Assessment 1 - Short Questions
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:
How can you access more information on the National Quality Framework and National Quality Standards?
1. Educators can demonstrate cultural competence by gaining knowledge of the cultural practices and protocols of families using the services.
Give two examples of cultural practices Educators need to consider when communicating with families and community members from diverse cultural backgrounds.
2. a. Explain why Educators should avoid saying to children ‘We are all the same'?
b. Provide one example of how Educators can use routine experiences as opportunities to talk about differences and similarities?
3. Colonisation has had a severe impact on the Aboriginal and Torres Strait Islander culture. Historically government policies have been identified as contributing to the disadvantage of Aboriginal and Torres Strait Islander culture past and present.
a. What are some of the impacts of government legislation on Aboriginal and Torres Strait Islander culture?
b. What is the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner?
c. Outline the distinctive rights that Indigenous Australians hold as the original people of this land.
4. Outline three ways Educators can find out more about the Indigenous cultures within their community
5. List 2 examples of policies and procedures an educator needs to follow in relation to working with children from a different cultural background.
6. How can childcare educators interact with children to help them have a strong sense of identity and well being within their world?
7. How might you obtain information about the cultural identity of families attending a service?
8. Identify three ways Educators can create a culturally inclusive physical environment?
9. Identify eight practical tips to consider when working with families where English is a second language.
Assessment 2- Case Study
Case Study 1 - Read each scenario and using the strategies below identify how the Educator could address the bias.
Strategies
? Address misinformation and stereotypes
? Promote pride in own culture.
? Explore similarities as well as differences
? Intervene; let children know that words can be hurtful.
? Give children factual information
? Broaden children's knowledge of diversity
? Talk about fairness and empathy (thinking about the needs/feelings of others)
Scenario - Stereotypes
You are sifting on the lounge reading a story to two 4-year-olds, Jock and Max. The story is about an Aboriginal boy and his dog called 'Rabbit'. The boy tells the story of how the dog got his unusual name. The illustrations show the boy living in a large country town. At the conclusion of the story the following conversation takes place:
Jock: Aboriginals have spears and eat snakes. They cook them in a fire."
Max: "Yeah, I know. They live in camps on the river. I don't like Aboriginals 'cause they got brown skin"
Select three strategies Educators can use to address the bias in this scenario?
Scenario - Zennie
Zennie (3 years) is lying on the cushions in the reading area, looking quite upset. The Educator sits next to her.
Zennie: "Pia and Milo say I can't be their friend cause I talk funny."
Zennie speaks with a strong accent but is easily understood.
Select3 strategies Educators can use to address the bias in this scenario?
Case Study 2 - You are to prepare a short presentation (3 minutes in length) in class on your own cultural background.
The areas that you must cover are:
a. What are you able to bring to benefit others from your culture?
b. How often has your culture influenced you in everyday life? Explain two experiences?
c. Name 2 things that people have commented on about your culture? (These can be both negative and positive responses).