CHCECE030_Student Assessment Task 1 - Questioning

Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Student Details
Student ID MEL16808 Group 9

Student Name Nicomar A. Sabiano
Conditions of  The student will have access to the relevant learning resources, listed under
Assessment the learning resource of this document, for this assessment.
 Questions will be completed in the student’s own time.
 Responses to the questions must be typed.
Student  This task requires you to complete a written response knowledge assessment.
Instructions for  You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
 The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
the student’s knowledge and performance evidence. Use of correct grammar
and spelling is required to demonstrate foundation skills, so please ensure to
proofread your answers prior to submission.
 You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
 Failure to receive the Satisfactory outcome after the three (3) attempts, the
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
 APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised.
 The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.
Explanation of the  List / identify / state / give/provide = present in brief form

common command  Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task  Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
 Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
 Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
 Demonstrate = Present, show or illustrate through example or action
CRICOS Provider Code 02934D

CHCECE030 Support inclusion and diversity
Page 9 of 38 RTO Number 121952
CHC30121 Certification III in Early Childhood Education and Care
Student Assessment - Version 2.0
Student Assessment
Assessment  You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
 You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
Questioning:
1. Reflect on your family background and your environment, identify two (2) significant events which
may have an influence on your current values, beliefs and attitudes.
I was raised by a family-oriented parents. There are times that misunderstanding arouse but my
parents never leave us. They gave us the best life that no one could ever ask for. I remember
when we celebrated Christmas and New Year, we don't have enough foods on our table but we
are complete to celebrate it. One thing that I had learned from this experience, family ties is really
important - its completeness. No matter what the challenges, hindrances and adversities, each
family members must hold its pillar on high.
Since we are state on poverty, my parents still managed to sent us to school and obtain
education. My siblings and I graduated with flying colors and we were able to land a job and have
a comfortable life. I learned from this experience that education is a life long commitment.
Education is the barrier from poverty.
2. Identify the potential impact that your own background might have on interactions and relationships
with people from other cultures. Briefly explain (50-100 words).
Resiliency is one of the characteristics us - Filipinos. Our beautiful country is located near
at the Pacific Ocean. We are prone to different natural calamities especially typhoons.
Whenever typhoon hits us, we are still smiling and being able to move forward with
determination. This can be a potential impact as part of my background so I can interact
and build a relationship with people from other cultures. Living in a country like Australia
with different cultures and traditions - a multicultural country indeed needs someone who
can cope with this kind of set up. I can easily adjust to the weather, foods, lifestyle,
language etc. because I am resilient. I have the ability to withstand adversity from difficult
situations and bounce back from uncertainties.

Student Assessment
3. Identify three (3) ways you, as an educator, can develop your self-awareness and understanding of
your behaviours and how the contribute to inclusive practices.
1. Age
2. Race
3. Gender Identity
Walker (2022). Support Inclusion and Diversity [Lecture notes]. Retrieved from The Early
Childhood Educator for Certificate III, 3e
4. Any ECEC service has a wide range of diversity among its children, families and community.
a. Identify three (3) aspects of diversity and inclusion in the ECEC.
Diversity and inclusion grately impact Early Childhood Education and Care services. I would like
to cite three aspects about this one. First, age is a number that indicates someone's progress
as they say. But for me age is a manifestation that needs acceptance. A person can learn new
things even his or her age is out of the calendar. Education is a lifelong commitment. Second,
race is about skin color, religion, nationality or the entire perspective of a person. Race has a
great impact in terms of diversity and inclusion. As educators we need to respect and accept
someone's identity. We need to break the barriers alongside with it in order to develop a
harmonious relationship between the different stakeholders especially the parents. Lastly,
gender identity explains how someone views himself or herself as a person. If a learner likes to
do girl's stuffs but he is boy and vice versa, we need to respect someone's identity. Everything
is created equal but with limitations. Inclusion must always takes place in the line.
b. Briefly describe how those aspects of diversity and inclusion impact ECEC services. (50-100
words)
Respect for diversity and working for equity is highlighted in the Australian Early Years Learning Framework
(EYLF) and the My Time, Our Place as key principles underpinning early and middle childhood educational
practice. Both learning frameworks note that ‘respecting diversity means within the curriculum valuing and
reflecting the practices,values and beliefs of families’. The frameworks also state that educators ‘who are
committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and
abilities’ (2009, p.13; 2011, p.11). This fact sheet will explore diversity and equity, highlighting the differences
between the two. Questions are included to promote reflection and discussion. Respect for diversity and working
for equity are critical aspects of the work educators do every day to create a more socially just community for all.
The table below details what this might look like, while also highlighting the differences between the two.
Research by Robinson and Jones Diaz (2000) invited early childhood educators to rate a number of diversity
issues which early childhood educators saw as being significant and relevant to children and early childhood
education. The results demonstrates what they refer to as a ‘hierarchy oftolerance’, with gay and lesbian issues,
Aboriginality and class identified as being the least relevant and significant
areas of diversity. As such, the authors suggest that paradigm and commitment to equity vary amongst
educators based on the area of diversity.
Australian Government Department of Education Employment and Workplace Relations (2009). Belonging,
Being & Becoming: The Early Years Learning Framework for Australia. Retrieved from
http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFram.ework.aspx.

