5562600-990600Assessment Workbook 10

5562600-990600Assessment Workbook 10

00Assessment Workbook 10

CHC50113 Diploma of Early Childhood Education and Care

Childrens behaviour and inclusion

V2.2 Produced 24 August 2017

Copyright 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources.

Version control & document history

Date Summary of modifications made Version

DATE @ "d MMMM yyyy" 16 May 2014 Version 1 final produced following assessment validation. 1.0

DATE @ "d MMMM yyyy" 16 October 2014 Revised benchmark answers Q1, 2, 3, 7, 10, 11

Revised question Q7, 9Mapping to Learner Guide 1.1

13 February 2015 Version 2 final produced following second assessment validation 2.0

25 July 2016 Minor updates made throughout document 2.1

24 August 2017 Added url to hyperlink 2.2

Table of Contents TOC o "1-2" h z u

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Instructions PAGEREF _Toc457285875 h 4What is competency based assessment PAGEREF _Toc457285876 h 4The basic principles of assessing nationally recognised training PAGEREF _Toc457285877 h 5The dimensions of competency PAGEREF _Toc457285879 h 6Reasonable Adjustment PAGEREF _Toc457285880 h 7Cheating and Plagiarism PAGEREF _Toc457285881 h 9The unit of competency PAGEREF _Toc457285885 h 10Assessment Methods PAGEREF _Toc457285889 h 17Context for assessment PAGEREF _Toc457285890 h 17Resources required for assessment PAGEREF _Toc457285891 h 17Presentation PAGEREF _Toc457285892 h 18Assessment Workbook Coversheet PAGEREF _Toc457285893 h 19Knowledge Assessment PAGEREF _Toc457285894 h 20Project 1: Establish and implement plans for developing cooperative behavior PAGEREF _Toc457285895 h 38Project 2: Promote inclusion and respect diversity PAGEREF _Toc457285896 h 47Project 3: Planning the inclusion of children with additional needs PAGEREF _Toc457285897 h 52Assessor Checklist PAGEREF _Toc457285898 h 58Feedback PAGEREF _Toc457285899 h 59

InstructionsThe questions in this workbook are divided into two categories.

The written questions cover underpinning knowledge of the Learner Guide 10 Childrens behaviour and inclusion content and concepts. These questions are all in a short answer format. The projects are an application of the knowledge and concepts of this subject.

You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment.

If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team.

What is competency based assessmentThe features of a competency based assessment system are:

It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

Assessment should mirror the environment the learner will encounter in the workplace.

Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.

In competency assessment a learner receives one of only two outcomes competent or not yet competent.

The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

Definition of competency

Assessment in this context can be defined as:

The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

The basic principles of assessing nationally recognised training

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessmentAssessment must be valid

Assessment must include the full range of skills and knowledge needed to demonstrate competency.

Assessment must include the combination of knowledge and skills with their practical application.

Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

Assessment must be reliable

Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

Assessors must be trained in national competency standards for assessors to ensure reliability.

Assessment must be flexible

Assessment, where possible, must cover both the on and off-the-job components of training within a course.

Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

Assessment must be fair and equitable

Assessment must be equitable to all groups of learners.

Assessment procedures and criteria must be made clear to all learners before assessment.

Assessment must be mutually developed and agreed upon between assessor and the assessed.

Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

Valid

Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

Sufficient

This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

Authentic

When evidence is gathered the assessor must be satisfied that evidence is the learners own work.

Current

This relates to the recency of the evidence and whether the evidence relates to current abilities.

The dimensions of competencyThe national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

Task skills

Task management skills

Contingency management skills

Job role and environment skills

Reasonable AdjustmentAdapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

the same learning opportunities as learners without a disability

the same opportunity to perform and complete assessments as those without a disability.

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

customising resources and assessment activities within the training package or accredited course

modifying the presentation medium learner support

use of assistive / adaptive technologies

making information accessible both prior to enrolment and during the course

monitoring the adjustments to ensure learner needs continue to be met.

Assistive / Adaptive Technologies

Assistive/adaptive technology means software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

Cheating and PlagiarismWhat is Cheating?Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned.

Some examples of cheating are:

Submitting someone elses work as your own. Whether you have that persons consent or not.

Submitting another authors work as your own, without proper acknowledgement of the author.

To allow someone else to submit your own work as theirs.

To use any part of someone elses work without the proper acknowledgement

There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work.

What is Plagiarism?Plagiarism is a form of cheating and includes presenting another person or organisations ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs.

How do I avoid Plagiarism or Cheating?Students are advised to note the following advice to avoid claims of plagiarism or cheating:

Always reference other peoples work. You may quote from someone else's work (for example from websites, textbooks, journals or other published materials) but you must always indicate the author and source of the material.

Always Reference your sources. You should name sources for any graphs, tables or specific data, which you include in your assignment.

You must not copy someone else's work and present it as your own.

You must not falsify assessment evidence.

The unit of competencyFor the purpose of delivering the Qualification CHC50113 Diploma in Early Childhood Education and Care clustered assessment of units of competency will occur.

When assessing each unit it is important to understand how they are structured in order to meet assessment requirements.

Each unit of competency can be unbundled to reveal two key assessment components:

the performance criteria

specifying the required level of performance

the Assessment Requirements

Performance Evidence

Knowledge Evidence

Assessment Conditions

CHCECE020 Establish and implement plans for developing cooperative behaviour

Application

This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour.

