CHCECE054 Short Questions
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CHCECE054 Encourage
understanding of Aboriginal and/or
Torres Strait Islander peoples’
cultures
Short Questions
Apex Training Institute
Physical address:
1374 Logan Road, Mt Gravatt, QLD 4122
Mailing address:
PO Box 6803, Upper Mount Gravatt, QLD 4122
Tel:
07-3420 5861
Email:
supportteam@apex.edu.au
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Cover Page
Student Name:
Virpal Kaur
Student ID:
77937
Phone Number:
___________________
Organisation Name: ___________________
Supervisor Name:
___________________
Supervisor Contact:
___________________
Assessor Name:
___________________
Assessor Contact Details:
___________________
For Office Use Only
Reference No.
Version
000
Effective Date
January 2022
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CHC30121 Certificate III in Early Childhood Education and Care
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I
NTRODUCTION
This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.
CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait
Islander peoples’ cultures
Elements
1. Identify perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures
2. Investigate the local context for Aboriginal and/or Torres Strait Islander peoples’ cultures
3.
Contribute ideas for embedding Aboriginal and/or Torres Strait Islander peoples’ culture in daily practice
4. Support children’s understanding and respect
How students participate in assessment
You are required to read and follow the instructions below. Additional instructions may be provided via Apex Learning Management System (LMS), the Student Handbook or other supporting documentation. Assessment conditions
Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1.
You MUST provide responses to all questions at a Satisfactory level
2.
You MUST use the referenced learning materials to guide responses
3.
You can complete the assessment in a classroom setting or self-study environment Authenticity requirements
You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered CHC30121 Certificate III in Early Childhood Education and Care
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plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for the Assessment Escalation and Plagiarism policies and procedures.
Assessment instructions
You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question.
Attempting assessment tasks
You are required to answer the questions below via the Apex LMS. You are required to select the correct answers to every question. Your assessment will typically be reviewed and assessed by a qualified assessor within 7-14 days. 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 or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment
You can apply for reasonable adjustment to this assessment activity. Please contact supportteam@apex.edu.au
to request any reasonable adjustment.
Accessing, saving and/ or printing required readings
You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically or print them. Student appeals
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You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for the Appeals Against Assessment Grades Policy and Procedure
.
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Question 12
Reading
Let’s Talk Languages
(2019).
Reconciliation Australia
https://www.reconciliation.org.au/wp-content/uploads/2019/03/ra-letstalk-
factsheet-languages_final.pdf
a. Language holds great significance for Aboriginal and/or Torres Strait Islander people. List the four key connections. The four
key connections are:
Country/place
Identity, self, and self-esteem
Culture
Kinship and community
b. At the time of European colonisation, how many Aboriginal and/or Torres Strait Islander languages were spoken across Australia?
At the time of European colonization, there were approximately 250 different Aboriginal and Torres Strait Islander languages spoken across Australia.
c. According to the National Indigenous Languages Survey (2014), how many of Australia’s First Languages were still being spoken?
According to the National Indigenous Languages Survey (2014), 120 First Languages spoken in Australia, with just 13 of them being considered strong.
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d. List three reasons
why there should be a commitment to the first language maintenance,
revitalisation and revival for Aboriginal and/or Torres Strait Islander peoples.
The first language maintenance, revitalisation and processes can be seen as crucial acts of reconciliation. First-language speakers are more likely to:
Attend school
Earn a post-secondary credential
Be Employed
e. It is important to consult with your local Aboriginal and/or Torres Strait Islander community on the suitability of any language initiative to re-connect Aboriginal and Torres Strait Islander peoples with their languages.
List one important consideration
to keep in mind when developing a Reconciliation Action Plan.
It's crucial to remember that Aboriginal and Torres Strait Islander languages are typically culturally nuanced, so don't anticipate complete translatability between them and English.
Reference: Let’s Talk Languages
(2019).
Reconciliation Australia
C
REDIBLE
SOURCES
OF
INFORMATION
This question requires you demonstrate your knowledge of how to determine what makes a credible source.
Question 13 CHC30121 Certificate III in Early Childhood Education and Care
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Reading
Researching and evaluating credible source of information.
