Develop Cultural Competence Assessment

This document provides information about the assessment tasks, outcomes, and requirements for CHCECE001 Develop Cultural Competence. It includes short questions, case studies, research activities, and a personal/reflective journal. The document also discusses the importance of cultural competence in early childhood education and how educators can support children from diverse cultural backgrounds. It provides examples of cultural practices, communication strategies, and policies and procedures for working with children from different cultural backgrounds.

CHCECE001 Develop cultural competence
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments
requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short
Questions/Multiple
Choice
Questions/True or
False
There are short questions found in this booklet.
You will be given the opportunity to respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 2 Case
studies/Scenarios
There are Case studies/scenarios in this booklet. Read
the case studies given and answer the questions that
follow. Use your own words in answering these case
studies.
Assessment 3 Research Activity There are research activities found in this booklet. You
are required to research the topic and respond to each
question in your own words in a written format. In
special cases you may respond verbally.
Assessment 4 Personal/Reflective
Journal
Instructions for the journal are in the supervised work
placement booklet
Assessment 5 Third Party
Observation
Will be performed by the workplace supervisor while the
student is on Work Placement.
Assessment 6 Work Place
Observation
Your workplace supervisor observes you in the work
place setting demonstrating the practical application of
the skills and knowledge that you have gained in relation
to these units. Your supervisor is required to observe
you performing tasks in the workplace using the
checklist provided in the third party report. During the
observation your assessor will make a judgment as to
whether you have met the required skill level for the
qualification, or if further practice is required.
Instructions and checklist for work placement are in the
supervised work placement booklet. When an assessor is
unable to visit the workplace they shall liaise with your
workplace supervisor to confirm your ability to perform
the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant
to the unit such as the Children’s Developmental Stages,
Playground policies etc.

Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not
understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions
are designed to assess your understanding of the unit as well as your underpinning knowledge.To
satisfactorily complete this assessment task you are required to complete the whole assessment. To do
this you will need to answer all questions correctly and demonstrate you have achieved the required
knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we
should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your
assessor who will attempt to make alternative arrangements.
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Assessment Tasks Outcome
Unit: CHCECE001 Develop cultural competence
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy
must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment
Tasks
Title Satisfactory/
Not yet
satisfactory
Assessor
Signature
Date Re-submission
Satisfactory/ Not
yet satisfactory
Short Questions Assessment 1
Case Study 1-2 Assessment 2
Research
Activity 1
Assessment 3
Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:
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Page left intentionally blank
Assessment 1
Short Questions
1. 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.
Self identity – Honest, reliable, hardworking, open minded and caring.
Hardworking is my self dimension. and this is my culture as well because of my thinking. I have to be
hardworking which will be good for my family and myself.
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.
The religious belief is the one that I want to hold as an adult this has remained with me because
it has taught me to be caring and hardworking.
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c. Describe your best personal attribute. Now describe how this attribute contributes to your self-
identity.
Being hardworking and caring reflect my personal and religious values like care, reliability and
honesty.
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.
In my family, the ritual which is strictly followed is gathering together for cultural festivities. This
ritual strengthens the family values which are further passed on to the children. This has
contributed to my self-identity by making me open-minded and reliable.
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 6 months without any contact with your home or family.
Describe how you might feel.
I would be feeling very lonely and even poor just like house arrest.
f. What would you miss most?
I will miss my family, friends, my favourite food items.
g. What assistance would you like from your new community to help you settle in and feel
safe?
Some suggestion on how to tackle the situation and places where I can get the similar stuff and
a good cooperation.
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h. Referring to your answers from above, how would you support children in your care who
come from families from a culture different to your own?
It won’t be difficult for me as I am very open minded and respect other culture and it won’t make
any difference other than the language problem that might come across. Other things I will get
to know with time and if others provided me with help.
2. What aspects of the environment have an influence on an individual’s cultural identity?
Aspects of environment, my parents have a great influence over my life teaching me to trust and
the life skills. I always get inspired from the people who stood up for the right thing, this has
helped in gaining confidence and fighting for others as well. Even social media has influenced
me somehow in my dealing with the situation. It has helped me understanding people around
the world and accept the things which has resulted into being open minded.
