NEXDIV001
NEXDIV001
NEXDIV001
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Topic 1 Reflect on own
In this topic you will learn
how to:
perspectives
To successfully reflect on your own perspectives
1A Reflect on perspectives
regarding culture, you will need to extend well
and biases
beyond your race or ethnic origin. Culture is also
1B Recognise limitations about the values, beliefs, life experiences and family
background that contribute to who you are. Your
1C Work inclusively with awareness of your own values, beliefs and cultural
others practices influences your ability to remain culturally
1D Improve self and social sensitive.
awareness Reflecting on your own cultural identity will allow you
to have a greater understanding of others in your
workplace and your community.
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Topic 1 Reflect on own perspectives
Age
Older people have adapted to many changes throughout their lives and
may hold different values to younger generations. Some children may
have contact with grandparents or older adults. These interactions
can help build on children’s experiences and knowledge of the world.
Grandparents or older people may also guide and care for children in
different ways to their parents and educators.
Ability
People have diverse interests that lead to developmental differences;
for example, one person may enjoy sport and show strong hand–eye
coordination; another may prefer to read books, demonstrating high
literacy skills. Some people are born with or develop a disability or
impairment, and may demonstrate development in areas different
from others. For example, someone with a vision impairment may have
excellent hearing.
Diversity concepts
There are many words that you may encounter when reflecting on culture and
cultural diversity. When you understand these words clearly, you will find it easier to
understand the concepts they represent. Here is a list of terms relating to diversity and
their definitions.
Word Definition
Belief What you feel is true or false; for example, you may believe that
children need a secure environment.
Culture The way of life for a group of people. It may include race,
religion, economic status, family life, health, educational system,
government or way of viewing the world.
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Topic 1 Reflect on own perspectives
Australian cultures
The cultures of Australia are diverse, reflecting this country’s past and also the events
of other countries. While Indigenous Australians settled here over 60,000 years ago,
the Australian Bureau of Statistics (ABS) identifies that in 2016 they made up only
three per cent of our total population.
Today, the majority of people have migrated to Australia from the United Kingdom
or New Zealand. Based on ABS figures from 2016, 49 per cent of Australians were
born overseas or had at least one parent who was born overseas. Just over half the
population were born in Australia with Australian parents.
Migration to Australia by non-Indigenous people has occurred in distinct patterns, each
related to historical events. Further explanation of these events is shown here.
Convict transportation
1 From 1788 to 1868, convicts from Britain arrived in an effort to ease overcrowded
European prisons.
Free immigrants
2 From 1793 to 1850, free settlers and assisted migrants chose to start their lives in
Australia, mostly offering agricultural and domestic servant skills.
Labourers
3 From 1850, gold rushes brought Chinese labourers, sugar plantations brought South
Sea Islanders, exploration of the outback encouraged Afghan cameleers, and pearl
divers arrived from Japan.
White Australia
4 From 1901 to 1958 the Immigration Restrictions Act 1901 (Cth), also known as
the ‘White Australia policy’, aimed to reduce the numbers of incoming Chinese and
South Sea Islanders and increase British migrants.
Populate or perish
5 From the end of World War II to the 1970s, displaced Europeans were offered
passage to Australia for 10 pounds. These people were labelled the ‘ten pound
poms’.
Refugees
6 From the late 1970s until the late 1990s, many people arrived by plane and ship as
refugees. A refugee is a person who has been forced to leave their home due to an
event that endangers their life. This might be a war, persecution or a natural disaster.
Asylum seekers
Since the late 1990s, people have been arriving from the Middle East and Sri Lanka
7 by boats organised by people smugglers. An asylum seeker is a person who has left
their home as they feel their life is in danger. If an asylum seeker is identified as
having their life in danger at home, they are classified as a refugee.
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XX Have regular team meetings and reflect on how the program is catering to all
needs, interests and backgrounds.
XX Undertake regular in-service and professional development training to ensure you
are kept up to date.
XX Ask others for feedback on your current communication methods and interactions.
XX Set yourself goals based on areas where you feel you need greater knowledge.
Description
Action Feelings
Conclusion Evaluation
Analysis
Ancestral land is linked to economic worth and community for Aboriginal and Torres
Strait Islander peoples. Land rights are currently settled based on western rules
of ownership and, as Indigenous land ownership was not documented in written
records, claims of Indigenous ownership are not easily resolved.
Remoteness
While Indigenous peoples are located throughout Australia, many reside in remote
areas where services and opportunities are limited.
Health
While most Indigenous people have access to healthcare, remoteness and a lack of
trust in the medical industry results in poor health.
