CHCECE001 Develop Cultural Competence: Assessment, EYLF & Culture

This document presents a student's solutions to the CHCECE001 Develop Cultural Competence assessment, encompassing short questions, case studies, and research activities. The assessment delves into self-identity, cultural values, and the impact of cultural differences, with a focus on the Early Years Learning Framework (EYLF) and its principles. Topics covered include understanding one's own cultural beliefs, interacting effectively across cultures, and supporting children from diverse backgrounds. The student reflects on personal attributes, traditions, and the importance of educators demonstrating cultural competence. The document also addresses the impact of colonization on Aboriginal and Torres Strait Islander culture, highlighting the need for cultural sensitivity and inclusive practices in educational settings. This resource is available on Desklib, a platform offering study tools and solved assignments for students.

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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Assessment 1
Short Questions
1a. 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.
Intellectual
Spiritual
Sincerity
Introspective
Secular
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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 one value that stayed with me into my adulthood is ‘sincerity and commitment’. I have
learned this from my family members, especially from my parents who stayed committed to their
work lives and to each other for a lifetime. I learned quickly that there is no short cut to success
and it is only a path of honest, hard work that pays off. Hence, I taught myself to be sincere and
committed.
c. Describe your best personal attribute. Now describe how this attribute contributes to your self-
identity.
Communication ability, that I can think of, is my cardinal personal attribute and to be particular –
my non-verbal skills as in theoretical and writing skills has been my forte for a long period of
time that has marked my transitional phases of self-identity.
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.
We light up candles every year, during Diwali. Candle lighting is a tradition of many families who
earnestly celebrates this exhilarating festival of light. I was told and have felt too that artificial
lights cannot bring in the aura that gets emanated from arc of a candle.
Every year, when the myriad of varicoloured candles were lit on the fringe of our rectangular balcony and
I stood in its holy ambience, stretching my gaze into the darkness outside – a sudden realisation told me
who I am and where I am heading. Those candle-lights (that was meant to keep away the evil) kindled the
courage in my soul and valour became my identity in hard times of life.
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
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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.
In my initial days – I shall explore the new traditions, values, beliefs, food, dresses and culture
of the new place. The relentless attraction for the unknown – would pull me into the lanes of this
unknown place during my initial days. With passage of time though – I would start to miss my
family, more and more, to a point of craving.
f. What would you miss most?
I would miss the sound of my mother’s laughter, the rustling of wind-chime by the curtains of left
window where remain the echoes of my hide and seek memories. I will miss my friends and
cousins who made my festivals stirring and fervently nostalgic – every year.
g. What assistance would you like from your new community to help you settle in and feel
safe?
If families of the new community are cordial and welcoming towards me – that would be
more than enough for me to settle in and feel safe.
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?
I would foster a multi-cultural environment for the children and incorporate interpersonal
empathy building class activities to strengthen interpersonal communication and relationship
amongst the children. Cross cultural activities is a good intervention as well.
1. What aspects of the environment have an influence on an individual’s cultural identity?
There seems to be a tendency for us to incorporate our environment into our sense of self. If so,
there will be important consequences on how our environmental identity will affect our behaviors
towards the environment. Based on research, people with higher environmental identity are
more likely to be supportive of managing forest areas for environmental quality, and they also
perceived the need for more regions to be protected.
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Through this website, I hope to explore the various aspects of environmental identity and see
how efforts can be towards environmentally sustainable behaviors through this identity (Benet -
Martínez, 2015).
2. 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?
Cultural competence encompasses: • Being aware of one’s own world view •
Developing positive attitudes towards cultural differences • Gaining knowledge of
different cultural practices and world views • Developing skills for communication
and interaction across 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.
Gaining knowledge of different cultural practices and world views is the area where I can
improve my skills upon.
