CHCECE001/CHCDIV002: Develop Cultural Competence – Promote Aboriginal – Torres Strait Islander – Child Care Assignment Help
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.
Kearns, K. (2014). The Big Picture: Working in Early Childhood Education and Care Series (3rd ed.). Victoria: Cengage Learning Australia.
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. (2014). Early Childhood Australia.
Question 1 :Becoming culturally competent – ideas that support practice.
List the guiding principles of the National Quality Framework (NQF) making explicit attention to diversity as a matter of principle, policy and action.
How is cultural competence defined in the Early Years Learning Framework (EYLF)?
What is considered to be the most important reason to pay attention to cultural competence?
Question 2: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.
How is respecting diversity explained in the EYLF?
What curriculum decisions are made by educators to uphold diversity?
Question 3:Diversity and children’s mental health.
List six ways educators can promote respect for diversity.
Question 4:Welcoming conversations with culturally and linguistically diverse families – An Educators Guide.
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?
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
Provide three strategies that can be used to assist families to work in partnership with the
List six ways educators could encourage children to explore other cultures in the outdoor
Give three reasons why it is particularly important to talk to families for whom English is a
second language about the service’s sleep and rest routines (including SIDS sleeping
Question 5:Cultural Connections Booklet.
Identify eight practical tips educators may consider when working with families for whom English is
a second language.
Cultural Identity and Bias
How is culture defined by the National Centre for Cultural Competence?
Describe the meaning stereotyping in relation to culture?
Write up to five words to describe your self-identity – choose words that reflect who you are –your self-dimension, your cultural beliefs and values.
Describe one value that you hold as an adult that can be directly attributed to your upbringing. Reflect and comment on why this value has stayed with you into adulthood.
Describe your best personal attribute. Now describe how this attribute contributes to your
Describe a tradition or ritual that is practiced by you and/or your family. Reflect on the meaning of this ritual and describe how it contributes to your self-identity.
Imagine you have been transported to a place in the world where the culture – language,
traditions, values, beliefs and practices, food, dress, gender roles, religious beliefs,
individual rights, family roles and child rearing practices are completed different to your
own. You are required to live in this place for six months without any contact with your home
Describe how you might feel.
What would you miss most?
In around half a page describe how you might translate this self-reflection to your work with
children and families from a culture different to your own.
Question 3Understanding Culture.
Listed below are the environmental factors that influence our cultural identity. Explain the meaning
of each factor.
Explain the term ‘cultural responsivity’.
List the ten ways in which educators (practitioners) can become culturally responsive.
Task: 3 Aboriginal and/ or Torres Strait Islander Cultural Identity
Question 1:Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.
How are Aboriginal and Torres Strait Islander people defined?
List the three key factors that should be considered when exploring concepts of Aboriginal and Torres Strait Islander wellbeing.
Provide an example for each of the following impacts on the Aboriginal and Torres Strait Islander people due to the European settlement.
Loss of land
Loss of culture
Loss of kinship/family ties
Living in situations of homelessness, poverty or unemployment increases the severity of physical and mental illnesses. List four factors which contribute to the increase of physical and mental illness of Aboriginal and/or Torres Strait Islander individuals and communities?
List three factors that contribute to Aboriginal and/or Torres Strait Islander children being at high risk of emotional or behavioural difficulties?
Give two examples of taboos or traditions of Aboriginal and/or Torres Strait Islander people that may be different from non-Aboriginal and/or Torres Strait Islander people.
Question 2:Australia – A national overview. Bringing Them Home.
How long have Aboriginal people and their ancestors occupied Australia?
What is the significance of the European doctrine of terra nullius in relation early colonisation and Aboriginal Land Rights?
What were the two key policies adopted by the British Select Committee in relation to the bad treatment of Aboriginal people in Australia?
What laws and systems were put in place as a result of these policies?
What two powers were given to the Chief Protectors?
By the turn of the century what did the government see as a solution to ‘the Aboriginal Problem’?
