CHCECE030 - Support inclusion and diversity

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:
• use a process of reflection to explore impact of own values and biases in relation to practices with families and children, and discuss the reflection process with a workplace or learning supervisor on two occasions
• identify and use three different opportunities to support inclusion and diversity with children in daily practice, including both routine and play experiences.

Students will also be expected to demonstrate the following knowledge:
• requirements of the National Quality Standard and related regulations and laws applicable to this unit including:
• collaborative partnerships with families and communities
• educational program and practice
• relationships with children
• how inclusion and diversity is reflected in the relevant approved learning frameworks
• Early Childhood Australia Code of Ethics
• the concepts of inclusion, diversity and cultural safety:
• definition of terms and their application in a children’s education and care context
• their role and importance in children’s education and care work
• 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
• ethics
• areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:
• culture
• race, ethnicity
• disability
• gender and gender identification
• intergenerational disadvantage
• family types
• sexual orientation and sexual identity
• socioeconomic circumstances
• service policies and initiatives that support inclusion and diversity:
• engagement with local communities
• sharing of cultural knowledge
• experiencing diversity through activities and interactions
• building on diverse backgrounds of children
• techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children:
• showing awareness of and respect for individual culture, values and beliefs
• acknowledging both similarities and differences
• demonstrating positive attitudes to differences
• using cross-cultural communication skills
• reflective practice:
• what is reflection
• why and how educators use reflection
• what is meaningful reflection
• potential needs of marginalised groups or individuals requiring support:
• protective factors
• physical, mental and emotional health and care needs.