Kearns, K.
a. A source is credible when it is trustworthy. Why is it sometimes hard to determine whether a source is credible or not?
Credible sources provide information that is both factual and unbiased, as well as published by a subject matter expert. Authority, accuracy, purpose, and currency are all indicators of a reliable source. Consider the following:
Are the author and publisher qualified and knowledgeable about the subject?
Is the information correct, and does it include study, evidence, and references to back it up?
Is the information subjected to peer review?
What is the information's objective or purpose?
Is the information current or up to date, and is it based on well-established knowledge, standards, or comprehension?
Is the information pertinent to your needs?
Reference: Researching and evaluating credible source of information.
b. For each area of consideration in the table below, list one question you could consider to determine if a source is credible. An example has been given to help you answer this question.
Area of consideration
Question to determine credibility
Accuracy
Can information be verified through another source?
Authority
Does the author provide citations?
Objectivity
What are the site's goals and objectives?
What is the level of detail in the data?
Authorship/Who Wrote It?
Who is the author?
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Area of consideration
Question to determine credibility
Links to the Site
What can you learn from the website links?
To whom is the page linked?
Question 14 Reading
SNAICC Vision and Purpose
. Secretariat of National Aboriginal and Islander Child Care (SNAICC) website
https://www.snaicc.org.au/about/vision-and-purpose/
a. State the vision, purpose and goals of SNAICC.
Vision
An Australian society in which Aboriginal and Torres Strait Islander children, youth, and families have their rights safeguarded, our communities have the capacity to shape their own destinies, and our cultural identities are valued.
Purpose
SNAICC is the national non-governmental peak body for Aboriginal and Torres Strait Islander children in Australia. Their aim is to ensure that our children's rights are respected, particularly in terms of their safety, development, and well-being.
Goal
Aboriginal and Torres Strait Islander children who are strong, healthy, and self-reliant, and who are connected to their families and cultures.
b. To answer this question, go to: ‘About’ and click on ‘Governance’. How is SNAICC governed?
SNAICC is governed by an Aboriginal and Torres Strait Islander community-controlled children's and families' services Board of Directors.
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c. Why would this site be considered a credible source of information in relation to Aboriginal and/or Torres Strait Islander children’s service? This website contains accuracy, authority and objectivity which are indicators to support that website contains credible information.
Reference: SNAICC Vision and Purpose
. Secretariat of National Aboriginal and Islander Child Care (SNAICC) website
I
NTER
-
GENERATIONAL
TRAUMA
AND
DISADVANTAGE
These questions require you to demonstrate your knowledge of the:
●
inter-generational trauma and disadvantage
●
inter-generational effects of forced separation.
Question 15 Video
Intergenerational Trauma Animation
(4.02mins) The Healing Foundation. https://www.youtube.com/watch?
v=vlqx8EYvRbQ
Watch the YouTube video and answer the questions.
a. List four impacts
colonisation had on Aboriginal and/or Torres Strait Islander peoples and culture. Four impacts of colonisation are:
Destruction and violation of cultural laws
Famine
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Disease
Violence
b. What four things, fundamental to knowing ‘who we are and where we belong’ were denied to Aboriginal and/or Torres Strait Islander peoples?
Four things denied are:
Language
Ceremonies
Knowledge
Identity
c. What happened to the children taken from Aboriginal and/or Torres Strait Islander peoples in relation to their identity?
Their identity was stripped away by saying Aboriginal people were bad.
d. What treatment did the children receive?
Children were denied and experienced emotional, Physical and sexual abuse.
e. How is intergenerational trauma described in the video?
Aboriginal people were not able to heal and passed their trauma to their children by sharing sad stories and experience pain.
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f. List the five key symptoms
of intergenerational trauma described in the video.
Five key symptoms of intergenerational trauma are:
Violence
Disconnected families
Suicide
Drug and alcohol abuse
Broken relationships
g. List the four actions
described in the video that can that help to stop the cycle of trauma and bring about intergenerational change for Aboriginal and/or Torres Strait Islander people?
Four actions that can that help to stop the cycle of trauma are:
Building a strength of identity
By creating safe and strong communities together
Returning to culture
Supporting families to be free from pain
Reference: Intergenerational Trauma Animation
(4.02mins) The Healing Foundation
Question 16
Reading
The Healing Foundation website: https://healingfoundation.org.au/
a.
What is the Stolen Generation? The Stolen Generations are Aboriginal and Torres Strait Islander individuals who were forcefully separated from their families and communities as children between 1910 and the 1970s as a result of race-based policies implemented by both state and federal governments.
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Reference: The Healing Foundation website
b. Click on ‘Healing Community’. What is addressed in a holistic process of healing?
Healing is a holistic process that includes links to culture, family, and land while addressing mental, physical, emotional, and spiritual needs,
c. Who is thought to be best placed to lead culturally strong healing solutions?
Healing is most effective when solutions are culturally strong, locally generated and driven, and led by Aboriginal and Torres Strait Islander people.
d. In 1770 Captain James Cook declares possession of the east coast of Australia. The British government claim the land as terra nullius – belonging to nobody. Why was this incorrect?
Britain could not gain possession of Australia by "settling" it because there were already people living there. However, the British government pretended that Australia was deserted from the moment Captain Cook arrived. As a result, rather than admitting that it was invading Aboriginal country, Britain pretended to be populating an empty land. This is what the myth of terra nullius means.
e. Click on ‘Resources’ and go to ‘Timeline of Trauma and Healing in Australia’. For each of the following dates identify the significant event relating to the treatment of Aboriginal and/or Torres Strait Islander peoples.
Treatment of Aboriginal and/or Torres Strait Islander people and trauma
1869
Victoria becomes the first state to pass legislation authorising the removal of children from their Aboriginal parents. Other states and territories later adopt similar policies and
legislation.
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1905
In Western Australia, the Aborigines Act is passed, making the 'chief protector' the legal guardian of Aboriginal children.
1909
In New South Wales, the Aborigines Protect Act is passed, granting the Aborigines Protection Board the authority to remove 'neglected' children from their homes. The Western Australian State Council of the Australian Aborigines Mission opens the Dulhi Gunyah Orphanage for Aboriginal children, even if they are not orphans.
1911
South Australia and the Northern Territory pass legislation that force Aboriginal people to leave their homes and split up their families. In an abandoned hospital facility, the Cootamundra Domestic Training Home for Aboriginal Girls is formed. (It was built to train
Aboriginal girls for domestic work and housed Aboriginal girls.) St Joseph's Home was established near Ballarat to house boys aged 6 to 16, as well as some girls until they reached the age of six, when they were transferred to Nazareth House in Ballarat.
1915
New South Wales' Aborigines Protection Board has been given the authority to remove children from their homes without having to establish maltreatment. The Salvation Army opens the Catherine Booth Girls' Home at East Kew's 'Blackhall' mansion. It housed females ranging in age from four to sixteen. Carrolup was established as a 'native settlement' controlled by the government.
1937
The Australian government convenes the first 'native welfare' conference, and states enact programmes to help Aboriginal people assimilate. In South Australia, the Umeewarra Mission Children's Home opened as a school and home for Aboriginal children.
1992
The Mabo ruling is handed down by the High Court, which acknowledges the unique relationship that Aboriginal and Torres Strait Islander people have with the land. Paul Keating makes the historic Redfern Speech, in which he acknowledges the harmful effects of European settlement.
1996
The National Reconciliation Week is held for the first time.
1998
The National Sorry Day is held the first time.
2008 On behalf of the Australian Parliament, Prime Minister Kevin Rudd formally apologies to members of the Stolen Generations.
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Question 17
Reading
Website: Reconciliation Australia
National Sorry Day: https://www.reconciliation.org.au/national-sorry-day-2020/
Reconciliation Week: https://www.reconciliation.org.au/national-reconciliation-week/
a.
What is the purpose of National Sorry Day and when is it held?
Every year on May 26th, National Sorry Day commemorates and acknowledges the abuse of Aboriginal and Torres Strait Islander peoples who were forcibly separated from their families and
communities, known as 'The Stolen Generations.'
b. What is the purpose of National Reconciliation Week?
National Reconciliation Week (NRW) is a time for all Australians to learn about our common history, cultures, and accomplishments, as well as to consider how each of us may contribute to Australia's reconciliation.
