CHC30113 - Childcare Scenarios: Cluster 4 Task 3 Assignment

This assignment addresses three childcare scenarios, focusing on cultural competence, inclusive practices, and support for children and families. The first scenario involves an Aboriginal child named Freddy, exploring how a carer supports him and his family, highlighting inclusive practices, and identifying relevant FSAC statements. The second scenario examines strategies to address bias and promote understanding among children. The final scenario focuses on supporting a family's objectives for their child, considering cultural and religious needs within a childcare setting. The assignment requires analysis of carer responses, identification of supporting principles, and the development of strategies to promote inclusivity and address potential biases. The document demonstrates an understanding of diverse cultural backgrounds and appropriate responses in childcare environments.

CHC30113 Cluster 4
Task 3
Scenarios
Student Instructions
Referring to your services policies and procedures as well as the resources listed below,
read each of the following scenarios and outline your responses for each area.
 The Big Picture, Karen Kearns
Please ensure that you answer all questions and that you check your answers prior to
submission of your work.
7731527251691284868.docx Page 1 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Scenario – Freddy (Part 1)
Freddy (7yrs) is Aboriginal. His attendance at outside school hours care (OSHC) is a little spasmodic but
he is a popular child and fits in well. Freddy loves to play outdoors and has excellent gross motor skills.
He rarely wears shoes, summer or winter and prefers to wear shorts, even in winter.
Today is a rather cold, blustery day and Freddy arrives barefoot, in his usual shorts and T-shirt.
Carer 1: ‘Hi Freddy, good to see you today. I don’t think we’ll be able to build our cubby outside
today. It’s a bit windy.’
Freddy: ‘Windy doesn’t matter. I build good cubbies.’
Carer 2: ‘Well, we can see what it’s like when we go outside later.’
Carer 2: ‘You’re not going to let that child go outside dressed like that are you? It’s cold
out there!’
Carer 1: ‘Freddy doesn’t seem to feel the cold. He rarely gets sick.’
Carer 2: ‘He doesn’t feel the cold because he has no choice. The way his mother
dresses him. I noticed she had a jacket on this morning. She’s obviously not bothered
about Freddy!’
Carer 1: ‘That’s a bit harsh. Freddy hates shoes and I’ve never seen him wear a coat. I’m sure if
he was cold he’d tell me.’
Carer 2: ‘You’re only saying that because he’s Aboriginal. If it was any other family you
would be complaining to the director about neglect. You really need to be careful of
having double standards. It doesn’t help Freddy to hide your head in the sand.’
Carer 1: ‘I’m not hiding my head in the sand. Freddy’s family are a bit rough and ready, but he is very
much loved and he is a happy outgoing child. It’s got nothing to do with being Aboriginal. We need to
respect the fact that his family make different choices about child rearing and that’s perfectly okay.’
Thinking about the statements that Carer 1 has made:
Explain how the carer has supported Freddy and his family
As observed from the above case study, the carer exhibits considerable support to Freddy and his
family, through the demonstration of effective culturally competent care practices – which is
characterised by incorporation of the diverse preferences, needs, interests and choices unique to
the ethnical, religious and linguistic background of a respective family.1 In the case of Freddy, the
carer has noted that despite the presence of hash weather conditions and Freddy’s avoidance of
protective footwear and clothing – he still exhibits positive behaviour and enthusiasm. Hence, the
carer respected Freddy’s personal preference by allowing him to go outside without feeling the
need to unnecessarily burden him with extra clothing. The carer further defended Freddy’s family
by claiming that they are relatively used to living in climatic conditions different from the rest, and
one should respect his mother’s cultural preferences especially when Freddy seems healthy in
1 Betancourt, Joseph R., Alexander R. Green, J. Emilio Carrillo, and I. I. Owusu Ananeh-Firempong. "Defining cultural
competence: a practical framework for addressing racial/ethnic disparities in health and health care." Public health
reports (2016).
7731527251691284868.docx Page 2 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
body and spirit in his current state of clothing and lack of footwear.
