CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.

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.

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
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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 IslanderCultural Identity
 004:Aboriginal and/or Torres Strait IslanderCultural Realities
 005: Inclusion in the Workplace
 006: Communicate Effectively
 007: Anti-Bias
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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. (2014). The Big Picture: Working in Early Childhood Education and Care Series (3rd
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. (2014). Early Childhood Australia. Retrieved
from:http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/
code_of_ethics_brochure_print_2010.pdf
Additional Readings for this Unit
 Aboriginal Cultural Competence Framework: Culture and the child and family services system.
(2008).Retrievedfrom:
http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/580934/Aboriginal_cultural_competenc
e_2008.pdf
 Aboriginal and Torres Strait Islander Children’s Cultural Needs. (2012). SNAICC. Retrieved
from:http://www.snaicc.org.au/_uploads/rsfil/02932.pdf
 Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing. (2005). Commonwealth of
Australia. Response ability. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0007/4795/Aboriginal-and-Torres-Strait-
Islander-Social-and-Emotional-Wellbeing.pdf
 Australia – A national overview. Bringing Them Home. Australian Human Rights Commission.
(2010).Retrieved from: https://www.humanrights.gov.au/sites/default/files/content/education/
bringing_them_home/Individual%20resources%20and%20activities/
10_RS_Australia_overview.pdf
 Becoming culturally competent – ideas that support practice. (2013).NQS PLP e-Newsletter No. 65.
Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/
2013/10/NQS_PLP_E-Newsletter_No65.pdf (Accessed April, 2015).
 Cultural Connections Booklet. (2009).Child Australia. Professional Support Coordinator. Northern
Territory. Retrieved from: https://childaustralia.org.au/Documents/IPSP-Section/Resource-
Centre-Docs/cultural-book-complete-WEB.aspx(Accessed April, 2015).
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
 Difference between Aboriginal and Torres Strait Islanders. (2011). Retrieved from:
http://www.differencebetween.com/difference-between-aboriginal-and-vs-torres-strait-
islanders/(Accessed April, 2015).
 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:
https://www.kidsmatter.edu.au/sites/default/files/public/KM%20C1_Cultural
%20Diversity_Diversity%20and%20Children%27s%20Mental%20Health.pdf(Accessed April,
2015).
 Planning for a Multicultural Child Care Environment Checklist. (2012). Inclusive Directions.
Retrieved from:http://directions.org.au/wp-content/uploads/2013/08/Planning-for-a-
Multicultural-Child-Care-Environment.pdf(Accessed April, 2015).
 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:
http://www.health.nsw.gov.au/aboriginal/Publications/pub-terminology.pdf(Accessed April,
2015).
 Understanding Culture. (2005).Zion, S., Kozleski, E., & Fulton, M. National Institute for Urban
School Improvement. Retrieved from:
http://www.sst13.org/wp-content/uploads/2015/04/Understanding-Culture.pdf
 Using Translating and Interpreting Services in Early Childhood Services. (2011). Diversity in
Practice. Tip Sheet 4. Retrieved
from:http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-
tipsheet-4.pdf
(Accessed April, 2015).
 Welcoming conversations with culturally and linguistically diverse families –An Educators Guide.
(2012). Child Australia. IPSP. Retrieved from:
http://www.childaustralia.org.au/Documents/IPSP-Section/Bicultural/
WelcomingConversationsGuideWEB.aspx
 What is cultural safety? (2012). SNAICC. Retrieved from:
http://www.supportingcarers.snaicc.org.au/connecting-to-culture/cultural-safety/
 Working with Aboriginal People and Communities – A Practice Resource.(2009). NSW Department
of Community Services. Ashfield, NSW. Retrieved from:
http://www.community.nsw.gov.au/docswr/_assets/main/documents/
working_with_aboriginal.pdf
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Recommended Websites
 NAIDOC: http://www.naidoc.org.au/about
 National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/
 Timeanddate.com: http://www.timeanddate.com/holidays/australia/national-sorry-day
Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
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 students
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.
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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 CHCDIV002Promote 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 Islandercultural 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 principle on EQUITY, INCLUSION AND DIVERSITY UNDERPIN THE FRAMEWORK
states that it is the capacity of all children to succeed in their learning process, regardless of their
diverse backgrounds and circumstances. The principle acknowledges inclusion of diverse
children. is acknowledged as an approach where diversity is celebrated. It also states that all
educators should demonstrate an equitable and responsive support towards the children.