Reference: Reconciliation Australia
S
ELF
-
REFLECTION
These questions require you to demonstrate your knowledge of
the historical treatment of Aboriginal and Torres Strait Islander peoples and reflect on:
●
the contemporary impacts of historical issues in the local context
●
perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures and the experiences that have informed them.
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●
evaluating information found in investigation.
●
identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
Question 18 Thinking about the treatment of Aboriginal and/or Torres Strait Islander people and the impact of
intergenerational trauma, reflect on how contemporary
events such as National Sorry Day and National Reconciliation Week may contribute to the reconciliation and healing process for Aboriginal and/or Torres Strait Islander people. You should consider what you may have observed in your local area. You should write no more than 50 words.
Note
: If you identify as Aboriginal and/or Torres Strait Islander you may like to respond from your own unique perspective.
Student tip
To answer this question think about what it means to Aboriginal and/or Torres Strait Islander people for Australia to acknowledge (after over 200 years) their unjust and inhumane treatment. National Sorry Day recognises the history and ongoing impact of the forced displacement of Aboriginal and Torres Strait Islander people from their families, communities, and culture.
Question 19 Reading
Website: NAIDOC: https://www.naidoc.org.au/
Code of Ethics (2016). Early Childhood Australia.
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-
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Brochure-web-2019.pdf
[Or visit the ECA website www.earlychildhoodaustralia.org.au
and enter ‘Code of Ethics brochure’ into the search tool]
Read the scenario and answer the questions below.
Reflecting on Bias
Next week is NAIDOC Week (National Aborigines and Islanders Day Observance Committee). NAIDOC Week is a celebration of Aboriginal and Torres Strait Islander peoples and an acknowledgement of Aboriginal and/or Torres Strait Islander history, culture and achievements.
Jackie
(19 years) is an Aboriginal woman and Certificate III trainee. Jackie has been at the centre for 3 months. Jackie is assisting the team to prepare a range of activities for the children to celebrate NAIDOC Week. There will be traditional stories, flag making, music and dance. An Aboriginal Elder and his son are visiting the centre to help the children make a totem representing the local Indigenous people which will be displayed at the entrance to the centre. As they are working on the preparations Jackie tells her colleagues that she is excited to be given the day off to attend a NAIDOC Week picnic with ‘her mob.’
Later that day the two other trainees are having lunch when the following comments are made.
Trainee Eden: How come Jackie gets a day off to go to a picnic?
Trainee Mia: It’s because she’s Aboriginal, they always get special treatment. That’s why we have to do all this stuff for NAIDOC Week!
Trainee Eden: It’s not fair. I bet they wouldn’t give me a day off to go on a family picnic!
Trainee Mia: They probably would if you were Aboriginal.
Eden and Mia laugh and begin their talk about their weekends.
a. What attitude do Eden and Mia reflect in relation to Aboriginal and/or Torres Strait Islander culture?
Eden and Mia think Jackie is Aboriginal, and aboriginals always get special treatment.
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b. What do the comments made by Eden and Mia tell us about their understanding of the importance of celebrating NAIDOC Week?
Their misconceptions about the significance of celebrating NAIDOC Week must be corrected. They must respect all the culture, history and achievements.
Student tip
To answer this question you will need to go to the NAIDOC website: https://www.naidoc.org.au/
c. If Eden and Mia were to explore the NAIDOC website, list three things
they would they find about the importance of NAIDOC Week?
NAIDOC Week is observed across Australia to commemorate and celebrate the history, culture, and achievements of Aboriginal and Torres Strait Islander peoples.
NAIDOC Week is a chance for all Australians to learn about First Nations cultures and histories, as well as take part in celebrations of the world's oldest and longest-living cultures.
Through activities and events held across the country, Eden and Mia may support and learn more about Aboriginal and/or Torres Strait Islander communities.
d. On the NAIDOC website, go to the Resources tab and click ‘Teaching Resources’. Select one
resource that could be used to assist Eden and Mia to gain a deeper understanding of NAIDOC Week. Write a short evaluation of the resource.