Explain how this supports the inclusive practices of the service
The carer’s final statements support the inclusive practice of the service where it is stated that the
service provided for Freddy and his family will be no different than the one provided to non-
aboriginal families. Further, the carer also stated that the service providers must also consider the
cultural practices and choices of Freddy’s mother, instead of forcing the rules of the organization,
which would result in lack of consideration of cultural diversity and hence, absence of an all-
inclusive culturally competent care. The carer also stated that along with respecting the cultural
needs, the child’s temperament and health also influences organizational decisions and hence, the
unnecessary decision of forcing Freddy to undertake new clothing or footwear would present lack
of consideration of the child’s personal preferences, especially in a scenario when Freddy is
exhibiting positive behaviour and emotions. Hence, the final decision by the carer supported the
all-inclusiveness nature of the service by considering the personal needs of the child as well as the
cultural needs of the family. 2
Identify two (2) statements from the FSAC that link to this response by the carer. Remember
to include the appropriate codes.
The following FSAC statements link the response by the carer 3:
 Principle 1: “Secure, respectful and reciprocal relationships”
 Principle 3: “High Expectations and Equity”
 Principle 4: “Respect for Diversity”
 Outcome 2: “Children are connected with and contribute to their world”: “Children develop a
sense of belonging to groups and communities and an understanding of the reciprocal
rights and responsibilities necessary for active community participation”, “Children respond
2 Nadan, Yochay, James C. Spilsbury, and Jill E. Korbin. "Culture and context in understanding child maltreatment:
Contributions of intersectionality and neighborhood-based research." Child abuse & neglect 41 (2015): 40-48.
3 Grieshaber, Susan, and Linda J. Graham. "Equity and educators enacting the Australian early years learning
framework." Critical Studies in Education 58, no. 1 (2017): 89-103.
7731527251691284868.docx Page 3 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
to diversity with respect”.
 Outcome 3: “Children have a strong sense of wellbeing”: “Children take increasing
responsibility for their own health and physical wellbeing”.
7731527251691284868.docx Page 4 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Scenario – Freddy (Part 2)
Freddy is sitting at the edge of the sandpit watching a group of boys playing with a soccer ball. He is
joined by the carer.
Carer: Hi Freddy, what are you doing?
Freddy: I’m watching those kids play soccer.
Carer: Why don’t you join in. I know you’re good at soccer.
Freddy: They said I can’t play today. That new kid said I can’t play cause I’m a Abo.
Carer: I’m really sorry Freddy, that’s not a kind thing to say. I’ll go and talk to him.
The carer walks over to the boys and stops the game. She asks the boys to sit down because they need
to discuss why Freddy has been excluded.
Carer: Freddy tells me that he’s not allowed to play because he is Aboriginal?
Boy 1: “Yeah, that’s what Eric said!”.
Carer: Is that right Eric?
Eric: Yes, he can’t play because he’s black.”
Carer: Why does being black matter Eric. Freddy is a very good soccer player.
Eric: Well, I don’t know. My dad says that.”
Carer: “OK. At childcare all of the children can play with each other even if they have different
coloured skin. Eric, please don’t call Freddy an Abo. Freddy is Aboriginal.
Eric: OK.
Carer: Would you like to join in the game Freddy?
Freddy: Yeah, I’m a fast runner.
The children resume the game with no obvious animosity. The carer reflects that Eric’s actions were
simply a reflection of his father’s values. Eric appeared to have no particular concerns with Freddy.
Reflecting on the scenario above, think about strategies that the carer could put in place to
help children understand and address the issue of bias through:
Supporting group interaction:
The carer can conduct various interactive group activities involving team participation and
discussion, which will compel the children to communicate with each other for the purpose of task
completion. This can be in the form of a story highlighting culturally discrimination among children,
where the children can be asked to engage in group reflection and group discussion about the
issue.4
4 Flook, Lisa, Simon B. Goldberg, Laura Pinger, and Richard J. Davidson. "Promoting prosocial behavior and self-
regulatory skills in preschool children through a mindfulness-based kindness curriculum." Developmental
psychology 51, no. 1 (2015): 44.
7731527251691284868.docx Page 5 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Providing resources or visual displays
The carer can educate the children using charts or audiovisual equipment which would can
highlight moral stories or lessons on cultural equality and discrimination. 5
Promoting diversity in communication with families
The carer can conduct separate interactive sessions among the families of the children, which
would include imparting education on cultural competence. This can be followed by group
discussions or interactive activities conducted between families, which would result in participation,
interaction and management of cultural bias. 6
Identify two (2) statements from the FSAC that support the use of these strategies
 Principle 1: “Secure, respectful and reciprocal relationships”.
 Principle 2: “Partnerships”.
 Principle 3: “High expectations and equity”.
 Principle 4: “Respect for diversity”.
 Outcome 1: “Children have a strong sense of identity.”
 Outcome 2: “Children are connected with and contribute to their world”.
