Celebrating Diversity in a Childcare Centre

This assignment tasks students with developing strategies to promote cultural understanding and inclusivity within a childcare centre experiencing increased diversity. It focuses on implementing practices that respect children's home languages and backgrounds across various aspects of the program, such as communication, curriculum, routines, food, and resources. The assignment emphasizes aligning these strategies with Principle 4 of the Early Years Learning Framework (EYLF), 'Respect for Diversity'.

CHC30113 Certificate III in Early Childhood Education and
Care
CHCECE010 Support the holistic development of
children in early childhood
Student Name: XXXXXX
Student Number: XXXXXX
Assessment: 31838B/02
Open Colleges
CHCECE010 Support the holistic development of children in early childhood
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File naming
Once you feel confident that you have covered the learning materials for this unit,
you are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-
naming convention: [student number]_[assessment]_[assessment number].doc
For example 12345678_Support holistic development_31838B_02
Assessment submission
When you are ready to submit your assessment, upload the file in OpenSpace
using the Assessment Upload links in the relevant module of your course. If you
need further assistance, the Student Lounge provides a ‘Quick Guide to
Uploading Assessments’. Uploading assessments in OpenSpace will enable
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It is important that you keep a copy of all assessments submitted to Open
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Getting started
The assessment tasks in this booklet have been designed to allow you to provide
evidence that demonstrates your competence in the unit CHCECE010 Support the
holistic development of children in early childhood.
Your trainer will:
 answer any questions that you might have about the assessment
 assess your competence as required by the unit of competency, by making
judgments about the evidence you have presented in line with the rules of
evidence: validity, authenticity, currency and sufficiency
 provide feedback on the outcomes of the assessment process.
Introduction
You are required to complete a written assessment that involves responding to both
short answer questions and case studies, and are required to complete a project for
CHCECE010 Support the holistic development of children in early childhood.
In completing the final assessments, you will show evidence of your ability to:
 support the physical, social, emotional, cognitive and communication
development of children in early childhood
 create an environment for holistic learning and development.
Assessment number Assessment deliverables
31838B/02 Written assessment
31838B/03 Project
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31838B/02 Written assessment
Part A – Short Answer questions
Student instructions Answer the following ten (10) short answer questions. To answer questions accurately you may refer to applicable legislation including
the National Quality Standard and Education and Care Services National
Regulations, along with the Belonging, Being and Becoming – The Early Years
Learning Framework, Early Childhood Australia Code of Ethics, policies and
procedures common to early childhood education and care services, position
descriptions detailing an educator’s duty of care responsibilities, and/or other
sources such as professional readings along with the course textbook and
identified key resources Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more
information on referencing and plagiarism, refer to the ‘Academic reference
guide’ in the Student Handbook. When referring to workplace policies and procedures or position descriptions
please submit with copies your assessment to support your answer.
Short Answer questions
1. Look at the list of resources, materials and equipment on the following page,
that are commonly used in an early childhood education and care setting to
help develop fine and gross motor skills, and to challenge and encourage
choice and spontaneity in physically active play. Using the table provided:
a) Sort the list into items that are safe and practical to make freely available
to children of different ages.
b) Beside each list, explain why you have chosen the particular resources,
materials and equipment for each age group.
c) Briefly outline how a lack of resources and materials impacts early
childhood development.
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Lacing and threading cards
Tricycles
Walkers
Mini trampolines
Knob puzzles
Safety scissors
Stacking cups
Skipping ropes
Wooden beads
Ride on cars and scooters
Pegs and boards
Hoops
Balancing planks
Step-a-stumps
Marble runs
Wooden building blocks
Duplo
See-saws / teeter totters
Thistle bricks
Jumping balls
Climbing frames
Assorted balls
Balance boards with rollers
Crayons
Linking cubes
Mobilo
Tap tap hammer boards
Wooden bead counting frames
Sand toys i.e. digging tools
Magnetic magic boards / Etch A Sketch
boards
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Age of children Equipment that could be made accessible to children
at all times
Reasons for choosing these materials
0 – 18 months Sand toys, wooden bead counting frame, walkers,
climbing frame, stacking cups
They are safe for 0-18 months as they have neither small
lose items or strings that the child can be choked on but
can still stimulate the brain of the child
18 months – 3
years
Pegs and boards, wooden blocks, magnetic boards,
duplo, wooden bead counting frame, thistle bricks, balls,
climbing frames, tricycles, sand toys
Encourage the child in using the hands and leads to
imaginations e.g. counting, building and making things
while at the same time remaining safe from choking or
being swallowed
3 – 5 years Thistle bricks, climbing frames, lacing and threading cars,
mobile, duplo, sand toys, magnetic boards, skipping
ropes, crayons, wooden counting beads, marble runs,
linking cubes, hoops, balancing planks, steep a stumps,
jumping balls, assorted balls, ride on car scooters
 Stimulate the child’s brain both indoors and
outdoors
 Offer challenge to the challenge to engage in more
intricate things using their brains and minds
 Help in improving the counting skills as well as
helping with the development of the gross and fine
motor skills
Impact of lack
of materials and
resources on
early childhood
development
Lack of materials and resources may impose a limitation on the play of the child using imagination and creativity and
thus have an effect on the growth and development of the brain. This may in turn have an impact on the language,
social, physical behaviour and confidence skills.