CHC30121 Certificate III in Early Childhood Education and Care
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Evaluation of NAIDOC Teaching Resource
Name of resource: Educational Resources
Author (if stated):
Brief description of resource (e.g. information, facts, relevance, ease of use, links to other sites etc):
It has lot of learning resources available to get invaluable knowledge. Teaching Resources cover a
wide range of themes and concepts and will present Aboriginal and Torres Strait Islander views in
classrooms long after NAIDOC Week is over. These materials are accessible for the years 2020 and 2021. It also contains NAIDOC week resources.
e. Refer to the ECA Code of ethics under in relation to colleagues, I will:
and choose the point you feel most closely relates to this scenario and the importance of learning and sharing information from colleagues. Refer to the ECA code of ethics, participate in a ‘lively culture of professional inquiry’ to support continuous improvement relates to this scenario.
A R
ECONCILIATION
A
CTION
P
LAN
(RAP)
This question requires you to demonstrate your knowledge of the purpose and significance of Reconciliation Action Plans.
Question 20
To complete this question you must access the following learning resource:
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Reading
Be Part of Reconciliation. (2018) Australian Children’s Education & Care Quality Authority (ACECQA).
(page 3)
https://www.acecqa.gov.au/sites/default/files/2019-08/
QA1_BePartOfReconciliation_0.pdf
Refer to the heading: ‘Have you considered developing a service reconciliation plan?’
a. What is the purpose and significance of a Reconciliation Action Plan?
Reconciliation Action Plan give a framework for organisations to realise their reconciliation vision.
Relationship Action Plans (RAPs) are action plans based on relationships, respect, and opportunities. For Aboriginal and Torres Strait Islander Australians, RAPs bring about social change and economic opportunity.
Question 21 Reading
Reconcilliation Australia.
Narragunnawali:
Reconciliation in Education
https://www.reconciliation.org.au/wp-content/uploads/2018/05/Narragunnawali-
Reconciliation-in-Education.pdf
[Or visit Google www.google.com.au
and type ‘Narragunnawali’ into the search tool.]
a. What is the purpose of the Narragunnawali program?
Narragunnawali encourages all Australian schools and early learning institutions to create environments that promote a deep understanding of Aboriginal and Torres Strait Islander histories, cultures, and contributions.
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b. What is the origin and meaning of the word ‘Narragunnawali’? Narragunnawali is a word from the Ngunnawal language that means alive, wellbeing, getting together, and peace.
P
ERSPECTIVES
ON
L
EARNING
AND
D
EVELOPMENT
This question requires you to demonstrate your knowledge of Aboriginal and Torres Strait Islander people’s perspectives (ways of seeing the world) on early childhood learning and development. Question 22
Read the following statement and answer the questions.
For many Aboriginal peoples [around the world] their perspective of child development refers to a child‘s spiritual, emotional, intellectual and physical wellbeing with a special consideration of the Aboriginal context of his or her community and culture. This includes everything from storytelling, learning, singing and practicing community protocols to being introduced to traditional foods and customs. Such practice and belief represents quality children‘s services and education in that it contributes to the building and/or maintaining of the child‘s emotional and spiritual wellbeing. This will assist in building strong children with the skills, resiliency and confidence to succeed in any education system.
(Gerlach, Gray Smith & Schneider, 2008 p.12)
Source
: Summerville, J & Hokanson, J. (2013) Cultural Perspectives on Learning: Building the foundations for working with Aboriginal & Torres Strait Islander children and families. Child Australia. (p. 12)
https://www.childaustralia.org.au/wp-content/uploads/2017/02/Cultural-Perspectives-on-
Learning_compressed_Jan2014.pdf
a. What are the four key perspectives
of child development from an Aboriginal perspective?
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Four key perspectives of child development are:
Child ‘s spiritual
Emotional
Intellectual
physical wellbeing
b. In the context of culture and community what practices are included? In the context of culture and community, storytelling, learning, singing and practicing community protocols are included.
c. What does such practice and belief represent?
Quality children's services and education include practises and beliefs that contribute to the development and/or maintenance of a child's emotional and spiritual well-being.
