. Being: recongnises the significance of the here and now in children's lives. Becoming: reflects the process of rapid and significant change that occurs in the early years as young children learn and grow. 10 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks b) How is respecting diversity explained in the EYLF? Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families. Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They value children’s different capacities and abilities and respect differences in families’ home lives. c) What curriculum decisions are made by educators to uphold diversity? Educators make curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives. Question 3 To complete this task refer to your reading: Diversity and children’s mental health. List six ways educators can promote respect for diversity. Following can be six ways: * provide opportunities for children to listen to people from a range of backgrounds and their perspectives * respect individual differences and acknowledge that membership of a particular group doesn’t mean everyone from that group has the same values, beliefs, rituals and needs * promote and model inclusive behaviour – such as having notices or information available in a number of relevant languages for families * expand children’s awareness of difference through social events, books, songs or play materials * research biographical stories of local people and people from around the world and introduce these stories to children * encourage children to recognise and appreciate people for the things that make them unique and special * encourage children to view differences as something that makes a person interesting 11 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks Question 4 To complete this task refer to (pp. 7 – 18) of your reading: Welcoming conversations with culturally and linguistically diverse families – An Educators Guide. a) What four strategies can educators use to create a welcoming space for families with English as a second language when they first enter the service? Following can be four strategies: • display greeting messages in different languages, including the languages of children in care • use books, games and music that reflect cultural diversity and include the backgrounds of all children in care • provide and share food from diverse cultures, including those represented in the care environment. • encouraging children to bring culturally significant items to show and talk about with others. b) List six visual aids and/or communication strategies that could be used to build relationships with families, for whom English is a second language, during the orientation process at the service. Following can be communication strategies: * names are used correctly. In some cultures it is considered impolite for a child to correct an adult, so it is important that carers ask about names and titles, and ensure they are correct * families are invited to meet carers at a suitable, mutually agreed upon time. * families are acknowledged as the experts on their child and asked about special interests, abilities, routines and needs. * families are asked about arrangements for their child’s sleep, toileting and clothing. In the early period of care, it might be helpful for carers to compromise on their usual arrangements to ease the transition. * parents are invited to ask questions and have their concerns respectfully addressed. *an interpreter is used where there are language differences that may limit communication. 12 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks c) Provide three strategies that can be used to assist families to work in partnership with the service? Three strategies can be: • Ask families to teach few key words and phrases in their first language and record how they pronounce these words and phrases. • Ask families to record one or two songs or stories in their home language that you can play for their child during the day • Use a visual routine to talk about times of the day and different parts of the routine to see where there may be family or cultural practices that need to be taken into account d) List six ways educators could encourage children to explore other cultures in the outdoor play environment. Following can be done by the educator: * Have music from other cultures for children to listen to. * Provide world globes or atlases for children’s use to inspire conversation about other places * Laminate culturally diverse art work, pictures and images for outside use * Grow plants, fruit or vegetables including some from the home countries of the children and families in your setting * Provide a quiet area for children with cushions covered with culturally diverse images or textured fabrics * Copy images of buildings and different homes from around the world and paste them on cardboard boxes for children to discover. 13 Early Childhood Education and Care. © ICCC Resources v8 CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks e) Give three reasons why it is particularly important to talk to families for whom English is a second language about the service’s sleep an...
View Full Document

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture