Reflect On Your Past and Present Experiences
Posted: Sat Feb 25, 2017 11:40 am
Just wondering if anyone could tell me if I'm on the right track with my answers before I submit this assessment, also if possible help me with the last question as I'm a bit stuck. Thank you 
PART A
For this part, you are required to reflect and think about yourself including your past and your present.
1) Identify significant events in your life and aspects of your environment that have defined your own cultural identity, values and beliefs.
For me, I am a very reliable, helpful, supporting, sensitive, teamwork orientated person. All of these beliefs and values have been brought on from my childhood upbringing. I was brought up in a very small country town. We didn't follow any specific religion (we didn't go to church) but family was very important. We celebrated your average holidays such as Christmas and Easter, however Easter was more so for the children in my family and Christmas was for spending time with family and eating as much as much food as possible. My parents separated when I was young and because of this my mum, my sisters and I are really close. My mum was diagnosed with stage 2A breast cancer in 2015 and that was a very hard year for all of my family, especially my mum, but we grew closer as a family and my mum is now in remission. I like to support breast cancer charities wherever possible because it's very important to me and my family.
2) Reflect and list your social, cultural views and biases.
I am a very open-minded person so this allows me to be flexible with understanding and following other peoples points of view and understandings.
3) Explain how your views and biases could affect and influence your interactions and relationships with people from other cultures.
By being an open-minded and easy going individual, this allows for flexibility within the work place. I believe that as I have these views and biases, this will allow for others to feel comfortable and supported by me.
4) When working as an educator in a service, suggest at least 2 ways you could improve on your social awareness to ensure cultural competency.
- through developing positive attitudes towards cultural differences, this can allow for a much more professional approach within my service.
- gaining a stronger knowledge of others different cultural views and practices can help me build a stronger foundation for supporting and understanding everyone's individual views and beliefs.
5) How can educators show an appreciation of diversity and inclusiveness across all areas of their job role and responsibilities in an Early Childhood Education and Care (ECEC) service?
Educators can show an appreciation of diversity and inclusiveness buy creating a 'welcome' mural that incorporates the many different languages that make up their community.
6) When communicating, both verbally and non-verbally, how can you show respect to people from diverse backgrounds?
By using positive and clear use of tone, body language or mannerisms.
7) Suggest 2 strategies that will develop effective relationships with educators and clients including Aboriginal and/or Torres Strait Islander people. Include any resources or services that could assist you in this area.
Learning about their culture to create a stronger understanding of their beliefs and background can help to have an effective relationship. Also, through learning about their protocols and learning about their 'sensitive' areas e.g. not maintaining eye contact, if an ambulance needs to be called you must make it clear to the paramedics that they are Aboriginal so that their own doctors can be sent.
8) How could you create a culture of appreciation and understanding of Aboriginal and/or Torres Strait Islander communities in an Early Childhood setting? Ensure you include in your response consideration of children, families and educators as well as the community.
By remaining sensitive to their own beliefs and values. Celebrating NAIDOC week is also a great way to support Aboriginal and/or Torres Strait Islanders. This allows for the individuals themselves to feel connected within their community, and it allows for others to gain a stronger understanding of their culture.
PART B
For this part of the assessment, you are required to research effective communication skills with people from diverse backgrounds.
1) List 2 strategies you could use to accommodate cultural differences and ensure effective relationships with children, families and educators.
- some cultures require prayer at specific times during the day, I would allow for there to be a quiet area where they will not be disturbed.
- Our centre celebrates all holidays and accepts diversity into the centre. This being said we encourage families to share any of their cultural celebrations so we to can help celebrate with them.
2) If there was a language barrier when communicating with people from diverse backgrounds, describe 2 suggestions you would use to overcome this.
- Ask for clarification; if you are not 100% sure you've understood what others have said, politely ask for clarification. Don't assume you've understood what has been said.
- Speak slowly and clearly; focus on enunciating and slowing down your speech. Rushing through communication often leads to miscommunication and misunderstanding can be a result.
3) Identify any issues that may cause communication misunderstandings and explain the possible impact.
Language barriers are a huge cause for communication barriers. This can cause serious misunderstandings as words can get jumbled and jargon may be used that the other individual doesn't understand.