3. a. The Early Years Learning Framework (EYLF) (2009) describes cultural competence as ‘the
ability to understand, communicate with, and effectively interact with people across cultures’.
Complete the following:
According to the EYLF what does cultural competence encompass?
The EYLF defines cultural competence as a wider than an awareness of the cultural
differences (Building cultural competence in early childhood education. 2018). It
refers to the ability to understand and communicate effectively and interact with
the people across different cultures. Also, developing positive attitude towards
other cultures.
b. Select one of the above skills that you feel you could work on to improve your own cultural
competence and describe how you would go about acquiring or improving upon the selected skill.
Communication skills is the one that I need to improve which will result into enhancing my
cultural competence. This skill can only be achieved by interacting with the others and gaining
an understanding about their culture. The more I will interact, the more effectively I will sharpen
my communication skills.
c. With reference to the EYLF:
Principle 2 Partnerships,
Principle 4 respect and Diversity
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Outcome 1 Children have a Strong Sense of Identity
How can Educators acknowledge and support children’s family and culture? Educators can:
As per principle 2, the educators can work in partnership with the families in the
early stage childhood setting. It can create a warm and welcoming environment for
the families and the children. Also, collaborating the childcare professional s,
parents and the community will also help in ensuring learning experiences of the
children are meaningful (Grieshaber, 2018). Using principle 4, the educators can
depict the respect for culture, traditions, lifestyles, language of all the families. Also,
educators can promote the better understanding of the Aboriginal and Torres Strait
Islanders. According to the outcome 1, the educators can work on ensuring that all
the children over there experiences pride and confidence in their achievement and
actively supporting the maintenance of the traditional language and the culture.
d. How can you access more information on the National Quality Framework and National
Quality Standards?
For more information on NQF:
 visit the ACECQA website
 email [e-mail]
 call 1300 422 327
 contact the state or territory regulatory authority
Relevant resources for NQS:
 ACECQA – National Quality Framework
 ACECQA – Assessment and ratings
 Assessment and Rating Resources
 Fact Sheets and Resources
 Early Childhood Resource Hub
4. Educators can demonstrate cultural competence by gaining knowledge of the cultural
practices and protocols of families using the services.
Give two examples of cultural practices Educators need to consider when communicating with
families and community members from diverse cultural backgrounds.
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When communication is the barrier, then the interpreted or the translator can be used by the
educators and the families in order to communicate with one another. While communicating with
families ensure to talk to the family and not to the interpreter. Another example, is that the
educator ensure that the families understood what has been said. It can be very helpful in
providing additional time to listen to the families and also allowing them to ask questions.
5. a. Explain why Educators should avoid saying to children ‘We are all the same’?
These are avoided because these words depicts that there is a difference between each other
and the educator actually cannot speak about the differences and the similarities about the
children and their different culture.
b. Provide one example of how Educators can use routine experiences as opportunities to talk
about differences and similarities?
During the time of having meals, educator can explain and discuss about the different types of
food the children have, what the children can eat at the home along with their families. Every
individual has with their own likes and dislikes. This will provide support to the children in
understanding the differences and the similarities.
6. Colonisation has had a severe impact on the Aboriginal and Torres Strait Islander culture.
Historically government policies have been identified as contributing to the disadvantage of
Aboriginal and Torres Strait Islander culture past and present.
a. What are some of the impacts of government legislation on Aboriginal and Torres Strait
Islander culture?
Aboriginal and Torres Strait Islander Communities (Justice, Land and Other Matters) Act 1984,
which regulates the various matters that are impacting the Aboriginal and Torres Strait Islander
Communities like forming of community group, entry to trust areas etc. Aboriginal Cultural
Heritage Act 2003 and Torres Strait Islander Cultural Heritage Act 2003, the main purpose of
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both this act is to provide effective recognition, protection and conservation to the Aboriginal
cultural heritage (Legislation. 2020)
.
b. What is the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner?
