CHCECE001 - Develop Cultural Competence

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Thu Sep 03, 2015 6:51 pm

a) Research Aboriginal and/or Torres Strait Islander communities


1) Using the Web or local library research Aboriginal and/or Torres Strait Islander communities in the area where you work, or are undertaking your work placement.

This practice resource — working with Aboriginal people and communities is a guide for all
Community Services and relevant non-government organisation (NGO) staff, particularly field staff. It has been developed to improve service delivery to Aboriginal people by providing staff with key facts, and information relevant to working with Aboriginal communities in NSW. This resource will help us become more culturally aware and responsive to the needs of Aboriginal people and communities. Working with Aboriginal people and communities provides important information to improve our knowledge and understanding of the diverse cultural dynamics that exist within Aboriginal families and communities. It suggests some engagement and communication strategies that will improve the way we work with and relate to Aboriginal people. Working with Aboriginal and Torres Strait Islander people is something all allied health students will probably experience regardless of their clinical education placement context.

2) As part of your research, consult with appropriate persons to access local knowledge of Aboriginal/or Torres Strait Islander cultures.


Aboriginal and Torres Strait Islander cultures and their language groups were, and are still, many and varied; there is no homogeneous Aboriginal or Torres Strait Islander culture. It has been estimated that, before colonisation, there were about 600 Aboriginal language groups, while now the number is thought to be about 200. Every community, while sharing some common beliefs and practices, is unique. It may help to think about the use of the word ‘nation’ in this context. People may see Germany and The Netherlands or Australia and New Zealand as similar nations. While this may be true, there are also important cultural differences. This is similar for Aboriginal nations – there may be significant cultural differences between them. For example, talking about ‘Aboriginal health’ would be like talking about ‘European health.

3) Identify any significant 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.

Australia has two Indigenous cultures as part of its national heritage – Aboriginal, and Torres Strait Islander. Aboriginal and Torres Strait Islander peoples are the First Australians, having lived in Australia for more than 40,000 years. There is no place in Australia that is not Aboriginal or Torres Strait Islander land. Culture is of central importance to how Aboriginal and Torres Strait Islander peoples understand their
identities and live their lives. Through culture, Aboriginal and Torres Strait Islander peoples experience strong connections to family, country, spirituality and community. However, these cultures are complex and extremely diverse. There is no single Aboriginal and Torres Strait Islander culture or group, but numerous groupings, languages and kinship, and diverse ways of living. Aboriginal and Torres Strait Islander peoples may live in urban, rural or remote settings, in urbanised, traditional or other lifestyles, and may move between these ways of living. As in all cultures, individuals are influenced by their own experiences and their own stories.

4) Reflect on and document the contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people, such as the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people.

• Aboriginal and Torres Strait Islander people were forced off their traditional lands, away from their active hunter-gatherer lifestyle. Some Aboriginal and Torres Strait Islander groups resisted the seizure of their lands, resulting in violence.
• Many Aboriginal and Torres Strait Islander people died from infectious diseases brought into the country by Europeans.
• Many Aboriginal and Torres Strait Islander people were moved to missions or reserves,
where they were forbidden to speak their own language or maintain their cultural practices.
• Laws were enacted, limiting the rights of Aboriginal and Torres Strait Islander people,
segregating them from other Australians and giving them little or no self-determination.
• Aboriginal and Torres Strait Islander children were forcibly removed from their families and communities, to be raised in institutions or by foster families of European background.
• Many Aboriginal and Torres Strait Islander people suffered physical or sexual abuse in
institutions, or lived in servitude or poverty as labourers and domestic workers.
• Many lost their language and cultural identity as they were expected to adopt European dress, language, religion, lifestyle and cultural values.
• Many were prevented from having any contact with their Aboriginal and Torres Strait
Islander family, even by letter - some later tried to reunite with their families, with mixed
results.


Can some one help me please, i am stacked in these question. please some one help me thanks i am looking forward to hear form you soon


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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Mon Sep 07, 2015 11:16 pm

5) Well the crazy part is that racism and stereotyping are not just something that one person does to others - for example, sometimes without realizing it, we absorb racist beliefs unconsciously and they affect how we feel about ourselves. Or sometimes racism is built into the way our society works.

Here are some things you can do to address racism and stereotypes:
Well the crazy part is that racism and stereotyping are not just something that one person does to others - for example, sometimes without realizing it, we absorb racist beliefs unconsciously and they affect how we feel about ourselves. Or sometimes racism is built into the way our society works.
Here are some things you can do to address racism and stereotypes:
1. If you feel safe in a situation, speak up when you hear a racist comment or joke. People often ignore jokes because they don't know what to say. But staying silent can make some people think that you agree with the comment.