 Outcome 5: “Children are effective communicators”. 7
5 Gibbons, Frederick X., Mary E. Fleischli, Meg Gerrard, and Ronald L. Simons. "Reports of perceived racial discrimination
among African American children predict negative affect and smoking behavior in adulthood: A sensitive period
hypothesis." Development and psychopathology 30, no. 5 (2018): 1629-1647.
6 George, M. Anne, and Cherylynn Bassani. "Influence of Perceived Racial Discrimination on the Health of Immigrant
Children in Canada." Journal of International Migration and Integration (2018): 1-14.
7 Veale, Maxine, Shilpi Ajwani, Maree Johnson, Linda Nash, Tiffany Patterson, and Ajesh George. "The early childhood
oral health program: a qualitative study of the perceptions of child and family health nurses in South Western Sydney,
Australia." BMC oral health 16, no. 1 (2016): 56.
7731527251691284868.docx Page 6 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Scenario - Najla
‘Najla is nearly 2 years old. She is our first child and was born in Australia. I want her to
know her culture and her roots. I want her to speak our language and grow to be a good
Muslim woman. I have to work so that we can buy a home. We chose this day care centre
because you have a Muslim carer who works here. This is important to me because I want
her to teach Najla our ways when I cannot be with her.’
Najla will grow up in Australia as an Australian with a strong sense of her family’s
religion and culture of origin. Reflecting on her mothers’ statements, answer the
following two questions.
What can the service do to support Najlas’ family in meeting their objectives for her?
To support Najla in growing up as an Australia, the service can provide Najla the same
services and education as the rest of the children, and include her with all the other children in
their activities. For the purpose of developing a strong sense of her family’s religion and
culture of origin, the Muslim carer can assigned to tend to Najla’s specific cultural needs and
allow her to engage in or conduct practices unique to Muslim culture and religion, without any
form of discrimination from other children or non-Muslim carers. 8
8 Vincent, Carol. "‘The children have only got one education and you have to make sure it's a good one’: parenting and
parent–school relations in a neoliberal age." Gender and Education29, no. 5 (2017): 541-557.
7731527251691284868.docx Page 7 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
What would the service NOT be able to do to support Najlas’ family in meeting their
objectives for her? Remember to explain your answer. (Think about what the family may
ask for or expect that may not be possible or appropriate for a multi-cultural and non-
denominational service to do)
The service will however, not be able to impose Najla’s culture-specific practices on other
children or provide food specific to only Najla’s culture, since that would exhibit disregard and
disrespect to the cultures of other children and their families. The service will not be able to
provide education about Najla’s culture to all children or provide any additional benefit to Najla
based on her culture as compared to other children. 9
Referring to the policies and procedures of your service, explain how you would act to
support the involvement of Najla’s family in the program.
Considering the multicultural nature of the organization, the service providers can conduct
interactive sessions among families of the children, and also include Najla’s family in the
same. Such sessions can include imparting educational information on cultural competence by
the carers to the parents, along with conductance of group activities which would involve all
the families, including Najla’s, resulting in cross-cultural participation and communication.
Likewise, the service, prior to admitting Najla, can engage in a discussion with her family and
enquire about their needs which are unique to their culture and which can be incorporated
within the program for Najla. 10
9 Lastikka, Anna-Leena, and Lasse Lipponen. "Immigrant Parents' Perspectives on Early Childhood Education and Care
Practices in the Finnish Multicultural Context." International Journal of Multicultural Education 18, no. 3 (2016): 75-94.
10 Gaunt, Ruth. "Social psychological predictors of involvement in childcare: the mediating role of changes in women’s
work patterns after childbirth." Community, Work & Family (2018): 1-20.
7731527251691284868.docx Page 8 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Identify two (2) statements from the EYLF that support the use of these strategies
Remember to include the appropriate codes.
 Principle 1: “Secure, respectful and reciprocal relationships”.
 Principle 2: “Partnerships”.
 Principle 3: “High expectations and equity”.
 Principle 4: “Respect for diversity”.
 Outcome 1: “Children have a strong sense of identity.”
 Outcome 2: “Children are connected with and contribute to their world”.
 Outcome 5: “Children are effective communicators”.11
11 Page, Sam. "Early learning: Everyone benefits-a campaign to shift the paradigm on how Australia values the early
years." Every Child 22, no. 2 (2016): 4.
