CHCECE001_CHCDIV002_Theory Tasks_Student 21 July 2016

CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety.
Theory Tasks.
CHCECE001
Develop cultural competence
CHCDIV002
Promote Aboriginal and/or Torres Strait Islander
cultural safety
Theory Assessment Task
Unit Purpose
This unit co-assesses CHCECE001 and CHCDIV002.
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to enable you to work with Aboriginal and Torres Strait Islander people,
including identifying cultural safety issues in the workplace, modelling cultural safety in your own work
practices and developing strategies to enhance cultural safety.
The assessment tasks also provide you with the opportunity to demonstrate evidence of the required
knowledge and skills to address duty of care requirements as well as work within an ethical framework, and
apply relevant legislation, policies and procedures in responding to children and young people.
Elements – CHCECE001 Develop cultural competence
The following elements define the essential outcomes of this unit:
 Element 1 Reflect on own cultural identity and biases
 Element 2 Identify and develop cultural competency
 Element 3 Research Aboriginal and/or Torres Strait Islander communities
 Element 4 Support individual cultural identities
 Element 5 Create environments to support children’s cross-cultural understanding and relationships
 Element 6 Support the implementation of inclusive learning experiences
 Element 7 Support children in developing confidence and strength in personal and cultural identity
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Disclaimer: Printed copies of this document are regarded as uncontrolled 15/07/2016
Course Assessment Validation Date Date revalidation Validating Page 1 of 53 TAFE NSW
CHC30113 Version 2 Teachers initials © 2016
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Theory Tasks.
Elements – CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
The following elements define the essential outcomes of this unit:
 Element 1 Identify cultural safety issues in the workplace
 Element 2 Model cultural safety in own work
 Element 3 Develop strategies for improved cultural safety
 Element 4 Evaluate cultural safety strategies
Assessment Requirements
 001: Cultural Competence

 002: Cultural Identity and Bias
 003: Aboriginal and/or Torres Strait Islander Cultural Identity
 004: Aboriginal and/or Torres Strait Islander Cultural Realities
 005: Inclusion in the Workplace
 006: Communicate Effectively
 007: Anti-Bias
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Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2014). The Big Picture: Working in Early Childhood Education and Care Series (3rd
ed.). Victoria: Cengage Learning Australia.
Core Documents
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009).
Australian Government Department of Education, Employment and Workplace Relations.
Canberra: DEEWR.
 Code of Ethics. (2014). Early Childhood Australia. Retrieved from:

http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/
code_of_ethics_brochure_print_2010.pdf
Additional Readings for this Unit
 Aboriginal Cultural Competence Framework: Culture and the child and family services system.
(2008). Retrieved from:
http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/580934/Aboriginal_cultural_competenc
e_2008.pdf
 Aboriginal and Torres Strait Islander Children’s Cultural Needs. (2012). SNAICC. Retrieved from:
http://www.snaicc.org.au/_uploads/rsfil/02932.pdf
 Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing. (2005). Commonwealth of
Australia. Response ability. Retrieved from:
http://www.responseability.org/__data/assets/pdf_file/0007/4795/Aboriginal-and-Torres-Strait-
Islander-Social-and-Emotional-Wellbeing.pdf
 Australia – A national overview. Bringing Them Home. Australian Human Rights Commission.
(2010). Retrieved from: https://www.humanrights.gov.au/sites/default/files/content/education/
bringing_them_home/Individual%20resources%20and%20activities/
10_RS_Australia_overview.pdf
 Becoming culturally competent – ideas that support practice. (2013). NQS PLP e-Newsletter No.
65. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/
2013/10/NQS_PLP_E-Newsletter_No65.pdf (Accessed April, 2015).
 Cultural Connections Booklet. (2009). Child Australia. Professional Support Coordinator. Northern
Territory. Retrieved from: https://childaustralia.org.au/Documents/IPSP-Section/Resource-
Centre-Docs/cultural-book-complete-WEB.aspx (Accessed April, 2015).
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 Difference between Aboriginal and Torres Strait Islanders. (2011). Retrieved from:
http://www.differencebetween.com/difference-between-aboriginal-and-vs-torres-strait-
islanders/ (Accessed April, 2015).
 Diversity and children’s mental health.(n.d.). Kids Matter. Information for families and early
childhood educators. Component 1 – Creating a sense of community. Australian Government
Department of Health and Ageing. Retrieved from:
https://www.kidsmatter.edu.au/sites/default/files/public/KM%20C1_Cultural
%20Diversity_Diversity%20and%20Children%27s%20Mental%20Health.pdf (Accessed April,
2015).
 Planning for a Multicultural Child Care Environment Checklist. (2012). Inclusive Directions.
Retrieved from: http://directions.org.au/wp-content/uploads/2013/08/Planning-for-a-
Multicultural-Child-Care-Environment.pdf (Accessed April, 2015).
 Protocols: Communicating with Aboriginal and Torres Strait Islander People. Adapted from:
- Communicating Positively. A guide to appropriate Aboriginal terminology (2004). NSW