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2. Briefly explain why play is important to the developing child, and how a lack of
play affects early childhood development.
Answer: Through playing, a child is able to increase his emotional maturity
and social competence. Playing also increases growth and development of the
brain as well as establishing new neural connections thereby making the child
more intelligent. Lack of play may cause disorder in development.
3. Briefly outline why brain stimulation is crucial to a child’s development in the
early years.
Answer: Brain simulation sets the foundation for learning, behavior and health
throughout the lifespan of the child as it grows.
4. Write a short definition that explains what intentional play. Access and refer to
the EYLF to guide your answer.
Answer: This is a play-centered curriculum that gives the teacher an
opportunity to serve as the facilitator of the learning of the children.
5. Identify five (5) factors, which pose risks to healthy child development. Think
about both child and family risk factors that may impact on the caregiving
environment.
Answer:
 Family violence
 Family history of abuse or neglect
 Alcohol/substance abuse
 A relative, parent or close sibling with history of sexual assault
 Unsafe sleeping practices
6. Write comments that you could make in the following situations to children.
Think about comments that would help promote the child’s sense of agency
and belonging while giving the child specific feedback about themselves and
their actions. Make sure your comments are developmentally appropriate.
a) Michael aged 3 snatches a toy from another child that he wants to use.
What comments could you make to help Michael choose an appropriate
behaviour?
Answer: Michael it is not bad you really want to play with this toy but
for now, it is the turn of Tom to play. Let us make Tom know that you
will be waiting for him to finish playing and then the next turn will be
yours.
b) Brayden aged 2 bursts into tears when a toy he likes to use is broken.
What could you say to acknowledge and support Brayden during this time
of distress?
Answer: Braydon, the toy is broken and may hurt you if you play with it.
I will make efforts and mend it for you for I know how you enjoy playing
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with it. In the meantime, let us go and choose another one so you may
continue playing.
c) Ava aged 4 is having difficulty connecting a construction toy together. She
is becoming upset and showing signs of frustration. You see Ava throw the
pieces she is using away from where she is sitting. What comments could
you make to encourage Ava to continue with her play and to see any
mistake made as a way to learn?
Answer: Ava I can see you are really trying your best to construct it
together. I am ready to help you if you too need me. Let’s try and see if
we can put them together…
d) Thomas aged 3 has bitten another child who took the doll he was playing
with. What comments could you make to help Thomas learn to express
and manage his feelings appropriately?
Answer: Thomas biting really injures the body. I understand you may
be unhappy with Sara taking your doll away but you don’t need to
cause her an injury. You should tell her to stop or come to the teacher
to ask for assistance.
e) Olivia aged 4 successfully completes a 16-piece puzzle with no
assistance. What could you say to support Olivia’s efforts?
Answer: Olivia you should be feeling very excited and proud for such
an achievement. I appreciate you took your time to get it done!
Fabulous!
f) Londen aged 3 is throwing food on the floor at lunch. What comments
could you make to positively guide Londen’s behaviour, and that will help
him to accept responsibility for his actions?
Answer: Londen, once you have finished eating you need to have your
leftover collected in the scrap bowl. I would like to see the food you
scattered on the floor collected and put in the dustbin by you. Clean
your hands after that.
