Knowing the 'why' of an action, the intention and purpose behind it, supports educators 'on the ground' to make legal and ethical decisions every day in the service, which is particularly important in the ever-increasing diverse culture in which we live. Knowing where and how to find relevant information is key to navigating appropriate interactions.

Case Study 1 - Malaika

Malaika, 3-years-old, is a newly enrolled Muslim girl who is orientating into the Kindergarten room today, with the support of her mother, Samara.

Samara explains that Malaika is learning how to use the toilet using Islamic practice and wonders if the room educators could assist Malaika by reminding her to enter the toilet with her left foot first and if they could give her a small container (provided by home) filled with fresh water, for her to wash herself with after relieving herself.

Carol, Little Catalysts ELC Director, respects and upholds the rights of employees, clients and children alike with regard to cultural diversity and expects that these perspectives are reflected by all personnel at the service. Carol takes inclusive practice very seriously and works consistently at ensuring a culture of celebrating diversity is maintained.

Kaleb (one of the educators at Little Catalysts) comes to Carol and asks for a few private moments in the office. He reports that he overheard one of the Kindergarten educators, Sarina, complaining about having to meet Samara's request for supporting Islamic practices for toileting with Malaika. Allegedly, Sarina said that she '...wasn't going to do it, if no-one else was looking, it's too much hassle!'

Benchmark Criteria

Demonstrated knowledge of the legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches with regard to: racial, age, disability and sex discrimination.

Question 2

Resources

• Universal Declaration of Human Rights (UDHR)
• Little Catalysts ELC policies and procedures
• Federal Register of Legislation, The Racial Discrimination Act 1975, Part IV, Section 27, (1-2)
• Federal Register of Legislation, The Age Discrimination Act 2004, PART V, 50 - 51 (2)
• Federal Register of Legislation, Disability Discrimination Act 1992, PART 2, Division 4, 42(1)
• Federal Register of Legislation, The Sex Discrimination Act 1984, PART IV, 94(2)

Identify the relevant legal and ethical reference sources when working with diversity that guide considerations. Use your knowledge of international, national, state/territory and local laws and guidelines on discrimination to complete the table below.

which informs legal | decision making, that is guided by the (International) Universal Declaration of Human Rights List one (1) potential consequence for an individual breaching the relevant Discrimination law act List one (1) relevant policy that guides individual Early Childhood Education and Care workers to support diversity List one (1) Early Childhood Service's National Regulation that relates to each area of discrimination Enter a response here Enter a response here Enter a response here Enter a response here Entera response here (Max. 2000 characters) ! Enter a response here Enter a response here ~ (Max. 2000 characters) ; Enter a response here Enter a response here response here (Max. 2000 Enter a . response here Enter a response here Enter a response here