CHCECE001 Cultural CompTAT V2

CHCECE001
Develop Cultural Competence

Theory Assessment Tasks
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma in Early Childhood Education and Care
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to work towards cultural competency and to support participation of all children
and families in children’s services. This support includes contributing to children’s understanding and
acceptance of all cultures.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Reflect on own cultural identity

 Element 2 Identify and develop cultural competence
 Element 3 Research Aboriginal and/or Torres Strait Islander communities
 Element 4 Support individual cultural competencies
 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
Assessment Requirements
 1.1: Journal Task: Reflecting on Cultural Identity and Biases
 1.2: Defining Culture
 1.3: Differences and Similarities
 1.4: Support Aboriginal and Torres Strait Islander Communities
 1.5: Supporting Cultural Identity
 1.6: Quiz
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Assessment Instructions
Assessment Instructions
You need to provide a satisfactory response to each question in the space provided to gain a satisfactory result
in each assessment task.
The following icons have been used to indicate key information relating to the tasks:
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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. (2013). The Big Picture: Working in Children’s Services (3rd ed.). Cengage Learning
Refer to Chapter 5: Supporting Cultural Diversity
Additional Readings for this Unit
 Australian Government Department of Education, Employment and Workplace Relations. (2009).

Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra:
DEEWR.
 Child Australia Professional Support Coordinator. (2012). Cultural Connections Booklet. Retrieved
from http://www.childaustralia.org.au/Documents/IPSP-Section/Resource-Centre-Docs/cultural-
book-complete-WEB.aspx
 NSW Department of Community Services. (2009). Working with Aboriginal People and Communities:
A Practice Resource. Retrieved from
http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

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1.1 Journal Task:
Reflecting on Cultural Identity and Biases
Element 1 Reflect on own cultural identity and biases (1.1; 1.2; 1.3)
Element 2 Identify and develop cultural competence (2.2)
Required Readings
To complete this task you will need to read your text book:

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Theory Assessment Task 1.1 Question 1
Journal Entry: 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.
 Reliable
 Hard worker
 Active
 Well organised
 Open minded
Question 1b.
Journal Entry: 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.
One of the value my mother passed to me is being a tidy and organized person. She always
spurred me to pack away my belongings and to have respect for them. Back then I didn’t like
this rule but ,once grown up, I found myself giving great importance to neatness. I’m
probably more similar to my mum that what I thought.
Question 1c.
Journal Entry: Describe your best personal attribute. Now describe how this attribute contributes to
your self-identity.
I’m a really tenacious person. This didn’t always guarantee me to achieve what I wanted but
I’ve certainly tried my best every time. I don’t give up just because some situations are hard,
I challenge myself. This attribute has a strong impact on my self identity as worker and in my
private life.

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Question 1d.
Journal Entry: 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.
I don’t have a big family but we love to stay together during celebrations. In particular we all
meet on Christmas’s eve every year. This tradition is really important to me because it helps
me to keep in contact with my relatives who are always busy with their lives. This ritual
means we support each other even if we cannot spend a lot of time together. It means being
loved and cared for. It contributes to my self identity because I’m a family oriented person.
Question 1e.
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.
Journal Entry:
i. Describe how you might feel.
I would feel sad and confused. It would be hard for me to understand other people
talking therefore I would feel isolated. I would definitely experience some kind of
depression and fear for my future because no one would be there for help me
(family and friends) and everything would be unfamiliar. I would also feel judged and
because I’m different.
ii. What would you miss most?
I would miss the most the sense of belonging you have within your family. I would miss the
things I can find only in my country and the similarities I share with my compatriots.
iii. What assistance would you like from your new community to help you settle in and feel safe?
I would like people in the new community to be friendly and understanding. Courses to learn
the language and local costumes/culture would be certainly a great help so I could become
independent. Services for physical (find a house, a job etc..) and psychological help as well.

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Question 1f.
Journal Entry: 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.
As educator I would try my best to make the children and my colleagues from a different
country feel at home. I would have a welcoming and warm attitude towards them. I would
develop my cultural competency by talking to them asking to tell me something about their
culture and traditions. I would try to learn some words and songs in their language so that I can
introduce them during my work with the other children to promote positive relationships. I would face
my job in an open minded way, I would never judge them. I would respect their beliefs and cooperate
with families to have a better understanding of the child, make him/her feel secure by embracing the
rearing practices used at home. I would promote cultural diversity in the centre and , without
hesitation , face any bias against foreign families and children. I would promote a cultural inclusive
physical environment (avoiding tokenism and stereotyping) and the engagement of parents in
curriculum decisions. I would role modelling a positive non-racist behaviour, embrace and celebrate
diversity. In regard to families, I would be very understanding with any language difficulties especially
during enrolment and in the first period of attendance. Parents would probably feel confused about
some of our practices so I would repeat and explain them to the families as many time as necessary. I
would ensure they feel confident to leave their child in my hands. Live in a different country can result
quite daunting for many people so I would offer them help and advices. I would do my best to
accommodate their requests.

