extra documents for assesment 39450
CHC50113 - Diploma of Early Childhood Education and Care FFF CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Open CollegesWRITTEN ASSESSMENT TASKSPage 4 of 11 Open CollegesWRITTEN ASSESSMENTPage 3 of 11 Written Assessment Student Name: Swatiben Oza Student Number: E0915587 Assessment Number: 34872/03 Written assessment (10 scenario-based questions) Scenario You are employed as an early childhood education and care worker at Garung Early Learning Centre. Over the last 18 months, there has been an increase in enrolments of children from a range of ethnic backgrounds, including some who identify as Aboriginal and Torres Strait Islanders. The Director has put together a group of carers and administrative staff to identify the potential impact of cultural factors, specifically in relation to supporting Aboriginal and Torres Strait Islander children. Your group has been given two goals: 1. To identify potential cultural factors that include cultural customs and practices, which could impact on the children you care for. 2. Identify potential issues that influence relationships and communications with the Aboriginal and Torres Strait Islander children you care for. Question 1 Using your research skills, learning materials and own experience, identify three cultural or historical factors that could impact on the Aboriginal and Torres Strait Islander children you care for and how their families engage with the Centre? The common impediments to learning in Aboriginal and Torres Strait Islander students are— i. Parental and cultural sapathy ii. Logic and cognition iii. Indigenous language For example, Aboriginal language was treated as imperfectly developed. Indigenous parents usually do not interfere with the education system. On the contrary, as argued by Lloyd et al. (2016), recognizing the identity of Aboriginality, and parental engagement can help in effective learning. Assessor Feedback: Swatiben, you are on the right track with Indigenous language. For your reflection, consider cultural factors such as ‘Sorry Business’ where families often mourn loved ones for extended periods of time, during this time children would spend time with families and not attend a learning environment. Further, the historical factor of racism could impact on children attend a learning environment. Trainer: Victoria Brett Date: 27 March 2019 Scenario The Director is pleased with the progress your group has made so far. You have been identified as a group member with insight and enthusiasm for the project. The next part of the project is to ‘model cultural safety’ in what you do at work and reflects an awareness of your own and other cultures in your work practices. Your group discuss what is meant by ‘cultural safety’ and agree on the following definition: A culturally safe environment is one, which is safe for all people, where there is no assault, challenge or denial of their identity, or who they are and what they need. It is about shared respect, shared meaning, and shared knowledge. You overhear one of the Aboriginal children you care for talking about how many aunties he has in his family and asking another child questions about her family. This makes you think about the differences between some Aboriginal and Torres Strait Islander family structures and many other families in the Centre. You know that a better understanding of the differences (and similarities) in how diverse families engage with the early childhood education and care system will help you identify where issues related to cultural safety may occur. You speak to the Centre’s liaison officer to learn more about some of the key aspects of cultural safety from his perspective. Question 2 Using your research skills, learning materials and own experience, describe two features of Aboriginal and Torres Strait Islander families that should be considered in in an early childhood education and care environment. How do these features compare with the experiences of other Australian families? Two features of Aboriginal and Torres Strait Islander families, eligible to be inculcated in the early childhood education and care environment are— i. Cultural festivals that are specific to indigenous people can be celebrated at schools such as Yabun festival on 26 Jan, Apology anniversary on 13 Feb and Mabo day on 3 June. ii. The extended family members of Aboriginal families offer ongoing support to their near ones and provide lifetime learning opportunities for their children. It has been found that cultural festivals have increased connectivity and harmony more than that found in other Australian families. Besides, as affirmed by Hogarth (2017), unlike many Australian households, where nuclear families are seen, the kinship system of Aboriginal families is based on the collectivist approach in keeping raising children happy and safe. Assessor Feedback: Swatiben, the question asks you to describe two features of Aboriginal and Torres Strait Islander families. And how do these features compare with the experiences of other Australian families? An example for you:- Communication. Aboriginal/Torres Strait Islander families communicate through verbal and non-verbal means. Australian families, communicate with direct eye contact and verbal communication. PLEASE RE-SUBMIT ANSWER BELOW Trainer: Victoria Brett Date: 27 March 2019 Insert your resubmission here Indigenous families when compared to Australian families are economically weak. Schools today presents number of functions and activities which may not seem affordable when observed with the indigenous point of view, so they should be financially supported during their early childhood studies Further, there exists a language