Department of Health North Sydney. Retrieved from:
http://www.health.nsw.gov.au/aboriginal/Publications/pub-terminology.pdf (Accessed April,
2015).
 Understanding Culture. (2005). Zion, S., Kozleski, E., & Fulton, M. National Institute for Urban
School Improvement. Retrieved from:
http://www.sst13.org/wp-content/uploads/2015/04/Understanding-Culture.pdf
 Using Translating and Interpreting Services in Early Childhood Services. (2011). Diversity in
Practice. Tip Sheet 4. Retrieved from:

http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-
4.pdf
(Accessed April, 2015).
 Welcoming conversations with culturally and linguistically diverse families – An Educators Guide.
(2012). Child Australia. IPSP. Retrieved from:
http://www.childaustralia.org.au/Documents/IPSP-Section/Bicultural/
WelcomingConversationsGuideWEB.aspx
 What is cultural safety? (2012). SNAICC. Retrieved from:

http://www.supportingcarers.snaicc.org.au/connecting-to-culture/cultural-safety/
 Working with Aboriginal People and Communities – A Practice Resource. (2009). NSW
Department of Community Services. Ashfield, NSW. Retrieved from:
http://www.community.nsw.gov.au/docswr/_assets/main/documents/
working_with_aboriginal.pdf
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Recommended Websites
 NAIDOC: http://www.naidoc.org.au/about
 National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/
 Timeanddate.com: http://www.timeanddate.com/holidays/australia/national-sorry-day
Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All students
appeals must be made in writing using the Appeals Form and specify the particulars of the decision or finding
in dispute. Appeals must be lodged within 28 days of the decision or finding.
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001 Cultural Competence

CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/
or Torres Strait Islander cultural safety
CHCECE001 Develop cultural competence

Element 1 Reflect on own cultural identity and biases
Element 2 Identify and develop cultural competency
Element 3 Research Aboriginal and/or Torres Strait Islander communities
Element 4 Support individual cultural identities
Element 5 Create environments to support children’s cross-cultural understanding and relationships
Element 6 Support the implementation of inclusive learning experiences
Element 7 Support children in developing confidence and strength in personal and cultural identity
Performance Evidence
Knowledge Evidence
CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
Element 1 Identify cultural safety issues in the workplace

Element 2 Model cultural safety in own work
Element 3 Develop strategies for improved cultural safety
Knowledge Evidence
Question 1
To complete this task refer to your reading:
 Becoming culturally competent – ideas that support practice.
a) List the guiding principles of the National Quality Framework (NQF) making explicit attention
to diversity as a matter of principle, policy and action.
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b) How is cultural competence defined in the Early Years Learning Framework (EYLF)?
c) What is considered to be the most important reason to pay attention to cultural competence?
Question 2
To complete this task refer to (pp. 7 & 13) of your reading:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
a) List the three key words used in the EYLF that reflect support children’s cultural identity
and relationships within the family.
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b) How is respecting diversity explained in the EYLF?
c) What curriculum decisions are made by educators to uphold diversity?
Question 3
 Diversity and children’s mental health.
List six ways educators can promote respect for diversity.
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Question 4
To complete this task refer to (pp. 7 – 18) of your reading:
 Welcoming conversations with culturally and linguistically diverse families – An Educators Guide.
a) What four strategies can educators use to create a welcoming space for families with English
as a second language when they first enter the service?
b) List six visual aids and/or communication strategies that could be used to build relationships
with families for whom English is a second language during the orientation process at the
service.
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c) Provide three strategies that can be used to assist families to work in partnership with the
service?
d) List six ways educators could encourage children to explore other cultures in the outdoor
play environment.
e) Give three reasons why it is particularly important to talk to families for whom English is a
second language about the service’s sleep and rest routines (including SIDS sleeping
practices).
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Question 5
To complete this task refer to (pp. 1-20) of your reading:
 Cultural Connections Booklet.
Identify eight practical tips educators may consider when working with families for whom English is
a second language.
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002 Cultural Identity and Bias