I
MPROVING
AWARENESS
This question requires you to demonstrate your knowledge of how to identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
Question 23 Identify and describe one resource that could be used to improve your awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures. or
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If you identify as Aboriginal and/or Torres Strait Islander, identify and describe one resource that could be used to improve non-Indigenous educator’s awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
Student tip
You might like to begin by exploring the websites used in this assessment. Often there are links to other useful websites and resources. Aboriginal and/or Torres Strait Islander learning resource
Name of resource: Healing Portal
Author (if stated):
Brief description of resource (e.g information, facts, relevance, ease of use, links to other sites etc):
It is the online portal developed in partnership with Edith Cowan University’s Indigenous HealthInfoNet. It provides information on topics such as stolen generations, trauma, traditional healing, Children and young people. It is easy to access.
How this resource can be used to improve awareness of Aboriginal and/or Torres Strait Islander people’s cultures.
The healing portal intends to solve this by informing workers and policymakers about trauma and Indigenous healing best practises.
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E
MBEDDING
A
BORIGINAL
AND
/
OR
T
ORRES
S
TRAIT
I
SLANDER
CULTURE
INTO
PRACTICES
The following questions require you to demonstrate your knowledge of:
●
the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander peoples’ history and cultures
●
ways in which Aboriginal and/or Torres Strait Islander peoples’ cultures may be embedded in routines and learning experiences
Question 24 Reading
Be Part of Reconciliation. (2018) Australian Children’s Education & Care Quality Authority (ACECQA).
(page 3)
https://www.acecqa.gov.au/sites/default/files/2019-08/
QA1_BePartOfReconciliation_0.pdf
a. What is your role as an educator in relation to Reconciliation?
Educators have a critical role in connecting the rhetoric of reconciliation with the reality of the vision fulfilled.
b. Why should your practice be reflective and inclusive?
Educators should be thoughtful and inclusive in their practise so that children are not disadvantaged by a teacher's bias or viewpoints.
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Question 25
Textbook reference
The Big Picture
(5th edition) by Karen Kearns
Chapter 4 (pp. 140-141) Aboriginal and Torres Strait Islander culture can be embedded throughout the service routines and learning experiences. For each routine or learning experience list one example
of ways Aboriginal and Torres Strait Islander cultural resources can be integrated into all aspects of the program. An example has been given for you.
Routine or Experience
Example Puzzles and Games
Use natural materials to create matching, sorting and counting games.
Mealtime
Grow and learn about bush foods from Aboriginal Elders.
Music/Dance
Include both traditional and contemporary music; make and play traditional music such as clapsticks and drums (warups); invite local Aboriginal and Torres Strait Islander dance groups to perform
at the service and/or teach children some traditional dance.
Storytelling/Books
Use both traditional and contemporary Aboriginal and Torres Strait
Islander stories – invite an Aboriginal Elder to share traditional stories.
Art Explore both traditional and contemporary Aboriginal and Torres Strait Islander art – for example, dot painting, bark painting, exploring and painting the Aboriginal flag, exploring skin tones and
facial features.
Transition Explore what children know and challenge stereotypes.
Gardening
Grow and learn about bush foods from Aboriginal Elders
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R
EFLECTIVE
PRACTICE
This question requires you to demonstrate your understanding of reflective practice and how it can be used by educators in the workplace.
Question 26
Textbook reference
The Big Picture
(5th edition) by Karen Kearns
Chapter 3 (pp. 89-93) a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page 89 and the Big Picture
glossary definition, and in your own words, describe what reflective practice is.
Reflective practice is a type of lifelong learning that entails delving into philosophical, ethical, and practical issues. Its goal is to collect data and obtain insights that will help to support, inform, and
enrich decision-making concerning children's education.
b. According to the EYLF, what is the intention of reflective practice? Its intention is to gather information and gain insights that support, inform and enrich decision-
making about children’s learning
c. In order for reflective practice to be meaningful, educators must take action to improve their practices or develop their skills. What are two of the questions
the EYLF suggests educators should ask themselves? (page 92)
What do I do well? What do I need to work on? CHC30121 Certificate III in Early Childhood Education and Care
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How effectively do I communicate with my team?
d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to improve her practices as an educator?
She should work on the things that Sara told her to work upon. She could learn how to behave with children so that they listen her and follow her instructions.
Reference: The Big Picture
(5th edition) by Karen Kearns
CHC30121 Certificate III in Early Childhood Education and Care
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of 29
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