During the 1920’s children were separated from their families and communities. Where were they sent to and what was the impact on their living conditions, schooling/education, language and discipline?
During the 50’s and 60’s how did child welfare services respond to the increasing numbers of
children being removed from their families?
What were the two outcomes of the 1967 constitutional referendum for Aboriginal people?
What are the three key features of self-determination?
List the nine significant changes to the way Indigenous people were viewed by non-
Indigenous during the 1990’s.
Question 3:Working with Aboriginal People and Communities
Explain the symbolism of the Aboriginal flag.
Explain the symbolism of the Torres Strait Islander flag.
List the two ways Aboriginal people refer to themselves and their mob.
Explain how the concept of ‘community as family’ is reflected in relation to the responsiblity for raising, caring, educating and disciplining children in Aboriginal communities.
Among Aboriginal people what nine factors is the extended family structure based on?
In Aboriginal communities what roles are defined by kinship?
Aborigianl people are the original owners of the land and this special position is recognised as Welcome to Country. What does the Welcome to Country enable the community to do?
Who is able to perform a Welcome to Country?
Explain the concept of Men’s and Women’s Business.
In an EC service there should be respect for Men’s and Women’s Business. List three practice tips that the EC service can use to demonstrate respect?
What are the senstivities around death that should be observed with Aboriginal people?
What term is often used by Aboriginal people when refering to a death?
What term is often used as a sign of respect by Aboriginal people when refering to Elders?
List the key differences between Aboriginal and Torres Strait Islanders.
What is the purpose of NAIDOC Week?
List five ways in which a children’s service could participate in NAIDOC Week.
List five NAIDOC Week awards categories.
National Aboriginal and Torres Strait Islander Children’s Day is celebrated on 4 th August each year. What is the focus of this celebration?
What is the purpose of National Sorry Day, observed on 26 th May each year?
Task: 4Aboriginal and/ or Torres Strait Islander Cultural Realities
Question 1: What is cultural safety
What is the definition of cultural safety?
What does cultural safety mean for Aboriginal and Torres Strait Islander children?
In relation to Aboriginal and Torres Strait Islander culture list the six elements of the domains of cultural needs.
Provide six examples of ‘Personal Identity’ as a cultural need.
How is the belief in relation to ‘country’ described?
What learning opportunity is provided to Aboriginal and/or Torres Strait Islander children when they have a connection to their land and/or water?
What are four key benefits of cultural expression for Aboriginal and/or Torres Strait Islander children?
List four practical ways in which Aboriginal and Torres Strait Islander culture is celebrated.
List five factors which demonstrate that young Aboriginal and/or Torres Strait Islander children and infants have poorer life outcomes than non – Aboriginal and Torres Strait Islander children.
List five key barriers for Aboriginal and/or Torres Strait Islander people to accessing children’s education and care services?
The Victorian Aboriginal Cultural Competence Framework states that maintenance of culture is a key
goal for Aboriginal communities in relation to the education of their children. List the five key beliefs in relation to this goal.
Explain the meaning of each of the following responses to discrimination.
Head in the sand.
Seeing the big picture.
List and describe six ways in which educators can challenge discriminatory or bias comments from children.
Task: 5Inclusion in the Workplace
Question 1ECA Code of Ethics.
What does the ECA Code of Ethics state in relation to cultural diversity and/or inclusion for each of the following groups?
Describe six ways an educator can promote learning in relation to EYLF Outcome 2 Children are
connected with and contribute to their world? Educators promote this learning when they:
S cenario: Workplace Relationships
Blue Bay Early Learning Centre has recently employed two trainess who are part of the local Aboriginal community. They will be mentored by Joyce, a senior team member, who is also from the same commnity.
The centre Director is hoping to attract more children from the Aboriginal community to the service . The Director knows that having more staff from the community will contribute to sense of belonging and cultural safety. The trainees were selected in consultation with Aboriginal Elders from the community and the Director is pleased at the level of enthusiasm and support shown to the centre by the community.