Furthermore, the principle on AUSTRALIA’S ABORIGINAL AND TORRES STRAIT ISLANDER
CULTURES ARE VALUED mentions that educators should value and respect diversity of all
children (SNAICC, 2012).
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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)?
Cultural competence is defined as the ability to communicate with, understand, and interact with
individuals belonging to different cultures (Australian Government Department of Education,
Employment and Workplace Relations, 2009).
c) What is considered to be the most important reason to pay attention to cultural competence?
Demonstrating cultural competence is necessary as it helps in understanding the individual
preferences and beliefs of each student, thereby assisting educators to formulate the learning
plans that will enhance their overall wellbeing and development.
Question 2
To complete this task refer to (pp. 7 &13)of your reading:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
a) List the three key words used in the EYLF that reflect support children’s cultural identity
and relationships within the family.
 Principles Practice Learning outcomes
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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?
The EYLF states that respecting diversity encompasses reflecting on and valuing the values,
practices, and beliefs of all families. Educators should respect and honour the cultures, histories,
traditions, child rearing practices, languages, and lifestyle choices of the children’s family. They
should also value the abilities and capacities of all children and respect their family differences.
c) What curriculum decisions are made by educators to uphold diversity?
 Promoting a better understanding of the aboriginal and ethnic minority groups of the
country Fostering motivations of the children Acknowledging complexities that exist
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.
 Learning keywords in mother-tongue when the families are found to speak many
languages. Utilising competencies and skills of educators proficient in multiple languages
 Linking the families with local services for assistance and support. Providing opportunities for listening to people’s perceptions, belonging to different
backgrounds. Respecting differences and acknowledging different beliefs, values, needs
and rituals.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
 Promoting inclusive behaviour, and encouraging children to contribute their interests and
skills.
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?
 Having welcome posters and written information in community languages Having photographs and pictures showing cultural profiles of community Playing music of different cultures in the background Arranging soft furnishings, such as, wall hanging and cushions reflecting other cultures
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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.
 Using photographs and pictures that help conversation about daily routines Having a child’s bag containing nappies, spare clothes and labelled cups or bottles Using family photographs Using pictorial clocks showing opening and closing times Printing calendar pages with children’s names on orientation days Giving a complete tour of services to the families
c) Provide threestrategies that can be used to assist families to work in partnership with the
service?
 Asking families to teach key phrases and words in first language and recording the
pronunciations Asking families to record stories or songs in their home language Using a visual routines for talking about cultural and family practices
d) List six ways educators could encourage children to explore other cultures in the outdoor
play environment.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
 Using walls, fences, and grounds for displaying art works
 Laminating culturally diverse pictures and arts forms
 Copying pictures of homes and buildings and pasting them on cardboard boxes
 Making scented organza bags of spices and herbs from around the world
 Making musical instruments and drums using recycled materials
 Growing fruits, plants, or vegetables from home countries (Kearns, 2014)
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 and rest routines (including SIDS sleeping
practices).
 Families can have different perceptions of a child’s health They can have questions about the settings They may question several minor issues (Kearns, 2014)
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 5
To complete this task refer to (pp. 1-20) of your reading:
 Cultural Connections Booklet.
Identify eight practical tips educators may consider when working with families for whom English is
a second language.
 Ensuring all names are correctly pronounced. Judgments should be prevented about the cognitive proficiency and language of a
children Inviting parents to have their questions respectfully addressed Exploring ways to value the first language and support families Reassuring families that English will be taught as an additional language Working with bilingual professionals for supporting children to make them feel secure Demonstrating respect for diverse languages and cultures by learning keywords and
greetings Showing respect for all cultural backgrounds (Professional Support Coordinator, 2009)
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
002 Cultural Identity and Bias
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 7 Support children in developing confidence and strength in personal and cultural identity
Performance Evidence
Knowledge Evidence
CHCDIV002 Promote Aboriginal and/or Torres Strait Islandercultural safety
Element 1 Identify cultural safety issues in the workplace
Element 2 Model cultural safety in own work
Knowledge Evidence
Question 1
To complete this task refer to (p.211) of your textbook ‘The Big Picture’.
a) How is culture defined by the National Centre for Cultural Competence?