A continental tour will help me explore different new places where resides different people in different
communities. By living with each community for a week, I will come to know about their ethics, values and
traditions and this would definitely assist me to enhance my global knowledge and my self-perception.
c. With reference to the EYLF:
Principle 2 Partnerships,
Principle 4 respect and Diversity
Outcome 1 Children have a Strong Sense of Identity
How can Educators acknowledge and support children’s family and culture? Educators can:
According to Principle 2: Partnering with the children and children’s family to
bring about a culturally rich practice to the education is required. Partnering with
children into a playful, engaging learning mechanism is crucial .Principle 4 allows an
educator to show respect to the children’s cultural background such as sleeping,
eating and behavioural patterns. Usage of children’s native language is an
important tool. In order to build a strong sense of identity in children (Outcome 1) –
the educator must increase the student’s self-perception in a culturally diverse
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environment and by keeping him rooted to his own cultural values at the same
time. Bilingual communication using the student’s native language and English is a
vital intervention.
d. How can you access more information on the National Quality Framework and
National Quality Standards?
The National quality standards are clearly mentioned and explained well in the government website of
Australia’s National Quality framework.
3. 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.
The two ways the educator can exhibit cultural competence are – 1) using the
native language of children’s family and using the correct dialects in between to
render the communication connotative.
2). Going deep into a culture discussions, mentioning the strengths of the culture - is another cardinal
habit that is to be considered by the educator while communicating.
4. a. Explain why Educators should avoid saying to children ‘We are all the same’?
By doing this – the educators diminish the sense of cultural integrity and cultural identity
amongst the children. This statement forces the children to exhibit a collective, stereotype
behaviour instead of nurturing their unique viewpoints and characteristics.
b. Provide one example of how Educators can use routine experiences as opportunities to talk
about differences and similarities?
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The educators can use the daily experiences in the classroom to talk about the cultural
similarities and differences (Keith 2019) so as to promote both cultural integrity and harmony at
the same time. Picking story topics with characters belonging from two different ethnic
backgrounds and how their unique traits became each other’s strengths is a perfect example.
5. 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?
The Aboriginal Witnesses Act was bought by Governor George Grey in order to dismiss the
testimonies of "uncivilised Aboriginal people’ as insufficient if not supported by other evidences and
standalone witnesses of Aboriginal would not be granted. The act was impacted by Avenue Range
Station massacre.
b. What is the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner?
The social justice commissioner’s main role is to bring about bringing a social change in the
indigenous culture and to fight the alcohol and other substance induced damage in the
Aboriginal and Torres Strait islander community.
c. Outline the distinctive rights that Indigenous Australians hold as the original people of this
land.
Torres Strait Islander and aboriginal peoples hold distinct cultural rights which are (a) to control,
maintain, protect their (i) distinctive spiritual practices, cultural heritage, beliefs, observances
and teachings; (ii) knowledge and language (iii) kinship ties (b) to have economic relationships
with waters, land and other resources for which there are traditional laws and customs valued
and recognised.
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6. Outline three ways Educators can find out more about the Indigenous cultures within their
community
The educator can know about the indigenous cultures in their community by seeking out elders,
family members and community members of the indigenous culture.
7. List 2 examples of policies and procedures an educator needs to follow in relation to working
with children from a different cultural background.
The policy are synchronous with the National quality framework and followed by each educator
for every children. The standard 2 ensures a child’s health and safety by the educator. Quality
area 5 directs an educator to build meaningful relationships with children that suffices their
belongings need as well as their learning needs.
8. Explain why each of the guidelines listed below assists in addressing bias when working with
young children?
The guidelines like providing of factual information, talking of fairness and empathy, addressing
misinformation and stereotypes are chiefly useful in addressing bias as all of these plus the
other guidelines provided below promotes a feeling of equity and equal distribution about
information and amongst themselves as well.
9. How might you obtain information about the cultural identity of families attending a service?
By talking, reflecting and active listening and by exercising the prior knowledge about a culture’s
stereotype behavioural or perceptual aspects.
10. Identify three ways Educators can create a culturally inclusive physical environment?
The ways by which the Educator can create a culturally inclusive physical environment are – 1)
telling culturally rich stories 2) by setting up a silent corner with culturally identifiable puppets 3)
dramatic play that promotes a sense of cultural diversity.
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11. Identify eight practical tips to consider when working with families where English is a second
language.
The eight tips are – 1. Using the native language 2. Using dialects of their language 3. Including
connotative expressions 4. Relatively higher usage non-verbal communication 4. Willingness to
know about their culture 5. Showing inquisitiveness to know 6. Respecting the diversity. 7.
Sticking to humanistic morals and 8. Using a bilingual interpreter.