Student Assessment
c. Diversity and inclusion contributes to inclusive practices and ensures all children’s individual
needs and safety could be met. Provide three (3) ways you would use to ensure you are
meeting all children’s individual needs and safety requirements.
1. Organise learning environments in ways that promote small group interactions and
play experiences.
2. Ensure that all children have equitable access to resources and participation, and
opportunities to demonstrate their learning and value differences.
3. Notice and listen carefully to children's concerns and discuss diverse perspectives on
issues of inclusion and exclusion and fair and unfair behaviour.

Student Assessment
5. Identify six (6) communication techniques educators can use with children, families and colleagues
which model open, inclusive and ethical interactions.
1. Engage in two-way communication

2. Use of inclusive language in policies, procedures, philosophy etc.
3. Use verbal and non-verbal language
4. Ask open-ended questions
5. Use visual displays/resources to support communicative interactions when needed
6. Use of positive language
6. Provide a response to the following

a. Briefly explain how educators might role model the following forms of communication and
interactions with all children and families.
Open communication
Educators should ensure that they role model communication that involves listening, as
well as speaking. Educators should not use jargon, technical terms, or acronyms and
assuming others understand these terms can alienate people educators should be certain
to outline special terms or language in a non-condescending way for everyone concerned.
Inclusive communication
Educators should treat people with respect and consideration regardless of their race,
ancestry, place of origin or ethnic origin, colour, citizenship, religion, gender, sexual
orientation, marital and family status, age or other personal characteristics and social
identifiers.

Student Assessment
Equitable communication
Educators should ensure that all voices are heard; everyone's opinion is valid and
valued. Equitable communication cannot be mandated; it evolves as diverse members of
the organisation and community come together to solve problems, learn skills and
exchange ideas.
Ethical communication
Educator should speak with worth and dignity by fostering truthfulness, fairness,
responsibility, personal integrity, and respect for self and others.
b. Provide an example from ECEC work to demonstrate how to use the following techniques to
establish and promote open, respectful, inclusive and ethical interactions with children and
their families.
Showing awareness of and respect for individual culture, values and beliefs
1. Post posters where the children play, and where families and visitors can see them, showing people wearing
different clothes from around the world according to the season or their cultural.
2. Use picture books seeing people who look different affirms that people come in different colors and live in
different ways.
3. Use puzzles for the images, or small-world figurines, depicting different combination of family groups, and
people with disabilities working and being involved in recreational activities.
Walker (2022). Support Inclusion and Diversity [Lecture notes]. Retrieved from The Early Childhood Educator
for Certificate III, 3e
Acknowledging both similarities and differences
1. Use art materials such as paints and crayons to represent a variety of culture and skin
tones.
2. Play music, song and dances from different cultures.
3. Dress-ups and lengths of material for children to try on that are different from their own
clothes.