2. Be a role model. People around you respond to how you deal with racism. Treating others fairly sends the message that no one should be treated differently.

3. Work to recognize stereotypes in television, movies, and other media. And refuse to watch television programs or movies that contain racism.

4. Start an equality club at your school to encourage other youth to talk about racism and what you can do to make your school and community a safer place for everyone.

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Wed Sep 09, 2015 2:32 pm

a) Research Aboriginal and/or Torres Strait Islander communities
Student instructions
• Using the Web or local library research Aboriginal and/or Torres Strait Islander communities in the area where you work, or are undertaking your work placement.

This practice resource — working with Aboriginal people and communities is a guide for all
Community Services and relevant non-government organisation (NGO) staff, particularly field staff. It has been developed to improve service delivery to Aboriginal people by providing staff with key facts, and information relevant to working with Aboriginal communities in NSW. This resource will help us become more culturally aware and responsive to the needs of Aboriginal people and communities. Working with Aboriginal people and communities provides important information to improve our knowledge and understanding of the diverse cultural dynamics that exist within Aboriginal families and communities. It suggests some engagement and communication strategies that will improve the way we work with and relate to Aboriginal people. Working with Aboriginal and Torres Strait Islander people is something all allied health students will probably experience regardless of their clinical education placement context.

• As part of your research, consult with appropriate persons to access local knowledge of Aboriginal/or Torres Strait Islander cultures.

Aboriginal and Torres Strait Islander cultures and their language groups were, and are still, many and varied; there is no homogeneous Aboriginal or Torres Strait Islander culture. It has been estimated that, before colonisation, there were about 600 Aboriginal language groups, while now the number is thought to be about 200. Every community, while sharing some common beliefs and practices, is unique. It may help to think about the use of the word ‘nation’ in this context. People may see Germany and The Netherlands or Australia and New Zealand as similar nations. While this may be true, there are also important cultural differences. This is similar for Aboriginal nations – there may be significant cultural differences between them. For example, talking about ‘Aboriginal health’ would be like talking about ‘European health.

Identify any significant 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.
Australia has two Indigenous cultures as part of its national heritage – Aboriginal, and Torres Strait Islander. Aboriginal and Torres Strait Islander peoples are the First Australians, having lived in Australia for more than 40,000 years. There is no place in Australia that is not Aboriginal or Torres Strait Islander land. Culture is of central importance to how Aboriginal and Torres Strait Islander peoples understand their
identities and live their lives. Through culture, Aboriginal and Torres Strait Islander peoples experience strong connections to family, country, spirituality and community. However, these cultures are complex and extremely diverse. There is no single Aboriginal and Torres Strait Islander culture or group, but numerous groupings, languages and kinships, and diverse ways of living. Aboriginal and Torres Strait Islander peoples may live in urban, rural or remote settings, in urbanised, traditional or other lifestyles, and may move between these ways of living. As in all cultures, individuals are influenced by their own experiences and their own stories.
• Reflect on and document the contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people, such as the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people.
• Aboriginal and Torres Strait Islander people were forced off their traditional lands, away from their active hunter-gatherer lifestyle. Some Aboriginal and Torres Strait Islander groups resisted the seizure of their lands, resulting in violence.
• Many Aboriginal and Torres Strait Islander people died from infectious diseases brought into the country by Europeans.
• Many Aboriginal and Torres Strait Islander people were moved to missions or reserves,
where they were forbidden to speak their own language or maintain their cultural practices.
• Laws were enacted, limiting the rights of Aboriginal and Torres Strait Islander people,
segregating them from other Australians and giving them little or no self-determination.
• Aboriginal and Torres Strait Islander children were forcibly removed from their families and communities, to be raised in institutions or by foster families of European background.
• Many Aboriginal and Torres Strait Islander people suffered physical or sexual abuse in
institutions, or lived in servitude or poverty as labourers and domestic workers.
• Many lost their language and cultural identity as they were expected to adopt European dress, language, religion, lifestyle and cultural values.
• Many were prevented from having any contact with their Aboriginal and Torres Strait
Islander family, even by letter - some later tried to reunite with their families, with mixed
results.
• Write a short report (approximately 500 words) summarising your findings, and explaining how this information can be taken into account when implementing the curriculum, including activities, experiences, customs and events within the service and promoting inclusive behaviours.

b) Cultural competence induction kit
Student instructions
• Prepare an induction kit for new educators and staff in an education and care setting to help them understand cultural competence as described in the EYLF.