4) How could you make an effort to resolve communication misunderstandings, that you have identified in question 3, using sensitivity and consideration of diversity?
Speak to the individuals in a normal manner, don't speak down to them. Using calm tones and through being understanding.
5) List the contact details of 2 local services, including name of service, location and phone number, which could assist with interpreting information for people from diverse backgrounds.
- Immediate phone interpreting
(24 hours, every day of the year)
Phone: 131 450 (within Australia)
Phone: +613 9268 8332 (outside Australia)
- Queanbeyan Multilingual Centre
QUEANBEYAN MULTILINGUAL CENTRE
12 Rutledge St, Queanbeyan NSW 2620 (02) 6297 6110
6) How are social changes in Australia affecting communities from diverse backgrounds?
Social changes throughout Australia currently have impacted drastically on communities that have diverse backgrounds. Starting back in the early 20th century, anyone from an Aboriginal heritage would go through planned 'assimilation'. This was seen as 'breeding out the black'. However, in saying this in recent years the Australian government has tried to rebuild what they once destroyed through creating National Sorry Day, Reconciliation Week and NAIDOC Week just to name a few.
7) a) Research the legislations on human rights and discrimination laws according to international, national, state/territory and local standards. List the 5 Acts which cover discrimination in the workplace?
- Age Discrimination Act 2004
- Australian Human Rights Commission Act 1986
- Disability Discrimination Act 1992
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
b) If these laws were breached, what would be the consequences?
If these laws were breached then appropriate action would be taken. There is a contrast between criminal and civil, where criminal actions are dealt with through fines or potentially imprisonment, and civil actions are usually dealt with compensation claims.
PART C
For this part of the assessment, you will need to research ‘cultural safety’ and what part it plays in an early childhood education setting.
a) What do we mean by cultural safety in an ECEC service? Research Australian Laws regarding Aboriginal and/or Torres Strait Islander cultural safety to assist you.
In an ECEC service cultural safety refers to when educators alike ensure that all individuals are able to feel a sense of acceptance with their cultural beliefs and practices. It also ensures that the individuals feel a sense of support with their values, preferences and expectations which ultimately allows for a sense of a culturally secure environment.
1) Record 2 cultural safety issues that may impact service delivery in an ECEC service?
- If individuals were not feeling included or as if they were not supported this can impact on their attitude towards work.
- During an individual's induction process if all the correct procedures aren't outlined then they won’t be aware of the acceptable work practices.
2) List 2 advantages of liaising with Aboriginal and/or Torres Strait Islander people in an ECEC service.
- Being able to work in conjunction with families to help create relevant learning experiences for their children and their local context.
- The chance to speak with elders about their different ceremonies and the chance to possibly be able to see these (that aren’t sacred).
3) How could ECEC services involve Aboriginal and/or Torres Strait Islander people to evaluate their cultural safety strategies and their programs?
ECEC services could invite individuals into the centre to do cooking experiences or teaching the children songs or cultural dances. With this the individuals could also talk about their different traditions.
PART D
For this part of the assessment, you will need to reflect on experiences in an ECEC service regarding policies, procedures and activities.
1) How does the service identify and implement the cultures of the children, families, educators and the local community?
We regularly invite families into the centre and invite them to do cooking demonstrations with the children and/or talk to the children about their culture and traditions
2) In consideration of each new family that enrols in an ECEC service, how could the service show flexibility in their practices regarding individual culture and values?
We have a family that still hand feeds their pre-school aged child. With this we promote self-feeding and allow the child to fill his plate with the food that he wishes to eat.
3) Think of ways that cultural competence could be implemented into an ECEC service.
Make one suggestion for each of the following:
• play experiences
Including cultural dolls. Also using dress-up-dolls of different cultures where the children are required to dress them in their cultural specific clothing.
• policies
That adhere to a diverse variety of cultural needs.
• curriculum
Incorporates important parts of different cultures.
4) How could an ECEC service include and implement culturally appropriate experiences with children and families? Give 2 examples and link these to the specific outcomes of the relevant approved learning framework (EYLF - Belonging, Being & Becoming).