Student Assessment
Demonstrating positive attitudes to differences

As an educator, we need to promote individual differences to our learner by providing
different classroom strategies and techniques. Based on my teaching experience, here
are some of the classroom strategies that I had practiced:
1. Differentiated Instruction - this caters multiple intelligences
2. Explicit teaching - I do, You do and We do teaching strategy, make sure you are
considering childrens' interest not yours
3. Effective orientation on what the child can expect from moving to another country like
giving them multicultural learning resources
7. Access and research the National Quality Standard (NQS) and provide a response to the following
questions related to the NQS:
a. Identify the quality areas in the NQS which reflect inclusion and diversity in ECEC.
1. Quality Area 1 - Educational program and practice
2. Quality Area 2 - Children's health and safety
3. Quality Area 3 - Physical environment
4. Quality Area 4 - Staffing arrangements
5. Quality Area 5 - Relationships with children
6. Quality Area 6 - Collaborative partnerships with families and communities
7. Quality Area 7 - Governance and leadership
Australian Children's Education and Care Quality Authority. (2023). National Quality Standard. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard
b. Briefly explain how the organisational policies and procedures could support inclusion and
diversity in the following areas and meet the requirements of the NQS.
● Area 1: Educational program and practice

Policies would support the inclusion and diversity in the educational program and practice by outlining:
1. How the programme will be developed?
2. Use of the approved learning framework
3. Experiences are child centered - using each child's current knowledge, strengths, ideas, cultures, abilities and interests.
4. Use intentional teaching, scaffolding and child directed learning in a holistic approach in the development of children.
Walker (2022). Support Inclusion and Diversity [Lecture notes]. Retrieved from The Early Childhood Educator for
Certificate III, 3e
● Area 5: Relationships with children
1. This should be equitable and inclusive.

2. Ensure the dignity and rights of each child is maintained and children are encouraged
to collaborate and support each other in their learning.

Student Assessment
● Area 6: Collaborative partnerships with families and communities
One of the pillars of education is learning to live together in peace and harmony and in
order to achieve this one a collaborative partnerships with families and communities is
really necessary. There are many ways to achieve this, parents can attend parents
teachers' meeting, they can raise fund to support and improve the educational system of
the childcare center, childcare center can organize family day/sports festival to develop a
camaraderie and many other community involvements. This can lead for responsible and
active citizenship and understanding others.
8. List examples (a minimum of 4) of inclusive work practices that will support diversity and inclusion in
an education and care service.
1. Post posters where the children play, and where families and visitors can see them,
showing people wearing different clothes from around the world according to the season
or their cultural.
2. Use picture books seeing people who look different affirms that people come in
different colors and live in different ways.
3. Use puzzles for the images, or small-world figurines, depicting different combination of
family groups, and people with disabilities working and being involved in recreational
activities.
4. Play music, song and dances from different cultures.
9. Identify community members with whom you can consult with to obtain or share knowledge of local
cultural, ethnic, gender and other groups.
1. Local Council
2. Community Centres
3. State Government
4. Maternal Child Health Centres
4. Locally delivered news paper and council newsletter

Student Assessment
10. List a minimum of two (2) experiences / opportunities which can be provided to children to broaden
their knowledge on the similarities and difference in the world around them.
I was given an opportunity to teach in one of the universities in the Philippines. The subject that I handled
was The Teacher and the Community, School Culture and Organizational Leadership. One of the activities
that I organized was "Showcase of Different Cultures Around the World". That activity showcased the
traditional costume and there was a cultural parade within the campus raising the flag of their chosen
country. They were given the opportunity to speak 5 words also using the language of their chosen
country. Another activity that I organized in that subject was Intercultural Showcase with the theme Unity in
Diversity. In this activity, there was a competition - sing and dance. Each group was given a chosen
country and they portrayed or showed of the traditional songs and dances specifically. This activity
promotes multiculturalism in which they learned to appreciate and respect other country's cultures and
traditions. I can use this experience in a childcare facility beacuse it promotes inclusivity and diversity.
Children need to compare and contrast the cultures and traditions so there will be cultural awareness.
11. Identify three (3) resources and materials you could use to encourage and promote participation by
all children, families and community representatives.
1. Learning resources
-Make sure there are available resources that can be used inside the classroom for
instruction like blocks, manipulative materials, art materials etc.
2. Moral support
-Educations starts at home. Parents or guardians need to guide their kids at home so
there will be a smooth delivery of instruction.
3. Community engagement
-There must be a linkage between the school and community. The school needs
support from the community. For example, there will be an event in the school, the
community needs to be invited for participation like family day or sports festival.
12. Provide a response to the following:
a. In your own words, briefly explain what the term ‘reflection’ means in ECEC services.
According to John Dewey, "We do not learn form experience...we learn from reflecting on
experience."
In ECEC, reflection is a way to address what are the things that need to improve on and
what worked really well in that particular day. As an educator, we need improvement for
the welfare of the children. What worked well in that day means we need to continue
doing and improving it and what went poor in that particular day we need to make plans
in order to achieve what had been lacking during the day. When performance is
measured, performance improves. When performance is reported, performance
accelerates.

