Developing Cultural Competence: Assessment for Childcare Educators

This assignment explores the multifaceted concept of cultural competence within the context of early childhood education and care. It addresses key aspects such as self-identity, values, and personal attributes, emphasizing how these elements shape an individual's cultural perspective. The assignment delves into the Early Years Learning Framework (EYLF), examining cultural competence, partnerships, respect, and diversity. It provides practical strategies for educators to acknowledge and support children's families and cultures, including accessing information on the National Quality Framework and National Quality Standards. Furthermore, the assignment discusses the importance of inclusive practices, such as avoiding generalizations and using routine experiences to highlight differences and similarities. It also addresses the impact of colonization on Aboriginal and Torres Strait Islander cultures, the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner, and ways educators can learn more about Indigenous cultures within their communities. Practical tips are provided for working with children from different cultural backgrounds and families where English is a second language. Finally, it emphasizes the importance of creating a culturally inclusive physical environment and interacting with children to foster a strong sense of identity and wellbeing.

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.
Right actions, right path, truth, mindfulness, and right concentration
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.
I believe in the path of righteousness and for achieving this I may go to any extent so that I may
stick to the right path.
My religion Buddhism has taught me many aspects of how to live the right path. In addition to
that, my parents have also integrated the life teachings during my days of growing up.
c. Describe your best personal attribute. Now describe how this attribute contributes to
your self-identity.
I think my best personal attribute is the sense of judgement. I have a fair sense of judging
situations without being carried away by emotions. This particular attribute has helped me in
taking some of the right decisions. Being a patron of humanities, I have learned the importance
of judging many situations which ultimately helps me in analysing a situation more critically
(Ebbeck & Waniganayake, 2017).