This resource kit was produced in response to a need identified by the diversity program coordinators within the Alberta Health Services that health care rofessionals need easy access to information in order to enhance their skills in providing culturally competent care to individuals and families from diverse cultural backgrounds. The resource kit provides an overview of the following topic areas:
Changing demographics in Calgary, focusing on the increase in visible minority
and immigrant populations within the city and its consequence on health practices.
The need for cultural competency in health care. Culture as a determinant of health,
illustrating how economic, political and social backgrounds affect health conditions
of newcomers. Addressing communication barriers that exist within the health care system. World views on health issues, including ethno-specific information as well
as general suggestions for enhancing culturally competent practice. Culturally sensitive assessment and information gathering, including assessment tools and models specialized for diverse populations. Culturally sensitive care and service
provision for ethnic groups. Community resources aimed at ethno cultural issues, including current contact information and brief descriptions of each organization.
Alberta Health Services Diversity Programs, and Other resources for learning.
In addition to descriptive information, practical tools and suggestions are included in
this resource manual. The contents of this Cultural Competency Resource Kit are to be used as a guideline to educate health care professionals with general information regarding cross-cultural practices concerning the health and well-being of diverse populations. This kit is NOT designed to promote stereotyping of all dividual
and families from these diverse ethnic backgrounds. It is to be used as a tool to
enhance cultural sensitivity, awareness, and practice within health care service delivery. It is also important to keep in mind that cultural competency is a continuous learning process. Health care providers are encouraged to utilize a variety of means to enhance their practices surrounding competent delivery of service. This resource kit is only one way to enhance one’s knowledge and skills. Purpose

• Your kit should be based around applicable guidelines applicable to the early childhood sector, supporting documents available to help educators successfully implement the EYLF and other relevant resources from early childhood agencies and/or reliable websites that will equip new employees with the knowledge required to enact culturally competency.

• Collect relevant policies and procedures from your workplace or host organisation where you are undertaking work placement that employees should adhere to when on the job. For example, policies to include may be in relation to:
- equal opportunity
Equal opportunity is a requirement under both Victorian and Commonwealth legislation. In Victoria, the main piece of legislation which makes it unlawful to discriminate is the Equal Opportunity Act 2010 (Vic) (EO Act 2010)
Equal opportunity means that every person can participate freely and equally in areas of public life such as in the workplace, in education, or in accessing goods and services. Discrimination is treating, or proposing to treat, someone unfavourably or bullying them because of a personal characteristic protected by law. Equal opportunity law aims to promote everyone's right to equal opportunities; eliminate, as far as possible, discrimination and sexual harassment; and provide redress for people whose rights have been breached.
All employees, students, parents, school council members, contractors and volunteers are required to act in accordance with equal opportunity, anti-discrimination, harassment and vilification legislation. We all have a responsibility to ensure department workplaces including schools are respectful, safe and inclusive and free of discrimination, harassment, vilification and otherwise unlawful and unacceptable behaviours.


- diversity and inclusion


- enrolment and orientation
• At enrolment and orientation you will:

• meet your teachers
• talk about your subjects and course structure
• enrol in subjects
• find out important information about your course
• find your way around campus
• make new friends.
- partnership and communicating with families to name a few.


• Outline in your kit:
- relevant legislation and Government requirements that relate to cultural competence, specifically for educators in early childhood settings



- how to deal with racism and stereotypes

Here are some things you can do to address racism and stereotypes:
Well the crazy part is that racism and stereotyping are not just something that one person does to others - for example, sometimes without realizing it, we absorb racist beliefs unconsciously and they affect how we feel about ourselves. Or sometimes racism is built into the way our society works.
Here are some things you can do to address racism and stereotypes:
1. If you feel safe in a situation, speak up when you hear a racist comment or joke. People often ignore jokes because they don't know what to say. But staying silent can make some people think that you agree with the comment.

2. Be a role model. People around you respond to how you deal with racism. Treating others fairly sends the message that no one should be treated differently.

3. Work to recognize stereotypes in television, movies, and other media. And refuse to watch television programs or movies that contain racism.

4. Start an equality club at your school to encourage other youth to talk about racism and what you can do to make your school and community a safer place for everyone.




Well the crazy part is that racism and stereotyping are not just something that one person does to others - for example, sometimes without realizing it, we absorb racist beliefs unconsciously and they affect how we feel about ourselves. Or sometimes racism is built into the way our society works.