Student Assessment
b. Identify why and how early childhood educators will use reflection as part of their daily
practices. Provide at least two (2) reasons and two ways to use reflection.
1. Reviewing staffing arrangements and routines to create an environment that is

conducive to reflective practice.
-This might include extended periods of uninterrupted time for educators to closely
observe a small group of children, foster closer relationships and provide greater insight
into children’s thinking and learning.
2. Establishing routines that allow reflection to occur regularly.
- Each educator might take 10 or 15 minutes during scheduled programming time, or at
the end of the day, to record their reflections in a journal or diary. A similar amount of
time might be allocated during a regularly scheduled meeting to reflect on practice across
the service. These meetings also provide a forum for team members to talk about their
personal experiences.
Australian Children's Education and Care Quality Authority. (2016). Critical reflection.
Retrieved from https://www.acecqa.gov.au/critical-reflection
c. Explain briefly what ‘meaningful reflection’ is:

Critical or meaningful reflection on children’s learning and development, both as individuals and in groups, drives program
planning and implementation. In education and care services, critical reflection means ‘Closely examining all aspects of
events and experiences from different perspectives’ (Approved Learning Frameworks). To be confident in critical refection
it helps to understand how it differs from evaluating, summarising or recording what an educator is seeing or doing.
Australian Children's Education and Care Quality Authority. (2018). Critical reflection. Retrieved from
https://www.acecqa.gov.au/critical-reflection
13. Access the Early Childhood Australia Code of Ethics (ECA Code of Ethics)
http://www.earlychildhoodaustralia.org.au/ and identify the values and processes essential in guiding
educators in their work with children.
The core principles in this Code of Ethics are based on the fundamental and prized values of the profession. They act to
guide decision making in relation to ethical responsibilities. These core principles require a commitment to respect and
maintain the rights and dignity of children, families, colleagues and communities.
1. Each child has unique interests and strengths and the capacity to contribute to their communities.
2. Children are citizens from birth with civil, cultural, linguistic,social and economic rights.
3. Effective learning and teaching is characterised by professional decisions that draw on specialised knowledge and
multiple perspectives.
4. Partnerships with families and communities support shared responsibility for children’s learning, development and
wellbeing.
5. Democratic, fair and inclusive practices promote equity and a strong sense of belonging.
6. Respectful, responsive and reciprocal relationships are central to children’s education and care.
7. Play and leisure are essential for children’s learning, development and wellbeing.
8. Research, inquiry and practice-based evidence inform quality education and care.

Student Assessment
14. Provide a response to the following questions:

a. Define (in your own words) the following terms in a children’s education and care context.
● Inclusion:
Inclusion means that child has the access to participate relevantly and must experience
positive outcome in an early childhood and care setting.
● Diversity:
Diversity means accepting different genders, abilities and ages as well as social, and
economic backgrounds.
● Cultural Safety:
Cultural safety means that a child is being provided with a safe, positive and nurturing
environment thus comfortable with the people around.
b. Briefly explain how the following are applied in an early childhood education and care
context.
● Inclusion:
Anti-discrimination is protected by law, making it illegal to discriminate against children,

families or staff based on race, colour, sex, language, religion, political viewpoint, ability
or disability. Children shall be treated fairly, respectfully and equitably no matter their
background or situation.