Knowledge Evidence

Knowledge Evidence
Question 1
To complete this task refer to (p. 211) of your textbook ‘The Big Picture’.
a) How is culture defined by the National Centre for Cultural Competence?
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b) Describe the meaning stereotyping in relation to culture?
Question 2
To complete this task you are required to reflect on your culture and relate to cultural safety.
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.
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.
c) Describe your best personal attribute. Now describe how this attribute contributes to your
self-identity.
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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.
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 six months without any contact with your home
or family.
i. Describe how you might feel.
ii. What would you miss most?
iii. What assistance would you like from your new community to help you settle in and feel safe?
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f) In around half a page describe how you might translate this self-reflection to your work with
children and families from a culture different to your own.
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Question 3
 Understanding Culture.
Listed below are the environmental factors that influence our cultural identity. Explain the meaning
of each factor.
Environmental Factors Explain the meaning
Language
Attitudes towards time
Space/proximity
Gender roles
Familial roles
Taboos
Family Ties
Grooming and
Presence
Autonomy
Status of age
Education
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Question 4
 Understanding Culture.
a) Explain the term ‘cultural responsivity’.
b) List the ten ways in which educators (practitioners) can become culturally responsive.
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003 Aboriginal and/ or Torres Strait Islander Cultural

Identity

Knowledge Evidence

Knowledge Evidence
Question 1
To complete this task refer to (pp.1 - 11) of your reading:
 Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.
a) How are Aboriginal and Torres Strait Islander people defined?
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b) List the three key factors that should be considered when exploring concepts of Aboriginal
and Torres Strait Islander wellbeing.
c) Provide an example for each of the following impacts on the Aboriginal and Torres Strait
Islander people due to the European settlement.
i. Loss of land
ii. Loss of culture
iii. Loss of
kinship/family
ties
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d) Living in situations of homelessness, poverty or unemployment increases the severity of

physical and mental illnesses. List four factors which contribute to the increase of physical
and mental illness of Aboriginal and/or Torres Strait Islander individuals and communities?
e) List three factors that contribute to Aboriginal and/or Torres Strait Islander children being at
high risk of emotional or behavioural difficulties?
f) Give two examples of taboos or traditions of Aboriginal and/or Torres Strait Islander people
that may be different from non-Aboriginal and/or Torres Strait Islander people.
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Question 2
To complete this task refer to (pp.1 – 6) of your reading:
 Australia – A national overview. Bringing Them Home.
a) How long have Aboriginal people and their ancestors occupied Australia?
b) What is the significance of the European doctrine of terra nullius in relation early colonisation
and Aboriginal Land Rights?
c) What were the two key policies adopted by the British Select Committee in relation to the bad
treatment of Aboriginal people in Australia?
d) What laws and systems were put in place as a result of these policies?
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e) What two powers were given to the Chief Protectors?
f) By the turn of the century what did the government see as a solution to ‘the Aboriginal
Problem’?
g) During the 1920’s children were separated from their families and communities. Where were
they sent to and what was the impact on their living conditions, schooling/education,
language and discipline?
h) During the 50’s and 60’s how did child welfare services respond to the increasing numbers of
children being removed from their families?
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i) What were the two outcomes of the 1967 constitutional referendum for Aboriginal people?
j) What are the three key features of self-determination?
k) List the nine significant changes to the way Indigenous people were viewed by non-
Indigenous during the 1990’s.
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Question 3
 Working with Aboriginal People and Communities – A Practice Resource.
a) Explain the symbolism of the Aboriginal flag.
b) Explain the symbolism of the Torres Strait Islander flag.
c) List the two ways Aboriginal people refer to themselves and their mob.
d) Explain how the concept of ‘community as family’ is reflected in relation to the responsiblity
for raising, caring, educating and disciplining children in Aboriginal communities.
e) Among Aboriginal people what nine factors is the extended family structure based on?
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f) In Aboriginal communities what roles are defined by kinship?
g) Aborigianl people are the original owners of the land and this special position is recognised
as Welcome to Country. What does the Welcome to Country enable the community to do?
h) Who is able to perform a Welcome to Country?
i) Explain the concept of Men’s and Women’s Business.
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j) In an EC service there should be respect for Men’s and Women’s Business. List three
practice tips that the EC service can use to demonstrate respect?
k) What are the senstivities around death that should be observed with Aboriginal people?
l) What term is often used by Aboriginal people when refering to a death?
m) What term is often used as a sign of respect by Aboriginal people when refering to Elders?
Question 4
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To complete this task refer to (p. 1) of your reading:
 Difference between Aboriginal and Torres Strait Islanders.
List the key differences between Aboriginal and Torres Strait Islanders.
Aboriginal Australians: Torres Strait Islanders:
Question 5
To complete this task refer to the following website:
 NAIDOC: http://www.naidoc.org.au/about
a) What is the purpose of NAIDOC Week?
b) List five ways in which a children’s service could participate in NAIDOC Week.
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c) List five NAIDOC Week awards categories.
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Question 6
 National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/
National Aboriginal and Torres Strait Islander Children’s Day is celebrated on 4 th August each year.
What is the focus of this celebration?
Question 7
 Timeanddate.com: http://www.timeanddate.com/holidays/australia/national-sorry-day
What is the purpose of National Sorry Day, observed on 26th May each year?
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004 Aboriginal and/ or Torres Strait Islander Cultural