- As an example, within our centre we have a service that comes to visit our pre-schoolers called ‘Thunderstone’. They provide the children with a wide range of cultural activities such as storytelling, talks about living off the land, teaching them their native language and much more. We also have pamphlets available for families so they can gain more knowledge about the service. – Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners.
- Discussions with the children about different cultures and festivals that these cultures may celebrate. We can then help in celebrating these festivals such as Chinese New Year, Diwali, Saint Patricks Day, Christmas, Easter and so on by closely following their traditions such as the food they may eat, the dances they may do etc. – Outcome 1: Children have a strong sense of identity. Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners.
5) Identify and describe which of the National Quality Standards and elements that are linked to working towards cultural competence.
Cultural competence easily links to many forms of the NQS.
- Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child's learning and development. Element 1.1.2 Each child's current knowledge, ideas, culture, abilities and interests are the foundation of the program, Element 1.1.5 Every child is supported to participate in the program, Element 1.1.6 Each child's agency is promoted, enabling them to make choices and decisions and to influence events and their world.
- Standard 5.1 Respectful and equitable relationships are developed and maintained with each child, Element 5.1.1 Interactions with each child are warm and responsive and build trusting relationships, Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning, Element 5.1.3 Each child is supported to feel secure, confident and included, Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults, Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities, Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts, Element 5.2.3 The dignity and the rights of every child are maintained at all times
- Standard 6.1 Respectful and supportive relationships with families are developed and maintained, Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.
PART E
For this part of the assessment, you are required to find out more about the needs and services available to Aboriginal and/or Torres Strait Islander people based on research and your experience in an ECEC service.
1) Write 1/2 page on the core cultural values, beliefs and traditions of the Aboriginal and/or Torres Strait Islander people.
Aboriginal and Torres Strait Islander people's values and beliefs are based on an understanding of the world that integrates the spiritual with the material and emphasises the individual's relationship to community.
Aboriginal people's core cultural values, beliefs and traditions is the importance of family, these relationships help to define a child's identity by defining how they are connected to everything in life. The land and spirituality, Aboriginal people have a deep spiritual connection with the land. Relationships are not only with people but also with their environment: the land, the animals, the plants, the skies, the waters, the weather and the spirits. The Dreamtime, the Aboriginal Dreamtime is the part of Aboriginal culture that explains the origins of the land and its people. It is Aboriginal religion and culture. Social structure, Aboriginal people have a complex system of family relations. Extended family are at the heart of the Aboriginal kinship system and are central to everyday life, how culture is passed on and how society is organised. Performance, i.e. music, songs, dance and ceremony. Ceremonial performances are seen as the core of cultural life., for example, for the Tiwi Islanders, these performances bring together all aspects of their art i.e. song, dance, body decoration, sculpture and painting. Dance is a unique aspect of ceremonies which is learnt and passed down from one generation to another. To dance is to be knowledgeable about the stories and of the ancestral heroes.
2) Write 1/2 page on one of the following historical events:
• Colonisation
• Mabo
• Stolen Generations
• Sorry Day
• National Apology
Stolen Generations
One of Australia's darkest chapters in history was the forced removal of Aboriginal children from their families. Children as young as babies were forcefully taken (stolen) from their families, between the 1890's and the 1970's, to be placed in boys and girls homes, foster families or missions. When they reached the age of 18 they were then 'released' into white society, most of them scarred for life by their experiences. These Aboriginal people are collectively referred to as the 'Stolen Generations' because several generations were affected, many Aboriginal people are still searching for their parents and siblings. Why were Aboriginal children stolen? In removing their children white people stole Aboriginal people's future. Language, tradition, knowledge, dances and spirituality could only live if it was passed on to their children. In breaking the circle of life, white people had hoped to end Aboriginal culture within a short time and get rid of 'the Aboriginal problem'. In the early 20th century under the assimilation policy, white Australians thought Aboriginal people would die out. In three generations, they thought, Aboriginal genes would have been 'bred out' when Aboriginal people had children with white people. Another reason authorities took children away was their aspersion that Aboriginal parents would neglect them. Authorities targeted mainly children of mixed descent, i.e. what they called 'half-caste' Aboriginal children, it was thought these Aboriginal children could be assimilated more easily into white society. Often babies were stolen at birth with their mothers not given the chance of ever seeing them for the first time, they were called 'Blanket Babies' because nurses would cover them with a blanket to hide them. The stolen children were raised on missions or by foster parents, totally cut off from their Aboriginality. They were severely punished when caught talking their Aboriginal language. Some children never learned anything traditional and received little or no education, instead the girls were trained to be domestic servants and the boys to be stockmen. Many of the stolen girls and boys were physically, emotionally and sexually abused. It is estimated that between 1883 and 1969 more than 6,200 children were stolen in NSW alone.