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.
One of the rituals that I have learned from my family that have contributed to my self-identity is
the practice of meditation. It has helped me in many ways, especially in keeping my calm and
mindfulness.
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.
In that case, it certainly would be difficult for me to adjust in the new place different from mine.
However, I have to keep the cultural gap in my mind before visiting the place. I have to learn a
lot of practical lessons about multiculturalism, the cultural values of the place, their beliefs, etc.
(Holmes, 2018). Having a second hand knowledge beforehand would help me cope with the
circumstances better. Family connections are very integral part of my life, yet considering the
situation, I would like to engage myself in other activities as well, and keep my learning
opportunities open.
f. What would you miss most?
I would most certainly miss my family, friends and pet back in my country.
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g. What assistance would you like from your new community to help you settle in and
feel safe?
I would want the people I meet in the new place to be friendly, who would respect my religion,
my integrities and share their cultural beliefs with their arms opened. Moreover, I would also
want them to be respectful of my food choices and extend their helping arms whenever I am in
distress.
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?
Children coming from culturally different families should be treated with sensitiveness, empathy,
and understanding. I need to be competent enough to be interactive and pay attention to every
individual. Moreover, I should have a mindset which would enable me to deal with kids from
different backgrounds without the slightest stereotypical attitude. In addition to that, I have to
take care of all the children with utmost empathy and provide my best support to them.
2. What aspects of the environment have an influence on an individual’s cultural
identity?
A person is influenced by different aspects in the society that have an effect on their shaping up
of perceptions. The main aspect is society where friends, families and culture plays a great role
in the shaping up of an individual’s cultural identity.
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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?
Cultural competence encompass a lot of other elements according to the EYLF that includes self-
awareness, open attitude, awareness of others, cultural skills and cultural knowledge.
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.
Firstly, I have to be very empathetic in order to understand the gap that would exist between
communities. Secondly, I have to learn a lot about multiculturalism, engage in critical thinking
and considering equity as an important aspect. The values of multiculturalism will surely show
me the path to the unknown which would help me in understanding the concerned culture in an
effectual manner. Moreover, the critical thinking skill would enable me to understand the subject
matter from the core, and not just the superficiality that has been served. Thirdly, a clear
understanding of equity in the policies and procedures would help me to judge a situation more
effectively.
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:
Communicate with the parents, connecting them on a human level, focusing more on body
language and greeting them with utmost benevolence. The educators can also support the
children’s culture by showing interest into their festivities and actively participating.
d. How can you access more information on the National Quality Framework and National
Quality Standards?
In order to access more information on the National Quality Framework, one needs to visit the
ACECQA website, or email at [e-mail]. One can also call in this number -
1300 422 327 for more information. Other than that, one may also contact the respective state or
territory regulatory authority.
Similarly, for accessing more information on the National Quality Standards, one may visit the
ACECQA website which reflects the 2018 National Quality Standard.
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.
The educators need to integrate certain aspects in their training process while taking the
endeavour to communicate with families and community members from diverse cultural
backgrounds. As for instance, the educator might enquire them about the nearest food markets
and the grocery shops which would help connect with the families better by initiating simple
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conversations. Moreover, attending events can be a great way to bridge the gap that exists
between communities.
5. a. Explain why Educators should avoid saying to children ‘We are all the same’?
It is necessary for the educators to keep in mind that not every child are same. Everybody has
different needs, and therefore, their demands should be catered in different ways. Treating
everyone in the same way might neglect the needs of the other children.
b. Provide one example of how Educators can use routine experiences as opportunities to
talk about differences and similarities?
The educators should talk to the families about the experiences and similarities by bringing up
various day to day activities like talking about the children’s sleeping pattern, feeding, eati9ng
and toilet expectations, their behavioural expectations from their children, etc.
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?
The Governmental legislations have several impacts on the Aboriginal and Torres Strait Islander
culture that includes establishing Community Justice Group, the establishment of Community
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Police officers, alcohol possession and consumption in the community areas, entry to trust areas,
etc.
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 regarding the exercise and enjoyment of human rights to the Attorney General by
Australia’s Indigenous peoples.
c. Outline the distinctive rights that Indigenous Australians hold as the original people
of this land.
In the context of social justice, the Indigenous Australians needs the basic facilities pertaining to
the simple necessities including sanitation, running water, education, employment opportunities
and good health (Krakouer, 2016). Other than that, they have the right to a distinct status and
culture, the right to land and the right to self-determination.
7. Outline three ways Educators can find out more about the Indigenous cultures
within their community
The educators need to incorporate some strategies within their curriculum for better
communications with the indigenous community. They should interact with the children, their
families, take part in events and the regional festivals, attend their cultural events like marriages,
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etc. to get a better knowhow about the celebration and culture of the indigenous community
(Nelson-Barber & Johnson, 2016).
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 policies and procedures which the educators keep in mind while working with children from
a different cultural background are good health, intellectual integrity, ethical practices,
appreciating the importance of cross cultural knowledge, and am expression of interest for
communal harmony and equity.
9.How can childcare educators interact with children to help them have a strong sense of
identity and wellbeing within their world?
The childcare educators should interact with utmost integrity and sense of wellbeing for the
children in order to promote social justice. Therefore, it is pivotal for the people to mingle with
the children considering their difference in ethnicity and with the aim to include them within
their community.
10. How might you obtain information about the cultural identity of families attending a
service?
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In order to implement an inclusive program for the children, it is essential for the educators to
take certain steps that would help them obtain information about the cultural identity of families
attending a service (Anderson, 2018). This would be possible if the endeavour take steps like
decorating the classrooms with ethnic jewelleries, wall hanging, etc. Moreover, they can also
take the events and festivals that would reflect the cultural diversity of the uniqueness of the
background of the families.
1. Identify three ways Educators can create a culturally inclusive physical environment
in a Child Care Setting .
1. Display of ethnic products in the classroom (Lees & Kennedy, 2017).
2. Modelling inclusive behaviour
3. Encouraging stories that reflects the diversity of Australia
2. Identify eight practical tips to consider when working with families where English is
a second language.
1. Using translated materials
2. Using maps and language cards in the reception area for the ease of understanding of the
parents.
3. Engaging people from other backgrounds as well in the centre to help communicate with
families (Peterson, Huston & Loon, 2019).
4. Contextualising the questions they ask and being very specific about asking something.
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5. Integration of nonverbal activities which can help the children communicate with other modes
of expression other than language (Pidgeon, 2019).
6. Helping the student use productive language where they would create short sentences and
express.
7. Learning greetings in other languages and the names of familiar languages in order to respect
cultural diversity.
8. Inviting the parents for an open round conversation that would help the educators connect with
their children more.
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)
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Select three strategies Educators can use to address the bias in this scenario?
1. The educators should explain the prejudices and discrimination in a simplified manner.
2. It is important for the educator to explain different other stories that would reflect the ethnicity
and the cultural diversity of the people (Black & Hachkowski, 2019).
3. The ethnic groups should be presented with more respect and appropriately addressed so- that
the students do not face any biases.
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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”

1. The educator should make Pia and Milo understand that they shouldn’t think such things about
Zennie.
2. The educator should try to cheer her up saying that being funny is absolutely okay (Moon,
2017).
3. The educator should also tell her about famous comic personalities who have worked all their
life for making people laugh.
Select 3 strategies Educators can use to address the bias in this scenario?
1. The educator should say that she would talk out other girls to make them understand.
2. The biasness should be addressed by making her understand the importance of being funny
and that it shouldn’t be a problem (Gallop & Bastien, 2016).
3. It is also the duty of the educator to talk out to other students in the class saying that everyone
should be treated well make them understand the value of empathy.
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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.