Realities

Knowledge Evidence

Element 4 Evaluate cultural safety strategies
Knowledge Evidence
Question 1
 What is cultural safety?
a) What is the definition of cultural safety?
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b) What does cultural safety mean for Aboriginal and Torres Strait Islander children?
Question 2
 Aboriginal and Torres Strait Islander Children’s Cultural Needs.
a) In relation to Aboriginal and Torres Strait Islander culture list the six elements of the domains
of cultural needs.
b) Provide six examples of ‘Personal Identity’ as a cultural need.
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c) How is the belief in relation to ‘country’ described?
d) What learning opportunity is provided to Aboriginal and/or Torres Strait Islander children
when they have a connection to their land and/or water?
e) What are four key benefits of cultural expression for Aboriginal and/or Torres Strait Islander
children?
f) List four practical ways in which Aboriginal and Torres Strait Islander culture is celebrated.
Question 3
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To complete this task refer to (pp. 229 – 231) of your textbook ‘The Big Picture’.
a) List five factors which demonstrate that young Aboriginal and/or Torres Strait Islander
children and infants have poorer life outcomes than non - Aboriginal and Torres Strait
Islander children.
b) List five key barriers for Aboriginal and/or Torres Strait Islander people to accessing
children’s education and care services?
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Question 4
To complete this task refer to (pp.17 – 18) of your reading:
 Aboriginal Cultural Competence Framework - Culture and the child and family services system.
The Victorian Aboriginal Cultural Competence Framework states that maintenance of culture is a key
goal for Aboriginal communities in relation to the education of their children.
List the five key beliefs in relation to this goal.
Question 5
 Cultural Connections Booklet - How do my biases affect the children I work with?
Explain the meaning of each of the following responses to discrimination.
Discriminatory responses Explain the meaning
Head in the sand.
Giving out.
Making space.
Getting support.
Seeing the big picture.
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Question 6
 Cultural Connections Booklet - Helpful tips in challenging discriminatory or bias comments from
children.
List and describe six ways in which educators can challenge discriminatory or bias comments from
children.
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005 Inclusion in the Workplace