3) Pick 1 current issue of Aboriginal and/or Torres Strait Islander communities such as social, political or economic and write one paragraph in your own words describing the issue and the impact this has had on the community.
One of the biggest issues that Aboriginal and/or Torres Strait Islander individuals face is health. Unfortunately Indigenous people have the worst health status and highest death rate for any race within Australia. Even though today, Indigenous individuals have the same access to health care they still have the highest rate for poor health. Reasons for this could be their lack of trust for modern day medicine and the fact that the majority of the Aboriginal population still live in very remote communities.
4) List the contact details of 2 specific local Aboriginal services and in your own words describe what they specialise in to accommodate people in this community.
- Aboriginal Legal Service (NSW/ACT). They aim to achieve appropriate justice for Aboriginal people.
- Winnunga Nimmityjah Aboriginal Health Service (AHS). They specialise in community health for Aboriginal and Torres Strait Islanders that is ran by Aboriginal and Torres Strait Islanders.
4) a) List 2 contributing reasons for disease and ill health experienced by people of Aboriginal and/or Torres Strait Islander background.
- Nutrition - Poor nutrition is a common risk factor for overweight and obesity, malnutrition, type 2 diabetes, osteoporosis and tooth decay.
- Immunisation - In response to the greater burden of communicable diseases among Indigenous people, the latest version of the Australian immunisation handbook, endorsed by the NHMRC, includes a special section devoted to vaccination for Aboriginal and Torres Strait Islander people.
b) Describe the impact on the ability of Aboriginal and/or Torres Strait Islander people to deal with issues involving trauma and illness and what their needs would be.
PART A
For this part, you are required to reflect and think about yourself including your past and your present.
1) Identify significant events in your life and aspects of your environment that have defined your own cultural identity, values and beliefs.
For me, I am a very reliable, helpful, supporting, sensitive, teamwork orientated person. All of these beliefs and values have been brought on from my childhood upbringing. I was brought up in a very small country town. We didn't follow any specific religion (we didn't go to church) but family was very important. We celebrated your average holidays such as Christmas and Easter, however Easter was more so for the children in my family and Christmas was for spending time with family and eating as much as much food as possible. My parents separated when I was young and because of this my mum, my sisters and I are really close. My mum was diagnosed with stage 2A breast cancer in 2015 and that was a very hard year for all of my family, especially my mum, but we grew closer as a family and my mum is now in remission. I like to support breast cancer charities wherever possible because it's very important to me and my family.
2) Reflect and list your social, cultural views and biases.
I am a very open-minded person so this allows me to be flexible with understanding and following other peoples points of view and understandings.
3) Explain how your views and biases could affect and influence your interactions and relationships with people from other cultures.
By being an open-minded and easy going individual, this allows for flexibility within the work place. I believe that as I have these views and biases, this will allow for others to feel comfortable and supported by me.
4) When working as an educator in a service, suggest at least 2 ways you could improve on your social awareness to ensure cultural competency.
- through developing positive attitudes towards cultural differences, this can allow for a much more professional approach within my service.
- gaining a stronger knowledge of others different cultural views and practices can help me build a stronger foundation for supporting and understanding everyone's individual views and beliefs.
5) How can educators show an appreciation of diversity and inclusiveness across all areas of their job role and responsibilities in an Early Childhood Education and Care (ECEC) service?
Educators can show an appreciation of diversity and inclusiveness buy creating a 'welcome' mural that incorporates the many different languages that make up their community.
6) When communicating, both verbally and non-verbally, how can you show respect to people from diverse backgrounds?
By using positive and clear use of tone, body language or mannerisms.
7) Suggest 2 strategies that will develop effective relationships with educators and clients including Aboriginal and/or Torres Strait Islander people. Include any resources or services that could assist you in this area.
Learning about their culture to create a stronger understanding of their beliefs and background can help to have an effective relationship. Also, through learning about their protocols and learning about their 'sensitive' areas e.g. not maintaining eye contact, if an ambulance needs to be called you must make it clear to the paramedics that they are Aboriginal so that their own doctors can be sent.
8) How could you create a culture of appreciation and understanding of Aboriginal and/or Torres Strait Islander communities in an Early Childhood setting? Ensure you include in your response consideration of children, families and educators as well as the community.
By remaining sensitive to their own beliefs and values. Celebrating NAIDOC week is also a great way to support Aboriginal and/or Torres Strait Islanders. This allows for the individuals themselves to feel connected within their community, and it allows for others to gain a stronger understanding of their culture.
PART B
For this part of the assessment, you are required to research effective communication skills with people from diverse backgrounds.
1) List 2 strategies you could use to accommodate cultural differences and ensure effective relationships with children, families and educators.
- some cultures require prayer at specific times during the day, I would allow for there to be a quiet area where they will not be disturbed.
- Our centre celebrates all holidays and accepts diversity into the centre. This being said we encourage families to share any of their cultural celebrations so we to can help celebrate with them.
2) If there was a language barrier when communicating with people from diverse backgrounds, describe 2 suggestions you would use to overcome this.
- Ask for clarification; if you are not 100% sure you've understood what others have said, politely ask for clarification. Don't assume you've understood what has been said.
- Speak slowly and clearly; focus on enunciating and slowing down your speech. Rushing through communication often leads to miscommunication and misunderstanding can be a result.
3) Identify any issues that may cause communication misunderstandings and explain the possible impact.
Language barriers are a huge cause for communication barriers. This can cause serious misunderstandings as words can get jumbled and jargon may be used that the other individual doesn't understand.
4) How could you make an effort to resolve communication misunderstandings, that you have identified in question 3, using sensitivity and consideration of diversity?
Speak to the individuals in a normal manner, don't speak down to them. Using calm tones and through being understanding.
5) List the contact details of 2 local services, including name of service, location and phone number, which could assist with interpreting information for people from diverse backgrounds.
- Immediate phone interpreting
(24 hours, every day of the year)
Phone: 131 450 (within Australia)
Phone: +613 9268 8332 (outside Australia)
- Queanbeyan Multilingual Centre
QUEANBEYAN MULTILINGUAL CENTRE
12 Rutledge St, Queanbeyan NSW 2620 (02) 6297 6110
6) How are social changes in Australia affecting communities from diverse backgrounds?
Social changes throughout Australia currently have impacted drastically on communities that have diverse backgrounds. Starting back in the early 20th century, anyone from an Aboriginal heritage would go through planned 'assimilation'. This was seen as 'breeding out the black'. However, in saying this in recent years the Australian government has tried to rebuild what they once destroyed through creating National Sorry Day, Reconciliation Week and NAIDOC Week just to name a few.
7) a) Research the legislations on human rights and discrimination laws according to international, national, state/territory and local standards. List the 5 Acts which cover discrimination in the workplace?
- Age Discrimination Act 2004
- Australian Human Rights Commission Act 1986
- Disability Discrimination Act 1992
- Racial Discrimination Act 1975
- Sex Discrimination Act 1984
b) If these laws were breached, what would be the consequences?
If these laws were breached then appropriate action would be taken. There is a contrast between criminal and civil, where criminal actions are dealt with through fines or potentially imprisonment, and civil actions are usually dealt with compensation claims.
PART C
For this part of the assessment, you will need to research ‘cultural safety’ and what part it plays in an early childhood education setting.
a) What do we mean by cultural safety in an ECEC service? Research Australian Laws regarding Aboriginal and/or Torres Strait Islander cultural safety to assist you.
In an ECEC service cultural safety refers to when educators alike ensure that all individuals are able to feel a sense of acceptance with their cultural beliefs and practices. It also ensures that the individuals feel a sense of support with their values, preferences and expectations which ultimately allows for a sense of a culturally secure environment.
1) Record 2 cultural safety issues that may impact service delivery in an ECEC service?
