CHCECE030 Short Questions kamaljeet Bains (2)

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CHC30121

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CHCECE030 Support inclusion and diversity 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

Page 2 of 41 Email: supportteam@apex.edu.au

Cover Page Student Name: Kamaljeet kaur Bains ___________________ Student ID: 81271 ___________________ Phone Number: . 0469829378 ___________________ 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 Page 4 of 41 Page left intentionally blank

CHC30121 Certificate III in Early Childhood Education and Care Page 5 of 41 I NTRODUCTION This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE030 Support inclusion and diversity Elements 1. Reflect on values and biases 2. Demonstrate respect for inclusion and diversity 3. Support children’s understanding of inclus ion and diversity 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 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

CHC30121 Certificate III in Early Childhood Education and Care Page 6 of 41 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 asse ssor 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 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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CHC30121 Certificate III in Early Childhood Education and Care Page 7 of 41 L EARNING MATERIALS AND REQUIRED READINGS Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment. Textbook reference Kearns, K. (2020) The Big Picture , 5th ed., Cengage Learning Australia, Melbourne. Chapter 4 References Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf Australian Human Rights Commission. Discrimination https://humanrights.gov.au/quick-guide/12030 Australian Human Rights Commission. Face the Facts https://www.humanrights.gov.au/education/face-facts Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, Being & Becoming. The Early Years Learning Framework for Australia. Attorney- General’s Department. Robert Garran Offices, National Circuit, Barton ACT: Australian Government. https://www.acecqa.gov.au/sites/default/files/2018- 02/belonging_being_and_becoming_the_early_years_learning_framework_for_austr alia.pdf Early Childhood Australia (2016). Code of Ethics http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE- Brochure-web-2019.pdf Early Childhood Australia. Statement on the inclusion of every child in early childhood education and care .

CHC30121 Certificate III in Early Childhood Education and Care Page 8 of 41 http://www.earlychildhoodaustralia.org.au/wp- content/uploads/2014/01/Statement-of-Inclusion-2016.pdf KU Children’s Services. (2017). Inclusion Is… https://www.inclusionagencynswact.org.au/resources-to-support- inclusion/inclusion-resources-for-educators/inclusion-is NSW Government. Education and Care Services National Regulations. https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full Raising Children Network. Professionals: helping families with vulnerabilities. https://raisingchildren.net.au/for-professionals/working-with-parents/families- with-vulnerabilities/families-with-vulnerabilities

CHC30121 Certificate III in Early Childhood Education and Care Page 9 of 41 N ATIONAL Q UALITY F RAMEWORK These questions require you to demonstrate your knowledge of the requirements of the National Quality Standard and related regulations and laws applicable to this unit. Question 16 Reading Education and Care Services National Regulations. NSW Government https://www.legislation.nsw.gov.au/#/view/regulation/2011/653/full To answer these questions, use the Menu on the left-hand side of the website to navigate to each Regulation. a. Regulation 155 Interactions with children. In relation to Regulation 155, which point relates to family and culture? Regards to the family and cultural values, age, and physical and intellectual development and abilities of each child being educated and cared for by the service.

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CHC30121 Certificate III in Early Childhood Education and Care Page 10 of 41 b. Regulation 160 Child enrolment records to be kept by approved provider and family day care educator. In relation to Regulation 160, list the three areas of enrolment details related to family and culture. 1.The full name, date of birth and address of the child 2.The name, address and contact details of — • Each known parent of the child • Any person who is to be notified of an emergency. • Any person who is an authorized nominee • Any person who is authorized to consent to medical treatment. • Any person who is authorized to authorize an educator to take the child outside the Education and care service premise. 3. Details of any court orders, parenting orders or parenting plans provided to the approved provider relating to powers, duties, responsibilities or authorities of any person in relation to the child or access to the child.

CHC30121 Certificate III in Early Childhood Education and Care Page 11 of 41 C ULTURAL I DENTITY These questions require you to demonstrate your knowledge of aspects of identity and culture that may affect an individual’s perspectives about inclusion and diversity awareness of the impact of own behaviours in regard to: ● inclusion ● bias ● discrimination Question 17 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pages 109-111) a. List three factors that contribute to and shape our own personal bias. Belief, values, attitudes. b. List three factors that contribute to stereotyping. overgeneralization, misunderstanding, misconception. c. List six common attitudes related to stereotyping. Race, religion, disability, gender, sexual orientation and ethnic background.