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1.2Defining Culture
Element 1 Reflect on own cultural identity (1.2, 1.4)
Element 2 Identify and develop cultural competence (2.2, 2.3)
Element 4 Support individual cultural competencies (4.2, 4.3)
Element 7 Support children in developing confidence and strength in personal and cultural identity (7.5)
Required Readings
 Kearns, K. (2013). The Big Picture: Working in Children’s Services (3rd ed.). Cengage learning
You will also need to access the following readings:
 Australian Government Department of Education, Employment and Workplace Relations. (2009).

Belonging, Being and Becoming: The Early Years Learning Framework for Australia.Canberra:
DEEWR.

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Theory Assessment Task 1.2 – Question 1
Question 1a.
How is culture defined by the National Centre for Cultural Competence?
The learned and shared knowledge that specific groups use to generate their behaviour and
interpret their experience of the world. It comprises beliefs about reality , how people should
interact with each others, what they know about the world and how they should respond to
the social and material environments in which they find themselves. It affects how they work,
parent, love, marry and understand health, wellness, illness, disability and death.
Question 1b.
Describe the meaning stereotyping in relation to culture? Please give your own example of stereotyping
A stereotype is a fixed impression which may have little basis in fact but is
nevertheless perpetuated by persons unwilling to look more deeply into the matter.
This means that a person has an opinion about someone before they have even
met. Opinions and stereotype are influenced by our culture. We develop stereotypes about
other cultures and ethnic groups based on the belief that everyone of the same race, religion,
nationality all act the same way.
Eg: All Italians eat pasta everyday

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Question 1c.
Given that we are all one race and known as human beings, how is diversity defined by Jalongo and
Isenberg (2012)?Use your own words to demonstrate your understanding of the text.
“Important differences between and among individuals that contribute to their definition of self”
this is how Jalongo and Isenberg defined diversity.
Even if we are part of the same race and sometimes of the same culture we all have distinctive
characteristics that make us unique. It’s a combination of many factors that shapes each
individual. Lifestyles, costumes and beliefs can greatly vary between persons even in the
same community. We are all different.

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Required Readings
To complete this task go to your text and refer to the following readings:
 Belonging, Being and Becoming: The Early Years Learning Framework for Australia,Australian
Government Department of Education, Employment and Workplace Relations (2009).
Question 2a.
Question 1a.
Read Cultural competence—stories about work in progresshttp://www.earlychildhoodaustralia.org.au/nqsplp/wp-
content/uploads/2012/09/NQS_PLP_E-Newsletter_No42.pdf
With reference to the EYLF:

Principle 2 Partnerships,
Principle 4 respect and Diversity
Outcome 1 Children have a Strong Sense of Identity
How can educators acknowledge and support children’s family and culture? Educators can:
 Actively encourage families to collaborate with educators about curriculum decisions

 Provide opportunities to learn about similarities and differences and about
interdependence and how we can learn to live together
 Help children to develop awareness of their social and cultural heritage
Question 2b.
Read EYLF Learning Outcome 1 (p. 23) and Learning Outcome 2 (p. 27). Select two 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.
1. Build on the knowledge, languages and understandings that children brings. I would
acquire this skill by observing children and their behaviours, talking to their families. I
can then scaffold their learning, create experiences based on their interests, personal
history, language and cultural background. Promote multi-language and cultural inclusive
activities.
2. Reflect on my responses to diversity. I would achieve this goal and improve my cultural
competence by thinking on my personal bias and challenge them. As a result I will be able to
teach the children to embrace differences in a more authentic way.

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Question
Read each statement and indicate whether it is True or False.
Statement
Developing culture competence is a relatively simple task. True False√

NQS 1.1.2 states: Each child’s current knowledge, ideas, culture, abilities and interests are True √ False
the foundation of the program.

All culture promote independence, individuality, self-expression and freedom from others in True False√
action and thought at an early age.

According to the Australian Human Rights Commission (2012) an asylum seeker is True √ False
someone who says that he or she is a refugee but whose claim has not yet been assessed.
Bias can be defined as learned beliefs, attitudes and associations (both conscious and True√ False
subconscious) that can lead to unfairness, inequality and stereotyping.

