Importance of Cultural Competency for Educators

This article discusses the importance of cultural competency for educators and how it benefits both students and teachers. It explores the impact of cultural identity, barriers to cultural harmony, and the role of reflective practice in childcare education. The article also provides examples of NQF documents and explains their significance in promoting cultural understanding. Overall, it emphasizes the need for educators to be culturally competent in order to create inclusive learning environments.

Assessment for CHCECE001
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UNIT: 2726610544027745465.docxCHCECE001 Develop cultural competence.
NAME:
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Academic Pass Not Yet Competent/Please Resubmit
Assessor’s overall comment:
STUDENT DECLARATION
 This assignment is all my own work, no part has been written for me by another person.
 No part has been copied from another person’s work except where referenced (including books, journals
and the internet).
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ASSESSMENT INSTRUCTIONS FOR THE LEARNER

This booklet contains assessment questions and activities which allow you to provide
evidence toward gaining this qualification. Before you complete this assessment you should
review the information in your e-book learner guide.
TIPS FOR SUCCESS
 Read more than just the learner guide – you can use books, journal articles, websites
(not Wikipedia)
 Write in your own words – think about what you have read and then use your words
to explain what you have learned.
 Explain where your information comes from (referencing) – this adds strength to you
work and allows your trainer to see where you have found your information.
 Never copy and paste – this is not your own work and is a serious form of cheating
called plagiarism.
 If you are unsure what the question means, ask your trainer.
ASSESSMENT
You must complete all activities in the assessment to the required standard. This will
contribute to a final assessment of competence, which includes this theory assessment and
further performance evidence, for example a work placement or simulated tasks in the
classroom. The assessor will explain clearly the required performance standards.
When you have finished ALL the assessment tasks, complete the form on the front of the
booklet and then submit it by email to [e-mail].
Your trainer will give you feedback and you may be given an Academic Pass, or Not Yet
Competent. If you are Not Yet Competent you will have an opportunity to resubmit the
assessment to be reassessed.
Academic Pass Participants whose answers predominantly display competent

knowledge and skills related to the assessment of the unit. All
assessments components of the unit are required to have been
assessed as satisfactory to achieve an overall academic
competency of the unit.
Not Yet Competent /
Please Resubmit
Participants whose answers display a lack of understanding,
skills and knowledge related to specific assessments of the unit
will be considered Not Yet Competent for that assessment/
assignment of the unit. Participants will be required to resubmit
that assessment again to achieve a satisfactory result.
REFERENCING
Referencing shows what you have read. It acknowledges the contribution of the authors to
you work, through their ideas, words or research. Referencing shows respect to the original
author of the work. You must include the web address of any website from which you have
sourced information.
PLAGIARISM
Plagiarism is a serious academic misconduct. It is taking someone else’s thoughts, writing or
inventions and representing them as your own. Plagiarism may result in failure or exclusion
from a course. Plagiarism is:
 presenting work by another person as your own work, whether intentionally or
unintentionally;
 handing in assessments which are markedly similar to or copied from another student;
and/or
 submitting assessments without adequate acknowledgement of the sources used i.e.
without referencing.

Assessment – answer all questions
Please type in your answers (IN YOUR OWN WORDS) in the spaces provided
Q1. Choose one (1) of the elements below and give one (1) complete example (NQF
documents NQS;EYLF) in the table below.
Chapter/ Element
NQF documents NQS;EYLF
Reflect on own cultural identity and biases
Identify and develop cultural competency
Research Aboriginal and/or Torres Strait
Islander communities
Support individual cultural identities
Create environments to support children’s
cross-cultural understanding and
relationships
The Australian government has provided
young children with clear framework and the
national teaching quality to make them realized
their dream (Hujala, Waniganayake,& Rodd,
2013). This constitutes national quality
standard and the national quality framework
which work in hand to make the children of the

Australian realized their dreams. It makes work
to legalized on the correct method of teaching
and provide the service for the parents who
makes them to understand the decision which
they are choosing for their children. Therefore,
these opens the chance for the children across
the cultural understanding and the relationship
between them and their nature (Woodrow,
2012). Therefore its aims is to creates and
build confidences on the early childhood
practitioners in communicating with diverse
cultural and linguistic background.
Support the implementation of inclusive
learning experiences
You may require the following links you require to complete this question.
http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
http://www.acecqa.gov.au/national-quality-framework/nqf-video-resources
https://www.youtube.com/watch?v=0vPaanNYu5Y

Assessors comment:

Q 2. What do you understand by the following terms:
a) Value
Value this is the desirable quality, which has positive and negative impacts toward
other needs. Therefore is termed as the degree of the importance of the something to
individuals or the people as well as the other things. Based on the aboriginal islander
individual, their mission was just to live in agreement. Therefore, their life was rested
on the value.
b) Belief
This is desirable trust or faith someone has got about something of the particular
interests. Is characterised by the staunched faith individuals have a bout the
God or about the relation they had. This is illustrated within the aboriginal
society of the Australia.
c) Attitude
This is literally means the position of the individuals towards desirable’s
things. It characterised by the positive or negative depending with situation of
a given states. With references to aboriginal society in regard to attitude,
there was thus no notion of progress and no room for competing dogmas or
the rebellion against status quo.

Q. 4. Explain briefly how events in your own background could affect your
behaviour and interactions with people from other cultures
(minimum 30 words)
Relationships are powerful. Our connection with different individuals creates the
foundation for change. This is achieved through the relationship with people from
different cultures. Therefore creating a better relationship with different individual is the
key aspects of the foundation which each and every individuals are nourished in.
Therefore it helps to achieves some of the significant goals. Therefore, based on the
general set up of the given society has a great impacts to the children who are raised
within it. This is so since in the comparison to children who are sired in the urban are
quite different in terms of the behavior to ones which are grew up in the remote places.
Assessors comment:
Q 3. Give one example of how the environment can influence someone’s cultural
identity
(minimum 30 words)
One of the example is if a child is transferred from the Afghanistan to Australia. It will be
quite easy to determine some of the general changes which will associates with the
behavioural changes due to the environment. This will be so since the child will developed
some strange behaviour that will make them readjusts to social set up of the society. Some
of these behaviour adaptation to speak some of the local languages as well as some of the
food they eat.

Q 5. Define the term ‘Cultural Competency’ and explain why it is important for
Educators to be culturally competent? ( minimum
30 words)
This is centred on our will about the nature. It entirely based on imagination and the action
one do creates to understand people. It entails the art of the learning to become respectful
as well as opening up to the cultural perspectives which strengthened cultural security and
social works towards the equality. Some of the characteristics aspects, which are illustrated
from cultural competency is the ability to know oneself which is important for the
educator to instil into the minds of the young individuals. Based on the Australia, the
importance of the diversity to the young general enables they respect their cultures as part
of the social fabric of the society.
Assessors comment:
Q 6. List the factors that can contribute to maintaining a cultural identity

Cultural identity is the feeling of belonging to ascertain group of the individuals. Its
characterised by the (Degotardi, & Cheeseman, 2014).
Belief
Social class
Religions'
Race
Ethnicity
Generation
Cultural identity is a subset of the communication theory of the identity which creates four
frames of the identity and thus they low us to build identity. Some of the frames which
associated with it are relationship frames, communal frame as well as the enactment frame.

Assessors comment:
Q 7. Explain why ‘Reflective Practice’ is important for childcare educators.
(minimum 30 words)
Reflective practises are everyday learning situations based on the daily activities which
normally forms the basis foundation of the child learning. It based on learning of everyday
activities with the aim of identify some of the reason why it do normally happened as well
as possible reasons for it. It guides child promptly on the decision making thus educators
should implements it to the young generation especially when they teaching young
learners. since it forces an individual's demonstrates some of the different aspects
experiences they offer to makes some of the valid judgement, therefore educators should
use it to as a tool to encourages s young children on the daily life general challenges
(Rouse, Morrissey, &Rahimi, 2012).
Assessors comment:

Q 8. Give three (3) examples of ‘barriers to cultural harmony’ and describe how
you would overcome these barriers in the workplace if you encountered them.
Generalization
Status
Resistances
All the individuals should be taught of the correct manners on how to relate with core
mates in the work place. This can reduces the vices which may be deep-rooted in the work
places (Young, et al 2017).

Assessors comment:

Q 9. List seven (7) ways we can gather information regarding children in our
care.
General ways and means which one can gather information from the care are characterised
by the following means, that’s:
Assessment
Observation
Making of their work
Portfolio
General outlook of the children
Standardized tests (Wallace, 2016).
Through the following means of collecting information, the care assistances is able to
understand some of the key hidden information form the children which they cannot tell
one in life .