CHC30121 Certificate III in Early Childhood Education and Care Page 12 of 41 d. How is racism defined by the Human Rights Commission? According to the Australian Human Rights Commission (2018),racism includes prejudice, discrimination or hatred directed at someone because of their color, ethnicity or national origin. e. Explain why the following statements are examples of personal bias. All Indians love cricket. German people speak abruptly. All African Americans are good at basketball. All Italians wave their hands about when they speak. All Australians are easy-going. Asian students are good at maths . The above examples are personal bias because they are related to race, religion, disability, sexual orientation and ethnic background.

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CHC30121 Certificate III in Early Childhood Education and Care Page 13 of 41 Question 18 Reading Discrimination. The Australian Human Rights Commission. https://humanrights.gov.au/quick-guide/12030 a. How is direct discrimination defined by the Australian Human Rights Commission? When a person, or a group of people, is treated less favourable than another person or group because of their background or certain personal characteristics. This is known as ‘direct discrimination’. b. How is indirect discrimination defined by the Australian Human Rights Commission? When an unreasonable rule or policy applies to everyone but has the effect of disadvantaged some people because of a personal characteristic they share. This is known as ‘indirect discrimination’. c. List two practices that educators can focus on to support inclusion. • Educator can insist that children treat each other with dignity and respect within the confines of the education and care service, even if such tolerance is not practiced in the home. • By supporting children to explore individual differences and similarities that occur in any community, such as those related to ability, age,

CHC30121 Certificate III in Early Childhood Education and Care Page 14 of 41 gender, culture, ethnicity, family structure, language and cultural practices. d. How is inclusion defined in this document? ECA is committed to the inclusion of every child in early childhood education and care. Inclusion means that every child has access to, participates meaning fully in and experiences positive outcomes from early childhood education and care programs is an important ‘big idea’ but it is also a hands on, every day, very practical process that is lived out moment by moment.” is an important ‘big idea’ but it is also a hands on, every day, very practical process that is lived ou t moment by moment.” is an important ‘big idea’ but it is also a hands on, every day, very practical process that is live out moment by moment.” e. How is supports defined in this document? Supports refer to border aspects of the system such as professional learning, incentives for inclusion and opportunities for communication and collaboration among families and professionals to assure high quality inclusion. D IVERSITY IN S OCIETY

CHC30121 Certificate III in Early Childhood Education and Care Page 15 of 41 These questions require you to demonstrate your knowledge of areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives: ● families ● culture ● race, ethnicity ● disability ● gender and gender identification ● intergenerational disadvantage ● family types ● sexual orientation and sexual identity ● socioeconomic circumstances. Readings Face the Facts: • Cultural Diversity • Disability Rights • Older Australians • Lesbian, Gay, Bisexual, Trans and Intersex People • Aboriginal and Torres Strait Islander Peoples Face the Facts – Australian Human Rights Commission : https://www.humanrights.gov.au/education/face-facts Student tip For this set of questions you need to access the above Readings. You must access each fact sheet – most information will be found on p. 2 of each Fact Sheet.

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CHC30121 Certificate III in Early Childhood Education and Care Page 16 of 41 Question 19 Reading Cultural Diversity. Australian Human Rights Commission. https://humanrights.gov.au/node/12139 a. What percentage of Australians speak a language other than English? 20% b. The country from which most people immigrate to Australia is: United Kingdom c. What numbers of Australians have experienced race-hate talk? 1 in 5 numbers of Australians have experienced race-hate talk. d. What amendment was added to the Racial Discrimination Act in 1995? In 1995, the Act was extended to make public acts of racial hatred against the law. e. What percentage of Australians were born overseas or have a parent who was born overseas?

CHC30121 Certificate III in Early Childhood Education and Care Page 17 of 41 46% f. In Australia, what types of discrimination are experienced by people born in countries where English is not the main spoken language? People born in countries where English is not the main spoken language are three times as likely to experience discrimination in the workplace,12 twice as likely to experience discrimination in education13 and around four times as likely to experience discrimination in policing and housing.