The role of the Aboriginal and Torres Strait Islander Social Justice Commissioner is to report
annually to the Attorney General with respect to the exercise and judgement of the human rights
by the Australia’s indigenous peoples (Aboriginal and Torres Strait Islander Social Justice
Commissioner. 2020). It reviews the impact of laws and policies over the indigenous people,
reporting on the indigenous social justice along with the native title problems and in highlighting
and promoting the indigenous perspective on the same.
c. Outline the distinctive rights that Indigenous Australians hold as the original people of this
land.
The distinctive rights that the Aboriginal and Torres Strait Islander peoples holds are in respect
to the cultural rights which are stated below.
 To maintain, control, protect and develop their cultural heritage, various distinctive spiritual
practices, observances, beliefs, values and teachings. It also includes language and
knowledge they have and the kinship ties.
 They also have the right over the materials and the economic relationships with respect to
the land and waters and other relevant resources with which they had connection as per the
traditional laws and customs which are being recognised and valued.
7. Outline three ways Educators can find out more about the Indigenous cultures within their
community
The three ways the educators can look for more information about the indigenous cultures
within their community is by accessing the relevant resources from the organizations like
indigenous professional support unit (IPSU) and the Secretariat of National Aboriginal and
Islander Child Care (SNAICC) and so forth. Second way is by watching indigenous television
programs like National Indigenous Television Network (NITV) and listening to the Indigenous
radio programs. The third way is by consulting with local ands council, Aboriginal cultural
centres and the similar places to learn more about the local community’s indigenous history and
heritage.
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8. List 2 examples of policies and procedures an educator needs to follow in relation to working
with children from a different cultural background.
The educator is required to follow certain policies and procedures while working with children
from varied cultural background. First is equal opportunity, the educator is required to provide
equal opportunity to each child with respect to sharing their ideas and opinion. Second policy is
enrolment and orientation policy in which every will speak about their cultural background and
its relevance in their lives.
9.How can childcare educators interact with children to help them have a strong sense of
identity and wellbeing within their world?
The educator can promote the strong sense of identity and well-being among the children by
acknowledging and responding sensitively to the children’s cues and signals and initiate
conversation and interaction with them. The educators can provide support to the children in the
time of changes and the bridge the gap across familiar and unfamiliar things. Also, by
acknowledging each child’s uniqueness in a positive manner and recognizing their feeling and
distress and discomfort and by taking time in resolving it.
10. How might you obtain information about the cultural identity of families attending a
service?
By implementing the experiences that is built on the diverse background of the children and
families within the service will help in gaining more information and broadening the children’s
perspectives and encouraging the appreciation of the cultural diversity. Also, by implementing
the learning program where the educator is required to collect the information about the children
and their families cultural background. This can be done through enrolment forms, family
surveys and so forth.
11. Identify three ways Educators can create a culturally inclusive physical environment in a
Child Care Setting .
The three ways in which the educator can create a culturally inclusive physical environment are
described below.
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 By providing the wide and diverse range of materials, equipment and the other resources
that indicates the broad cultural diversity of the community along with the indigenous
cultures. For instance, by decorating the walls with the wall hanging baskets, rugs, dress-
up clothes, puzzles and table games etc.
 By displaying the greetings and the message in the different languages including the
language that of the children in the childcare.
 Using the books, music and games that depicts the cultural diversity and also considers
family background while providing the services.
12. Identify eight practical tips to consider when working with families where English is a second
language.
1. Ensuring that all the manes have been properly pronounced as in some culture it
considered impolite for the child to correct an adult thus, the educators must ask about the
names and titles of each one.
2. It is also important to ensure that skips are not made with respect to the child’s language
and the other cognitive proficiencies which is based on their use of English language.
3. Invite the parents of the children to ask questions and resolve their concerns with full
respect.
4. Ensuring ways to support the families in understanding the value of maintaining their first
language and making available resources such as bilingual resources in the formats that can be
easily accessed by the families and ensures better understanding.
5. Reassure the families that the children will learn English as an additional language from
the professionals at the early years setting.
6. The educator should work with bilingual early childhood professionals in order to support
the children to feel secure and to assist the communication with the families.
7. Demonstrating the respect for the different cultures and languages by the way of
greeting and even asking the families to teach some of the key words in the child’s first
language.