Assessors comment:

Q 10. Why is it important to collect information about each child’s needs,
interests and cultural practices?
(minimum 30 words)
The important reasons of collecting information about the children need, interests as well
as cultural practises is mainly because it provides the teachers opportunity address same
challenges to their parents since most of the children are afraid of their parents. Similarly,
these pieces of the information may help the tutors to distinguished some of the needs
which the child needs thus these may help them to distinguish some of the desire and the
needs of the leaners (Tae, & Hwang, 2013).
Assessors comment:

Q 11. Research one of the following topics listed below in relation to the
Aboriginal and Torres Strait Islander history and provide a written synopsis in
your own words.
a) Colonisation
b) Kinship systems
c) Stolen Generation
d) National Sorry Day
(minimum 150 words)
Colonization
In the seventeen eighty eight, British declared their interest in the Australia. Specifically,
they were so interest with the aboriginal land thus they decided to chase the Australia
descent in the rich field thus they becomes squatters in the British land.
Kinship system
Kinship was at the heart of the indigenous society. They believed that the position of the
individuals in the kinship system is establishestheir relationship to each other thus to the
universe. Therefore the relationship responsibility remains to be important aspects to the
indigenous family.
Stolen generation
This was the timeline frame of the history which depicts the time when the act of the
forcible was implemented so that indigenous were to be removed from their families. Some

of the information contained in this finding was then snatched from the government which
was then take to higher commissioners for the findings on the separation of the individuals
from their families.
National sorry day
Celebrated on the May 26 of the every year. It normally celebrated to mark some eventful
day when indigenous families were forcibly removed from their families by the colonialist.

Assessors comment:
Q 12. How can a service provider be proactive in educating their staff and
making the children aware of the Aboriginal and Torres Strait Islander cultures?
(minimum 100 words)
In making the staff to deal with some of the unexpected changes in teaching children to
learn what is about the aboriginal and Torres islander culture, service provider need to
know important and the phases of the work which have been undertaken to support the
improvement education quality for the indigenous learners. However, there should also be
some of the establishment of the national commitment to raft of the policy in the
indigenous education. Therefore, based on such policy, there should be taskforce which
should be informing minister on some of the amendments which should aims at helping the
children of the Australia more particularly to the aboriginal learners in knowing their
culture.

Assessors comment:
Q 13. List at least seven (7) resources that can help to gain knowledge of local
cultural groups.
Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning
environment. Language Learning, 59, 230-248.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers
College Press.
Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning
approach to improving the learning attitudes and achievements of
students. Computers & Education, 56(4), 1023-1031.
Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style?. International
Journal of intercultural relations, 33(1), 69-85.
Marjoribanks, K. (2017). Families and their learning environments: An empirical analysis.
Routledge.

Ng, K. Y., Van Dyne, L., & Ang, S. (2009). From experience to experiential learning: Cultural
intelligence as a learning capability for global leader development. Academy of
Management Learning & Education, 8(4), 511-526.
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps
between best pedagogical practices benefiting all learners. Teachers College
Record, 111(1)
Assessors comment:
Q 14. Why is it important that Educators encourage linguistic diversity of
children in their care?
(minimum 30 words)
The significant reasons why the educators encourages the linguistic diversity to the learners
is to enables children to develop some of the positive outlook when they will communicate
in the future. This also helped them to not only understand the different culture but it is
also a way of the communication (Joseph, 2018).

Assessors comment:
Q 15. What do you understand by the term “inclusion” and how is it linked to
developing cross-cultural understanding?
(minimum 30 words)
Generally, the word inclusion means the incorporation of the something to a certain
activities . Inclusion of the different forms of the culture helps in the understanding of the
wide ranges of the different culture (Taylor, 2009).

Assessors comment:
Q 16. Give two (2) examples of an experience that educators might plan to
promote inclusive practices and foster positive attitudes to inclusiveness and
cultural diversity.
An example of the experiences which the educators might plan to promote inclusiveness
practises as well as foster attitudes to inclusiveness and cultural diversity is generally
categorized as togetherness and love within the care. In preaching of oneness as well as
love give the children under the care to participates in the classes activities and also gives
them chances to try in participation of giving oral question within the class.
Assessors comment:
Q 17. What do you understand by the term cultural heritage?
(minimum 30 words)

Cultural heritages are some of the inherited artefacts which portrayed the art of the
individual who live long time ago. They suggest their ability and the skills in the field of
the arts.
Assessors comment:
Q 18. Why is it necessary for Educators to teach children about the importance of
“respecting differences”?

This helps the leaners to know how importance it is for one to be at specific age. It is also a
sense of the humility (MacDonald, & Hastings, 2010).
Assessors comment:
Q 19. Explain the importance of child-centred celebrations.
(minimum 30 words)
Some of these celebration makes the child to know basic concepts of their identity without
the involvement of their parents. It also enhances the children to know their identity.