It is defined as the customs, ideas, and social behaviour representing the society or particular
individuals.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) Describe the meaning stereotyping in relation to culture?
Judging an individual or group of people, different from self culture, on the basis of other’s
encounters and opinions (Early Childhood Australia, 2014)
Question 2
To complete this task you are required to reflect on your culture and relate to cultural safety.
a) 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.
Friendly, Nonjudgmental, Rational, Respectful, Competent
b) 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.
Being nonjudgmental helps in avoiding moral judgments
This attribute helped me maintain a friendly attitude towards a classmate who suffered from
major depressive symptom. This character made me prevent judging her on the basis of the
stereotypes that exist regarding mental illness.
c) Describe your best personal attribute. Now describe how this attribute contributes to your
self-identity.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Friendliness.
It helps me maintain cordial relationship will all people, regardless of their cultural
backgrounds.
d) 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.
Easter Christmas
It celebrates the resurrection of Jesus from the dead and confirms our religious faith in
Christianity.
e) 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
or family.
i. Describe how you might feel.
I will feel out of place and isolated in the first context. I will initially find it difficult to get
accustomed to the new environment.
ii. What would you miss most?
Speaking in English, my native language.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
iii. What assistance would you like from your new community to help you settle in and feel safe?
I would seek their assistance to help me learn about their cultures, traditions and key words
in their language.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
f) 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.
I will try to form a friendly relationship with the parents and children. I will try to learn some
common words and key words related to their language that will help me to form an effective
relationship and rapport with them. I will also try to learn about their history and cultural
beliefs and arrange for music or lunches that are in compliance to their traditions.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 3
To complete this task refer to (pp.4 – 9)of your reading:
 Understanding Culture.
Listed below are the environmental factors that influence our cultural identity. Explain the meaning
of each factor.
Environmental Factors Explain the meaning
Language In addition to written and spoken words, it includes different forms of
non-verbal communication such as use of hands, eyes, and body.
Attitudes towards time Being on-time, early, or late.
Space/proximity Distances accepted between many individuals and the appropriateness
of their physical contact.
Gender roles The way by which an individual understands, views, and relates to
individuals of opposite sex and the behaviours that are considered
appropriate.
Familial roles Beliefs about providing services for self, the old and young, and who
protects which individual.
Taboos Beliefs and attitudes on culturally appropriate things
Family Ties The way by which a person considers themselves in context of their
family. It also takes into account people who are considered part of the
family, and their roles
Grooming and
Presence
Cultural differences that exist in personal appearance and behaviour,
such as smile, laughter, voice quality, smile, poise, gait, and style of
hair, or apparel.
Autonomy Beliefs about priorities given to needs of an individual in relation to
needs of a group.
Status of age Manners that are accepted towards peers, older persons, and younger
persons.
Education Kinds of learning, purpose of education, that are favored, and the
methods of learning used in community and home.
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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.15 – 17)of your reading:
 Understanding Culture.
a) Explain the term ‘cultural responsivity’.
It refers to the ability that helps in learning from and respectfully relating to people who belong to
same or different cultures.
b) List the ten ways in which educators (practitioners) can become culturally responsive.
 Developing cultural self awareness Appreciating diverse views Examining teaching for bias Avoiding imposing of new rules Resisting stereotyping Building on strengths of students Learning from others Discovering primary culture roles of students and incorporating them in teaching process Accepting own naiveté Considering the process to be a journey, and not a destination
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
003 Aboriginal and/ or Torres Strait Islander
Cultural Identity
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 Islandercultural 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
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to (pp.1 - 11)of your reading:
 Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.
a) How are Aboriginal and Torres Strait Islander people defined?
A person belonging to Aboriginal or Torres Strait Islander descent who is accepted by the
community where he or she lives.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) List the three key factors that should be considered when exploring concepts of Aboriginal
and Torres Strait Islander wellbeing.
 Religious beliefs Cultural practices Appropriate language
c) Provide an example for each of the following impacts on the Aboriginal and Torres Strait
Islander people due to the European settlement.
i. Loss of land Displacement from the original land, sudden lack of shelter and
employment
ii. Loss of culture Changes in identity and self-esteem
iii. Loss of
kinship/family
ties Grief and trauma
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
d) 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? Overcrowding Homelessness Mortality Hospitalisation
e) List three factors that contribute to Aboriginal and/or Torres Strait Islander children being at
high risk of emotional or behavioural difficulties?