8. Ensuring to use variety of non-verbal communication using the gestures and mimes and
by reading books more than once will help in getting more information and in learning new
vocabulary.
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Assessment 2
Case Study 1
Read each scenario and using the strategies below identify how the Educator could address the
bias.
Strategies
 Address misinformation and stereotypes
 Promote pride in own culture.
 Explore similarities as well as differences
 Intervene; let children know that words can be
hurtful.
 Give children factual information
 Broaden children’s knowledge of diversity
 Talk about fairness and empathy (thinking about the
needs/feelings of others)
Select three strategies Educators can use to address the bias in this scenario?
• Address misinformation and stereotypes
• Give children factual information
• Explore similarities as well as differences
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Scenario
Stereotypes
You are sitting on the lounge reading a story to two 4-year-olds, Jock and Max. The story is about an
Aboriginal boy and his dog called ‘Rabbit’. The boy tells the story of how the dog got his unusual name.
The illustrations show the boy living in a large country town. At the conclusion of the story the following
conversation takes place:
Jock: “Aboriginals have spears and eat snakes. They cook them in a fire.”
Max: “Yeah, I know. They live in camps on the river. I don’t like Aboriginals ’cause they got brown skin”

Click here to enter text.
Select 3 strategies Educators can use to address the bias in this scenario?
• Broaden children’s knowledge of diversity
• Intervene; let children know that words can be hurtful.
• Promote pride in own culture.
Case Study 2
You are to prepare a short presentation (3 minutes in length) in class or online students submit a
3 min video presentation or 15 slide power point on your own cultural background.
The areas that you must cover are:
a. What are you able to bring to benefit others from your culture?
As stated previously for me my culture is being hardworking and along with that I prefer the
some of the family norms that are part of my culture which is gathering together on cultural
festivities. These two activities are very essential and valuable for every person belonging to
any other culture. It has a huge influence over our self-identity and self-dimension as we get to
know ourselves even better. Therefore, these two things, which is being, hardworking and
getting involved in the cultural festivities of my culture will also be advantageous for the others.
My culture will encourage others to interact with each other, greeting one another on special
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Scenario
Zennie
Zennie (3 years) is lying on the cushions in the reading area, looking quite upset. The Educator sits next to
her.
Zennie: “Pia and Milo say I can’t be their friend cause I talk funny.”
Zennie speaks with a strong accent but is easily understood.

occasion, celebrating together. This will help in building up of knowledge and understanding and
will also expand our thinking process. While, the hard work lead to the way of achieving
something in life which can be happy and healthy family. Therefore, hard work always results
into better result.
b. How often has your culture influenced you in everyday life? Explain two experiences?
The culture that I am exposed to has a huge influence over in my everyday life. In my family
everyone stays together this influenced me also to remain in a group of people. I feel like talking
to everyone; therefore, it becomes difficult for me to remain quiet for sometimes. I start feel like
lonely. In terms of work, my culture has helped in effectively interacting and communicating with
the people which has helped me in gaining more knowledge and exposure. For example, I had
attended a party where no one knows me and my family introduced me to someone and through
that person I got be know many people and because of my effective communication skills I was
able to easily involved with them. Another example is that I have invested much of my time
working really hard for giving better life to my family and this is because my family has taught
me the important life lessons which cannot be made understand in the school. Thus, it has
positively influenced my life.
c. Name 2 things that people have commented on about your culture? (These can be both
negative and positive responses).
There are two things that people told me about my culture which are stated below.
 We used to talk every much and sometimes even very loudly. They think we are shouting
rather than talking. They thought it to be like this may be because they are from different
culture.
 We leave in a joint family and works together jointly; this makes everyone feel that lot of
people lives in the house and makes them feel congested and suffocated. As other lives
only with their parents.
So, I am used to hear new things every now there.
Assessment 3
Research Activity 1
This task requires you to investigate and identify cultural groups within your service and/or
community, as well as inclusive practices that support and encourage the inclusion of families
from diverse cultures. Plan an experience activity that supports inclusive practices from the
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culture that you have chosen you must be able to use your activity in the workplace please use
the template below for your activity.