Cultural diversity refers exclusively to race and ethnicity. True False√
One way educators can demonstrate cultural competence is by exploring the culture of True√ False
each family using the service.

Racism is a belief that a particular race or ethnicity is inferior or superior to others. True√ False
Australia is one of the most culturally diverse countries in the world. True√ False
According to the AEDI National Report (2012) almost 20% of Australian children speak True√ False
languages other than English in the home (including Indigenous languages).
The family has very limited influence on the development of values and beliefs around True False√
issues of race and ethnicity.
1.3Differences and Similarities
Element 5 Create environments to support children’s cross-cultural understanding and relationships (5.1, 5.4,
5.5)
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Required Readings

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Question 1.
Explain why educators should avoid saying to children ‘We are all the same’? What should educators
say instead? Give an example of something you would say.
The educators should not say “we are all the same” because it’s not true and the children can
get confused. Children need to understand that people are different, we can’t ignore the
unique nature of each individual just because it’s easier not to talk about it. They notice
physical differences since young age and they start to compare themselves to others. It’s positive to
explain differences so children can learn to respect and accept them. The more we talk about it the
more normal will become, young children will be better able to make sense how they are alike or
different to other. Engaging in such exploration allows children to ask questions, clarify
misunderstanding and misinformation, allay fears and generally assist them to feel safe and
comfortable with differences. In conclusion an anti-bias educational approach founded on
understanding and acceptance of differences is fundamental since an early stage of life.
Instead of “We are all the same” I would say for example: “Yes it’s true. You have white skin and
Maria has dark skin. Her brown skin comes from her mum and dad...they have dark skin too!”

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1.4 Support Aboriginal and Torres Strait Islander
Communities
Element 2 Identify and develop cultural competence (2.1)
Element 3 Research Aboriginal and/or Torres Strait Islander communities
Element 4 Support individual cultural competencies (4.1, 4.2)
Element 7 Support children in developing confidence and strength in personal and cultural identity (7.1, 7.4)
Required Readings
 To Kearns, K. (2013). The Big Picture: Working in Children’s Services (3rd ed.). Cengage Learning
You will also need to access the following reading:
 NSW Department of Community Services. (2009). Working with Aboriginal People and Communities:
A Practice Resource. Retrieved from
http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf

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Theory Assessment Task 1.4– Question 1
Required Readings
To complete this task go to your text and refer to the following reading:
 Working with Aboriginal People and Communities: A Practice Resource (p.5), NSW Department of
Community Services (2009).
 Making Connections with Aboriginal Communitieshttp://www.cscentral.org.au/Resources/making-

connections-engaging-with-aboriginal-communities.pdf
Question 1a.
Watch The First Australians Episode 6 – http://www.sbs.com.au/firstaustralians/index/index/epid/6
Watch Bringing Them Home- Human Rights and Equal Opportunity Commission
https://www.humanrights.gov.au/education/bth
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.
What are some of the impacts of government legislation on Aboriginal and Torres Strait Islander
culture?
 Mistrust of government
 Family fragmentation
 Poor housing standards
 Alcohol and substance abuse
 Poverty
 Mental health issues
 Dispossession of land

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Question 1b.
Outline the distinctive rights that Indigenous Australians hold as the original people of this land.
 Right to a distinct status and culture: which helps maintain and strengthen
the identity and spiritual and cultural practices of indigenous communities.
 Right to self-determination: which is a process where indigenous communities control
of their future and decide how they will address issues facing them.
 Right to land: which provides the spiritual and cultural basis of indigenous communities.

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Theory Assessment Task 1.4– Question 2
Question
Outline three ways educators can find out more about the Indigenous cultures within their community
 Establish community advisory groups with local elders and aboriginal

organisations or access existing ones. In particular AECG Aboriginal
education consultative group. This organisation can provide advice on a wide
range of educational issues including appropriate activities, guest for a class and
assistance in many areas of the curriculum.
 Contact the local organisations and land council and arrange a visit to meet people in the
community or/and attend community open days and other events.
 Become involved in supporting local events and functions as a great informal way of meeting
the community.