 Disposition of land Denial of humanity Low income
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
f) 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 Islanderpeople.
 The belief that earth is eternal and the beings that inhabit it are ancestral
 Dreaming continues for controlling the natural world
Question 2
To complete this task refer to (pp.1 – 6) of your reading:
 Australia – A national overview. Bringing Them Home.
a) How long have Aboriginal people and their ancestors occupied Australia?
The indigenous peoples arrived approximately 40,000 years ago
b) What is the significance of the European doctrine of terra nullius in relation early colonisation
and Aboriginal Land Rights?
It refers to ‘nobody's land’, and the principle stated that the territories that are unsettled or
unoccupied could be acquired by a state. This resulted in displacing several aborignals from their
homeland.
c) What were the two key policies adopted by the British Select Committee in relation to the bad
treatment of Aboriginal people in Australia?
 Segregation, that created reserves and relocated Aboriginal communities
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
 Education that focused on the youth and related to all aspects of lives
d) What laws and systems were put in place as a result of these policies?
It led to the formulation of the Aboriginal Protection Act and appointment of the Aborigines
Protection Board
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
e) What two powers were given to the Chief Protectors?
 To assume the custody, care, or control of half-castes or Aboriginals if, he considered it
necessary or or in the best interest of that person. He beacame the legal guardian of all Aboriginal child till the age of 16 years and the
children could be removed from their families and placed in homes or work services
f) By the turn of the century what did the government see as a solution to ‘the Aboriginal
Problem’?
Removing all Aboriginals to the Cape Barren island, present off the northern coast of Tasmania,
followed by their effective segregation from non-indigenous people
g) 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?
The young children were sent to the Palm islands on the order of the Superintendent.
 Less likely to experience stable living conditons and became geographically mobile They received study grants, hostelling facilites and scholarships They were not nurthured and lacked a discipline in the childhood They were punished for speaking languages other than English
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
h) During the 50’s and 60’s how did child welfare services respond to the increasing numbers of
children being removed from their families?
The welfare services used to visit houses to identify the children that were neglected or
uncontrollable. Neglect procedures were utilised by the services to before removing the children
in bulk from their homes.
i) What were the two outcomes of the 1967 constitutional referendum for Aboriginal people?
 Increased attention on living standards of the aboriginal communities Increased funding for indigenous population
j) What are the three key features of self-determination?
 Self-realisation Psychological empowerment Behavioural autonomy
k) List the nine significant changes to the way Indigenous people were viewed by non-
Indigenous during the 1990’s.
 Establishment of Council for Aboriginal Reconciliation by federal parliament law, in 1990 Findings of Royal Commission into death of Aboriginals in custody, in 1991 High Court decision in Mabo vs Queensland, in 1992 Native Title Act by the federal government, in 1993 Establishment of National Inquiry Into separation of indigineous children, in 1995
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 High Court Wik decision, in 1996 Human Rights and Equal Opportunity Commission presented ‘Bringing them home’. It
was a national Inquiry on separation of the children from their homes and was presented
to the federal parliament, in 1997 Introduction of Native Title Amendment Act (Cth), in 1998 People’s Walk for Reconciliation, in 2000
Question 3
To complete this task refer to (pp.9 – 17) of your reading:
 Working with Aboriginal People and Communities – A Practice Resource.
a) Explain the symbolism of the Aboriginal flag.
It was designed by Harold Thomas in 1971. Black represents the Aboriginals. Red depicts the
earth, and spiritual relationships with their land. Yellow represents the life giver, the sun.
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b) Explain the symbolism of the Torres Strait Islander flag.
The white Dari (headdress) is a symbol of the people. The white 5-pointed star located beneath
the dari represents 5 major island groups and navigational importance of all stars to seafaring
people. Green stripes depict land, black stripes represent people, and blue depicts the sea.
c) List the two ways Aboriginal people refer to themselves and their mob.
 By their nation names By their state boundary
d) 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.
Children are not the concerns of biological parents only, but are of their entire community. The
education, raising, care, and discipline are everyone’s responsibility— yound, old, male, and
female
e) Among Aboriginal people what nine factors is the extended family structure based on?
 Blood related Community Marriage Kinship Non related family members Mutual respect Sense of belonging Knowledge and acceptance of kinship ties
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 Support and mututal obligation
f) In Aboriginal communities what roles are defined by kinship?