- If individuals were not feeling included or as if they were not supported this can impact on their attitude towards work.
- During an individual's induction process if all the correct procedures aren't outlined then they won’t be aware of the acceptable work practices.
2) List 2 advantages of liaising with Aboriginal and/or Torres Strait Islander people in an ECEC service.
- Being able to work in conjunction with families to help create relevant learning experiences for their children and their local context.
- The chance to speak with elders about their different ceremonies and the chance to possibly be able to see these (that aren’t sacred).
3) How could ECEC services involve Aboriginal and/or Torres Strait Islander people to evaluate their cultural safety strategies and their programs?
ECEC services could invite individuals into the centre to do cooking experiences or teaching the children songs or cultural dances. With this the individuals could also talk about their different traditions.
PART D
For this part of the assessment, you will need to reflect on experiences in an ECEC service regarding policies, procedures and activities.
1) How does the service identify and implement the cultures of the children, families, educators and the local community?
We regularly invite families into the centre and invite them to do cooking demonstrations with the children and/or talk to the children about their culture and traditions
2) In consideration of each new family that enrols in an ECEC service, how could the service show flexibility in their practices regarding individual culture and values?
We have a family that still hand feeds their pre-school aged child. With this we promote self-feeding and allow the child to fill his plate with the food that he wishes to eat.
3) Think of ways that cultural competence could be implemented into an ECEC service.
Make one suggestion for each of the following:
• play experiences
Including cultural dolls. Also using dress-up-dolls of different cultures where the children are required to dress them in their cultural specific clothing.
• policies
That adhere to a diverse variety of cultural needs.
• curriculum
Incorporates important parts of different cultures.
4) How could an ECEC service include and implement culturally appropriate experiences with children and families? Give 2 examples and link these to the specific outcomes of the relevant approved learning framework (EYLF - Belonging, Being & Becoming).
- As an example, within our centre we have a service that comes to visit our pre-schoolers called ‘Thunderstone’. They provide the children with a wide range of cultural activities such as storytelling, talks about living off the land, teaching them their native language and much more. We also have pamphlets available for families so they can gain more knowledge about the service. – Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners.
- Discussions with the children about different cultures and festivals that these cultures may celebrate. We can then help in celebrating these festivals such as Chinese New Year, Diwali, Saint Patricks Day, Christmas, Easter and so on by closely following their traditions such as the food they may eat, the dances they may do etc. – Outcome 1: Children have a strong sense of identity. Outcome 2: Children are connected with and contribute to their world. Outcome 4: Children are confident and involved learners.
5) Identify and describe which of the National Quality Standards and elements that are linked to working towards cultural competence.
Cultural competence easily links to many forms of the NQS.
- Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child's learning and development. Element 1.1.2 Each child's current knowledge, ideas, culture, abilities and interests are the foundation of the program, Element 1.1.5 Every child is supported to participate in the program, Element 1.1.6 Each child's agency is promoted, enabling them to make choices and decisions and to influence events and their world.
- Standard 5.1 Respectful and equitable relationships are developed and maintained with each child, Element 5.1.1 Interactions with each child are warm and responsive and build trusting relationships, Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning, Element 5.1.3 Each child is supported to feel secure, confident and included, Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults, Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities, Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts, Element 5.2.3 The dignity and the rights of every child are maintained at all times
- Standard 6.1 Respectful and supportive relationships with families are developed and maintained, Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.
PART E
For this part of the assessment, you are required to find out more about the needs and services available to Aboriginal and/or Torres Strait Islander people based on research and your experience in an ECEC service.
1) Write 1/2 page on the core cultural values, beliefs and traditions of the Aboriginal and/or Torres Strait Islander people.
Aboriginal and Torres Strait Islander people's values and beliefs are based on an understanding of the world that integrates the spiritual with the material and emphasises the individual's relationship to community.
Aboriginal people's core cultural values, beliefs and traditions is the importance of family, these relationships help to define a child's identity by defining how they are connected to everything in life. The land and spirituality, Aboriginal people have a deep spiritual connection with the land. Relationships are not only with people but also with their environment: the land, the animals, the plants, the skies, the waters, the weather and the spirits. The Dreamtime, the Aboriginal Dreamtime is the part of Aboriginal culture that explains the origins of the land and its people. It is Aboriginal religion and culture. Social structure, Aboriginal people have a complex system of family relations. Extended family are at the heart of the Aboriginal kinship system and are central to everyday life, how culture is passed on and how society is organised. Performance, i.e. music, songs, dance and ceremony. Ceremonial performances are seen as the core of cultural life., for example, for the Tiwi Islanders, these performances bring together all aspects of their art i.e. song, dance, body decoration, sculpture and painting. Dance is a unique aspect of ceremonies which is learnt and passed down from one generation to another. To dance is to be knowledgeable about the stories and of the ancestral heroes.
2) Write 1/2 page on one of the following historical events:
• Colonisation
• Mabo
• Stolen Generations
• Sorry Day
• National Apology
Stolen Generations
One of Australia's darkest chapters in history was the forced removal of Aboriginal children from their families. Children as young as babies were forcefully taken (stolen) from their families, between the 1890's and the 1970's, to be placed in boys and girls homes, foster families or missions. When they reached the age of 18 they were then 'released' into white society, most of them scarred for life by their experiences. These Aboriginal people are collectively referred to as the 'Stolen Generations' because several generations were affected, many Aboriginal people are still searching for their parents and siblings. Why were Aboriginal children stolen? In removing their children white people stole Aboriginal people's future. Language, tradition, knowledge, dances and spirituality could only live if it was passed on to their children. In breaking the circle of life, white people had hoped to end Aboriginal culture within a short time and get rid of 'the Aboriginal problem'. In the early 20th century under the assimilation policy, white Australians thought Aboriginal people would die out. In three generations, they thought, Aboriginal genes would have been 'bred out' when Aboriginal people had children with white people. Another reason authorities took children away was their aspersion that Aboriginal parents would neglect them. Authorities targeted mainly children of mixed descent, i.e. what they called 'half-caste' Aboriginal children, it was thought these Aboriginal children could be assimilated more easily into white society. Often babies were stolen at birth with their mothers not given the chance of ever seeing them for the first time, they were called 'Blanket Babies' because nurses would cover them with a blanket to hide them. The stolen children were raised on missions or by foster parents, totally cut off from their Aboriginality. They were severely punished when caught talking their Aboriginal language. Some children never learned anything traditional and received little or no education, instead the girls were trained to be domestic servants and the boys to be stockmen. Many of the stolen girls and boys were physically, emotionally and sexually abused. It is estimated that between 1883 and 1969 more than 6,200 children were stolen in NSW alone.
3) Pick 1 current issue of Aboriginal and/or Torres Strait Islander communities such as social, political or economic and write one paragraph in your own words describing the issue and the impact this has had on the community.
One of the biggest issues that Aboriginal and/or Torres Strait Islander individuals face is health. Unfortunately Indigenous people have the worst health status and highest death rate for any race within Australia. Even though today, Indigenous individuals have the same access to health care they still have the highest rate for poor health. Reasons for this could be their lack of trust for modern day medicine and the fact that the majority of the Aboriginal population still live in very remote communities.
4) List the contact details of 2 specific local Aboriginal services and in your own words describe what they specialise in to accommodate people in this community.
- Aboriginal Legal Service (NSW/ACT). They aim to achieve appropriate justice for Aboriginal people.
- Winnunga Nimmityjah Aboriginal Health Service (AHS). They specialise in community health for Aboriginal and Torres Strait Islanders that is ran by Aboriginal and Torres Strait Islanders.
4) a) List 2 contributing reasons for disease and ill health experienced by people of Aboriginal and/or Torres Strait Islander background.
- Nutrition - Poor nutrition is a common risk factor for overweight and obesity, malnutrition, type 2 diabetes, osteoporosis and tooth decay.
- Immunisation - In response to the greater burden of communicable diseases among Indigenous people, the latest version of the Australian immunisation handbook, endorsed by the NHMRC, includes a special section devoted to vaccination for Aboriginal and Torres Strait Islander people.
b) Describe the impact on the ability of Aboriginal and/or Torres Strait Islander people to deal with issues involving trauma and illness and what their needs would be.
,