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EYLF or MTOP
The EYLF or MTOP is where principles and practices determine guidelines for quality
practice across the education and care industry.
Consider your point of view in relation to cultural competence and work towards
learning about others.
Reflective cycles
Clear methods can be used to look back at your actions and strive for improved
actions and reactions.
Practice task 4
1. List the six overarching questions in the EYLF/MTOP principle of ‘Ongoing learning
and reflective practice’.
Diversity and social cohesion grants provide funding for not-for-profit organisations
to promote respect, fairness and a sense of belonging, and aim to support families,
improve children’s wellbeing and increase participation of vulnerable people in
community life.
These grants allow for community groups and organisations to provide arts or
festival projects that provide Australians with opportunities to experience cultural
heritage and traditions, encouraging social cohesion and mutual understanding.
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Topic 2 Appreciate diversity and inclusiveness
XX angry
XX less productive
XX demoralised
XX less trusting
XX lacking in confidence.
Causes of discrimination
Discrimination can occur early in a child’s life as
they identify differences between themselves and
others. Children do not have all the information
or skills they need to make choices or find out
about others. Most children stereotype because it
is natural for them to match new information with
what they already know. They need to be taught
how to find out about similarities and differences
between people.
Adults who have not learnt these skills in
childhood often hold strong attitudes against
others. These adverse reactions can hurt others,
cause inappropriate decision-making and isolate others.
People often don’t know that they are discriminating; however, many people decide
to discriminate as they feel their choices are more important than the opportunities
or feelings of others. They might also discriminate as they don’t have the courage or
ability to find out more about others.
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Accountability Consultation
Give people responsibility and allow Approach others that are involved.
them to voice their opinions. Find out what they think, and ask
their opinion to gain ideas.
Consider who is involved and what Step back and reflect on the
their needs, values and beliefs decision.
are. Consider how the decision will
affect them.
Understand inequality
Marginalisation is related to social exclusion.
Marginalisation is when groups of people or
individuals are ignored within policy or normal
processes due to their differences. It can mean
that someone is socially excluded or misses
out on something based on their personal
characteristics. Marginalisation is about
inequality, power and social norms, and lack of
suitable support and services.
Marginalisation often places people in
situations that are very hard to overcome. Even
if their reason for being excluded is reduced or
eliminated, the stigma or outcome of being marginalised creates a barrier that is
extremely difficult to overcome.
When considering social inclusion, view the situation from the point of view of the
person in focus. If they view themselves as being excluded, take their perception
seriously, rather than telling them their view of the situation is wrong.
Learning checkpoint 2
Appreciate diversity and inclusiveness
Part A
1. List the key areas of diversity.
2. Australia’s economic policy has a number of systems in place that support those
faced with economic challenges. Identify at least two of these systems and explain
how they could support an economically challenged person.
3. Choose one of the initiatives of the Australian Government’s diversity policy and
explain how this initiative helps to share culture and welcome diversity.
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Topic 3 Communicate with all
In this topic you will learn
how to:
people
Many skills are required for positive two-way
3A Communicate with
communication. There are also many barriers to
respect
communication that may be caused by differences
3B Use communication to in language, culture, values and attitudes. These
establish relationships barriers can lead to assumptions and stereotyping. The
environment and the medium of communication itself
3C Use strategies when can also present barriers that are not always obvious to
language barriers exist those involved.
3D Meet communication In education and care services, respectful
needs communication involves exchanging information
between educators and families, as well developing
healthy working relationships with other staff members.
When you communicate with culturally diverse people,
remember that trust and confidence should never be
assumed; they often must be built over time as you
learn to meet the needs of people from various cultural
backgrounds. In this topic you will learn about using
thoughtful communication, eliminating communication
barriers, communicating effectively and building trust.
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CHCDIV001 WORK WITH DIVERSE PEOPLE
The following table maps this topic to the National Quality Standard and both national
learning frameworks.
Touching another person’s hand or Glancing away from the person you are
arm when you are talking to them may communicating with may tell them that you
communicate that you are being friendly; are not concentrating or are distracted.
however, be aware that some Looking directly at the person
people may feel you are and maintaining eye contact
moving too close to them communicates that you are
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conversation seriously.
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Attitudes
Your attitude towards the message and the person you are communicating with
may inhibit effective communication. Approval or disapproval of the other person
may determine what you tell that person and how you communicate with them.
Prejudices or biases about the content or context of the message also inhibit
effective communication. For example, if there is a new child to the service and an
educator starts asking personal questions about the family’s background without
explaining why, the parent may answer briefly and omit vital information, as they
feel unsure about divulging such information and why it is necessary.
Practice task 9
Read the case study, then answer the questions that follow.