It defines the place where an individual fits in the community and defines the responsibilties and
roles requried to educate and raise children.
g) 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?
 Acknowledges the original custodian of the land as the main speaker It is performed by an elder or leader
h) Who is able to perform a Welcome to Country?
An elder or leader, from the community where the meeting is taking place
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i) Explain the concept of Men’s and Women’s Business.
It illustrates the practices and customs that are performed by men and women separately, and
have strict regulations and penalties associated.
j) 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?
 Knowing about the elders
 Using proper language and communication skills
 Arranging for a culturally appropriate services
k) What are the senstivities around death that should be observed with Aboriginal people?
 Disrespectful to take name of the deceased person Refer to the person during general conversation Display images or pictures of the deceased person
l) What term is often used by Aboriginal people when refering to a death?
‘Sorry Business’
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
m) What term is often used as a sign of respect by Aboriginal people when refering to Elders?
‘Aunty or Uncle’
Question 4
To complete this task refer to (p.1) of your reading:
 Difference between Aboriginal and Torres Strait Islanders.
List the key differences between Aboriginal and Torres Strait Islanders.
Aboriginal Australians: Torres Strait Islanders: Speak the Pama-Nyungan language Most stories feature Rainbow Serpent
 Indigenous to Tasmania or mainland
Australia (Difference between Aboriginal
and Torres Strait Islanders, 2011)
 Speak the Meriam Mir and Kala Lagaw
Ya language
 Most storied feature warror or Tagai
 Are minority groups of the Torress
Strait
Question 5
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To complete this task refer to the following website:
 NAIDOC:http://www.naidoc.org.au/about
a) What is the purpose of NAIDOC Week?
It is an opportunity to participate in different activities and support the Aboriginals and Torres
Strait Islanders
b) List five ways in which a children’s service could participate in NAIDOC Week.
 Displaying indigenous posters in the class room Inviting local and indigenous elders for speaking at the school Playing indigenous music in classrooms Reading dreamtime stories Studying aboriginal’s arts and crafts
c) List five NAIDOC Week awards categories.
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 Youth of the Year
 Artist of the Year
 Scholar of the Year
 Lifetime Achievement Person of the Year Female Elder of the Year
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 6
To complete this task refer to the following website:
 National Aboriginal and Torres Strait Islander Children’s Day:http://aboriginalchildrensday.com.au/
National Aboriginal and Torres Strait Islander Children’s Day is celebrated on 4th August each year.
What is the focus of this celebration?
It helps Aboriginal and Torres Strait Islanders to celebrate the culture and strengths of their
children. It is an opportunity to demonstrate support for all Aboriginal children, and learn about
the impacts of culture, community, and family on every child.
Question 7
To complete this task refer to the following website:
 Timeanddate.com:http://www.timeanddate.com/holidays/australia/national-sorry-day
What is the purpose of National Sorry Day, observed on 26th May each year?
It gives the chance of coming together and sharing all steps that heal for stolen generations (that
were removed forcibly), and their communities and families.
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004 Aboriginal and/ or Torres Strait Islander
Cultural Realities
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 Islandercultural 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
Element 4 Evaluate cultural safety strategies
Performance Evidence
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 What is cultural safety?
a) What is the definition of cultural safety?
It refers to ther policy that ensures providing adequate respect towards the social and cultural
differences in a diverse environment.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) What does cultural safety mean forAboriginal and Torres Strait Islander children?
Cultural safety refers to an environment where they feel secure and safe in terms of their cultural,
identity, and community.
Question 2
To complete this task refer to (pp.2 – 14)of your reading:
 Aboriginal and Torres Strait Islander Children’s Cultural Needs.
a) In relation to Aboriginal and Torres Strait Islander culture list the six elements of the domains
of cultural needs.
o history
o land and water
o personal identity
o cultural expression
o external family and community
o cultural values, beliefs and practice.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) Provide six examples of ‘Personal Identity’ as a cultural need.
 Belonging to specific groups, communities, clan and family Being taught about the languages, customs and knowledge of the members within the
group Identity is crucial in understanding culture Cultural identity of children should be acknowledged Culture informs about identity and forms the foundation of the past, present and future It makes a child feel unique and special
c) How is the belief in relation to ‘country’ described?