CHC30121 Certificate III in Early Childhood Education and Care Page 18 of 41 Question 20 Reading Disability Rights. Australian Human Rights Commission. (pp. 1-2) https://humanrights.gov.au/node/12140 a. What percentage of people with disabilities over the age of 18 years participate in the workplace? 54% b. What is the rate of sexual abuse of women with an intellectual disability? Ninety per cent c. How does a person’s age impact on the likelihood of acquiring a disability? Mental health problems and mental illness are among the greatest causes of disability, diminished quality of life and reduced productivity. d. What is the percentage of children with a disability aged 0 to 14 years with a profound or severe disability? 57% e. List six issues faced by people with a disability.

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CHC30121 Certificate III in Early Childhood Education and Care Page 19 of 41 • People with disabilities are more likely to experience poverty, live in poor quality or insecure housing and have low levels of education. They are often socially isolated, with fewer opportunities to take part in community life. • Mental health problems and mental illness are among the greatest causes of disability, diminished quality of life and reduced productivity. • Australia ranks lowest among OECD countries for the relative income of people with disabilities.7 Overall employment rates for people with disabilities remain low, with workforce participation at around 54 per cent compared to 83 per cent for people without a disability. • In NSW, young people with mental health disorders and/or cognitive impairment are at least six times more likely to be in prison compared with young people without a disability. • Despite progress towards making all public transport in Australia fully accessible by 2022, 1.2 million people with disabilities report difficulties using public transport. • More than a quarter of p eople who report sexual assault have a disability.11 Ninety per cent of women with intellectual disabilities have been sexually abused. Question 21

CHC30121 Certificate III in Early Childhood Education and Care Page 20 of 41 Reading Older Australians: Australian Human Rights Commission. (pp. 1-2) https://humanrights.gov.au/node/12142 a. By 2050 what percentage of Australians will be over 65 years of age? By 2050, around one quarter of all Australians will be aged 65 years and over, with the proportion of younger Australians declining.In fact, the number of people aged 65 years and over will overtake the number of children aged 0 to 14 years by around 2025. b. What is the rate of poverty of older Australians? More than one in four older Australians live in poverty. People aged 65 years and over make up seven per cent of the homeless population. c. What percentage of older Australians rely on the aged pensions? Approximately 80 per cent of all Australians aged 65 years and over rely on the Age Pension. d. What is the purpose of the Age Discrimination Act?

CHC30121 Certificate III in Early Childhood Education and Care Page 21 of 41 The purpose of Act to make it unlawful to treat people unfairly based on their age in different areas of public life. It also highlights the need to tackle the negative stereotypes that can lead to age discrimination. e. What are the most common types of discrimination experienced by older Australians? The most common types of discrimination include being turned down for a job, being ignored or treated rudely and having disparaging jokes made about their age. f. What are the care needs of older Aboriginal and Torres Strait Islander people compared to non-indigenous older people? Older Aboriginal and Torres Strait Islander people are almost three times more likely than non-Indigenous older people to need help with self-care, mobility or communication. Question 22

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CHC30121 Certificate III in Early Childhood Education and Care Page 22 of 41 Reading Lesbian, Gay, Bisexual, Trans and Intersex People (LGBTI): Australian Human Rights Commission. (pp. 1-2) https://humanrights.gov.au/node/12143 a. What is the rate of people in Australia who have a diverse sexual orientation, sex or gender identity? Australians of diverse sexual orientation, sex or gender identity may account for up to 11 per cent of the Australian population. b. What percentage of homophobic bullying occurs at school? Eighty per cent of homophobic bullying occurs at school. c. Of gay and transgender people, which group experiences the highest rate of abuse (47%)? Transgender people experience the highest rate of abuse. d. What percentage of children of same-sex couples are living with female same-sex couples? 89 per cent are in female same-sex couple families. e. List three issues faced by LGBTI people.

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CHC30121 Certificate III in Early Childhood Education and Care Page 23 of 41 • LGBTI young people report experiencing verbal homophobic abuse (61 per cent), physical homophobic abuse (18 per cent) and other types of homophobia (nine per cent), including cyberbullying, graffiti, social exclusion and humiliation. . Eighty per cent of homophobic bullying involving LGBTI young people occurs at school and has a profound impact on their well-being and education. • Transgender males and females exp erience significantly higher rates of non- physical and physical abuse compared with lesbians and gay men. Question 23 Reading Aboriginal and Torres Strait Islander Peoples: Australian Human Rights Commission. (pp. 1-2) https://humanrights.gov.au/node/12136 a. What percentage of the Australian population do Aboriginal and Torres Strait Islander People represent? In 2011, almost 670 000 Aboriginal and Torres Strait Islander people were living in Australia; around three per cent of the Australian population. By 2031, it is estimated that this number will exceed one million, with Aboriginal and Torres Strait Islander people comprising 3.9 per cent of the population.