Knowledge Evidence

Knowledge Evidence
Question 1
 ECA Code of Ethics.
What does the ECA Code of Ethics state in relation to cultural diversity and/or inclusion for each of
the following groups?
Families:
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Colleagues:
Communities
:
Question 2
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Describe six ways an educator can promote learning in relation to EYLF Outcome 2 Children are
connected with and contribute to their world?
Educators promote this learning when they:
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Question 3 (29)
Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the
following questions.
Scenario: Workplace Relationships
Blue Bay Early Learning Centre has recently employed two trainess who are part of
the local Aboriginal community. They will be mentored by Joyce, a senior team
member, who is also from the same commnity.
The centre Director is hoping to attract more children from the Aboriginal
community to the service . The Director knows that having more staff from the
community will contribute to sense of belonging and cultural safety. The trainees
were selected in consultation with Aboriginal Elders from the community and the
Director is pleased at the level of enthusiasm and support shown to the centre by
the community.
Joyce has also played a key role in the selection of the traineees and is looking
forward to her mentorship role. To prepare the team for the trainees and new
families the Director asked Joyce to run a series of workshops on cultural
competence, cultural safety and anti-bias and communicating with Aboriginal people.
Joyce was also asked to invite Aboriginal Elders to a morning tea with the children
and educators.
To support the educators Joyce has also invited the team to submit any questions
or concerns they may have about working with the local Aboriginal community.
Joyce and the Director have been extremely pleased by the level of enthusiasm and
professionalism shown by the educators.
a) What message of cultural safety is the Director sending to the community by employing
Aboriginal trainees?
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b) List the key protocals that the Director used when employing the trainees.
Question 4
following questions.
Scenario: Sorry Day
Educator Norah is a Murri woman. She enjoys sharing her culture with the children
and her colleagues. She feels proud that she has contributed to a better
understanding of her people. Norah is an active member of her community and
contributes to, and participates in, a range of social and cultural activities. Norah
has been granted a week of special leave to assist in planning activities for Sorry
Day.
The centre Director extremely concerned when he hears educators, Jack and Kate,
discussing the unfairness of Norah being granted special leave for Sorry Day. “I
don’t know why those people have Sorry Day anyway. It’s time they moved on!”
Later that day the Director calls the staff members into his office to address the
racist comments.
a) Give three reasons why the Director is right to be concerned about the comments made by
Jack and Kate?
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b) What could the Director do to assist Jack and Kate to understand the importance of Sorry
Day for Norah, her community and all Australians?
Question 5
following question.
Scenario: Yarning Circle and Talking Stick
Sarah has recently been employed by Blue Bay Early Learning Centre. Sarah was
very proud of having just achieved the Diploma of Children’s Services and she is
also very proud of her Aboriginal heritage. Part of the daily practice at the centre
is a ‘Morning Meeting’ with the older children and their Educator to share ideas and
experiences and give suggestions for the day’s program. Sarah realises that this
routine was very similar to a ‘Yarning Circle’ which is a popular group experience in
her culture. Sarah felt that the concept of a Yarning Circle could be incorporated
into the Morning meeting and decided to discuss her idea at the next team meeting.
At the meeting Sarah used some resources to explain to her colleagues how Yarning
Circles are conducted. Sarah’s ideas were enthusiastically accepted by her
colleagues who were keen to implement the idea of a Yarning Circle into the morning
routine.
Sarah was thrilled! She also told of another transition, that of the ‘Talking Stick’.
This is a decorated stick which is passed around the circle and held by the person
whose turn it is to talk. This idea was also very well received. The following week
Sarah was invited to explain the concept of a Yarning Circle and Talking Stick to
the older children. The morning meetings became known as the Yarning Circle and
the children quickly learned to use the talking stick.
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Explain why the above scenario is a positive example of how Aboriginal and/or Torres Strait Islander
culture can be effectively communicated and integrated into the daily program.
Question 6
To complete this task refer to (p. 232) of your textbook ‘The Big Picture’.
List six ways the Aboriginal and/or Torres Strait Islander culture can be integrated across the
curriculum.
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006 Communicate Effectively


Knowledge Evidence

Knowledge Evidence
Question 1
 Cultural Connections Booklet - ‘‘Communicating with Others’.
a) List two practical suggestions provided in relation to connecting with others ‘on a human
level’.
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b) How would you respond to someone who tells you that all Aboriginal communities are the
same (homogeneous)?
c) How can services show sensitivity to parents who may have poor literacy skills?
Question 2
 Working with Aboriginal People and Communities – A Practice Resource.
List the two key facts in relation to Aboriginal language and dialects.
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Question 3
 Protocols: Communicating with Aboriginal and Torres Strait Islander People.
a) What is the traditional meaning of an Aboriginal Elder?
b) How is the term ‘Mob’ used by Aboriginal people?
c) Who is a ‘Traditional owner’?
d) List six terms that are considered to be offensive when communicating with Aboriginal
people.
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Question 4
 Protocols: Communicating with Aboriginal and Torres Strait Islander People.
List the ways in which communication barriers can be overcome in each of the following areas.
Communication Suggested ways to overcome these barriers

Barriers
Welcome
Relationships first
Tone of voice
Language
Smile, relax
Introduction
Rapport (build
relationship)
Eye contact
Silence
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Question 5
 Using Translating and Interpreting Services in Early Childhood Services.
a) What is the difference between interpreters and translators?
b) When should a professional interpreter be used?
c) When may a non-professional interpreter, such as relatives or friends be used?
d) What are the issues around the use of a non-professional interpreter?
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e) How can services access translating and interpreter services?
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007 Anti-Bias