- a culturally safe environment and what it means

Culturally safe service delivery is critical in enhancing personal empowerment and, as a result, should promote more effective and meaningful pathways to self-determination for Indigenous people. Little has been said about encouraging people from Indigenous groups into the health and education discipline(s) to help provide a safe environment which includes cultural safety. This is a phrase originally coined by Maori nurses which means that there is no assault on a person's identity. The people most able or equipped to provide a culturally safe atmosphere are people from the same culture. We need to move on from the 'short term, cost effective, quick fix' approach to Indigenous issues, driven by economic imperatives, the clamouring of industry and conservative, hegemonic practices. To genuinely address the challenges of Indigenous health and education, the issue of cultural safety cannot be avoided. Critical reflection on experiential knowledge and defining or framing a debate on cultural safety is essential. This paper briefly examines some considerations for work practice.
OR
Cultural safety means an environment which is spiritually, socially and emotionally
safe, as well as physically safe for people; where there is no assault, challenge or
denial of their identity, of who they are and what they need. It is about shared respect, shared meaning, shared knowledge and experience, of learning together with dignity and truly listening. Unsafe cultural practice is any action that diminishes, demeans or disempowers the cultural identity and wellbeing of an individual or group. Past unsafe cultural practices are a major factor in Indigenous people’s abhorrence and distrust of research.
OR
Cultural safety is about creating an environment where the Aboriginal or Torres Strait Islander person is not only treated well and in a culturally respectful manner, but they are also:
• empowered to actively participate in interactions, believing they are valued, understood and taken seriously • Supported to carry out culturally significant tasks
as part of service delivery. An illustration of this is when an Aboriginal or Torres Strait Islander worker is supported to meet cultural obligations within their job role and such
obligations are recognised as valid aspects of the work. For example; a worker may spend time cooking for a funeral and, instead of not allowing this to happen or assuming this is ‘time off’, the non-Aboriginal worker listens to explanations and respects the need for the Aboriginal and Torres Strait Islander worker to undertake this task as part of their job.

- the resources (at least 8) available to support educators incorporate cultural competence into practice and policy, for example interpreters, advisory bodies or others that can support individual children with specific cultural needs.

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Fri Sep 11, 2015 6:13 am

First off, you don't need to keep posting your questions over and over again. It makes it very confusing. I understand that you may require my help and I will offer my help when I can. So, please just post your questions and responses once. Secondly I have noticed for this assignment you have copied and pasted huge chunks of information which doesn't make sense to what the question is asking. If you are using information from another source just make sure that it is relevant and then re-write it in your own words. You will also need to add references to this information of where you got the info from.

To your questions:

Using the Web or local library research Aboriginal and/or Torres Strait Islander communities in the area where you work, or are undertaking your work placement.

This is referring to Aboriginal/Torres Strait Islander communities in your work area.

Identify any significant 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.

Once againt this is asking particlualry about where the centre is located.

Write a short report (approximately 500 words) summarising your findings, and explaining how this information can be taken into account when implementing the curriculum, including activities, experiences, customs and events within the service and promoting inclusive behaviours.

Have you done this? Couldn't see it in your response.

Regarding the Cultural Competence Kit, the first half of the information on "Alberta Health Services" is irrelevant. You can use some information from the following topic with the same question:

Cultural Competence Induction Kit

This will help for your final question:

Cultural Safety

Hope this helps,

:geek:,
Lorina

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Fri Sep 11, 2015 12:22 pm

Hello Lorina, Would you please help me because i am so confused on how to put these sentence in my own word. can you please help me on how to do the first question and show me on how to start writing a report of 500 words please. Also i am not working how i can complite these assessment and i don't know any this about work? Please Please help me Thanks

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Fri Sep 11, 2015 1:28 pm

You can find this information on the Internet... You just need to spend time researching... Let's see...What area are you in? I'll try and help you find information on the Aboriginal Coomunity in your area...

:geek:,
Lorina

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Fri Sep 11, 2015 1:35 pm

yes Please help me for that, i am living in Toowoomba QLD 4350 thanks

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Sat Sep 12, 2015 6:16 am

Here is some information:

Toowoomba and Darling Downs

:geek:,
Lorina

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Wed Oct 14, 2015 2:41 pm

He, Lorina.
thanks for the information that you provided for me, but i have open the Toowoomba and Daring downs i couldn't find aney information that relented on this question. please i need your more help and i hope you will help me thanks

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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Fri Nov 27, 2015 1:11 pm

Hello Lorian, Could you please help me to finish this assessment because i have i have finished it but the person who was marking has sended it back to me and i don't know how to correct the mistake. i believe in you and i know that i will get help form you as soon as possible.
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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Fri Nov 27, 2015 8:28 pm

So I had a read through your assessment and basically the marker is saying that you are copying the information directly from where you read it from. You can't do that because the marker needs to know that you understand the question and what it is asking. it's not about finding the information and copying it, that's easy and you don't learn anything from it. Now, you need to go back over the question, the information you have provided and write in your own words your understanding of the question. You can use the information you have but do not copy it, rewrite it, what you understand from it...