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1.5 Supporting Cultural Identity
Element 4 Support individual cultural identities (4.6)
Element 5 Create environments to support children’s cross-cultural understanding and relationships (5.2, 5.3,
5.4)
Element 6Support the implementation of inclusive learning experiences (6.1)
Element 7 Support children in developing confidence and strength in personal and cultural identity (7.1)
Required Readings
You will also need to access the following reading:
 Child Australia Professional Support Coordinator. (2012). Cultural Connections Booklet. Retrieved
from http://www.childaustralia.org.au/Documents/IPSP-Section/Resource-Centre-Docs/cultural-
book-complete-WEB.aspx

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Question 1a.
How might you obtain information about the cultural identity of families attending a service?
 Building a relationship
 One on one orientation session
 Information from the Waiting list application
 Enrolment
 Drop off and pick up
 Parents surveys (listen to what families want from the service, their ideas)
 Ongoing check with parents
Question 1b.
Read Cultural competence—stories about work in progresshttp://www.earlychildhoodaustralia.org.au/nqsplp/wp-

content/uploads/2012/09/NQS_PLP_E-Newsletter_No42.pdf
Identify three ways educators can create a culturally inclusive physical environment?
 Include musical instruments from all over the world
 Reflect cultural diversity in foods provided to children
 Using furniture typical of different cultures Eg: low tables (Asian style), pillows instead of
chairs, Moroccan carpets or Japanese tatami.

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Required Readings
To complete this task go to your text and refer to the following reading:
 Cultural Connections Booklet, Child Australia Professional Support Coordinator (2012)
Question
Identify eight practical tips from the reading: Cultural Connections Booklet, educators should consider
when working with families where English is a second language.
 Ensure names are pronounced correctly
 Judgements are not made about children’s language and cognitive preferences
based only on their use of English language.
 Invite parents to ask questions and express their concerns
 Help families to understand the value of maintaining their first language
 Reassure families that children will learn English as an additional language from English
speakers at the early childcare
 Work with bilingual childhood professional to help children feel secure in the early years
settings
 Learn greetings and ask families to teach you words in their language
 Take time to discuss the families cultural practices and routines

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CHCECE001

Develop Cultural Competence

 Element 1 Reflect on own cultural identity

 1.1: Journal Task: Reflecting on Cultural Identity and Biases

 1.2: Defining Culture

 1.3: Differences and Similarities

 1.4: Support Aboriginal and Torres Strait Islander Communities

 1.5: Supporting Cultural Identity

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Indicates the beginning of a new task

Indicates where a question is being asked

Indicates where a student response is required

Indicates a practical task for a student to complete

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Refer to Chapter 5: Supporting Cultural Diversity

Additional Readings for this Unit

 Australian Government Department of Education, Employment and Workplace Relations. (2009).

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Reflecting on Cultural Identity and Biases

Element 2 Identify and develop cultural competence (2.2)

Refer to Chapter 5: Supporting Cultural Diversity

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Disclaimer: Printed copies of this document are regarded as uncontrolled.

i. Describe how you might feel.

ii. What would you miss most?

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Element 1 Reflect on own cultural identity (1.2, 1.4)

Element 2 Identify and develop cultural competence (2.2, 2.3)

Element 4 Support individual cultural competencies (4.2, 4.3)

Refer to Chapter 5: Supporting Cultural Diversity

You will also need to access the following readings:

 Australian Government Department of Education, Employment and Workplace Relations. (2009).

Disclaimer: Printed copies of this document are regarded as uncontrolled.

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

Eg: All Italians eat pasta everyday

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Disclaimer: Printed copies of this document are regarded as uncontrolled.

With reference to the EYLF:

 Actively encourage families to collaborate with educators about curriculum decisions

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Read each statement and indicate whether it is True or False.

Developing culture competence is a relatively simple task. True False√

the foundation of the program.

action and thought at an early age.

subconscious) that can lead to unfairness, inequality and stereotyping.

each family using the service.

languages other than English in the home (including Indigenous languages).

issues of race and ethnicity.

1.3Differences and Similarities

Refer to Chapter 5: Supporting Cultural Diversity

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Disclaimer: Printed copies of this document are regarded as uncontrolled.

Element 2 Identify and develop cultural competence (2.1)

Element 3 Research Aboriginal and/or Torres Strait Islander communities

Element 4 Support individual cultural competencies (4.1, 4.2)

Refer to Chapter 5: Supporting Cultural Diversity

You will also need to access the following reading:

Disclaimer: Printed copies of this document are regarded as uncontrolled.

 Making Connections with Aboriginal Communitieshttp://www.cscentral.org.au/Resources/making-

Watch The First Australians Episode 6 – http://www.sbs.com.au/firstaustralians/index/index/epid/6

 Poor housing standards

 Alcohol and substance abuse

 Mental health issues