Case study
Lara is a parent speaking to Damien, an educator. She has her arms crossed and she is
not making eye contact. Her body is facing away from Damien and she is standing a metre
away. She glances around the room while Damien speaks. Each time she speaks, her
sentences start with, ‘I love it here’.
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CHCDIV001 WORK WITH DIVERSE PEOPLE
Language resources
Children who do not speak fluent English will also need more time, resources and
encouragement in using both languages.
FKA Children’s Services Inc. is an Australia-wide support service that provides
materials, resources, interpreters, translators and other types of support. Their main
objective is to assist educators, organisations, children and their families by embracing
and responding to diversity with a range of services.
More information regarding FKA’s support services, mission and statements can be
found at: http://aspirelr.link/fka-childrens-services
4. If you thought Sarita could provide interpreter support to resolve the issues you are
having with Camila, what would you need do to involve her?
5. List two reasons why it would be necessary to use an interpreter for a child or
family at your service.
Summary
XX Communication is a two-way process; it involves sending and receiving messages.
XX There are many skills involved in positive two-way communication that can be
learnt and adopted; for example, positive listening and observing techniques.
XX Differences in language, culture, values and attitudes can create communication
barriers based on assumptions and stereotyping of others.
XX Any environment may create barriers to communication that are not always obvious
to those involved.
XX Respectful communication involves exchanging information between all parties
involved.
XX Effective communication is an integral part of a healthy working relationship. This
may mean that translator or interpreter assistance is required to support it.
XX Trust and confidence is built over time as you continue to be welcoming and
respectful of children and their families.
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4C Resolve differences
Productive conflict resolution may be viewed as a process of mutual problem-solving.
Creative solutions that meet both parties’ needs, sometimes called a win–win solution,
may be the outcome of this process. The opposite of a win–win solution is a lose–lose
solution, where neither party has their needs met. In the case of a win–lose solution,
only one party has their needs met. The best solution is obviously a win–win solution,
but it is not always possible to achieve this. In this situation, choose the solution that is
in the child’s best interest.
A stepped approach
The way you manage conflict involves making either good or bad choices. Good choices
increase the chance of your own and others’ happiness and wellbeing, while bad
choices may lead to unresolved or escalating conflict.
Making good choices regarding conflict can be particularly difficult. For example,
you may be under considerable pressure to make poor choices due to differences of
opinion or someone being extremely angry.
Conflicts are more likely to be destructive when people come into them harbouring
past resentments. Destructive conflict can often be avoided by using good
communication skills on a day-to-day basis to create and maintain goodwill and
respect.
The Early Childhood Australia Code of Ethics extract is reprinted with permission.
www.earlychildhoodaustralia.org.au
Discipline procedure
This procedure is in place to deal with situations where the actions of a staff member are
inappropriate. The process outlines the steps that should be taken to resolve the issue and
who should be included in the resolution. The discipline procedure may include guidelines
related to termination of employment, stating particular circumstances when this might
occur.
Grievance procedure
This procedure can be used if issues arise between staff members. The procedure should
help the staff member understand what to do and who to speak with to resolve the issue.
Complaints procedure
This procedure is used when a parent, guardian, volunteer, student or member of the
community has a problem. It should outline the process of what should occur to resolve
the issue, who should be responsible for dealing with the issue and how it should be
reported. In some circumstances complaints must be notified to government departments,
particularly any complaint relating to the service allegedly breaching a regulation or Act.
Learning checkpoint 4
Promote understanding across diverse
groups
Part A
A child does not make eye contact with their educator. Is it reasonable to assume
this is a cultural norm, or should more be found out to see if it relates to the child’s
confidence or communication skill development?
Part B
Read the case study, then answer the questions that follow.
Case study
Ken usually plays with a group of boys in a construction or puzzle game. Today
he is playing dress-ups and has been experimenting with the skirts and dresses,
as some of the children have been dancing and he noticed that the skirts twirl
around when they spin.
Janet, his mother, arrives and is unhappy about seeing Ken in a skirt. Janet
abruptly tells Ken to take off the dress and sit at the door. Janet strides off toward
Kyrelee, the educator responsible for the children and their program of activities.
Janet: ‘What’s he doing in a dress, are you nuts?’
Kyrelee: ‘Hi Janet, Ken’s just playing, but I can see you’re upset about this.’
Janet: ‘You bet I am! Don’t you think it’s wrong, him doing that? Shouldn’t you be
getting him into block-building and sandpit stuff?
1. Janet is sharing some of her social and cultural world views. List two values you
notice she expresses within this case study.
2. Should Kyrelee handle this complaint or should she pass this to another person?
Explain your answer.
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