Student Assessment

ASSESSMENT TASK 3 – RESEARCH TASK

Student Details

Student ID MEL16808 Group 9

Student Name Nicomar A. Sabiano

Conditions of  For this assessment, the student will have access to the relevant learning
Assessment resources, listed under the learning resource of this document.
 Responses to the questions must be typed.
Student  Read the tasks outlined below and follow the instructions.
Instructions for  All parts of each research task must be completed and correct.
Completion  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.
 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 to breach copyright, will be
penalised. Please refer to APA referencing guide
https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/apa-style-
guide.pdf or
 http://libguides.library.usyd.edu.au/c.php?g=508212&p=3476096
 Write your Name, student ID, the assessment task and the Name of the unit
of competency on each piece of paper you attach to this assessment
document.
Assessment  Students will be provided a briefing on the assessment and the opportunity
Procedure to seek clarification on the conduct of the assessment.
 Students may seek clarification at any point in time during the assessment
task. Should students feel they need more time to complete the assessment,
they must negotiate the time needed with the assessor prior to the
assessment due date.
 Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks
as unsatisfactory, students will be required to resubmit these tasks. For
more information, detailed information can be found in PP77 Assessment
Policy and Procedure.
Due Date  The trainer/assessor will provide a date and time for this assessment
schedule on the first day of the unit delivery.

The assessment task

Research Task 1
Access the Early Years Learning Framework Outcome 1.

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a. Explain four (4) ways you could promote a sense of belonging and connectedness in children’s
learning environments where you role model cultural awareness and equality.
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. Dress-ups and lengths of material for children to try on that are different from their own clothes.

Walker (2022). Support Inclusion and Diversity [Lecture notes]. Retrieved from The Early Childhood Educator for Certificate III, 3e

b. Access the National Quality Framework and National Quality Standards and locate the standard that
relates to the inclusion of the child’s culture in the services program.
Quality Area 5 promotes relationships with children that are responsive, respectful and promote children’s
sense of security and belonging. Relationships of this kind free children to explore the environment and
engage in play and learning.

Australian Children's Education and Care Quality Authority. (2023). National Quality Standard. Retrieved
from https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-children

c. Provide four (4) examples for each of the following, of how this standard can be demonstrated or
reflected in an Early Childhood setting.
● As part of the learning environment:
1. Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
2. Premises, furniture and equipment are safe, clean and well maintained.
3. Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality
experiences in both built and natural environments.
4. Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based
learning.

Australian Children's Education and Care Quality Authority. (2023). National Quality Standard. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment

● In the services policy and procedures

1. Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with
community, wellbeing, confidence as learners and effectiveness as communicators.
2. Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
3. All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
4. Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and
feedback.

Australian Children's Education and Care Quality Authority. (2023). National Quality Standard. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-practice

Research Task 2: In relation to cultural competence in early childhood, investigate the relevant learning
frameworks and provide a response to the following:

a. List three (3) methods you would use to identify the cultural identities of the children, families and
local community members who may access the service to build up collaborative relation with them.

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b. List three (3) methods you would use to critically analyse the impact of diversity and inclusion on the
effectiveness of the service’s curriculum and related activities and relationships as noted in the
relevant frameworks.

1. Intentional teaching
2. Responsive teaching and scaffolding
3. Child directed learning

Australian Children's Education and Care Quality Authority. (2023). National Quality Standard.
Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-program-and-pra
ctice

Research Task 3: You are to research your own family background and provide a brief (300 word)
explanation of the following:
● Significant events which may influence your personal 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.

● Aspects of your own environment which can influence your own cultural identity

1. gender
2. race
3. religious beliefs

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● The impact your personal background may have on how you interact and form relationships with
people from other cultures.

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.

Research Task 4: In the community where you live, investigate the cultural diversity and provide a
response to the following (provide the link where information was sourced):

a) Identify the cultural makeup % and languages spoken within the community
● There are people in the community from:

Footscray
Latest release
2021 Census All persons Quick Stats

People 17,131
Male 51.3%
Female 48.7%
Median age 34

Families 3,877
Average number of children per family
for families with children 1.5
for all households (a) 0.4

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● Language Spoken

Language, top responses (other than English) Footscray

%
Vietnamese 1,873 11.4
Mandarin 689 4.2
Cantonese 404 2.5
Telugu 281 1.7
Greek 262 1.6

b) List how the community is inclusive of all cultures.

Footscray is an inner-city suburb in Melbourne, Victoria, Australia, 5 km (3.1 mi) west of

Melbourne's Central Business District, located within the City of Maribyrnong local
government area and its council seat. Footscray recorded a population of 17,131 at the 2021
census. Footscray is characterised by a very diverse, multicultural central shopping area,
which reflects the successive waves of immigration experienced by Melbourne, and by
Footscray in particular. Once a centre for Greek, Italian and former Yugoslavian migrants, it
later became a hub for Vietnamese and East African immigrants in Melbourne. It has recently
begun to undergo rapid development and gentrification, and Time Out magazine placed
Footscray at 13th in its '50 Coolest Neighborhoods in the World' for 2019, reflecting its
evolving reputation, citing in particular its diverse array of international cuisine, bars and
nightlife, as well as its arts scene.

c) Provide the reference as to where information was sourced from.

Australian Bureau of Statistics. (2021). Footscray census data-population. Retrieved from
https://abs.gov.au/census/find-census-data/quickstats/2021/SAL20935

Australian Bureau of Statistics. (2016). Footscray census data-language spoken. Retrieved from
https://www.abs.gov.au/census/find-census-data/quickstats/2016/SSC20929

Footscray Historical Society (2012). "Local History". Footscray Historical Society Research. Footscray Historical Society. Archived
from the original on 11 October 2012. Retrieved 1 September 2012.

CRICOS Provider Code 02934D

CHCECE030 Support inclusion and diversity
Page 32 of 38 RTO Number 121952
CHC30121 Certification III in Early Childhood Education and Care
Student Assessment - Version 2.0