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)
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”
Select three strategies Educators can use to address the bias in this scenario?
The three strategies are;-
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1. By giving the Jock – factual information about the aboriginals.
2. By interpreting the true meaning of the story that how aboriginal kids love their animals too
( exploring the similarity)
3. And by broadening the children’s knowledge of diversity.
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.”
Click here to enter text.
Select 3 strategies Educators can use to address the bias in this scenario?
The strategies are –
1. Address misinformation and stereotypes
2. Talk about fairness and empathy
3. Broaden children’s knowledge of diversity – this would help Zennie understand not everybody is
same and she is of her own kind.
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?
Empathy, shared thinking, democracy, obedience, harmony, respectfulness to others,
unbiasedness and kindness.
b. How often has your culture influenced you in everyday life? Explain two experiences?
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At first, my family culture has taught be to be compassionate to people who are compassionate
to us and be truthful to ones who stood by us in hard times.
Secondly, my culture has preached me respect people who are even younger to us – the one who is
distinguished and worthy of respect should be given the same. There should not be any prejudice or
stereotype ideas occluding it.
c. Name 2 things that people have commented on about your culture? (These can be both
negative and positive responses).
I have often heard that people in my culture are often very political and there is a sense of deep
integrity that isolate us from others.
I have also known people who thought our culture is very hospitable to the visitors and kind to strangers.
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
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:
Torres Strait, Aboriginal community and urban Australian community.
Experience:
A team building, collaborative and empathic experience.
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Research Activity 1: Culturally Diverse Community
Cultural Identity and Practices
What cultures are represented within your service and local community?
Aboriginal, Torres strait islander people and urban Australian communities are represented in my service.
What methods does your service use to collect information about the diverse backgrounds of
children and families’ at your service?
1. Questionnaire.
2. Focus groups
3. Semi structured Interviews
4. Surveys
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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The policies, procedures, teaching strategies, practices and program environment are assessed with
proper sociological and psychological techniques( Wright, O'Halloran and Stukas 2016). The
conversation and findings are documented and then interpreted with an observational and reflective log.
Research Activity 1: Culturally Diverse Community
Cultural Experience Plan
Age of Children: 6 to 10 years Group Size:
oSmall
Location: 0 Outdoors
Goal: (how will this experience support the group’s development/learning? What do you want to achieve?)
The aim of this plan is to develop compassion and empathy amongst children of different ethnic
backgrounds.
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
1. Children’s behaviour and attitude to each other’s safety and learning will be observed keenly.
2. The language used the English and non-English background will be analysed.
Rationale: (How does the experience support the interests/learning/goals of the child/ren?)
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Resources:
(List the resources and materials you will use for the experience)
1. Books and journals relating to developmental psychology ( for the teachers and facilitators)
2. A sociologist
3. A developmental psychologist.
4. An early child care specialist
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?)
An instructional strategy will be used to shift the phases of experience. Guided learning and usage of attractive prizes would be
used to gain more participants.
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?)
The children will be divided into two teams. The children of each group will run towards a sack at the end of 50 metres. This sack
will contain items that the child needs to see for a moment, memorize and run back to the pen and paper and write what he or she
has seen. This way each child from each group would get a chance to perform for his or her team and contribute to the ‘collective
good’ or common cause of victory. The list is will add on with each child writing the name of items (which can overlap or be distinct).
At the end, the team with most number of items written and named properly in their list, will be announced victorious. The other
team will receive consolation prize.
Teaching Strategies/Adult’s Role
(What role will you play in the experience? How will you facilitate children’s engagement
I will be the announcer who will be guiding the children with the instructions before and during the activity.
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References -
Benet-Martínez, V., 2015. Cultural identity dynamics and intersubjective cultural representations:
A commentary on Wan. Journal of Cross-Cultural Psychology, 46(10), pp.1299-1303.
Keith, K.D. ed., 2019. Cross-cultural psychology: Contemporary themes and perspectives. Wiley-
Blackwell.
Wright, B.J., O'Halloran, P.D. and Stukas, A.A., 2016. Enhancing self-efficacy and performance: an
experimental comparison of psychological techniques. Research quarterly for exercise and
sport, 87(1), pp.36-46.
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