Joyce has also played a key role in the selection of the traineees and is looking forward to her mentorship role. To prepare the team for the trainees and new families the Director asked Joyce to run a series of workshops on cultural competence, cultural safety and anti-bias and communicating with Aboriginal people. Joyce was also asked to invite Aboriginal Elders to a morning tea with the children and educators.
To support the educators Joyce has also invited the team to submit any questions or concerns they may have about working with the local Aboriginal community. Joyce and the Director have been extremely pleased by the level of enthusiasm and professionalism shown by the educators.
What message of cultural safety is the Director sending to the community by employing Aboriginal trainees?
List the key protocals that the Director used when employing the trainees.
Scenario: Sorry Day
Educator Norah is a Murri woman. She enjoys sharing her culture with the children and her colleagues. She feels proud that she has contributed to a better understanding of her people. Norah is an active member of her community and contributes to, and participates in, a range of social and cultural activities. Norah has been granted a week of special leave to assist in planning activities for Sorry Day.
The centre Director extremely concerned when he hears educators, Jack and Kate, discussing the unfairness of Norah being granted special leave for Sorry Day. “I don’t know why those people have Sorry Day anyway. It’s time they moved on!”
Later that day the Director calls the staff members into his office to address the racist comments.
Give three reasons why the Director is right to be concerned about the comments made by Jack and Kate?
What could the Director do to assist Jack and Kate to understand the importance of Sorry Day for Norah, her community and all Australians?
Scenario: Yarning Circle and Talking Stick
Sarah has recently been employed by Blue Bay Early Learning Centre. Sarah was very proud of having just achieved the Diploma of Children’s Services and she is also very proud of her Aboriginal heritage. Part of the daily practice at the centre is a ‘Morning Meeting’ with the older children and their Educator to share ideas and experiences and give suggestions for the day’s program. Sarah realises that this routine was very similar to a ‘Yarning Circle’ which is a popular group experience in her culture. Sarah felt that the concept of a Yarning Circle could be incorporated into the Morning meeting and decided to discuss her idea at the next team meeting.
At the meeting Sarah used some resources to explain to her colleagues how Yarning Circles are conducted. Sarah’s ideas were enthusiastically accepted by her colleagues who were keen to implement the idea of a Yarning Circle into the morning routine.
Sarah was thrilled! She also told of another transition, that of the ‘Talking Stick’. This is a decorated stick which is passed around the circle and held by the person whose turn it is to talk. This idea was also very well received. The following week Sarah was invited to explain the concept of a Yarning Circle and Talking Stick to the older children. The morning meetings became known as the Yarning Circle and the children quickly learned to use the talking stick
Explain why the above scenario is a positive example of how Aboriginal and/or Torres Strait Islander culture can be effectively communicated and integrated into the daily program
List six ways the Aboriginal and/or Torres Strait Islander culture can be integrated across the curriculum.
Task: 6Communicate Effectively
Question 1 Cultural Connections Booklet – ‘‘Communicating with Others’.
List two practical suggestions provided in relation to connecting with others ‘on a human level’.
How would you respond to someone who tells you that all Aboriginal communities are the same (homogeneous)?
How can services show sensitivity to parents who may have poor literacy skills?
List the two key facts in relation to Aboriginal language and dialects.
What is the traditional meaning of an Aboriginal Elder?
How is the term ‘Mob’ used by Aboriginal people?
Who is a ‘Traditional owner’?
List six terms that are considered to be offensive when communicating with Aboriginal people.
List the ways in which communication barriers can be overcome in each of the following areas.
What is the difference between interpreters and translators?
When may a non-professional interpreter, such as relatives or friends be used?
What are the issues around the use of a non-professional interpreter?
How can services access translating and interpreter services?
Task: 7 Anti-Bias
Explain the meaning of each of the following terms.
Explain the principles of anti-bias education.
How does exploration of differences and similarities support children to feel safe and comfortable with differences?
According to Derman-Sparks & Olsen Edwards, (2010) what are the four goals of anti-bias education?
Explain why educators should respond to bias in the following ways: