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Cultural diversity
Occupational health and safety act 2006
Cultural diversity
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The principles relating to children’s rights as found in The Early Childhood Australia Code of Ethics, The United Nations Convention on the Rights of the Child, and Equal Opportunity legislation will direct the service in determining diversity and cultural competence in a centre. The education and care service believes each and every child has the right to have their culture acknowledged, respected and recognises the significance of valuing the diversity of expectations, perspectives, experience, knowledge and skills that any people of the community will have to encompass, and will support the inclusion of all children together with those with extra needs. Purpose: The purpose of this kit is to provide new staff with an overview of the knowledge required to equip new employees to enact culturally competency. Cultural Competence: The term cultural competence is able being able to interact with all individuals in an appropriate way, as well as being able to treat individuals with the level of respect and dignity that they deserve. Individuals should feel as though they are comfortable and meets with their standards of appropriateness Relevant Legislation • Equal Opportunity Act (2010) • Fair Work Act (2009) • Occupational Health Safety and Welfare Act (1986) • Education and Care Services National Regulation (2011) • The United …show more content…
Individuals will be treated with respect regardless of their gender, race, religion, age, impairment, marital status, political conviction, pregnancy, family responsibility or family status. The service will actively promote the positive aspects of diversity and encourage acceptance and appreciation of individual differences. Education and care will be made available to the community in accordance with the Commonwealth “Priority of Access
Explain the importance of promoting the rights of children and young people to participation and equality of access.
By every individual accepting and acknowledging that we are all different then there will be mutual respect for each other’s cultural difference. When these differences are explored in a safe, positive, and nurturing environment, they are more than simply tolerating others but that through these differences are instead commended and embraced. People become aware of each other’s difference and uniqueness such as religion, sexual orientation, race, gender, age and beliefs. When this is embraced by the health care providers then there will be improved care.
...cilitate cultural competency. The presentation should be tailored to the specific population or cultural groups which the health care providers serve; it should award continuing education credits and should provide written material including relevant online resources.
Cultural competence has to do with one’s culture. Culture affects among other factors, how children are raised, how families communicate, what is considered normal or abnormal, ways of coping with issues, the way we dress, when and where we seek medical treatment, and so forth. I should know because I come from a very cultural home where it is considered bad to talk to a male doctor about anything gynecological.
Cultural competence does not assume that knowledge of a culture will provide all of the information
When thinking about cultural competence, it is hard to really understand without knowing what it actually means. According to Sue & Sue “Cultural competence is an active, developmental, and ongoing process, that is something people achieve through ambition rather than it just being achieved” (2003). What kind of competencies it takes to be successful working in a culturally diverse workplace, and how to develop these competencies are two things this paper will discuss. Also, a personal view-point from the author on; what kinds of strengths she has and what areas she needs improvement in regards to cultural competence, and a few ways she feels she could improve those areas in which she needs improvement.
To be a culturally competent practitioner one must refer back to and use the Early Childhood Australia (ECA) Code of Ethics to help you act in a culturally affirming way. When working with children and their families you can inevitably be confronted with, and resolving, ethical and cultural dilemmas.
Síolta - The National Quality Framework for Early Childhood Education in Ireland (DES, 2010) requires ECCE settings and practitioners to value all children equally, and to support the development of positive self and group identities. Component 14.3 provides practitioners with reflective “signposts” and practical examples of how to promote diversity and equity for young children and their families. Settings must set forth values and a vision which engages in cultural and diversity awareness, collaborative action with families and the wider community, in a pedagogical culture of action and reflection. A culturally appropriate environment recognises diversity as a core aspect of a child’s identity and actively engages in recognising and valuing difference, challenging bias and promoting equality.
The policies and procedures I will be talking in this essay to help children, young people and their families whilst the child is being looked after include: The United Nations Convention of the Rights of the Child 1989, The Children Act 1989, The Children Act 2004, The Data Protection Act 1998, Framework for the Assessment of Children in Need and their Parents 2000, the Human Rights Act 1998 and Every Child Matters 2003,
... (2008). Why Cultural Competence Matters in Healthcare Organizations. In CEO Refresher.brain food for business.
This method teaches through and to the students’ strengths. This kind of professional development training does not occur during a one day training, course, or reading book. The cultural proficiency process takes time and is an ongoing but has to start somewhere (Diversity Toolkits). I would implement the five basic cultural competence skill areas in my professional development for my staff. Each of the basic cultural competence skill are individualized based on schools, educational system, and educators. The skill areas consist of (1) Dynamics of differences in which one knows how to respond to a cross-cultural communication that has or can go wrong situations. (2) Institutionalizing Cultural Knowledge and Adapting to Diversity in which institutions and educators can step to institutionalizing cultural knowledge that can better serve and adapt to diversity and diverse populations. (3) Valuing Diversity instills educators to respect and accept cultural backgrounds, differences, values, traditions, customs, and ways of communication. (4) Knowledge of
Practitioners supporting children and young people are working in increasingly diverse communities, with this brings inequalities and barriers to overcome. This essay will look at the importance of understanding inequality and diversity when working with children and young people. It will detail different types of inequalities including disability, ethnicity, wealth and educational inequality, each bringing different challenges and needing varied responses to overcome or support the children in these situations. The essay will critically analyse the approaches that have been used and look at how inclusive practice has helped children to feel part of their communities regardless of their race, gender or family set up. Finally the essay will look at the anti-discrimination laws and policies that have been introduced to guide practitioners and try to promote a more inclusive society.
The Children’s Act 1989 and 2004: This act is all about ensuring that the children are kept safe from harm and are developing healthy. It’s important that settings support children and their families and work together with them to provide the best for the children. In 2004 the act was revisited because of the Victoria Climbie case and the every child matters came into place where five main aims were made: be healthy, stay safe, achieve through learning, achieve economic well-being and make a positive contribution to society.
Cultural Competency is “the process by which individuals and systems respond respond respectfully and effectively to people of all cultures languages, classes, races, ethnic backgrounds, religions, and other diversity factors…” (Sue 24). In order to be culturally competent there are many factors that you must be knowledgeable about and practice in everyday interactions. Some of which include “understanding culture and its function in human behavior and society, ...have a knowledge base of their clients cultures and be able to demonstrate competence…, and obtain education about and seek to understand the nature of social diversity and oppression” (NASW 1999). I will have to know how to understand, interact with, and find the best possible solution for those who are both in my culture and those who come from many other cultures along with socio-economic backgrounds. As I was reading the introduction to Chapter two in our assigned textbooks I could not help but relate with what the content in the book started out at. Saying that all social workers must understand the perspectives of all people gets really overwhelming, especially when starting your path learning about social work. I felt like no person could be completely culturally competent because of the fact that you had to display being accepting and understanding and actually mean it.
When working as a practitioner within early years it is important to remember the individual responsibility as a practitioner concerning equality of opportunities for children. It is therefore my responsibility as the provider to ensure that the setting has an effective equal opportunities and inclusion policy (see appendix 2), ensuring staff have the appropriate training to ascertain the equality of opportunities that are made available and support is in place for children with additional needs to include learning difficulties and disabilities.