7731527251691284868.docx Page 9 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Scenario - Hanya
‘Hanya is four. She goes to the preschool run by our mob. They teach them about our
culture and our ways. The teachers are called auntie, that’s our way. Hanya goes on the bus
because we live out of town. She loves goin’ because she gets to play with all the kids. She
cries when she’s sick and can’t go, that makes me laugh! I go with her sometimes. She’s
learnin’ a lot. I want that for her. I didn’t go to school much so I can’t read too good. I want
Hanya to be a proud woman, be proud of her culture and her people, that’s what I want for
her.’
Reflecting upon the information provided, consider what Hanya’s mother has said and
answer the following questions:
How does Hanya’s mother view education?
As evident from the statement, Hanya’s mother views education as being a reflective of their
cultural practices which would not only result in Hanya being appropriately educated, but also take
pride in her culture which she can further promote and as a result, represent the citizens belonging
to her unique culture.
7731527251691284868.docx Page 10 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Why do you believe that Hanya’s mother has selected a service that is operated by
Aboriginal people?
The major reason for Hanya’s mother to select an Aboriginal service for her child’s education is the
diverse set of beliefs and practices that are present in their culture and are different than non-
Aboriginal families, which she would want her child to uphold, despite living in mainstream society.
Further, Aboriginal families are subject to discrimination from non-Aboriginal groups, considering
their unique backgrounds and personalities, which can only be prevented in surroundings
containing individual’s possessing cultural identities similar to or identical to Hanya’s. 12
What benefits are there for Hanya’s mother in having her daughter attend a service that is
run by people with the same cultural background?
The major benefits include 13:
 Lack of discrimination and increased sensitivity towards unique cultural beliefs and
practices.
 Prevalence of education concerning the cultures and heritage reflecting Hanya’s ethnic
background.
12 Burke, C. Patricia. "Indigenous Kids and Schooling in the Northern Territory: An Introductory Overview and Brief
History of Aboriginal Education in the Northern TerritoryPenny Lee, Lyn Fasoli, Lysbeth Ford, Peter Stephenson and
Dennis McInerneyBatchelor Press, Northern Territory, 2014, 236pp, ISBN 9781741312881." The Australian Journal of
Indigenous Education 44, no. 2 (2015): 209-212.
13 Day, Andrew, Vicky Nakata, Martin Nakata, and Gregory Martin. "Indigenous students' persistence in higher
education in Australia: contextualising models of change from psychology to understand and aid students' practices at a
cultural interface." Higher Education Research & Development34, no. 3 (2015): 501-512.
7731527251691284868.docx Page 11 of 18 Version: 10 October 2017
Uncontrolled when printed

CHC30113 Cluster 4
Scenario - Enrico
Jose’s wife was recently killed in a car accident and he is a sole parent with two children, a
four year old boy Enrico and a seven year old girl. He is finding it very hard and the little
girl has taken on a lot of her mother’s tasks within the household. Enrico is very subdued
and often sits in the cubby house nursing a doll. He sometimes plays in the toy kitchen
with the other children and they take turns at serving food. Jose once found him with a doll
and was angry about it. ‘Boys don’t play with dolls. Go and build a garage with block and
put trucks in there!’ Sometimes the children serve afternoon tea to each other. One day,
Enrico had put on an apron and was serving sandwiches with tongs when Jose came to
pick him up early. He shouted that his son was doing women’s work and he didn’t like it.
Enrico was upset but didn’t say anything. The next day he was more quiet than usual.
Reflecting upon the information provided within the scenario, answer each of the following
questions:
a) Jose’s opinion regarding what activities are and aren’t suitable for Enrico to participate
in is reflective of what? (When answering this question, think about why he might hold
these opinions).
Jose’s opinion concerning the suitability of certain activities for Enrico’s participation is reflective of the
gender stereotypes prevalent in society. Societal stereotypes exhibit certain culturally acceptable
roles for men and women, where men and women are expected to perform specific tasks due to
men’s perceived presence of strength and women’s lack of it. Such beliefs are intrinsic and pass on
from generations and hence, forms the reason as to why Jose might hold these opinions, since he
may have been traditionally compelled to believe by the society that Enrico’s performance of tasks
considered to be for females, will make him look ‘weak’. 14
14 Cuddy, Amy JC, Elizabeth Baily Wolf, Peter Glick, Susan Crotty, Jihye Chong, and Michael I. Norton. "Men as cultural
ideals: Cultural values moderate gender stereotype content." Journal of Personality and Social Psychology 109, no. 4
(2015): 622.
7731527251691284868.docx Page 12 of 18 Version: 10 October 2017
Uncontrolled when printed