7. List five (5) ways children’s successes can be shared with families.
Answer:
 Having parent-teacher interviews
 Making a choice on a school for your child
 Building of a relationship with the school of the child
 Ensuring continuous communication with school
 Having a close relationship with the educators and the caregivers of the
child
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8. In the table below, identify ways that you could put the listed National Quality
Standard elements into practice in an early childhood education and care
setting. You are required to identify one practice for each element listed.
To help you with your answer refer to the Guide to the National Quality
Standard published by ACECQA.
NQS element Examples of practice
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.
The room leader comes up with a good
curriculum daily with respect to the ages
of the children. The syllabus should be
designed in such a way that it traps the
interest of the children so as to keep the
children ever happy.
Element 1.1.2
Each child’s current knowledge, ideas,
culture, abilities and interests are the
foundation of the program.
The room leader should be engaging
with the children activity in order to gain
an understanding of their knowledge,
abilities, culture, interest and ideas so as
to include them in the program to ensure
the children become fun of the activities.
Element 1.1.3
The program, including routines, is
organized in ways that maximize
opportunities for each child’s learning.
Ensuring the program incorporates a
varied range of activities to eliminate
boredom but rather ensure continuous
rotation that enable the children learn a
lot
Element 1.1.6
Each child’s agency is promoted, enabling
them to make choices and decisions and
influence events and their world.
Proof that the children are making their
own decisions regarding their learning
and development
Element 3.1.3
Facilities are designed or adapted to
ensure access and participation by every
child in the service and to allow flexible
use, and interaction between indoor and
outdoor space
Ensuring a provision of a variety of
activities to ensure all the children can
play. Having different toys for different
interests of children can help in the
achievement of this strategy
Element 3.2.2
Resources, materials and equipment are
sufficient in number, organized in ways
that ensure appropriate and effective
implementation of the program and allow
for multiple uses.
Setting up the room in such a way that
the toys look admirable to the eyes and
organized for the program of the day
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9. List three (3) things educators could say or do that show children their choice
to watch and observe play or others engage in learning experiences is
respected
Answer:
 Being positive in the language
 Offering of advice and proposals but giving them an opportunity to be
the final decision makers
 Displaying the actual work as children are usually proud of their
achievements
10. Write down three (3) sensory experiences. For each experience, give two (2)
different ways you could modify the basic activity to extend a two to three year
old understands of cause and effect.
Answer:
a) Creating an Antarctic Ocean water table by the aid of water and ice- Touch
and sight sensory
 having the children feel the ice and describe their feeling and how the
feeling is different from that of water
 putting the ice into another container and observing what happens to it
when left out of the fridge
b) Creating a music corner using drums, triangles etc.-sound sensory
 having the children listen to different sounds
 asking the children to make varied sound sequences and rhythms by
listening and then attempting to repeat such sequences
c) Use of different fragrances and colors of wheat in a tray that has colored
beads and cotton balls-smell and touch sensory
 asking the children to sort the different colors
 get them smell the heat and describe what they think it could be and
what it is similar to
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Part B – Case Studies
Student instructions Read the following case studies and then answer the questions that follow. To answer questions accurately you may refer to applicable legislation including
the National Quality Standard and Education and Care Services National
Regulations, along with the Belonging, Being and Becoming – The Early Years
Learning Framework, Early Childhood Australia Code of Ethics, policies and
procedures common to early childhood education and care services, position
descriptions detailing an educator’s duty of care responsibilities, and/or other
sources such as professional readings along with the course textbook and
identified key resources Ensure you acknowledge and cite your sources accordingly. This is important
whether you use your own words or quote the author’s words. For more
information on referencing and plagiarism, refer to the ‘Academic reference
guide’ in the Student Handbook. When referring to workplace policies and procedures or position descriptions
please submit copies with your assessment to support your answer.
Case Studies
Case study 1
Reece aged 2 years 6 months is having trouble putting words together to make
sentences. You have noticed that he is not combining words and seems to only copy
words and phrases from other children in the group. He is not producing words
spontaneously.
The words Reece does use are not always pronounced correctly.
Reece only recently started care at the service where you work, and at the time of
enrolment there was no mention of Reece been diagnosed with a hearing loss,
developmental delay or syndrome in which language might be affected.
Reece’s parents are fluent in English, and you know English is the family’s home
language.
Answer the questions that follow:
a) Approximately how many words would be expected in Reece’s vocabulary?