Knowledge Evidence
Question 1
Explain the meaning of each of the following terms.
Term Explain the meaning
Racism
Bias
Bigotry
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Question 2
a) Explain the principles of anti-bias education.
b) How does exploration of differences and similarities support children to feel safe and
comfortable with differences?
c) According to Derman-Sparks & Olsen Edwards, (2010) what are the four goals of anti-bias
education?
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Question 3 (40)
To complete this task refer to (pp. 225) of your textbook ‘The Big Picture’.
Explain why educators should respond to bias in the following ways:
Respond immediately.
Respond simply.
Respond authentically.
Acknowledge differences.
Model behaviour.
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Question 4
following question.
Using the strategies below identify how the educator could address the bias in each scenario.
Strategies:
 Address misinformation and stereotypes.  Give children factual information.
 Promote pride in own culture.  Broaden children’s knowledge of diversity.
 Explore similarities as well as differences.
Scenario: Bias
Blue Bay Early Learning Centre has a student on placement who is from a Middle
Eastern Country. Tahmina has dark skin and wears traditional dress which has given
rise to a great deal of discussion among the children.
Carna (4 years 6 months) tells her educator: “My dad said Tahmina should go where
she comed from because she’s got black skin. But I don’t want her to because I like
her.’’
Select three strategies educators can use to address the bias in this scenario.
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Question 5 (42)
 Planning for a Multicultural Child Care Environment Checklist.
Scenario: Anti-Bias
Educators in the 2-3’s room are working together on their program goals for the
children, when the following discussion occurs.
Anne: “I didn’t know what to say when Evie asked Lydia’s mother why she has
black skin. I felt really embarrassed.”
Matt: “What did you say?”
Anne: “Oh I think I muttered something about everyone being the same. I know it
didn’t make any sense but I didn’t want Evie to say anything else! “
Jackie: “What did Lydia’s mum say?”
Anne: “She just smiled and said that she had black skin because she was a Koori
woman.”
Matt: “You know our room doesn’t really reflect cultural diversity. Maybe we could
start by taking a look at what we could add or change so that it reflects the
cultural diversity in our community.”
Using the Checklist as a guide, suggest three things that the educators could add to reflect a more
multicultural environment.
a) Dramatic Play.
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b) Block Area.
c) Games and Puzzles.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety.

Theory Assessment Task

Elements – CHCECE001 Develop cultural competence

The following elements define the essential outcomes of this unit:

 Element 1 Reflect on own cultural identity and biases

 Element 2 Identify and develop cultural competency

 Element 3 Research Aboriginal and/or Torres Strait Islander communities

 Element 4 Support individual cultural identities

 Element 5 Create environments to support children’s cross-cultural understanding and relationships

 Element 6 Support the implementation of inclusive learning experiences

The following elements define the essential outcomes of this unit:

 Element 1 Identify cultural safety issues in the workplace

 Element 2 Model cultural safety in own work

 Element 3 Develop strategies for improved cultural safety

 Element 4 Evaluate cultural safety strategies

 001: Cultural Competence

 Code of Ethics. (2014). Early Childhood Australia. Retrieved from:

Additional Readings for this Unit

- Communicating Positively. A guide to appropriate Aboriginal terminology (2004). NSW

Practice. Tip Sheet 4. Retrieved from:

(Accessed April, 2015).

 What is cultural safety? (2012). SNAICC. Retrieved from:

 National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/

001 Cultural Competence

CHCECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Element 1 Identify cultural safety issues in the workplace

 Becoming culturally competent – ideas that support practice.

b) How is respecting diversity explained in the EYLF?

c) What curriculum decisions are made by educators to uphold diversity?

 Diversity and children’s mental health.

List six ways educators can promote respect for diversity.

 Cultural Connections Booklet.

002 Cultural Identity and Bias

CHCECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Element 1 Identify cultural safety issues in the workplace

a) How is culture defined by the National Centre for Cultural Competence?

b) Describe the meaning stereotyping in relation to culture?

i. Describe how you might feel.

ii. What would you miss most?

Environmental Factors Explain the meaning

Attitudes towards time

a) Explain the term ‘cultural responsivity’.

003 Aboriginal and/ or Torres Strait Islander Cultural

CHCECE001 Develop cultural competence

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety

Element 1 Identify cultural safety issues in the workplace

 Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.

a) How are Aboriginal and Torres Strait Islander people defined?

ii. Loss of culture

d) Living in situations of homelessness, poverty or unemployment increases the severity of

 Australia – A national overview. Bringing Them Home.

e) What two powers were given to the Chief Protectors?

j) What are the three key features of self-determination?

 Working with Aboriginal People and Communities – A Practice Resource.

a) Explain the symbolism of the Aboriginal flag.

b) Explain the symbolism of the Torres Strait Islander flag.

f) In Aboriginal communities what roles are defined by kinship?