This unit applies to educators working in a range of education and care services.

Elements

Elements define the essential outcomes.

Establish and apply limits and guidelines for behaviour

Identify and review behaviour as required

Develop a plan to guide a particular childs behaviour where required

Implement and monitor behaviour plan

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Oral Communication in order to facilitate collaborative discussions with children, families and other educators.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

observed and analysed childrens behaviour, on at least three occasions, in a range of situations and contexts

created, implemented and measured the effectiveness of at least one plan, including:

developing long-term and short-term goals and objectives

establishing a baseline for the behaviour

clearly outlining alternative behaviours

communicating expectations with children

supporting and communicating with colleagues to implement the plan

revisiting the plan and reflecting on its effectiveness

developed positive relationships with children, respected family expectations and their cultural values, and acted within the service policy

interacted with children and involved them in decision-making and planning

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of:

how to access:

the National Quality Framework

the National Quality Standards

the relevant approved learning framework

how to interpret the relevance of framework and standards documents in guiding work in this unit of competency

stage of development/age-appropriate expectations of childrens behaviour

appropriate and inappropriate behaviours review of own stance and reflection on own values

different family styles of discipline and beliefs about behaviour in different cultures and social groups

relationship-based strategies to help children learn about behaviour

possible contributing factors to behaviours of concern, i.e. recent events, childs history, actions of others, or developmental or emotional reasons

code of ethics

United Nations Conventions on the Rights of the Child

organisation standards, policies and procedures

Assessment must ensure use of:

National Quality Framework for Early Childhood Education and Care

the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

CHCECE021 Implement strategies for the inclusion of all children

Application

This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required.

This unit applies to educators working in a range of education and care services.

Elements

Elements define the essential outcomes.

Promote inclusion

Respect diversity

Identify children with barriers to learning

Develop a plan for support and inclusion

Implement strategies to meet the childs additional needs

Monitor and review strategies

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

developed and implemented a plan for support and inclusion for at least one child, including:

contributing to individualised, child-centred planning and service delivery

collaborating and sharing information with family and other educators to develop and implement an inclusion plan

investigating and trialling strategies to address the needs of the child

reviewing and suggesting adaptations to service delivery to meet the needs of children with special needs

identifying and assessing the additional needs of individual children

gathering additional resources or sources of information to assist in developing and adapting curriculum to meet additional needs.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

how to access:

the National Quality Framework

the National Quality Standards

the relevant approved learning framework

how to navigate through framework and standards documents to find areas relevant to this unit of competency

relevant legislation, regulations and workplace practices

range of additional needs that may be identified and the implications for the role of the educator, including:

behavioural or psychological disorders

child at risk of harm or illness

family circumstances and needs

health problems

physical, sensory or developmental disability

strategies that encourage participation

understanding of different backgrounds, experiences and needs of children and families in exceptional circumstances or with additional needs

organisation standards, policies and procedures

Assessment must ensure use of:

National Quality Framework for Early Childhood Education and Care

the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

CHCECE026 Work in partnership with families to provide appropriate education and care for children

Application

This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child.

This unit applies to educators working in a variety of education and care services.

Elements

Elements define the essential outcomes.

Provide families with opportunities to be involved in the service

Provide information to families about their child

Provide information to families about the service

Provide information about community services and resources

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Oral Communication in order to facilitate collaborative discussions with parents and caregivers.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

worked collaboratively with at least three different families to support education and care, including:

communicating information about childrens interests and development

developing care strategies together

engaging in discussion relevant to the child and family

involved families in the service/program by:

encouraging participation in childrens experiences

providing opportunities for families to give feedback on service/program

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of:

how to access:

the National Quality Framework

the National Quality Standards

the relevant approved learning framework

how to navigate through framework and standards documents to find areas relevant to this unit of competency

strategies for involving family members in the service

organisation standards, policies and procedures

relevant theories that underpin the value of family/educator relationships

Assessment must ensure use of:

National Quality Framework for Early Childhood Education and Care

the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

Assessment Methods

Assessment for this unit will be assessed through completion of Assessment Workbook Ten (10) Childrens behaviour and inclusion and the relevant section of Workbook Eleven (11) Skills Workbook.

Workbook Ten (10) will focus on two assessment methods:

Written Questions based on the required knowledge component as described in the Instructions for Assessment

Projects provide tasks designed to be completed in a practical setting, to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements.

Further Assessments:

Workbook Eleven (11) Skills Journal

participant must attend Vocational Placement and maintain a log of tasks completed and signed off by supervisor in the workplace.

Context for assessmentTo complete the knowledge assessment in this workbook, students need only to have access to their learning materials and the internet. This may be completed wholly at the students home, or chosen place of study.

The projects in this workbook may be completed during the students vocational placement.

Resources required for assessmentTo complete the assessments in this workbook, the candidates will need access to:

Computer with internet access and installed with Google Chrome or Mozilla Firefox

MS Word and Adobe Acrobat Reader

PresentationThings to Consider:

Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure thatAll assessment tasks within the workbook have been completed

You have proof read your assessment

Answering the Questions:If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

3460752032000

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

Assessment Workbook CoversheetWORKBOOK: WORKBOOK 10

TITLE: Childrens behaviour and inclusion

FIRST AND SURNAME:

FORMTEXT Amber MohsinPHONE: FORMTEXT 0405834003

EMAIL: FORMTEXT ambermohsin45@gmail.com

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : FORMTEXT Amber Mohsin Signature: FORMTEXT Amber Date: FORMTEXT 26/08/2022

Knowledge AssessmentAccess a copy of the NQF (National Law & National Regulations), the NQS, and the EYLF. Identify two (2) relevant sections/standards/elements/principles/practices/outcomes of the NQF, NQS, and the EYLF that relate to:

Developing cooperative behaviour plans

Strategies for the inclusion of all children

Work in partnership with families to provide appropriate education and care for children

Plans for developing cooperative behaviour Inclusion of all children Work in partnership with families to provide appropriate education and care for children

National Quality Framework FORMTEXT FORMTEXT FORMTEXT National Law: Sections 172, 175

National Regulations: Regulations 73, 7576, 80, 86, 99, 102, 157, 168, 171, 173

National Quality Standards FORMTEXT FORMTEXT Element 6.2.2

Effective partnerships support childrens access, inclusion and participation in the program. FORMTEXT Element 6.1.1

Families are supported from enrolment to be involved in the service and contribute to service decisions.

The EYLF FORMTEXT FORMTEXT FORMTEXT Principle 2. Partnerships with families Principle 3. High expectations and equity

Relevant practices include:

Holistic approaches

Learning environments

For each age group shown below, list one (1) behaviour expectation and one (1) strategy to support that behaviour.

Age Group Expectations of Behaviours Strategies to Support Behaviour

Infants

(0 - 12 months) FORMTEXT Infants will cry to express needs or get your attention, and will often use actions to communicate likes or dislikes. FORMTEXT We can support an infants behaviour by establishing a familiar routine, using distraction or re-direction techniques, and gently setting limits when necessary.

Babies

(12 - 24 months) FORMTEXT Babies begin to explore cause and effect relationships, still do not consciously plan actions, are unable to understand, remember or follow rules, and do not yet understand sharing. FORMTEXT Babies behaviour should be supported by providing positive encouragement, ignoring minor misbehaviours and avoiding frequent use of no and dont.

Toddlers

(2 - 3 years) FORMTEXT Toddlers can imitate their peers, start to alternate roles in play and begin to establish friendships. FORMTEXT We should support toddlers behaviour by implementing clear and simple rules, praising good behaviour and providing positive reinforcement, and being consistent in managing behaviour.

Preschoolers

(4 - 5 years) FORMTEXT Pre-schoolers learn how to be a friend, may become more competitive, and may sometimes use words to hurt others. FORMTEXT To support preschool-aged children we should use encouragement to support self esteem, explain what we want them to do and the reasons why, offer praise accompanied by simple explanations, and provide choices rather than giving too many orders.

Educators avoid reinforcing inappropriate/undesirable behaviour. For example, they might ignore the behaviour if there are no direct or immediate dangers associated with the behaviour. Alternatively, they might remove children who are behaving inappropriately from situations that have triggered that behaviour.

Source: Guide to the EYLF pg54.

In approximately 200-250 words, reflect upon and describe how your own values impact upon your viewpoint and attitude towards appropriate and inappropriate behaviours in Early Childhood Education and care environments.

Guidance: Describe your own stance on, and attitude towards appropriate and inappropriate behaviours. You may consider questions such as:

What do you think is appropriate and what isnt? Why?

What do you consider to be correct methods for encouraging appropriate behaviour and discouraging inappropriate behaviour? Why?

Consider your cultural or family norms, and how your familys child-rearing practices may differ from that of others. You may also wish to refer to specific appropriate and/or inappropriate behaviours in your answer.

FORMTEXT In every culture, young children experience a range of emotions and express themselves in many different ways. Its normal for young children to have tantrums and break rules while their social and emotional skills are developing.

Its important that as educators, we should provide support while the child is developing and learning to manage his own emotions. Guiding the child and encouraging positive behaviours will help him learn appropriate ways to behave.

I think the appropriate behaviours should be rewarding like doing the childs favourite activity/game, reading his favourite book, giving him stickers or increasing the play time for his favourite activity/puzzle/toy etc.

In my opinion, inappropriate behaviours are bit challenging to handle but the educator's positive attitude means a lot to leave a good impact on child's learning. We handle these situation in different ways like

1) It is best to ignore the behaviour (e.g. turn away from the child and respond only when he/she stop doing it).

2) Young children might stop the negative behaviour if given an appealing alternative.

3) We can also encourage empathy to point out how the childs behaviour is making another person feel (e.g. sad, hurt) and ask the child how he/she would feel if someone did the same to them.

Different family styles of discipline and beliefs about behaviour in different cultures and social groups affect you in your role as an educator at an Early Childhood Education and Care centre.

Explain how you may be affected within your role.

Describe one (1) approach to minimising the negative effects of cultural difference.

Describe two (2) cultural/family differences in relation to styles of discipline and beliefs about behaviour.

Guidance: You refer to the Child Care in Cultural Context study to inform your response.

FORMTEXT

FORMTEXT

FORMTEXT

Describe two (2) relationship-based strategies you can use to help children learn about behaviour.

FORMTEXT Engaging in guided participation teaching, where children actively acquire new skills through participation in meaningful activities alongside the caregiver. By learning this way, children will become capable not only of cooperation, but also responsibility, regardless of where they are on a spectrum.

FORMTEXT Using declarative language stimulation using your own thoughts and observations to help and motivate a child to share with you. This generates experience-sharing communication by sharing your own experience with the child, rather than simply asking questions and providing directions.

Behaviours of concern.

List two (2) different factors that can contribute to a childs behaviours of concern.

Why is it important to identify the factors that contribute to behaviours of concern?

i. FORMTEXT Actions of others

ii. FORMTEXT Developmental or emotional reasons

FORMTEXT Identifying the factors contributing to behaviours of concern is important to guiding positive change.

When developing behaviour management plans for children, you will need to consider the Early Childhood Australia (ECA) Code of Ethics and the United Nations Convention on the Rights of the Child (CROC).

Explain in your own words how each of the following will affect your approach to developing behaviour management plans:

Early Childhood Australia (ECA) Code of Ethics

United Nations Convention on the Rights of the Child (CROC)

Guidance: Identify specific parts of the Code of Ethics and CROC that will affect your approach, and explain how you will incorporate these into the development of behaviour management plans.

FORMTEXT According to the code of Ethics: 1) Each child has unique interests and strengths and the capacity to contribute to their communities. 2) Children are citizens from birth with civil, cultural, linguistic, social and economic rights. In relation to the children , I will contribute to collaborate with children as global citizens in learning about our shared responsibilities to the environment and humanity. I will listen to and learn with families and engage in shared decision making, planning and assessment practices in relation to childrens learning, development and wellbeing. I will implement strategies that support and mentor colleagues to make positive contributions to help into the development of behaviour management plans for children.

FORMTEXT According to the CROC, 1) The right to be heard: Promoting childrens voice and participation in decision-making processes, and enabling greater opportunities to hear from children about their concerns. 2) Freedom from violence, abuse and neglect: Delivering safe environments and respect for the dignity of the child. As, an educator, in relation to the children, I will facilitate learning environments that foster opportunities for all children to express themselves and will also listen to and value childrens views and opinions and show that their views have been acted on. I will develop my understanding of risk and protective factors that contribute to childrens safety as well as relevant legislation and mechanisms for protecting children from violence, abuse and neglect. I will also provide children with opportunities to raise their concerns about safety.

Which regulations, legislation, and workplace practices relate to inclusion of all children in an Early Childhood Education and Care centre and what programs are available in your state to provide assistance to meeting the inclusion and professional support needs of child care and early learning services?

Legislation Regulations Workplace Practices Support Programs

Inclusion of all children in childcare FORMTEXT Division 8National regulations 301 National regulations FORMTEXT Principle 3: In responding to barriers to educational success, educators challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children.

Principle 4: By respecting diversity, educators are able to promote inclusion of all children. FORMTEXT .Learning through play: Educators actively support the inclusion of all children in play, help children to recognise when play is unfair and offer constructive ways to build a caring, fair and inclusive learning community FORMTEXT Inclusion Support Program (ISP)

Autism spectrum disorder. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities.

Briefly define Autism spectrum disorder.

Describe two (2) strategies that may help encourage a child with Autism to participate in activities.

FORMTEXT Autism spectrum disorder is a term used to describe a range of conditions that affects a persons ability to process information. The term encompasses Aspergers syndrome. Autism spectrum disorder affects approximately one in 1000 Australians, with four times as many males affected than females. Autism is present at birth but is not often diagnosed until a child is around two to three years old. There is no specific test to diagnose autism spectrum disorder. In Australia, diagnosis is collaboratively made by specialists, parents and teachers. Children with an autistic spectrum disorder have difficulty with social, emotional and communication skills. They are also likely to have an intellectual delay. They are delayed in expressive and receptive language and display unusual behaviour patterns.

FORMTEXT 1) I will model and directly teach appropriate social behaviours, e.g. say Stop if I dont that, or show someone that you are listening when they are talking (eyes up, looking and sitting still); 2) I will provide a secure and supportive environment that has an appropriate level of structure for the child 3) I will provide experiences that give the child independence and choice and allow the child to achieve success.

Attention deficit disorder. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities.

Briefly define attention deficit disorder.

Describe two (2) strategies that may help encourage a child with attention deficit disorder to participate in activities.

FORMTEXT Children with a diagnosis of attention deficit disorder (ADD) or attention deficit disorder with hyperactivity (ADHD or AD/HD) may demonstrate an inability to concentrate or remain on task to a degree that is considered inappropriate for the childs age and stage of development.

FORMTEXT 1) I will practise skills in small doses frequently and break complex skills into simpler skills to aid learning 2) I will be prepared to repeat tasks to assist in the childs concept development.

Illness and health conditions. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities.

Describe two (2) different illnesses/health conditions that may result in a child having additional needs.

Describe two (2) strategies that may encourage participation of a child with an illness/health condition and help you ensure he or she is included.

FORMTEXT 1) Aspergers syndrome: The child with Aspergers syndromewhich is often described as the less severe form of autismoften has expressive language but has difficulty in social relationships and interaction. A diagnosis is made often around school agei.e. five to six years of age. These children often have intelligence that falls in the average or above-average ranges and sometimes within the gifted range. 2) Mental illness Mental illness can be defined as a disease of the mind. It affects the way people cope with life. In our community, many individuals suffer from mental illness and lead full and active lives. Mental illness is becoming increasingly prevalent during childhood. There are several mental illnesses that can affect a child. These include anxiety disorders, schizophrenia, mood disorders and eating disorders.

