Support inclusion and diversity CHCECE030

Student Name

Minara begum

Student Number

Unit Code/s & Name/s

CHCDIV001 Work with diverse people

CHCECE030 Support inclusion and diversity

Cluster Name
If applicable

CLS-CHC-0110 - Inclusion and Diversity Cluster

Assessment Type

?Case Study ?Assignment ?Project ?Other(specify)

Assessment Name

Assignment 2

Assessment Task No.

2 of 3

Assessment Due Date

Date Submitted

/ /

Assessor Name

Student Declaration:I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.

Student Signature

Date

/ /

PRIVACY STATEMENT:TAFE Queensland is collecting your personal information on this form for the purpose of assessment. In accordance with the Information Privacy Act 2009 (Qld), your personal information will only be accessed by staff employed by TAFE Queensland for the purposes of conducting assessment. Your information will not be provided to any other person or agency unless you have provided TAFE Queensland with permission, if authorised under our Privacy Policy (available athttps://tafeqld.edu.au/global/privacy-policy.html) or disclosure is otherwise permitted or required by law. Your information will be stored securely. If you wish to access or correct any of your information, discuss how it has been managed or have a concern or complaint about the way the information has been collected, used, stored, or disclosed, please contact the TAFE Queensland Privacy Officer atprivacy@tafeqld.edu.au

Instructions to Student

General Instructions:

There are seven (7) tasks to complete in this assignment. Some sections have various questions. All question must be answered.

A reference to any articles or web sites must be included.

Information / Materials provided:

Learning management system CONNECT, Learner Guide, other relevant handouts and resources found on CONNECT in additional resources

Assessment Criteria:

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard:

To work respectfully with people from diverse social and cultural groups in various situations

The ability to reflect on and understand the impact of your own values and biases

To demonstrate respect for inclusion and diversity

To support childrens understanding of inclusive principles and behaviours.

Number of Attempts:

You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task.

For more information, refer to the Student Rules.

Submission details

Your submission of your assessment is your consent to be assessed according to the individual assessment requirements and these assessment instructions. Uploading your assessment via CONNECT acts as your consent to being assessed according to these instructions.

Due dates for assessment submissions are set out as per your study schedules.

You are required to submit this word document with your responses under each question.

Assessment to be submitted via:

TAFE Queensland Learning Management System (Connect):https://connect.tafeqld.edu.au/d2l/login

Username; 9 digit student number

For password resets go to:
https://passwordreset.tafeqld.edu.au/default.aspx

Instructions for the Assessor

This assessment piece is theory based. Students will find content in their learner guide to assist in answering the questions. Students will receive feedback on their original submissions and can have a second submission if deemed necessary as per the TAFE Queensland Student Rules.

This assessment is to be submitted online, through CONNECT. Online submission act in lieu of coversheet/signature and act as students consent to be assessed.

This assessment piece is to be marked in conjunction with the bench mark responses provided.

Note to Student

An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

Task 1a:

Research task:Research the below four (4) features of diversity in Australia and how these positively impact different areas of work and life.

As an assistant educator at your centre you have been asked to contribute your thoughts to a brochure that will go out to new families who are immigrating to Australia and will need care at your centre. Use your research to discuss your ideas of how these positively impact different areas of work and life.

a)Political - (e.g. legislation to support diversity and equal rights of all groups)

b)Social - (e.g. factors that have increased diversity in Australian communities)

c)Economic (e.g. how diversity may support economic growth)

d)Culture - (e.g. how diversity supports cultural development and creativity)

Task 1b:

From your research undertaken, list two (2) changing practices currently occurring in Australia and explain their impact on various Australian communities.

Legislative documents (international, national state/territory, local) and ethical considerations for working with diversity

What would be considered a breach in these areas of discrimination?

How would this breach impact individual workers or the team?

Consequences of breaches

Age

Legal:

Ethical:

Legal:

Ethical:

Impact:

Consequences:

Disability

Legal:

Ethical:

Legal:

Ethical:

Impact:

Consequences:

Racial

Legal:

Ethical:

Legal:

Ethical:

Impact:

Consequences:

Sex/Gender

Legal:

Ethical:

Legal:

Ethical:

Impact:

Consequences:

Task 3a:

Think about meaningful reflection as a practice in ECEC. Refer to the EYLF Principle 5 and ACEQCA information regarding reflective practice and answer the following questions in your own words based on your thoughts about reflection:

Why?

What?

How?

Slide 1:

In approximately fifty (50) words, using reflection, identify aspects of your life experience which may have influenced your current values, beliefs and attitudes.

Slide 2:

In one hundred (100) words, using reflection, identify your culture (including community attitudes, language, policies and structure of your culture you belong to). Then reflect on how your culture impacts other groups and what your social and cultural expectations.