Answer: In most cases 2-year old children can speak about 100 words which
grows to 300 words at the age of 2 ½ years.
b) What specific strategies could you put in place to support Reece’s
communication development? List five strategies in your answer.
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Answer:
 Getting chatty engaging in discussions with children
 Mixing up the communication with various word types and grammar
 Acting as a commentator and describing events, activities etc
 Making engaging music using various musical activities
 Reading again and again and again as well as reading multiple books
c) How could puppets and props be used to promote Reece’s communication
development? Identify two ways you could use these resources to motivate
Reece to engage in two-way communication with you.
Answer:
 They are used in effectively communicating with children
 They are stimulants of development of language by considering special
language needs
Identify two ways you could use these resources to motivate Reece to engage
in two-way communication with you
 Deploying resources that are supportive of the child’s first language
 Engaging in extended conversations with the child by being supportive
and an active listener
d) What causes speech and language problems? Identify two possible causes for
Reece’s communication delay.
Answer:
 Problems of expressive language: This is where a child has challenges
with the utilization of expressive language and basic talking
 General delay of speech language: Occurs when a child learns more
slowly comparatively to the peers.
Among the possible causes of Reece’s communication delay include;
 Intellectual limitations
 Hearing loss of pre-speech
e) Briefly outline how you would go about sharing relevant information with other
educators at the service about Reece’s development. Identify in your answer
who you would tell, and any factors that should be considered before sharing
information about children.
Answer:
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 Appearing sober and not shocked so as not to affect the comfort level
of the child
 Giving the child an opportunity to narrate his or her story without
attempting to extract information that the child is not ready to give
 Making the child most comfortable under the circumstances
 Ensuring refrain from asking leading question when attempting to
extract sensitive information from the child
 The child should be handled by the right and qualified person
Case study 2
You notice that when feeding infants, an educator in the early childhood education
and care service where you work, continues to talk to other educators and holds the
infant loosely on her lap.
Answer the questions that follow:
a) Considering the needs of infants in the social, emotional and language
developmental areas, what suggestions would you make to your colleague so
that they form a good attachment and bond with the infant?
Answer: I would bring to the attention of the educator that s/he is holding the
infant incorrectly and that the infant may fail to attach to her since feeding is
the best time that one is able to gain and bond with a child.
b) Why is it important to speak up in this situation? Refer to Early Childhood
Australia Code of Ethics and the United Nations Convention on the Rights of
the Child (1991) to guide your answer.
Answer:
 Provision of care to children with special needs
 Considering the cultural and religious beliefs of the parents
 Offering of flexible childcare for occasional, shift work, full time and part
time
 Ensure the children placement is done in a non-discriminatory
approach in line with the needs of the educators and the families
 Invitation of the members of the community, parents and educators to
take part in the services through involving them in organized meetings,
events and activities
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Case study 3
Nelson aged 17 months weighs 18kgs. He can sit unsupported; however, makes little
attempt to reach for items just out of his reach. He makes no attempt to crawl or pull
himself up on objects at this stage.
Nelson’s growth and development is monitored by the family’s General Practitioner,
who has asked the family to limit Nelson’s intake of high-calorie, low-nutrition food
such as soft drinks, cordial, juice, lollies, chips and lollies, and to promote healthy
eating at home
Nelson has just commenced care at the education and care service where you work
four days a week. You notice that he is easy-going in nature; however when he
wants something screams until the adults around him figure out what he wants.
Answer the questions that follow:
a) What could you do to support Nelson’s emerging physical skills? List three
learning experiences you could provide to encourage physical activity in
Nelson.
Answer:
 Offering a lot of playing time
 Engaging the child in paying games that teach of turn taking and
sharing
 Doing some cooking with the child
b) What support could the educators at the service offer to Nelson’s family?
Identify two resources that could be shared with the family that promote
healthy eating and physical activity in young children.
Answer:
 Physical Activity Policies
 Food Nutrition Policies
c) What could you do to assist Nelson make healthy choices at snack and meal
times?
Answer:
 Not forcing the child to eat
 Serving him new foods when he is hungry
 Having a positive attitude
 Being a role model to the child
 Giving the child an opportunity to prepare food
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d) Briefly outline the possible consequences of childhood obesity in later life that
Nelson could be faced with.