Cultural Group:
There are variety of cultural groups which are being there in my community. These groups are
from various regions, religions across the world and are here for exploring my services. In our
community all the things are being done in a specific manner and along with it all the requisite
activities are done in order to encourage people or the inclusion of the families from the diverse
cultures.
Experience:
The name of the experience is bubble play. This experience will assist the educators along with
the children in engaging with the bubble blowing activities and running after them. For this, I
would be bringing the bubble machine or a solution of it and will ask the children to play with it
and blow bubbles. This experience will set a strong example for the children giving them an
opportunity to learn new things while having fun. Through this activity, the children will get a
chance to crate their own way of thinking and building an understanding about the various
things. The bubble play is filled with the many opportunities to strengthen the developmental
skills of eth children. It will help in analysing the motor skills of the children in respect to how
they are coordinating with their two hands, opening and closing the bottle and the way in which
they are using their hands to pop the bubbles such as using just a finger or using two hands to
clap the bubbles. After completing it, activities related to it can be used to follow up with the
experience such as crafting activities, painting etc.
Research Activity 1: Culturally Diverse Community
Cultural Identity and Practices
What cultures are represented within your service and local community?
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Within our service and the local community there are various cultures which are being
involved. It includes indigenous, Indian, Christian, Australian, Thai, British, Fijian, Polish,
Muslim, Maori, Catholic and Pakistani.
What methods does your service use to collect information about the diverse backgrounds
of children and families’ at your service?
We use to gather information about the children’s and the families from eth diverse
background at the time of enrolment through enrolment forms and also by interacting with the
families at the centre by building up a relationship with them. Only the specified centre staff
can access the information as it is kept quite confidential.
How does your service reflect the diverse backgrounds of children and families as well as
the broader community (consider policies, procedures, teaching strategies, practices,
program, environment)?
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All the information about our services are made available to the individuals in the form of a
booklet which is being reviewed by the families and others so that they can add any input to
it. All of our documentation is done and arranged in the individual’s home language so that
everyone feel comfortable and will have a thinking that we respect every culture equally. Our
service centre has implemented the policy for “Inclusion and anti-bias”. Under which, all the
children is treated equally and the diversity in its varied forms are embraced in the children
within the Early childhood services which helps in developing positive and accepting attitude
and nature of the children. This will also help them in gaining the better understanding of their
surrounding environment, community and the world as a whole. The main aim is to provide
inclusive environment to the children, families along with the Educators by acknowledging the
uniqueness of each and every one regardless of their culture and different needs and any
other racial backgrounds. This policy ensures equality. We even offer various brochures and
pamphlets which provides complete guidance and direction that they need to follow.
However, if they are willing to speak to our staff, they can.
Research Activity 1: Culturally Diverse Community
Cultural Experience Plan
Age of Children: Group Size:
oSmall oLarge
Location: 0Indoors 0 Outdoors 0
Routine Task 0 Other
__________________________
Goal: (how will this experience support the group’s development/learning? What do you want to achieve?)
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Through this experience, my goal is to provide an opportunity to the children for getting them
knowing oneself. This will help in analysing their own interest in a particular task, their likes
and dislikes. This activity is not just about the having fun but also about the key skills
development chance for the children, for their growth and development. Engaging the
children in blowing the bubbles will give them a sense of belongingness and importance.
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
The performance can be easily evaluated by observing the activities of the children while
playing the bubble play game. The way children are blowing the bubbles, what sort of tactics
they are trying to blow a bubble and along with that how they are popping up the bubble. All
these things will help me in analysing whether I have achieved my desired goal or not and if I
succeed, I will further look for implementing similar activities.
Rationale: (How does the experience support the interests/learning/goals of the child/ren?)
The experience plays an important role in further engaging in an activity. Children once
having an experience will be able to perform better in other activities as they are similar with
the way of engaging in an activity. This will create an interest among the children in engaging
in an activity which will further help in skills development and effective growth of the children
and their mind set. This will help in analysing and supporting the interest of the children. Also,
will help in determining the goals of the children so that next time initiative can be taken in
that way. Through this learning outcome 1 will be supported, that is, children will be having
strong sense of identity. This can be easily evident through children being taking initiative to
join the fun and have an experience, showing interest in other children or is a part of the
group which contributes to the play experience.