It is the acceptance that the cultural values and history of the country are true and had existed in
real time.
d) What learning opportunity is provided to Aboriginal and/or Torres Strait Islander children
when they have a connection to their land and/or water?
 Fostering an understanding of the background of a child, for ensuring an enhancement of
their connection to the land by forming knowledge of cultural needs Encouraging story sharing for different communities with relation to the region Creating connections in the community for ensuring recognition of proper understanding
of a particular place
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
e) What are four key benefits of cultural expression for Aboriginal and/or Torres Strait Islander
children? It will capture the information of the family, community and history of a child
 It will increase the understanding and knowledge of the place of a child in the community
structure and family
 It will support and nurture the child
 It will create a sound understanding of the cultural heritance
f) List four practical ways in which Aboriginal and Torres Strait Islander culture is celebrated.
 Acknowledging the country in all important events and meetings Creating a calendar that contains indigenous events Inviting indigenous artists and performers Networking with the community
Question 3
To complete this task refer to (pp.229 – 231)of your textbook ‘The Big Picture’.
a) 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.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
 Infrastructure Nutrition Physical activity Immunisation Body weight
b) List five key barriers for Aboriginal and/or Torres Strait Islander people to accessing
children’s education and care services?
 Infrastructure English teaching materials Inappropriate context Lack of aboriginal history Lack of full time teachers
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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.17 – 18) of your reading:
 Aboriginal Cultural Competence Framework -Culture and the child and family services system.
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.
 The physical, educational, spiritual, and emotional needs of a child cannot be met, when
they are isolated from each other Relationship of the child to the entire family, and not only parents is essential Relationship to the spirit and the land that determine politics, law, and meaning is crucial
for cultural identity A child is born in a broad care community that contains immediate, extended family, and
local community
 Elders are crucial for education and culture maintenance
Question 5
To complete this task refer to (p.9) of your reading:
 Cultural Connections Booklet- How do my biases affect the children I work with?
Explain the meaning of each of the following responses to discrimination.
Discriminatory responses Explain the meaning
Head in the sand. Ignore prejudice and discrimination on the surrounding
environment
Giving out. Telling children what should they think
Making space. Helping children to explore what they feel and think, in addition to
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telling them self views
Getting support. Finding out about things that are uncertain or unfamiliar by
discussing, talking and finding out the things
Seeing the big picture. Creating links between self-experiences and different discrimination
or prejudices
Question 6
To complete this task refer to (pp.11 – 12) of your reading:
 Cultural Connections Booklet - Helpful tips in challenging discriminatory or bias comments from
children.
List and describe six ways in which educators can challenge discriminatory or bias comments from
children.
 Ensuring that all names are correctly pronounced Not making judgments Inviting parents to inquire or question Exploring ways that can support families Reassuring families of the fact that the children will learn English Demonstrating respect for diverse cultures
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
005 Inclusion in the Workplace
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 Islandercultural 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
Element 4 Evaluate cultural safety strategies
Knowledge Evidence
Question 1
To complete this task refer to (p.3) of your reading:
 ECA 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?
Families: These people have significant responsibilities and care for kinship relationships
with children.
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Colleagues: Includes employers and people with home one works broadly or directly
Communities: Group of individuals living in same place or having common characteristic
Question 2
To complete this task refer to (p.27)of your reading:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
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 learningwhen they:
• Reflect on own response to diversity
• Provide resources and plan experiences to broaden perspectives of children and encourage
diversity appreciation
• Expose children to variety of dialects and languages to encourage linguistic diversity
appreciation
• Encourage children to respect and listen to diverse perspectives
• Demonstrate positive response to diversity in conversations and self-behaviour with children
• Engaging in interactions that promote a respect for values and diversity
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Question 3(29)
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: 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.
a) What message of cultural safety is the Director sending to the community by employing
Aboriginal trainees?
The Director is ensuring that the all children regardless of their culturally diverse background will
be provided equal oppotrtunities in the centre, thereby demonstrating a respect and value
towards diversity.
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b) List the key protocals that the Director used when employing the trainees.
 Providing equal opportunities to indigeneous people Encoruaging a better understaning of the Aboriginal culture by promtoing discussions Eliminating all kinds of stetreotypes or biases
Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
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.
a) Give three reasons why the Director is right to be concerned about the comments made by
Jack and Kate?