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CHC30121 Certificate III in Early Childhood Education and Care Page 24 of 41 b. Which areas of Australia have the highest percentage of Aboriginal and Torres Strait Islander people living there? Major cities (34.8 per cent) and regional areas (43.8 per cent) have highest percentage of Aboriginal and Torres Strait Islander. c. What is the rate of imprisonment of Aboriginal and Torres Strait Islander people compared to non-indigenous people? •The national imprisonment rate for Aboriginal and T orres Strait Islander adults is 15 times higher than that for non-Indigenous adults. d. What is the gap in the average life expectancy of Aboriginal and Torres Strait Islander people compared to non-Indigenous people? The average life expectancy of Aboriginal and Torres Strait Islander people was approximately ten years (10.6 years for men and 9.5 years for women) less than that of non-Indigenous Australians. e. What percentage of the Aboriginal and Torres Strait Islander population are under the age of 15 years? 36 per cent of Aboriginal and Torres Strait Islander people were under the age of 15 years.

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CHC30121 Certificate III in Early Childhood Education and Care Page 25 of 41 f. What percentage of Aboriginal and Torres Strait Islander people speak an Indigenous language at home? 11 per cent of Aboriginal and Torres Strait Islander people spoke an Indigenous language at home. g. List four key issues facing Aboriginal and Torres Strait Islander people. The average life expectancy of Aboriginal and Torres Strait Islander people was approximately ten years (10.6 years for men and 9.5 years for women) less than that of non-Indigenous Australians.7 Leading causes of death included heart disease, diabetes, respiratory disease and cancer. • Just over half (52.2 per cent) of Aboriginal and Torres Strait Islander people aged between 15 and 64 years were not employed in 2012-2013, compared with 24.4 per cent of non-Indigenous Australians. • One in five Aboriginal and Torres Strait Islander women experienced physical violence in the previous 12 months, compared to seven per cent of non- Indigenous women. . Over the same period, Aboriginal and Torres Strait Islander women (12 per cent) were three times more likely to experience sexual violence than non- Indigenous women (four per cent).

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CHC30121 Certificate III in Early Childhood Education and Care Page 26 of 41 M ARGINALISED C HILDREN AND F AMILIES These questions require you to demonstrate your knowledge of the potential needs of marginalised groups or individuals requiring support: ● protective factors ● physical, mental and emotional health and care needs. Question 24 Reading Fact sheet 1: Risk and Protective Factors. (2015) Australian Research Alliance for Children & Youth (ARACY). https://www.aracy.org.au/publications- resources/command/download_file/id/341/filename/Fact_sheet_1_- _Risk_and_protective_factors.pdf a. What is a risk factor? A risk factor is something which increases a person’s chances of an adverse development or later life outcome, such as disengaging from school, developing a disease, becoming incarcerated or becoming homeless . b. What is a protective factor? A protective factor is something that buffers, mediates or moderates the influence of risk factors-it reduces the likelihood of the problems that the risk factors would normally predict increasing positive outcome.

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CHC30121 Certificate III in Early Childhood Education and Care Page 27 of 41 c. For each area list three examples of risk factors and three examples of protective factors. Area Risk factors Protective factors Individual Child ● Hostile or aggressive ● Poor Language skills ● Difficult temperament ● Self-regulation ● Problem solving ● Early mastery Family ● Harsh parenting ● Conflict ● Separation ● Social connections • Material wellbeing • Nurturing Local community ● Conflict/ violence ● Poor housing ● High crime ● Stable attachment to childcare provider ● Access to health and social services ● No safe play spaces Society ● Discrimination ● Isolation ● Low social cohesion ● Support for participation in early childhood education ● Low levels of inequality ● Support for parents d. List the four key risk factors that are consistently shown to predict poorer outcomes. 1. Lack of warm family relationship. 2. Poor parenting behavior. 3. Contributors to toxic stress e.g., family violence, abuse. 4. Community – e.g., unsafe neighborhoods and schools, social isolation, and poverty. e. List the three core areas proven to lead to better outcomes.

