policies Practice of respecting diversity of culture curriculum Celebrating

Policies practice of respecting diversity of culture

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policies Practice of respecting diversity of culture curriculum Celebrating different important culture 4) How could an ECEC service include and implement culturally appropriate experiences with children and families? Give 2 examples and link these to the specific outcomes of the relevant approved learning framework (EYLF - Belonging, Being & Becoming). Service has provide a map along with their own country highlight which help them to know their own country and also service have make some posture where they put the photos of different cultural dressed and some historical place of their own country. Page 7 of 12 CHCECE001 Develop cultural competency CHCDIV001 Work with diverse people CHCDIV002 Promote Aboriginal and/pr Torres Strait Islander cultural safety, V7 January 2016
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Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners. Ask the children in group about different cultures and festivals which they celebrate on their own culture where educators help them to celebrate involving all children’s of different culture. We can then help in celebrating these festivals such as Chinese New Year, Diwali, Saint Patricks Day, Christmas, Easter and so on by closely following their traditions such as the food they may eat, the dances they may do etc. – Outcome 1: Children have a strong sense of identity. Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners. 5) Identify and describe which of the National Quality Standards and elements that are linked to working towards cultural competence. Standard 1.1 an approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, and confidence as learners and effectiveness as communicators. Element 1.1.2 each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. Element 1.1.3 the program, including routines, is organised in ways that maximise opportunities for each child’s learning. Element 1.1.4 the documentation about each child’s program and progress is available to families. Element 1.1.5 every child is supported to participate in the program. Element 1.1.6 each child’s agency is promoted, enabling them to make choices and decisions and to influence events and their world. PART E For this part of the assessment, you are required to find out more about the needs and services available to Aboriginal and/or Torres Strait Islander people based on research and your experience in an ECEC service.
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