Answer:
 Negatively impact the social, emotional and social well-being of the
child
 Increases the risk of incidence of type 2 diabetes and other chronic
diseases
 Increases risk of disease, death and disability at adult stage
e) Briefly outline two possible causes of childhood obesity. Ensure that you
identify one biological influence and one environmental influence in your
answer.
Answer:
 The smoking habits of the mother during pregnancy
 Blood sugar levels of the mother during pregnancy
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Case study 4
Safaa is a reserved two-year-old; she is quiet in nature and can become quite
withdrawn when any of the educators join her play. She is the fourth child in a family
of six, and her older brothers tend to do everything for her.
She is playing in the sandpit. Safaa fills up a bucket with sand and tips it upside down
to make a sandcastle. As the sand is dry, it makes a pile but does not stick together
to form a castle. “Oh…” Safaa says disappointingly.
Willow and Ashley, both aged four, come across and start to build a sandcastle next
to Safaa, with Safaa watching them closely. An educator sits with Willow and Ashley,
talking to them about what they are doing and copying their techniques to assist them
in building an additional sandcastle.
The educator noticed that Safaa was starting to become upset. Ashley moved over to
Safaa and asked ‘What’s wrong Safaa?’ Safaa looked at the educator and pointed to
Willow and Ashley’s sandcastles.
Answer the questions that follow:
a) Outline two ways an educator could acknowledge Safaa’s efforts, in a manner
that would be sensitive to her temperament and personality whilst fostering a
trusting relationship between the educator and child. Refer to Erikson’s
psychosocial theory to guide your answer.
Answer: Autonomy versus Shame and Doubt: Acknowledging and
appreciating her for the progress made already taking care not ensure she is
comfortable by speaking to her in a soft and encouraging tone. By pointing at
the other sandcastle it is evident, the she is frustrated with her efforts hence I
would ask her to try making another like Ashley and Willow inquiring from her
if she did see how they went about it.
b) Give a possible explanation for Safaa’s quietness, using your child
development knowledge.
Answer: She might not have had the chance the speak out on things being
that she comes from a larger family and having older siblings who are doing
things on her behalf. She could this be feeling it needless to speak out as
almost everything is done for her without necessarily having to speak up.
Still, by coming from a large family, it could be that there are more confident
personalities in the house, which may be, make it daunting to speak up.
c) What key strategies would you see as important for Safaa in your curriculum?
Answer:
 Helping Safaa in becoming more confident and being able to speak up
 Assisting her in building her confidence in other areas and nurturing her
so as to attain higher levels of independence
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 Listening and speaking to her, giving the attention she deserves to
allow her develop an ability to express herself
 Advocating for her to engage in more of group pretend play
d) List two techniques appropriate to Safaa’s age that you could use to help her
express and manage her feelings.
Answer:
 Reading with her stories, talking together about picture
 Pretend plays, talking about feelings and asking her to freely express
her feelings
e) List five developmentally appropriate resources that will facilitate Safaa’s
exploratory play in the sandpit.
Answer:
 Shape moulds
 Buckets
 Rocks
 Sieves
 Pots, pans, spoons
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Case study 5
Dante, aged 3 years 11 months, has brought in his museum entry tickets to the
service to talk about at ‘news’. He and his family went to the Australian Museum
on the weekend to see a dinosaur exhibit.
Later in the day you notice Dante walking around the outdoor area collecting
sticks in a bucket. The educator supervising in the area asks him ‘Dante can
you tell me about what’s in your bucket?’
Dante pulls a stick from his bucket and holds it up. ‘Guess what this bone is
from? A tyrannosaurus’ (Pulls out another stick) ‘A stegosaurus’ (Pulls out
another stick) ‘This one looks like a fossil.’ He holds up another stick ‘this is a
triceratops horn. Triceratops lived in the Cretaceous Period’.
The educator makes comment, ‘Dante I think you’re a scientist who studies
bones, a palaeontologist.’ Dante nods and moves away from the area looking
for more sticks.
Answer the questions that follow:
a) Briefly, outline how you could become involved in Dante’s play
Answer:
 Assisting him with gathering sticks and engaging him in open-ended
questions
 Taking part in his play
 Creating interest and a comprehension in whatever he engages in
b) What techniques could you use to try to engage Dante in a sustained
conversation about his interest? Identify two techniques in your answer.