 The employees are culturally ignorant
 They might manifest a behaviour that hurts the cultural sentiments of Norah
 Their discriminative behaviour might lead to workplace conflicts
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) What could the Director do to assist Jack and Kate to understand the importance of Sorry
Day for Norah, her community and all Australians?
 Tell them about the origin and history of the Murri group
 Tell about the story of ‘Sorry day’ and its relevance
 Help them understand the need of respecting all diversities
Question 5
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.
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
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as the Yarning Circle and the children quickly learned to use the talking stick.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
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.
The above scenario has positive impacts as it explains the cultural similarities between
indigenous and non-indigenous population. Furthermore, the fact that the two programs were
applauded and incorporated in the daily routine demonstrates that the colleagues and children
are respectful towards aboriginal cultures and traditions.
Question 6
To complete this task refer to (p.232)of your textbook ‘The Big Picture’.
List six ways the Aboriginal and/or Torres Strait Islander culture can be integrated across the
curriculum. Reading out Aboriginal and Torres Strait Islander history Reading out their rhymes Making children identify the different tribes Making them play indigenous games Helping them identify indigenous symbols Creating word games on indigenous vocabulary
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
006 Communicate Effectively
CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/
or Torres Strait Islander cultural safety
CHCECE001 Develop cultural competence
Element 2 Identify and develop cultural competency
Element 3 Research Aboriginal and/or Torres Strait Islander communities
Element 4 Support individual cultural identities
Performance Evidence
Knowledge Evidence
CHCDIV002 Promote Aboriginal and/or Torres Strait Islandercultural 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
Element 4 Evaluate cultural safety strategies
Knowledge Evidence
Question 1
To complete this task refer to (pp.5 – 36) of your reading:
 Cultural Connections Booklet - ‘‘Communicating with Others’.
a) List two practical suggestions provided in relation to connecting with others ‘on a human
level’.
 Showing willingness to discuss about backgrounds Not expecting people to engage directly and allowing some time and space
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) How would you respond to someone who tells you that all Aboriginal communities are the
same (homogeneous)?
I would discuss about the different tribes and communities that form the Aboriginal groups and
would talk about their traditions.
c) How can services show sensitivity to parents who may have poor literacy skills?
 Creating provisions of employing Aboriginals who can explain to them the services that
their children are getting Being non-judgmental on the educational status of the parents Creating provisions for classes for the parents
Question 2
To complete this task refer to (p.21) of your reading:
 Working with Aboriginal People and Communities – A Practice Resource.
List the two key facts in relation to Aboriginal language and dialects.
 There are 300 nations that speact 250 different langugages There are approximately 600 dialects
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Question 3
To complete this task refer to (pp.1 – 2) of your reading:
 Protocols: Communicating with Aboriginal and Torres Strait Islander People.
a) What is the traditional meaning of an Aboriginal Elder?
A person whose spiritual thoughts, principles and values influence all aspects of teachings and
lives, by presenting themselves as an example.
b) How is the term ‘Mob’ used by Aboriginal people?
Cohesive group of people
c) Who is a ‘Traditional owner’?
Member of local descent groups that has rights and responsibilities related to area of the sea or
tract of land.
d) List six terms that are considered to be offensive when communicating with Aboriginal
people.
 Blacks Boong Coon Darky Half-caste Lubra
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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.2 – 3)of your reading:
 Protocols: Communicating with Aboriginal and Torres Strait Islander People.
List the ways in which communication barriers can be overcome in each of the following areas.
Communication
Barriers
Suggested ways to overcome these barriers
Welcome Nod or smile, even without words
Relationships first Person before Business, asking about family and sharing personal
information
Tone of voice Speaking in gentle tones and slowly
Language Finding out the language that is best understood by the receiver
Smile, relax Creating approachable and safe environement
Introduction Introducing warmly
Rapport (build
relationship)
Taking
Eye contact Using indirect eye contact
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Silence Having lengthy pauses
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Question 5
To complete this task refer to (pp.21 – 22)of your reading:
 Using Translating and Interpreting Services in Early Childhood Services.
a) What is the difference between interpreters and translators?
A translator interprets texts that are in written format.
An interpreter translates messages orally.
b) When should a professional interpreter be used?
When the receiver is facing difficulty in communicating in, and undertanding English
c) When may a non-professional interpreter, such as relatives or friends be used?