:geek:,
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mwibusa
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Fri Nov 27, 2015 11:44 pm

thanks, but can you please help me with question 5 and 6 becouse i don't understand please help me to get these two question right thanks

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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Mon Dec 14, 2015 12:50 am

Hello can someone help me to check my assessment thanks

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Tue Dec 15, 2015 3:17 pm

Did you re do you assignment? If so, I'll be happy to look through it again!

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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Wed Dec 16, 2015 1:02 pm

Hello I have send the work that i have done, can you please check it and send it to me in this week as soon as you can thanks so much
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Mon May 02, 2016 6:31 pm

Hello, can someone help me throughout to get this assessment do because I am really stacked
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Re: CHCECE001 - Develop Cultural Competence

Post by mwibusa » Mon Jun 13, 2016 12:58 pm

hey Rolina, can you place help me to check the following information for me to see if its right and if not, please guide me to get on track because I am stacked

•Identify any significant 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.
The significant historical issues that Aboriginal and/or Torres Strait island people and the land that they service in Toowoomba Darling Dawn where people who moved to Toowoomba they were still maintaining their culture into where they came from.
1. Aboriginal and/or Torres Strait Islander customs and lifestyle before European colonisation
2. Aboriginal and/or Torres Strait Islander experience of colonisation and invasion
3. Post-colonial legacy of social and economic disadvantage
4. Survival and maintenance of culture, kinship and connection with the land
5. Evolution and scope of the role of the Aboriginal health worker up to the contemporary context

•Reflect on and document the contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people, such as the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people.

When the Aboriginal and/Torres strait Island moved to their town and cities to join the Toowoomba Darling Dawn community they found a lot of issues and challenge that were fencing because of their culture background where similar to them and their history didn’t reflect to other culture. The Aboriginal and/Torres Strait Island were colonise to the European colonisation people to rule their land. Before they were colonise by the European people, Aboriginal and Torres Strait Island were having different culture and traditional.
•Write a short report (approximately 500 words) summarising your findings, and explaining how this information can be taken into account when implementing the curriculum, including activities, experiences, customs and events within the service and promoting inclusive behaviours.
Culture competence means becoming aware of the cultural differences that exist, appreciating and having an understanding of those differences and accepting them. Learning about culture competence in this section is one of the most things that all people live in and it describes us of whom we are and where we come from. By doing the research about the Aboriginal and Torres Strait Islander, this information was founded in the Toowoomba Darling Down local Library. The information was especially provided for the Aboriginal Torres and Strait Islander people to educate their children and to remember their culture backgrounds and never forget their history. Also to educate children from outside Australia and their families, by doing this was to let the Aboriginal and Torres Strait Island people to remember every single detail of where they come from, their culture and the lives people was fencing and live in. When the Aboriginal people was colonised with the European people, they found that they were a lot of similarities and the culture backgrounds were different to them and it didn’t reflect to their history. Toowoomba Darling Down was opened to keep the Aboriginal historical alive and for other people who are willing to learn, especially for the Aboriginal children to go and find out their culture and why they belong to the Darling Down community. The Toowoomba Darling Down Aboriginal Torres and Strait Islander children were connected to their community, culture, sport, religious and social groups to encourage them involve into the activities and the sport like touch, rugby etc. Same sport played by man and women, other played by man only. Today it takes a lot of work for Aboriginal and Torres Strait Islander people to uncover their traditional games and activities that were played by Aboriginal people before white colonisation of Australia. The Toowoomba Darling Down is for coursing to create many story to get their children back into their culture and traditional and to know which behaviour they can carry out when they are at school and other different places and make them never forget their customs and traditional.

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Re: CHCECE001 - Develop Cultural Competence

Post by sanchiafigredo » Fri Sep 23, 2016 10:03 pm

HI could someone please help me with just one question...
1. list 3 strategies that can be used to develop the cultural competency of children and families
thanks

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Sun Sep 25, 2016 12:28 pm

sanchiafigredo wrote:HI could someone please help me with just one question...
1. list 3 strategies that can be used to develop the cultural competency of children and families
thanks
This may help:

Developing Cultural Competence

:geek:,
Lorina

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Lorina
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Re: CHCECE001 - Develop Cultural Competence

Post by Lorina » Sun Sep 25, 2016 12:30 pm

sanchiafigredo wrote:HI could someone please help me with just one question...
1. list 3 strategies that can be used to develop the cultural competency of children and families
thanks
This may also help:

Become Culturally Competent

:geek:,
Lorina

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