CHCECE001 – Develop cultural competence

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CHCECE001 – Develop cultural competence

This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures.

This unit applies to educators working in a range of education and care services

Reflect on own cultural identity and biases through Service Philosophy where the student has:

· Identify significant events in own family background or history which may influence current values, beliefs and attitudes

· Define aspects of the environment which influence own cultural identity

· Reflect on potential impact own background may have on interactions and relationships with people from other cultures

· Identify any knowledge, attitudes or skills to be developed to ensure cultural competency

There must be demonstrated evidence that the candidate has completed the following tasks at least once:

The student has reflected on own cultural identity and biases

investigated cultural diversity in at least one service and community

Is aware of the cultural diversity that belongs in the service and the local community.

Supported children’s and families’ cross-cultural relationships through the following activities:

· interacting in culturally appropriate ways with children, families and communities

· consulting with appropriate persons to access local knowledge of Aboriginal and/or Torres Strait Islander culture

· planning and implementing supportive environments for all children

· supporting the implementation of experiences that encourage children to respect all cultures and to celebrate cultural differences

· embedding examples of diversity and inclusion in daily practice

· Using effective oral communication techniques to liaise between differing cultural contexts and situations.

The student has identified and developed cultural competency by:

· Identifying the cultural identities of the children within the service, their families and the local community.

· Critically analyse relationships, curriculum and

· Activities that are a part of the service and

· Identify skills, attributes or knowledge that may need to be developed to ensure cultural competency

The student has researched Aboriginal and/or Torres Strait Islander communities by:

· Identifying any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels

· Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people.

The student support’s the individual cultural identities by:

· Identifying and consulting with appropriate persons to obtain knowledge of local cultural groups

· Supporting activities within the service to encourage and promote participation by all cultural groups

· Is able to process information in a culturally sensitive way including identification of how and with whom information can be shared

· Talks to the families and Provide opportunities for all families to share their context and cultural knowledge along with promoting cultural activities to share their context and cultural knowledge

· Provide opportunities for children and families to enhance their experience of cultural diversity

· Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity

The student creates environments to support children’s cross-cultural understanding and relationships by:

· Planning and implementing experiences that foster positive attitudes to inclusion

· Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community

· Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity

· Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues

· Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding

The student can support the implementation of inclusive learning experiences by:

· Implementing experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity

· Planning and implementing experiences that focus on events, customs and beliefs that are relevant to the service’s children and families

The student can support children in developing confidence and strength in personal and cultural identity by:

· Supporting experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established

· Communicating and interacting with children to help them work towards a strong sense of identity, well being and of being connected with and contributing to their world

· Implementing group activities to allow children to use collaborative processes to solve problems

· Engaging with peers, mentors or others to support individual children with specific cultural needs as appropriate

· Following community protocols when engaging with community members.

Knowledge Evidence:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

This includes knowledge of:

  • how to access:

  • the National Quality Framework

  • the National Quality Standards

  • the relevant approved learning framework

  • how to navigate through framework and standards documents to find areas relevant to this unit of competency

  • cultural competence and diversity as outlined in the approved learning framework relevant to the workplace

  • impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people

  • organisational policies and initiatives designed to support participation

  • organisational standards, policies and procedures.

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