Assessors comment:
Q 20. What do you understand by “Role Modelling” and give two (2) examples of
how it can be used to benefit cross-cultural understanding.
Role modelling is the act of being examples to your peers by showing exemplary
behaviour.
It can be used as a tool in challenging some of the arrogant individuals
It can also be used in the identify and distinguishing some of the outstanding figures within
the social set up.

Assessors comment:
Q 21. How would Early Childhood Educators identify the need for additional
support to improve cross-cultural understanding of children in their care?
(minimum 30 words)
These will be possible in the by evaluating some of the pre-existing performances of the
children thus developing some of the findings on the best criteria which should be used
realized the better performances.

Assessors comment:
Q 22. Give two (2) reasons why secure, respectful relationships between children,
families and other adults are important to children in your care.
This developed clear rapport between the child and the learner thus also makes the parents
also to be free with teachers enables the child to consult and understand some of the
concepts at easy manners (Brennan, 2014).

Assessors comment:
Q 23. What are some experiences/activities that Educators can provide for
children to explore diversity?
Showing them the importance of the diversity as well as the reasons which may results to
the diversity (Park, Yang,& Sims, 2017).
Assessors comment:
Q 24. Give two (2) examples of collaborative processes that you might implement
for children in your care.

Making them in the groups thus they tends to love each other
Joining them in their groups especially during their free time of the breaks thus they feel
loved (Moodie,,Wheelahan, Fredman, & Bexley, 2015).
Assessors comment:
Q 25. Why is it important to follow protocols when engaging with community
members or parents from different cultural backgrounds?
(minimum 30 words)

It is show of the respects to those who are born before you
Secondly, it is a sign of the maturity in the developmental aspects within the
community set up (McGinnity, McMullin, Murray, &Russell, 2017).
Assessors comment:
References

Brennan, D. (2014). The business of care: Australia’s experiment with the marketisation of
childcare. Australian public policy: Progressive ideas in the neoliberal ascendency,
151-167.
Degotardi, S., & Cheeseman, S. (2014). The impact of reducing educator qualification
requirements on the program quality and ultimate learning and development of
children aged birth to 3. Evidence from International and Australian
research. Evidence from International and Australian research.
Hujala, E., Waniganayake, M., & Rodd, J. (2013). Cross-national contexts of early childhood
leadership. Researching leadership in early childhood education, 7-13.
Joseph, E. (2018). Why childcare is not affordable. Centre for Independent Studies.
MacDonald, E. E., & Hastings, R. P. (2010). Mindful parenting and care involvement of
fathers of children with intellectual disabilities. Journal of Child and Family
Studies, 19(2), 236-240.
McGinnity, F., McMullin, P., Murray, A., & Russell, H. (2017). 6. Social inequality in
cognitive outcomes in Ireland: What is the role of the home learning environment and
childcare?. Childcare, Early Education and Social Inequality: An International
Perspective, 109.
Moodie, G., Wheelahan, L., Fredman, N., & Bexley, E. (2015). Towards a New Approach to
Mid-Level Qualifications. Research Report. National Centre for Vocational Education
Research Ltd. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia.
Nirmala, K. (2015). Childcare staff and parents' beliefs about quality care for infants/toddlers
in centre-based programs in Singapore. Australasian Journal of Early
Childhood, 40(3), 105-113.

Park, S., Yang, S., & Sims, M. (2017). Childcare teachers' attitudes toward the integration of
care and education in Korea. Australasian Journal of Early Childhood, 42(1), 14-23.
Rouse, L., Morrissey, A. M., &Rahimi, M. (2012). Problematic placement: Pathways pre-
service teachers’ perspectives on their infant/toddler placement. Early years, 32(1),
87-98.
Tae, S. R., & Hwang, H. J. (2013). A study on the practicing level of the NURI curriculum
for early childhood teachers. Korean Journal of Childcare and Education, 9(3), 253-
272.
Wallace, R. (2016). Supporting Nutrition for Australian Childcare (SNAC): The
development, implementation and evaluation of an online nutrition education
intervention.
Woodrow, C. (2012). Relationships, reflexivity and renewal: Professional practice in action
in an Australian children’s centre. In Early Childhood Grows Up (pp. 21-35).
Springer, Dordrecht.Taylor, P. (2009
Young, W. H., Armstrong, M. C., Friedrich, A. A., & Ray, S. N. (2009). Graduate-level non-
degree seeking students: A growing audience. The Journal of Continuing Higher
Education, 57(3), 168-180.
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