FORMTEXT 1) I will use the childs interests as a basis for planning. For example, if I want a child to play alongside other children and if the childs interest is farm animals, I could have a provision for a small group of children which included farm animals in the water trough with grass, hay and leaves. This may encourage the child to play alongside peers; I will be consistent and make the childs routine predictable. I could implement a visual timetable to support the childs movements between experiences;

Family circumstances and needs. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities.

Describe one (1) possible additional need of a child who has recently arrived from a non-English speaking country, and speaks limited English.

Describe one (1) strategy that may help to encourage participation and inclusion of this child.

Describe one (1) possible additional need of a child whose family is experiencing very difficult and stressful circumstances.

Guidance: Consider circumstances such as an ongoing divorce, a recent death in the immediate family or the illness of a family member.

Describe one (1) strategy that may help to encourage participation and inclusion of this child, and help them to feel safe, secure and supported.

FORMTEXT One child has the Autism Aggression problem and sometimes expresses his emotions through aggressive behaviour towards others. He keeps hitting and pushing the other children, running inside the room and when someone try to talk to him, he sits on the floor and starts crying.

FORMTEXT The children with autism need visual reminders, prompts, and social stories throughout the day to stay on task and be successful. I will support the child's needs by using a variety of visuals in the form of pictures, flip charts, posters, and cards.

FORMTEXT

FORMTEXT

Physical, sensory, and developmental disability. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities.

Briefly define cerebral palsy.

Describe two (2) strategies that may help you ensure a child with cerebral palsy is included.

Describe one (1) sensory impairment that might create additional needs for a child.

Describe two (2) strategies that may help encourage participation and inclusion of a child with cerebral palsy.

FORMTEXT Cerebral palsy is a term used to describe a group of chronic conditions affecting the bodys movements, muscle coordination, muscle tone and posture. There are a variety of forms of cerebral palsy. Cerebral palsy is caused by damage to one or more specific areas of the brain which usually occurs during foetal development, during birth and during infancy. The extent of the damage to the brain determines the degree of tension or resistance to movement (muscle tone) which can be mild to severe and may also result in other debilitating conditions such as sensory impairments, communication impairments, learning problems, seizures, ADHD, vision impairments, and hearing and intellectual impairments.

FORMTEXT Ensure that we are competent using appropriate lifting, handling and positioning techniques Ensure the environment is friendly for the child and promotes active participation for the child

FORMTEXT Astigmatismthis may occur alongside near-sightedness or farsightedness. A person with astigmatism has blurred vision. The cornea is of an irregular shapeit is oval like a football when it should be spherical like a basketball, causing light to focus on two points in the back of the eye instead of one point hence the blurred vision. Sometimes the cause is not the irregularly shaped cornea but the irregularly shaped lens (behind the cornea).

FORMTEXT Ensure that children are actively involved in experiences and not left as observers Help children express emotions such as frustration.

Describe three (3) strategies commonly used in a centre to involve family members in the service.

i. FORMTEXT Before care begins, set out policies and inform parents when and how its best to reach the centre team.

ii. FORMTEXT Send home good news messages about all childrens behaviour and progress.

iii. FORMTEXT Send home a weekly newsletter informing parents about classroom activities and any upcoming events.

Joyce Epstein developed a theory about the different types of involvement between educators and parents.

Describe two (2) types of involvement according to Joyce Epstein.

Select one (1) standard from the NQS, and explain how it relates to the two types of involvement you described above. Be specific.

i. FORMTEXT Communicating: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.

ii. FORMTEXT Decision Making: Include families as participants in school decisions, governance and advocacy through PTA/PTO, school councils, committees, action teams and other parent organistaions.

FORMTEXT Standard 6.1: Supportive relationships with families (Respectful relationships with families are developed and maintained and families are supported in their parenting role).

In addition to Epstein, there are a number of other theories about the value of family-educator relationships. Each can help us understand the value of creating a strong partnership with families, in order to provide better quality education and care.

Briefly describe the attachment theory.

How would you incorporate the human ecology theory into developing your centres programs and materials?

How would you incorporate the family systems theory into developing your centres programs and materials?

FORMTEXT Attachment Theory: The attachment theory tells us that early childhood educators influence childrens internal working models, meaning the way children believe the world works and their understanding of where they fit into it.

FORMTEXT I will support to focus on all the levels of influences surrrounding a child and his relationships. I will help to organise the programs and gather the materials based on this theory to recognise the change in the child's circumstances at any level from the resources available in the community, societal expectations, media influences, and climate in addition to individual skills and desires.

FORMTEXT I will be prepared to take into consideration that changes within a childs family may also require adjustments within a centre. I will support to organise such programs which need to take the surrounding environment and any other changes to a childs family into account, in order to balance the entire family system.

Access the Sparkling Stars Childcare Centre intranet site using this link:

Sparkling Stars Childcare Centre(Username: learner Password: studyhard)

Provide the name of the policy & procedure and website link related to:

Behaviour of children

Inclusion of children

Induction to the service

FORMTEXT Guiding Childrens Behaviour Policy https://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/guiding-childrens-behaviour-policy/

FORMTEXT Access and Equity-Policyhttps://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/access-and-equity-policy/

FORMTEXT httpworkplace Health and Safety Policys://compliantlearningresources.com.au/network/sparkling-stars/policies-procedures/workplace-health-and-safety-policy/

Project 1: Establish and implement plans for developing cooperative behaviorFor this project, you will need to develop and implement one (1) Behaviour Support Plan for a child attending your vocational work placement.