Student Assessment
● Diversity:
Anti-discrimination is protected by law, making it illegal to discriminate against children,

families or staff based on race, colour, sex, language, religion, political viewpoint, ability
or disability. Children shall be treated fairly, respectfully and equitably no matter their
background or situation.
Cultural safety means to respect cultural and social differences in the provision of health
and education services.
c. Briefly explain the role and importance of each term in relation to children’s education and
care.
● Inclusion:
An inclusive service environment is one where both indoor and outdoor spaces –natural and built – are organised and
adapted to support every child’s participation and to
engage every child in quality experiences. In such an environment, all children’s backgrounds, abilities and preferences are
valued, and all children have equitable access to the resources and experiences they wish to engage with. Inclusion supports
children’s participation in learning and enhances opportunities to both demonstrate learning and value difference.
Australian Children's Education and Care Quality Authority. (2022). Inclusive environments. Retrieved from
https://www.acecqa.gov.au/inclusive-environments
● Diversity:
Promoting and cultivating multiculturalism in early childcare ultimately trains kids to be

more inclusive of kids from other cultures, rather than excluding them for being different.
This is an important lesson that will be carried on all the way through school and into
adulthood.
Australian Children's Education and Care Quality Authority. (2022). Diversity. Retrieved
from https://www.acecqa.gov.au/diversity

Student Assessment
Cultural safety empowers people and enables them to contribute and feel safe to be
themselves. In a child safe, culturally safe organisation, children, young people, family
and community members feel that their culture and identity are respected.
Australian Children's Education and Care Quality Authority. (2022). Cultural safety.
Retrieved from https://www.acecqa.gov.au/cultural-safety
15. Provide three (3) events that build on the diverse background of children and families in the ECEC
services.
1. Celebrate cultural festivals

2. Play videos introducing a culture
3. Expose the children to a wide range of music and songs of a culture
16. Briefly describe how the following are impacted by your own behaviours.
a. Inclusion:
‘The term ‘inclusion’ has traditionally been used to describe bringing children with disabilities into regular settings rather than placing them in
‘special’ facilities’ (Connor, 2006, p8). This concept and practice is far removed from earlier beliefs and practices of placing children with
additional needs in institutions or segregated services, or expecting them to ‘fit into’ mainstream programs where their‘differences’ could be
‘fixed’ in order to make them more ‘normal’.
Australian Children's Education and Care Quality Authority. (2009). Inclusion. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2021-01/InclusionOfChildrenWithAdditionalNeeds.PDF
b. Bias:
Bias does not just sit within people; it is often used as the basis for decision-making and the rationale behind actions that
we take. Bias can influence actions that are discriminatory. It can surface and perpetuate into collective conversations
when defending harmful actions.
Australian Children's Education and Care Quality Authority. (2022). Bias.Retrieved from https://www.acecqa.gov.au/bias
c. Discrimination:
Experiencing discrimination can cause children and young people to have negative perceptions of their ethnicity, race, culture,
appearance, gender or sexual orientation. Those who have experienced discrimination are also more likely to experience higher
levels of depression, anxiety and other negative health outcomes.
Australian Children's Education and Care Quality Authority. (2022). Discrimination. Retrieved from
https://www.acecqa.gov.au/discrimination

Student Assessment
d. Ethics:
Democratic, fair and inclusive practices promote equity and a strong sense of belonging.
Respectful, responsive and reciprocal relationships are central to children's education and care.
Play and leisure are essential for children's learning, development and wellbeing.
Australian Children's Education and Care Quality Authority. (2022). Ethics. Retrieved from
https://www.acecqa.gov.au/ethics
17. In your own words, briefly describe how the following areas and characteristics of diversity may
affect individuals in their daily lives.
a. Culture:
Culture is the way of life. This includes the customs and traditions of a particular society.
This can be passed from one generation to generation.
b. Race / Ethnicity:
Race is define as the physical characteristics of a human being like skin color, hair, etc.
Ethnicity refers to the culture of the people including its geographical location.
c. Disability:
Disability refers to physical or mental condition that limits someone's movements or

series of activities.
d. Gender and gender identification:
Gender refers to the characteristics of men/boys and women/girls based on social

construct.