Answer:
 Ask open-ended questions that in relation to dinosaurs
 Setting up an indoor activity of sand that would involve coming up with
a dinosaur
 Ensuring enthusiasm, interest and patience with him
c) In the scenario, it would appear that Dante has been looking for bones on his
own. List two strategies that you could use to encourage Dante to include
others in his play.
Answer:
 Asking him to allow other children to play with him
 Bringing other children to play with him
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d) If other children decided to join in Dante’s play, outline how you would respond
to a situation where the children showed difficulty in understanding or
communicating with each other.
Answer: Observing of the situation to establish if they will be able to manage
it: Should they fail I will collect all the children and give Dante the first
opportunity to express himself on the issue to the children and give the other
children an opportunity to ask any questions
e) Consider Dante’s interest and knowledge of dinosaurs then use the table
below to compile a list of the resources, equipment and experiences that could
be provided to challenge, intrigue and surprise him; and that will ultimately
deepen and extend his knowledge and understanding of dinosaurs.
Answer:
 Reading stories about dinosaurs
 Coming up with dinosaurs make ups
 Offering play dinosaurs to play with
 Watching clips and movies about dinosaurs
 Bringing a palaeontologist to talk to him about dinosaurs
Identify one resource, piece of equipment or experience for each type of play
in the table that follows.
Type of play Experiences to intentionally scaffold learning
Onlooker play Watching kids as they dress up as dinosaurs as they go about
the pretend play
Solitary play Looking through books on dinosaurs
Parallel play Engaging in plays using the same plastic dinosaurs type but not
at the same time
Associative play Playing dough, sitting with at one place but engaging in different
things with the play dough
Cooperative play Playing dinosaurs stomping game as they are led by an
educator
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f) Briefly outline how intentionally extending on Dante’s interest within the
curriculum will help him to build a strong sense of belonging and
connectedness with the service community.
Answer:
 Deliberately extending the interest of Dante in dinosaurs in the
curriculum
 Inclusion of other children in the interest to make Dante feel respected,
secure and recognized in the group
 Allowing him play together freely with other children in order to help in
developing respect, happiness and sense of belonging amongst them
g) What steps could you take to facilitate Dante’s family becoming involved in the
learning that is occurring?
Answer:
 Documenting
 Asking him to come with some of the dinosaurs collections he has
made
 Sharing with his family the progress he makes
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Case study 6
You work in the Toddler Room at Cherry Tree Lane Children’s Centre. Each day this
room has 15 children aged 18 months to 3 years and five educators.
The service is located in a country town that is experiencing rapid growth in its
population due to the mining industry. Due to this rapid growth, the service has had a
recent influx in numbers and enrolments. Many of the new families and their children
who have commenced care come from a diverse range of cultural backgrounds
including Bosnian, Chinese, Dutch, Filipino, Indian, Serbian and Vietnamese. Though
most parents and children can speak English, it is their second language.
Before the mining boom, the residents in the area were predominantly English
Australian and European Australian, and the children at the service, their families and
staff all had English as their first language.
At the last staff meeting the Director requested that all educators think about how
they can go about encouraging awareness and understanding of cultural and
linguistic diversity among the other children and families in each area of the service’s
operational areas. She felt this was important, and that by discussing it as work team,
they could agree on strategies to implement which would also help children’s sense
of belonging and connectedness with the service and its community. The Director
asked that all educators bring ideas to the next meeting for discussion as a group.
You are aware that this request directly correlates to Principle 4 of the Early Years
Learning Framework (EYLF), ‘Respect for Diversity’.
Complete the following task.
In the table below identify how you could encourage awareness and understanding of
cultural and linguistic diversity among the other children and families in the service
across the different aspects of the service’s program and operations.
For each area, identify one strategy. It is important your strategy values the children’s
linguistic heritage and encourages the use and acquisition of home languages.
Access and refer to the EYLF to guide your suggestions.
Area of service
operations
Strategy
Communication with
parents
Writings can be made on the communication board in
various languages
Developing /ensuring
culturally inclusive
program
Inclusion of various resources and cultural games for
sample dress up being of clothing items from varied
cultures
Transition times Engaging in song services in different languages
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There could be specific transition routines in various
cultures that may need to be implemented in the
transition
Routines Creating a program such that each of the different culture
is slated for in the program. Each culture has its own time
of displaying their diversity.
Food Supply of a variety of foods in the daily menu of the
children from across the different cultural divides
Resources Offering of various resources that are of benefit to
numerous cultures
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