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CHC30121 Certificate III in Early Childhood Education and Care Page 28 of 41 1. Children’s social and emotional well -being and their ability to build positive relationships. 2. Parenting practices that foster positive parent-child relationships provide security. 3. Connection to community, including a sense of belonging at school, positive community cohesion and access to help and support. Question 25 Reading Professionals: helping families with vulnerabilities . Raising Children Network https://raisingchildren.net.au/for-professionals/working-with-parents/families- with-vulnerabilities/families-with-vulnerabilities a. In relation to families, what does the term vulnerability mean? Many parents experience challenges from time to time. These challenges can make it harder for them to give their children the loving support they need for development.

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CHC30121 Certificate III in Early Childhood Education and Care Page 29 of 41 b. List six circumstances that might lead to vulnerability. 1. Financial problems or unemployment. 2. Frequent family relations. 3. Relationship problems, family breakdown, single parenting. 4. Illness or disability. 5. Alcohol and other drug use. 6. Family violence. c. What is the key buffer against vulnerability? Parents need emotional, practical, and financial support, to employment opportunities and family- friendly community activities. d. List two actions educators can put in place to help vulnerable families. 1. Create a safe environment where families learn to trust you. 2. Put families in touch with helpful resources.

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CHC30121 Certificate III in Early Childhood Education and Care Page 30 of 41 e. List two problem-solving strategies that can be used to work in partnership with vulnerable families. 1. Brainstorm possible solutions and encourage everyone to come up with ideas. 2. Together work out the pros and cons of all the solutions you have come with up. f. List two things that educators considered/think about when providing sensitive advice and information 1. Reassure parents that it’s ok to seek help. 2. Make sure that any information you offer is accurate.

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CHC30121 Certificate III in Early Childhood Education and Care Page 31 of 41 R EFLECTION 1: C ULTURAL IDENTITY AND VALUES The following questions require you to demonstrate that you can apply reflective practice skills related to issues of inclusion, diversity and bias. Student tip ● Reflection questions do not have a ‘right’ or ‘wrong’ response - rather, you are required to clearly present your thoughts. ● If this task makes you feel uncomfortable, please ask your trainer to provide you with an alternative task. Question 26 This self-reflection task requires you to be open and honest with yourself. Take your time to think about each question before answering. Use the template below to reflect on and document your own cultural identity, values and biases. Reflection 1: How I became me a. Write three words that would describe yourself Respectful, kindful, discipline b. Describe your best personal attribute (the one you are most proud of) Honesty

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CHC30121 Certificate III in Early Childhood Education and Care Page 32 of 41 c. Explain how this attribute contributes to your self-identity Honesty is the best attribute to my self-identity as I am honest towards my job. I do each and every task with honesty. d. What is your nationality? Indian e. Do you identify with a specific ethnic group? Why/Why not? Yes, I belong to Sikh background. As I born in Sikh family. f. Who is included you your family (this may include relatives or non-relatives)? My family- my parents, siblings, and my husband my baby girl and my-in laws family. g. How does your family communicate? What language do you speak at home? What role does non-verbal communication play in your family? I usually speak Punjabi language at home. In my family there is no non- verbal communication. h. Describe one value that you hold as an adult that can be directly attributed to your family upbringing. Integrity is the value which can be directly attributed to my family upbringing.

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CHC30121 Certificate III in Early Childhood Education and Care Page 33 of 41 i. Reflect and comment on why this value has stayed with you into adulthood. My parents taught me that what you say you will do is important skill which help us to move into adulthood with confidence. j. How does your own culture/background influence your interactions and relationships with people from different backgrounds/culture I learn from my culture to interact with each other in a respectful manner, always respect the beliefs and values of other cultures which results in good relationships with the other communities. k. How do you interact with your local community? (e.g. sports, leisure, shopping, community events) Mostly I interact with my local community in my leisure time in the evenings when I go outside for a walk, then we meet each other in the park or sometimes in the community events.

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CHC30121 Certificate III in Early Childhood Education and Care Page 34 of 41 l. Are you able to identify any biases or stereotypical beliefs you may have in relation to cultural groups different to your own? No m. What insights have you gained about yourself as a result of this self-reflection task? This self -reflection task enhances my skills and my inner strengths and also reflects my ideas, thoughts and my qualities and also help me in in reconcile my culture beliefs and values.