Resources:
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(List the resources and materials you will use for the experience)
For the purpose of experience of bubble play the materials and eth resources required are –
bubble solution, bubble wands, bubble machines, clean water mini tanks for children,
instructor and the Educator.
Transition Strategy:
(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at
the conclusion?)
The young children are highly susceptible to the community influences. In other words,
some children may say that they don’t want to play with the so and so children because of
their skin tone, gender and so on. In order to solve this and bring them together it is very
important to open the children to the numerous amounts of various cultural aspects which are
surrounding them. Initiating an interactive and fun filled activity will bring the children together
and even inviting families to look at it and understand how beneficial it is to them. This will
help the child to interact with their families and the other children as they all are doing the
same thing but in their own way which is not taught in their culture. This comes out of one’s
interest and understanding to it.
Once the activity is completed, the children will be asked about the activity whether
they enjoyed it or not. Even asking them how they have popped the bubble which is will build
confidence in them in sharing their experience. It might be little difficult in asking children to
end the activity now but this can be made simpler by providing yummy snacks to them which
will easily divert their mind from the activities and will also ensure the children that a new
activity will be organised for them later. Thus, in this way the children can be convinced to
gather for an activity and how to conclude the same.
Description of Experience/Procedure:
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(List/describe how you intend to implement the experience with the children from beginning (set up) to end. How will it be set up?
What will the children be required to do?)
As provided earlier, all the relevant material and resource which will be required for
implementing the experience. For this, I would be required to set up the bubble making
machine or bubble solution at a specific place where the children can easily have it for
making bubbles. Also, educators will also be there to guide the children on how to perform the
task by making them learning the process for which they need to ask the staff who are there
to help them. In this way, they will learn about being interactive. The children will be required
to exercise proper coordination of their hand while practicing pinching the wand, establishing
coordination in holding bottle in one hand and having wand in another and then dipping the
wand. After which children will also be asked to pop the bubbles which will also help in
enhancing the experience of the children and will also let the educators know who were
actually enjoying the activity and why others were not enjoying it. Therefore, in this way the
entire experience will start or is being implemented and will be concluded. At last, the children
will also be asked to share their experience, what and how they have done it which will help in
knowing whether the goal has been achieved or not.
Teaching Strategies/Adult’s Role
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(What role will you play in the experience? How will you facilitate children’s engagement
In this entire activity, I will assist the staff in carrying out eth activity effectively. I will provide
support to the children in completing the activity and will also work on increasing eth
excitement and engagement of the children which will result int making this activity even more
memorable. In this process I will help the children in performing the activity, making them fill
happy and comfortable so that they don’t feel out. I can make them learn the ways of handling
the things and how to perform the task in a simple and easy manner after they fails to do it
properly. I would rather to in the part of the children’s learning and development process.
Through my role, which can be said as volunteering the entire experience will help in better
understanding the children what they want so that I can provide them with the same and also
ensure that everyone is engaging in the activity and is not ideal. I will encourage children to
involve in the activity and develop some interest which will be a part of their growth and
development process and in enhancing their skills. Therefore, this will be my role in the entire
experience which I think is a very important part for its success. Also, it will result into
increasing the children’s engagement level.
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REFERENCES
Books and Journals
Grieshaber, S., 2018. Developments in curriculum and assessment in the early years in Australia.
In International handbook of early childhood education (pp. 1211-1226). Springer, Dordrecht.
Online
Aboriginal and Torres Strait Islander Social Justice Commissioner. 2020. [Online]. Available Through<
http://www.legalaid.qld.gov.au/Listings/Organisations-Directory/Aboriginal-and-Torres-
Strait-Islander-Social-Justice-Commissioner >.
Legislation. 2020. [Online]. Available Through:< datsip.qld.gov.au/about-us/legislation>.
Building cultural competence in early childhood education. 2018. [Online]. Available through:<
https://studyonline.ecu.edu.au/blog/building-cultural-competence-in-early-childhood-
education>.
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