Before beginning this project, discuss with your supervisor which child requiring support would be best to observe and to develop a behaviour support plan for. Discuss with your supervisor whether a Permission to Observe form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.

Is there a need for a Permission to Observe form from the childs parent/guardian? Yes

No

If yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form:

Filename: FORMTEXT N/A

Important:

There may be steps in each of the tasks below that require the consent of the childs parent/guardian, as well as the staff in the centre.

Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.

Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centres staff.

Task 1: Identify and review behaviour

Download the Behaviour Management Plan Template in this link:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download Subject 10: Behaviour Management Plan Template

A. Gather relevant information to establish a baseline of the childs behaviour.

Step 1: Undertake a background assessment by reviewing relevant files and applicable information related to the childs behaviour. These may include:

family background and/or information

family structure and culture

health records/issues

developmental delays

earlier behaviour assessments or management plans

discipline records

attendance records

academic records

support/influences outside of school

Step 2: Write a summary of your review and include information relevant to the childs behaviour. Use the Background Assessment section of the Behaviour Management Plan template for the summary. Be as comprehensive as possible in writing your summary.

B. Discuss incidents and concerns with appropriate people

Step 1: Conduct an interview with the at least two (2) people in the centre who are involved in the caring of the child and may be able assist you in identifying the target behaviour, as well as the causes, consequences and/or environmental factors that may be influencing the childs behaviour.

The following questions will serve as your guide in conducting the interview:

Describe the behaviour that is causing most concern.

Is the behaviour a safety concern to self or others? If yes, please explain.

When and where is the behaviour most likely and least likely to happen?

With whom is the behaviour most likely to occur?

With whom is the behaviour least likely to occur?

What activities are most and least likely to produce the behaviour (e.g., task duration, preferred or non-preferred, difficult or easy, novel or familiar, boring or stimulating)?

Are there particular situations or events not listed above that sometimes seem to set off the behaviour, such as particular demands, noises, lights, clothing, people, etc.?

Describe the ways the child is able to verbally or nonverbally ask for assistance.

Does the child respond appropriately to requests or instructions (how simple or complex are the requests/instructions)?

Is the child aware of the implications of his/her actions?

What are the things (e.g., food items, objects, activities, people, etc.) the child likes and are reinforcing for him or her?

Step 2: Summarise the information you gathered from the interviews. Write it in bullet point form in the Assessment Interview section of the template.

Step 3: Request your interviewees to review your summary and ask them to sign it off.

C. Observe childs behaviour

Step 1: Observe and analyse the childs behaviour on at least three (3) different activities in the centre that the child is involved in. During your observation, also scan the environment for possible influences on behaviour. You may also need to look at the centres curriculum for other influences.

Step 2: After observing the child in different situations and/or contexts, identify triggers/warning signs, behaviour of the child and the consequence of the behaviour.

Step 3: Record your observations in the Event Sample (Observation) section of the template:

Setting of the activity

Antecedent these are the triggers, warning signs

Behaviour

Consequence of the behaviour, include the frequency of the behaviour (how often or how long)

Be as specific as possible in recording the triggers, behaviour and consequence(s).

D. Reflect and analyse the childs behaviour

Step 1: Analyse the data you have gathered from the background assessment, interviews and observations undertaken. Identify the target behaviours and rank them according to priority. Provide the known warning signs and triggers of impending behaviours for each identified target.

Step 2: Record these in the Behaviours In Need of Support section of the template.

Task 2: Develop a behaviour management plan

Step 1: Before developing the plan which will support the childs behaviour, review the services philosophy and policies and ensure that you will develop the plan in accordance to these.

Step 2: Present your analysis and consult colleagues, family members and others who may be caring for the child. Discuss with them about options on how to respond to the childs behaviour. Follow the services policy and procedure with regard to consultation with family members.

Step 3: Based on the consultation, identify one (1) long-term and at least two (2) short-term objectives of the behaviour management plan. Make sure these objectives are developed according to the childs abilities, age and developmental stage. Take note that your objectives must be SMART (specific, measurable, attainable, realistic and time-bound).

Step4: For each of the ranked target behaviour, provide preventive strategies and techniques to be implemented in anticipation of known triggers.

Step 5: Clearly outline replacement/alternative behaviours. Keep in mind that your strategies and techniques must be specific and must assist the child to learn the replacement behaviour and unlearn the less acceptable behaviour.

Step 6: Specify person or persons responsible for the implementation of the identified preventive strategies and techniques. If possible, be specific and use staff members names rather than their position/designation.

Step 7: Record the resources (i.e., specific persons, learning resources, material resources, etc.) that are needed for the implementation of the identified strategies and techniques. Resources may also include referral bodies and appropriate authorities to whom you could liaise or seek advice necessary if the childs behaviour is extreme or out of the ordinary.

Step 8: Identify the intervention timelinehow long will the strategy be in place; when will it begin and when will it end.

Guidance: Your timeline should be based on your length of stay in the placement. Make sure that the timeline you will provide will enable you to monitor and review the result of the plan.

Step 9: All throughout the development of the plan, ensure that the plan is realistic and that resources are available. Also make sure that the plan considers relevant cultural practices and values for responding to behaviour.

Step 10: Fill out the Behaviour Management Plan section of the template and answer the succeeding questions on Good Behaviour Recognition and Consequences. Your answers to the questions should be parallel to the preventive strategies and techniques that you have provided in the plan.