Student Assessment
e. Intergenerational disadvantage:
Intergenerational disadvantage refers to the negative impact of one generation passing

to other generation.
f. Family types:
This refers to the family orientation of a certain individual that can bring a big impact to
someone on how he or she sees society.
g. Sexual orientation and sexual identity:
Sexual orientation and identity refers on how someone sees society and how he or she
perceives or responds on it.
h. Socioeconomic circumstances:
Socioeconomic circumstances refer to the hindrances that can block someone's progress
in the society.
18. Provide a definition for the following terms.
a. Marginalisation:
‘Marginalisation is not random. It is the product of institutionalised disadvantage – and of policies and processes that perpetuate such disadvantage.’
‘Barriers [to education] can take many forms: the curriculum, the assessment system, lack of resources, etc., but the most difficult factor is the
barriers that are within our mind.’
UNESCO 2005, Regional Workshop on Inclusive Education: Getting All Children into School and Helping Them Learn; UNESCO 2010, Global
Monitoring Report: Reaching the Marginalised.

Student Assessment
b. Risk factors:
Risk factors are conditions that come before, and increase the likelihood of, poor outcomes. Examples of poor
outcomes include – behaviour difficulties, poor physical or mental health, low educational achievement, criminal
offending, or substance abuse.
Dalli, C., White, E. J., Rockel, J., Duhn, I., Buchanan, E., Davidson, S., . . . Wang, B. (2011). Quality early
childhood education for under-two-year-olds: What should it look like? A literature review. Retrieved from
www.educationcounts.govt.nz/publications
c. Protective factors:
Protective factors are those conditions that lead to a higher likelihood of positive outcomes
– the things we typically want.
Dalli, C., White, E. J., Rockel, J., Duhn, I., Buchanan, E., Davidson, S., . . . Wang, B.
(2011). Quality early childhood education for under-two-year-olds: What should it look like?
A literature review. Retrieved from www.educationcounts.govt.nz/publications
19. Identify potential physical, mental and emotional health and care needs of marginalised groups or
individuals. List at least five (5) needs.
1. Parental depression
2. Parent-child conflict
3. Poor parenting
4. Negative family environment (may include substance abuse in parents)
5. Child abuse/maltreatment
Adapted from O’Connell, M. E., Boat, T., & Warner, K. E.. (2009). Preventing mental, emotional,
and behavioral disorders among young people: Progress and possibilities. Washington, DC:
The National Academies Press; and U.S. Department of Health and Human Services,
Substance Abuse and Mental Health Services Administration (2009). Risk and protective
factors for mental, emotional, and behavioral disorders across the life cycle. Retrieved from
http://dhss.alaska.gov/dbh/Documents/Prevention/programs/spfsig/pdfs/IOM_Matrix_8%
205x11_FINAL.pdf


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Student Assessment

ASSESSMENT TASK 1 – QUESTIONING

Student ID MEL16808 Group 9

Explanation of the  List / identify / state / give/provide = present in brief form

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

1. Engage in two-way communication

6. Provide a response to the following

CRICOS Provider Code 02934D

Acknowledging both similarities and differences

CRICOS Provider Code 02934D

Demonstrating positive attitudes to differences

● Area 1: Educational program and practice

● Area 5: Relationships with children

1. This should be equitable and inclusive.

CRICOS Provider Code 02934D

● Area 6: Collaborative partnerships with families and communities

CRICOS Provider Code 02934D

12. Provide a response to the following:

CRICOS Provider Code 02934D

1. Reviewing staffing arrangements and routines to create an environment that is

c. Explain briefly what ‘meaningful reflection’ is:

CRICOS Provider Code 02934D

14. Provide a response to the following questions:

Anti-discrimination is protected by law, making it illegal to discriminate against children,

CRICOS Provider Code 02934D

Anti-discrimination is protected by law, making it illegal to discriminate against children,

Promoting and cultivating multiculturalism in early childcare ultimately trains kids to be

CRICOS Provider Code 02934D

1. Celebrate cultural festivals

CRICOS Provider Code 02934D

Disability refers to physical or mental condition that limits someone's movements or

d. Gender and gender identification:

Gender refers to the characteristics of men/boys and women/girls based on social

CRICOS Provider Code 02934D

Intergenerational disadvantage refers to the negative impact of one generation passing

g. Sexual orientation and sexual identity:

18. Provide a definition for the following terms.

CRICOS Provider Code 02934D

CRICOS Provider Code 02934D

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