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CHC30121 Certificate III in Early Childhood Education and Care Page 35 of 41 R EFLECTION 2: V ALUES AND B IASES The purpose of this task demonstrates that you can explore your own values and biases. Question 27 This self-reflection task requires you to be open and honest with yourself. Take your time to think about each question before answering. 1. Read and reflect on the Action Racism Continuum below. 2. Identify and comment on where you see yourself on the continuum using the temple provided. C ONTEMPORARY R ACISM /A CTION R ACISM C ONTINUUM In recent years, notions of nationhood have emerged as modern expressions of racism. These racist beliefs are based on the view of who the ‘real’ Australians are and in which minority cultures are regarded as alien and a threat to social cohesion. It consists of assumptions where the customs and beliefs of the dominant group in society are presented as the norm. Racism Action Continuum

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CHC30121 Certificate III in Early Childhood Education and Care Page 36 of 41 Actively participating: Telling jokes, putting down people, intentionally avoiding people, discriminating against, verbally or physically harassing. Supporting Racism Confronting Racism Denying: Enabling oppression by denying oppression. Do not actively oppress, but by denying that oppression exists, colludes with oppression. Recognising, No action: Am aware of oppressive actions by self or others and their harmful effects, but take no action to stop this behaviour. Inaction is the result of fear, lack of information, confusion. Recognising, Action : Am aware of oppression, recognise oppressive actions of self and others and takes action to stop it. Educating Self: Taking actions to learn more about oppression and the experiences and heritage of others. Join organisations that oppose oppression, attend social action and social change events. Educating Others: Moving beyond only educating self to question and dialogue with others too. Rather than only stopping oppressive comments or behaviours, also engaging people in discussion to share why you object to a comment or action. Supporting, Encouraging : Supporting others who speak out against oppression or who are working to be more inclusive by backing up others who speak out, forming an allies group, joining a coalition group. Initiating, Preventing : Working to change individual and institutional actions and policies that discriminate, planning educational programs or other events, working for legislative change, being explicit about making sure that organisations are inclusive. Source: Cultural Connections Booklet . Child Australia. Professional Support Coordination. (page 17) Contemporary RacismReflections 2:

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CHC30121 Certificate III in Early Childhood Education and Care Page 37 of 41 a. Look at and reflect on the racism action continuum. Do you recognise any behaviours you have displayed in the past or present? Where do you feel you now best fit on the continuum? Be honest with yourself – we all have biases (conscious or sub-conscious). No b. Reflect on the position you identified for yourself on the racism action continuum. What has influenced your behaviour on the continuum? My behavior influenced Initiating, preventing. c. How has your position on the continuum changed as you have matured? My position on the continuum changed from educating others to Initiating, preventing by working on my weakness points and by buildup confidence level. d. How does your position on the continuum impact on your role as a beginning educator? (Your relationships and communication with children, families & colleagues) .

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CHC30121 Certificate III in Early Childhood Education and Care Page 38 of 41 Supporting, encouraging impact my role as a beginning educator as I supporting others who speak out against oppression or who working to be more inclusive by backing up others who speak out. e. In relation to the code of ethics core principle; democratic, fair and inclusive practices promote equity and a strong sense of belonging . What action could you take to ensure you address your own biases so that you act in an ethical manner? Democratic, fair, and inclusive practices promote equity and a strong sense of belonging. Respectful, responsive, and reciprocal relationships are essential actions taken to ensure our biases so that we act in an ethical manner. f. Thinking about your response to part d, talk to your supervisor about your reflections around your own biases and how you could develop your own knowledge and practices as a beginning educator I develop my knowledge and practices by experience and by communicating with other people who have different opinion and by noticing my week points and by supporting my ideas clearly.

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CHC30121 Certificate III in Early Childhood Education and Care Page 39 of 41

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CHC30121 Certificate III in Early Childhood Education and Care Page 40 of 41 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 28 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 involves learning from commonplace and intriguing circumstances as well as from the challenges and issues that educators encounter daily. b. According to the EYLF, what is the intention of reflective practice? Reflective practice is about /evening due process by undertaking reflection of action, which may lead you to engage in reflection for action. That is, thinking about what you did, asking yourself questions and perhaps considering what you might do next time. 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)

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CHC30121 Certificate III in Early Childhood Education and Care Page 41 of 41 1 what question do I have about my work? 2 what am I challenged by? 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? Ella asked her workplace Supervisor to observe her and give feedback. The supervisor then asked lots of questions that allow Ella to think about her knowledge of the children and she was also able to develop new ideas and plans for children.

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CHCECE030 Short Questions kamaljeet Bains (2)

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