When interpreters are not available or the receiver refuses to take assistance of professional
interpreters
d) What are the issues around the use of a non-professional interpreter? Uncertainity about English skills Impartiality Conflict of interest Confidentiality breach
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e) How can services access translating and interpreter services?
By looking for interpreters and translators from the community and district websites.
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007 Anti-Bias
CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/
or Torres Strait Islander cultural safety
CHCECE001 Develop cultural competence
Element 2 Identify and develop cultural competency
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 PromoteAboriginal and/or Torres Strait Islandercultural safety
Element 2 Model cultural safety in own work
Question 1
To complete this task refer to (pp. 367 – 370)of your textbook ‘The Big Picture’.
Explain the meaning of each of the following terms.
Term Explain the meaning
Racism Prejudice against others due to the belief that one’s race is the supreme
Bias Inclination towards or bias against other individual or groups
Bigotry Intolerance towards people who hold different opinions
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 2
To complete this task refer to (pp. 223 – 224)of your textbook ‘The Big Picture’.
a) Explain the principles of anti-bias education.
The early childhood education approach that prioritises values-based methodology and
principles in support of embracing and respecting differences, while acting against unfairness
and bias
b) How does exploration of differences and similarities support children to feel safe and
comfortable with differences?
It helps children develop sense of self-identity and assists them to explore physical, emotional,
cognitive and social aspects of identity.
c) According to Derman-Sparks & Olsen Edwards, (2010) what are the four goals of anti-bias
education? Each child will show confidence, self-awareness, positive social identities and family
pride Each child will express joy and comfort with human diversity, caring and deep human
connections and accurate human language differences Each child will recognize unfairness and describe it by understanding that it hurts Each child will show empowerment and acting skills while working alone or with others,
against discrimination
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 3(40)
To complete this task refer to (pp.225)of your textbook ‘The Big Picture’.
Explain why educators should respond to bias in the following ways:
Respond immediately. Maintaining higher behavioural expectations
Respond simply. To help in managing actions and emotions of a child
Respond authentically. To demonstrate a non-judgmental practice
Acknowledge differences. To promote respect of cultural diversity
Model behaviour. Inculcating positive behaviour and practices among students
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 4
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following question.
Using the strategies below identify how the educator could address the bias in each scenario.
Strategies:
 Address misinformation and stereotypes.
 Promote pride in own culture.
 Explore similarities as well as differences.
 Give children factual information.
 Broaden children’s knowledge of diversity.
Scenario: Bias
Blue Bay Early Learning Centre has a student on placement who is from a
Middle Eastern Country. Tahmina has dark skin and wears traditional dress
which has given rise to a great deal of discussion among the children.
Carna (4 years 6 months) tells her educator: “My dad said Tahmina should go
where she comed from because she’s got black skin. But I don’t want her to
because I like her.’’
Select three strategies educators can use to address the bias in this scenario. Explore similarities as well as differences.
 Broaden children’s knowledge of diversity.
 Address misinformation and stereotypes.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Question 5(42)
To complete this task refer to your reading:
 Planning for a Multicultural Child Care Environment Checklist.
Scenario: Anti-Bias
Educators in the 2-3’s room are working together on their program goals for
the children, when the following discussion occurs.
Anne: “I didn’t know what to say when Evie asked Lydia’s mother why she
has black skin. I felt really embarrassed.”
Matt: “What did you say?”
Anne: “Oh I think I muttered something about everyone being the same. I
know it didn’t make any sense but I didn’t want Evie to say anything else! “
Jackie: “What did Lydia’s mum say?”
Anne: “She just smiled and said that she had black skin because she was a
Koori woman.”
Matt: “You knowour room doesn’t really reflect cultural diversity. Maybe we
could start by taking a look at what we could add or change so that it
reflects the cultural diversity in our community.”
Using the Checklist as a guide, suggest three things that the educators could add to reflect a more
multicultural environment.
a) Dramatic Play.
 Including pictures, posters, photos etc. showing culturally diverse families in typical
family situations. Eating and cooking utensils used in different homes Using presentational food like, cloth pita breads, wool spaghetti
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
b) Block Area.
 Having pictures, and posters of transports and buildings of local community Displaying posters that reflect different cultures Using representational toys
c) Games and Puzzles.
 Using puzzles from other countries Playing counting or memory games Asking parents to share information on their childhood games
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