After you have completed your plan, answer the follow up questions below. These questions will assist you in determining whether you have thoroughly developed the plan in accordance to the steps and requirements provided.

Task 2 Follow up Questions

Briefly describe the services philosophy and policies on developing a plan and providing behaviour management to children.

FORMTEXT 1) Use positive guidance and behaviour management strategies and work with children in an appropriate manner.

2) Recommendations:In accordance with NQS5 Behaviour Guidance Procedure and Safe Practices for Positively Guiding Childrens

Behaviour Requirement . Behaviour management techniques must not include physical, verbal or

emotional harm or the deprivation of liberty;

Explain the consultation that you had with colleagues, family members and others who are involved in caring for the child. The following must be reflected in your explanation:

Their recommendations about options on how to respond to the childs behaviour

The services policy and procedure with regard to consultation with family members

FORMTEXT Recommendations:

1) Encourages the children to express themselves and their opinions.

2) Allows the children to undertake experiences that develop self-reliance and self-esteem.

3) Maintains at all times the dignity and rights of each child.

4) Gives each child positive guidance and encouragement toward acceptable behaviour.

Policy and Procedures:

Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Describe how you developed the behaviour management plan in relation to the childs abilities, age, and developmental stage.

FORMTEXT The aim of the behaviour management plan is to develop strategies that can be taken to support the childs behaviour. Before developing the plan, evidence is required on the individual child.

On the behaviour management plan, the following areas will be covered:

Name of Child

Age

Date - start and end of plan

Childs Background family structure, culture, additional needs, family information, health issues, developmental delays, etc.

Behavioural Indicators record specific behaviours. Detailed information should be provided on what exactly I see.

Triggers causing childs behaviour

Prioritize Behaviour

Intervention

Strategies

Support needed from people, professional support services

Detail specific acceptable behaviour that I am aiming for.

Monitoring Behaviour Through observations, photos and videos.

Evaluation That how well the plan went and add any changes that have taken place in each of the areas and any follow up that is required.

The behaviour management plan cannot be developed without the knowledge and co-operation of the child's parents.

Explain how you ensured that the plan is realistic and that resources are available.

FORMTEXT I need to check my plan with the Educational Leader and the supervisor of the centre to confirm that would it work and should we have enough resourses to implement it.

5). Describe how you considered and respected family expectations and their cultural values in the development of the plan.

FORMTEXT Communicating and sharing ideas with parents facilitate a positive approach to support childs behaviour plan. I considered and respected family expectations and their cultural values by adding activities, celebrating their cultural day, adding cultural dress up corner, by putting child's family photo on the photo wall.

Task 3: Implement and monitor the behavioural plan

Step 1: Implementation

Implement your plan in coordination with your colleagues. Inform all those involved in implementing and reinforcing the plan of its rationale, limitations and strategies developed. Provide support and assistance to everyone involved to ensure that the plan is implemented effectively and consistently.

All throughout the implementation ensure that you support the child so that he/she understands the specific expectations for his/her behaviour. Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour.

Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace.

To document your supervisors confirmation, have your supervisor complete the Project 1: Observation Form found in the Sparkling Stars website:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download Subject 10: Project 1 Observation Form

Request him or her to sign off the supervisor declaration after you have completed this task.

Step 2: Monitor and review the behaviour plan

Monitor and review the childs behaviour against the plan. Modify the plan where necessary in consultation with colleagues, family members and others caring for the child. Follow the services policy and procedure with regard to consultation with family members.

Complete the Review and Monitoring section of the Behaviour Management Plan template. Request your supervisor to sign off the plan.

Project 2: Promote inclusion and respect diversityFor this project, you will need to investigate, research, review policies, procedures and practices, and interview people in your vocational placement in order to successfully complete the tasks. Document and provide all the information being required for each task component.

This project is divided into two task:

Promote inclusion

Respect diversity

Task 1: Promote inclusion

Review the services philosophy, policies and practices or interview your nominated supervisor to be able to complete the table below.

What is the services philosophy regarding inclusion, equity and diversity?

FORMTEXT Goodstart is an inclusive organisation we welcome all children, families and educators and we embrace and celebrate culture and diversity.

Each and every day, our centres and teams of educators work in partnership with thousands of families across Australia to deliver high quality, inclusive and community connected early learning programs to benefit all children and their learning, development and wellbeing.

Our work is driven by our Vision for Australias children to have the best possible start in life and our Purpose to ensure children have the learning, development and wellbeing outcomes for school and life.

Importantly, we exist to support all children. What lies at our heart of our purpose is to ensure those most vulnerable have the same education and life opportunities irrespective of their family circumstance.

Obtain a copy of the services policies and highlight the areas relating to inclusion, equity and diversity. Submit the copy with your highlights and provide the filename.

Filename: FORMTEXT Inclusion, Equity and Diversity Ploicy

Briefly describe how the service put into practice their philosophy and policies relating to inclusion, equity and diversity.

FORMTEXT Goodstart provides equal opportunity to everyone and employes the staff of various cultural origins.

The centre develops the awareness/understandings about the Aboriginal and Torres Strait Islanders as part of the cultural heritage of all Australians.

In the centre, books, music, posters and play materials reflect the backgrounds of families and staff in the community to encourage inclusiveness through open discussions .

The centre ensures that all children are given equal opportunities to engage in all experiences and interactions regardless of their gender, cultural and religious background.