Slide 3:

In one hundred (100) words, using reflection, identify the potential impact of your life experiences on your interactions and relationships with people from different backgrounds in an ECEC setting.

Slide 4:

In one hundred (100) words, using reflection, consider how you work with an awareness of your own limitations regarding self-awareness (emotional awareness) and social awareness.

Slide 5:

In approximately fifty (50) words, using reflection, consider your ability to work inclusively and show an understanding of others cultures and needs.

In fifty (50) words for each area and using reflection, describe how your own behaviours and strategies impact your ability to promote:

Slide 6:

Inclusive practice

Slide 7:

Bias

Slide 8:

Discrimination

Slide 9:

Ethics

Little Bugs Early Learning Centre

Diversity policy

Here at Little Bugs Early Learning Centre we value varying diversities and consider each family to have their own cultural beliefs, values and practices. We aim to include our familys diverse cultures by implementing the following strategies:

Date: 03/02/2023

People involved: Jack, Texas, Cooper and Miss Kelly

Diversity is Beautiful, Colorations, https://colorations.com/activities/diversity-is-beautiful/, Date accessed 19/02/24.

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This material has been copied [and communicated to you] in accordance with the Exam Copying Exception in section 200(1A) of the Copyright Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice.

Learning story:

As part of our theme today, the children had the choice to participate in an experience called This is me! They could choose from a variety of materials to create paper plate self-portraits.

This activity was great for starting conversations about our differences. As Cooper was looking for the yellow wool because he said he had blond hair, Jack was asking what colour his hair was. Miss Kelly encouraged Jack to go look in the mirror to see if he could see what colour it was. He came back and asked Is it brownish?

I dont know Jack? What do the others think? Texas? said Miss Kelly.

Texas looked up and responded with Yes Jack, you have brown hair like my big sister. But its just not long like hers.

Miss Kelly asked Why dont we all have brown hair I wonder?

Cooper put his finger to his chin thinking I know! Its because our parents dont all have brown hair and we come from our mum and dad.

Thats a good thought Cooper. That would make all of us different wouldnt it?

The group all nodded as they continued to choose the items they wanted that best suited themselves.

Reflection Questions:

a.Using dot points, describe how you would engage children in collaborative discussions about respectful and equal relationships:

b.How would you observe childrens interactions and participation, to identify and communicate any needs for additional support to improve inclusive relationships?

c.How would you engage with peers, mentors or others to support individual children with specific needs?

d.Explain how you would demonstrate positive attitudes to difference and provide opportunities that promote participation by all children in the education and care setting?

e.How would you use cross-cultural communication skills and communication techniques that model open, inclusive, ethical interactions with children, families and colleagues?

Task 6:

Using dot points, explain the benefits to both children and educators, of acknowledging different aspects of diversity and inclusion in the workplace.

Scenario

Stacey is mentoring a new assistant educator who started yesterday called Sonja. Sonja has only been in Australia for 1 month and English is her second language. Sonja has been keen to learn and listen carefully to instructions given to her.

It is rest time in the toddler room and Stacey asks Sonja to retrieve a mop and bucket from the laundry so they can mop the bathroom floors. Sonja does exactly this and returns with an empty mop and bucket from the laundry. Stacey is confused and explains in order to mop the floors it needs to have mop solution and water in it which is also in the laundry. Sonja then nods in understanding the task and goes to fill the bucket and comes back to mop the floors.

Later that day the Centre Manager, Zoe, comes in to see how the toddlers are going. Little Riley has just soiled his nappy and as the other two educators are engaging in activities with the children, Zoe decides to go and change Rileys nappy. Sonja sees this happening and rushes over in a panic saying No, No I am so sorry, you the boss, you shouldnt have to do these tasks, I will do it. Zoe goes on to explain that it is ok, she doesnt mind and sees herself as part of the team so is happy to step in and help with the childrens needs whenever required. She explains it is also a time she can make a connection with the children also and thanks Sonja for her offer of help. Afterwards, Zoe approaches Sonja to chat about her thoughts of the team roles and Sonja explains how back in her country there are very distinctive roles and levels of responsibility and it is not socially acceptable to do any tasks outside your own role. Zoe then says she understands now why Sonja reacted that way and thanks her for sharing her culture with her and goes on to explain how the centre staff have their roles and responsibilities but are also happy to help each other out as part of a team who works together. Sonja is grateful for the learning experience also.

1)What two (2) misunderstandings occurred in the above scenario and what caused these miscommunications?

1)If the above miscommunications were not addressed, describe the impact on social or cultural diversity that may occur within the team.

2)List four (4) ways you would try to sensitively resolve difference or misunderstandings, taking into account diversity considerations. Consider the actions taken in the scenario above.

3)How would you address any difficulties you are having with a cultural diverse team member? Who would you seek assistance from if required?