Support inclusion and diversity

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This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity, and support children’s understanding of inclusive principles and behaviours.

This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.



Reading skills to:

  • interpret unfamiliar information of varying complexity.

Writing skills to:

  • complete observation records.

Oral communication skills to:

  • share information with appropriate personnel.

Problem-solving skills to:

  • respond to challenging situations in a positive manner.

Initiative and enterprise skills to:

  • identify and use appropriate opportunities to support inclusion and diversity
  • facilitate understanding of cross-cultural issues and beliefs.

Unit Mapping Information

Release 1. CHCECE030 Support inclusion and diversity supersedes and is not equivalent to CHCECE001 Develop cultural competence.

Assessment Conditions

Skills must be demonstrated in a regulated children’s education and care service in Australia:

  • the following aspects of performance evidence must be directly observed by the assessor on one occasion:
  • supporting inclusion and diversity with children in daily practice
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

Skills related to reflection may be demonstrated outside of the service, but must be based on work in a regulated children’s education and care service in Australia.

Assessment must ensure access to:

  • National Quality Framework:
  • National Quality Standard
  • the relevant approved learning framework
  • Early Childhood Australia Code of Ethics
  • service standards, policies and procedures for:
  • collaborative partnerships with families and communities
  • educational program and practice
  • relationships with children
  • inclusion
  • children in a regulated education and care service in Australia.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Support inclusion and diversity

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