gap. Since, indigenous people do not understand English and prefer non-verbal ways to communicate therefore this can become hindrance during childhood. Assessor Feedback: Scenario Mabo Day (3rd of June) is approaching. The Director of Garung Early Learning Centre wants the Centre to celebrate the day but does not know exactly how to do this. You have been asked to explore ways to celebrate Mabo Day that are ‘culturally safe’ for all who attend but, in particular, children with Aboriginal and Torres Strait Islander backgrounds. You decide to begin by contacting your local Aboriginal and Torres Strait Islander community groups, hoping to build a partnership with them using the Centre’s Mabo Day celebrations as a starting point. This is the first time your Centre has ‘reached out’ to the local Aboriginal and Torres Strait Islander communities, so you want to make a good impression. You also think it is a good idea to document and evaluate the process, so others can ‘follow in your footsteps’, learning from your experiences and building on the partnerships that you begin. Question 3 How you would find your local Aboriginal and Torres Strait Islander community leaders or groups? Consider resources such as the Internet or Government agencies that could help you locate these people and groups. Indigenous Allied Health Australia (IAHA) provides sample resources especially communication skill, Queensland Health Aboriginal and Torres Strait Islander Health Branch have information of health professionals working with indigenous community. As suggested by Gibson-Helm et al. (2016), cultural empathy and challenging attitudes can be created through indigenous narratives. Cultural festivals can be organized with special invitation for indigenous communities. Besides, resources such as Local Aboriginal Education Consultative Group, Local Aboriginal Land Council, Indigenous Professional Support Unit, The Registrar of Indigenous Corporations, Australian Aboriginal Progress Association, and Aborigines Progressive association also help to locate these groups (Australian Human Rights Commission, 2014). Assessor Feedback: Well done, appropriate organise to connect to cultural groups. Trainer: Victoria Brett Date: 27 March 2019 Question 4 What are three questions you could ask the community about the Mabo Day event to help ensure the event is culturally safe for all participants? To explore the ways to celebrate Mabo Day in a better way, the following questions can be asked. i. Why is Mabo Day celebrated and its significance? ii. How Mabo festival can be made culturally attractive for the indulgent of all indigenous communities? iii. How important is this day for the younger generations? Assessor Feedback: Swatiben, you are on the right path. I don’t believe question 2 would be appropriate to ask the community. Think of questions that could assist implementing Mabo Day celebrations at a Centre. Trainer: Victoria Brett Date: 27 March 2019 Scenario Overall, you think Garung Early Learning Centre is a culturally safe place for Aboriginal and Torres Strait Islander children. However, you have never really thought about whether their families and communities feel culturally safe when they are at the Centre. Firstly, you reflect on how you think, act, communicate and engage with the Aboriginal and Torres Strait Islander children and their families and communities. You ask your colleagues to do the same. Secondly, you reflect on the different levels of cultural awareness and cultural biases that might exist in the Centre and how these impact on cultural safety. Question 5 Provide one example of cultural bias that could affect how you treat the Aboriginal or Torres Strait Islander families of a child at the Garung Early Learning Centre. The myth or cultural bias, that Indigenous individuals are violent and lack respect for their elders, can affect my behaviour with the Aboriginal or Torres Strait Islander families of a child at the Garung Early Learning Centre. I would become uncomfortable if I find that children from indigenous community are not respecting me or bullying others in the class. Assessor Feedback: Well done, you have provided an example of a cultural bias. Trainer: Victoria Brett Date: 27 March 2019 Scenario As part of your work at the Garung Early Learning Centre, you have been helping develop effective partnerships with the local Aboriginal and Torres Strait Islander community. You have been asked to think about ways to improve communication and find people who could act as ‘cultural brokers’ (sometimes referred to as liaison officers) and interpreters for the Centre. Question 6 Identify two situations where you may need to engage a cultural broker (or liaison officer) to improve communication and prevent misunderstanding or confusion. Two situations where a cultural broker would be needed are— i. Since English is not prevalent among indigenous communities; therefore, at the time of new enrolments, a cultural broker would be required to explain all the procedures and how to proceed further. ii. During any kind of promotion or cultural events, a cultural broker is required to explain the cause and importance of that event to the indigenous people (Sibthorpe et al. 2017). Assessor Feedback: Appropriate scenarios to engage a cultural broker. Well done. Trainer: Victoria Brett Date: 27 March 2019 Scenario Garung Early Learning Centre has brought in a consultant to undertake an evaluation of potential cultural safety issues at the Centre. Part of the work is to measure the impact of the strategies you have implemented. The consultant decides that the best way to start the process is to meet with each staff member to discuss the types of cultural safety issues