The centre accommodates the children with additional needs based upon the availability of days, facilities and resources to meet their individuals needs, as well as the safety, and needs of other children currently enrolled and staff employed.

Interview an early childhood educator in your vocational work placement and ask him or her to describe the services practice on ensuring that curriculum decisions are made with a view to promoting inclusion and participation of all children.

Guidance: Ask the educator to describe the process they underwent in making curriculum decisions and making sure that it supports inclusion of all children attending the service.

Briefly describe the educators response below:

FORMTEXT Goodstart Early Learning must hold high expectations for the learning and development of all children, and at the same time recognise that every child follows an individual learning path and will progress in different and equally meaningful ways.

In curriculim decision making processess, the centre involves Inclusion, taking into account childrens social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location).

Observe the daily activities and practices in the centre aimed to promote inclusion. List at least three (3) practices which you think are equitable and effective in ensuring that all children have opportunities to achieve learning outcomes. Explain why each practice is equitable and effective.

Practice #1: FORMTEXT An inclusive and non-competitive educational environment is provided in which all children can succeed. Children are treated equally in the belief that everyone has something important to contribute.

Practice #2: FORMTEXT All learning activities and toys are offered to all children regardless of gender and developmental needs.

Practice #3: FORMTEXT All children are given equal opportunities to engage in all experiences and interactions regardless of their gender, cultural and religious background.

Reflect on your interactions with children and their families in the service. List five (5) actions that you have done during your vocational work placement that demonstrates your belief in childrens capacity to succeed. Be as specific as possible in your enumeration.

FORMTEXT I promote in all children a strong sense of who they are and their connectedness to others a shared identity as Australians.

FORMTEXT I talk with children in respectful ways about similarities and differences in people.

FORMTEXT I provide time and space for children to engage in both individual and collaborative pursuits

FORMTEXT I show genuine affection, understanding and respect for all children and their families and collaborate with children to document their achievements and share their successes with their families.

FORMTEXT I build on the culturally valued learning of individual childrens communities.

To be able to promote inclusion, you have to develop your professional knowledge and work in partnership with families, communities and other services and agencies.

List two (2) ways you can develop your professional knowledge regarding inclusion.

FORMTEXT Short courses and professional conferences or workshops and Subscriptions to professional journals and magazines.

FORMTEXT Share coaching and demonstration of effective strategies by team members within and outside the service, i.e. Specialist workers.

List ways on how you can work in partnership with families, communities and other services and agencies (one for each).

Families: FORMTEXT Valuing their contributions to and roles in childs life. Engaging them in shared decision-making.

Communities: FORMTEXT By providing an environment that reflects the lives of the children and families using the service and the cultural diversity of the broader community, including Aboriginal and Torres Strait Islander communities.

Other services and agencies: FORMTEXT Communicating openly with other services and agencies, planning collaboratively and working in ways that support childrens learning and development.

Task 2: Respect diversity

Describe a specific time in your vocational work placement where you valued different capacities and abilities, and respected differences in families home lives.

FORMTEXT Pre plan cultural days ahead of time:

I planned different cultural days in for children with different communities like holi, dewali, Ramadan and eid festivals, Harmony Day, valentine's day, Halloween Day etc. We celebrated these festivals alsong with families.

Sing songs in different languages:

Every day during group time, I sing greeting songs along with children in different languages like in hindi, Arabic, Chinese, Japaneese, Pakistani and English etc.

Briefly explain the importance of creating a learning environment that respects diversity and provides opportunities for children to explore diversity and its contribution to the richness of society.

FORMTEXT Having respect for diversity in childcare enables educators to celebrate differences and encourage families to participate in cultural programs and events. These simple acts not only empower the child to build their own self-esteem but they also model and promote a culture of inclusive practice.

Respect for cultural diversity:

1) Allows children to recognise and accept diversity as normal and to appreciate other childrens families and cultures.

2) Creates a culture of fair and equitable decision-making that allows all children to participate with confidence.

3) Ensures that every child knows that his or her experience is valued.

Cultural diversity in child care centres should not only teach the noble virtue of tolerance but it should foster a climate of enrichment. The opportunities to grow and develop a greater understanding of the world amongst a diverse group of children.

Recall and describe a time in your vocational placement when you provided children with opportunities to explore the richness of diversity.

FORMTEXT On the festival of dewali, we made "coconut laddu" in all nursery, toddlers and preschool rooms. we asked an Indian parent to give us the recepie. That was very easy and we provided the ingredients in all rooms. We mix up the condensed milk with decicated coconut and made small size "Laddu". Toddlers and preschool rooms also added some food colors to make colorful "Laddu"

Describe how you, as an early childhood educator, uphold all childrens rights so that their cultures, identities, abilities and strengths are acknowledged and valued in curriculum decision making in the service.

Guidance: You may refer to the Early Years Learning Framework (EYLF) when answering this question.

FORMTEXT When we are designing the curriculum for children, then we keep in mind to follow the Early Years Learning Framework.

So, we design the curriculum so that children:

1) Explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings.

2) Develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness.

3) Demonstrate trust and confidence.

4) Seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others.

Project 3: Planning the inclusion of children with additional needsFor this project, you will need to develop and implement one (1) Inclusion Support Plan for a child attending your vocational work placement.

Before beginning this project, discuss with your supervisor which child with additional needs would be best to observe and to develop an inclusion support plan for.

Discuss with your supervisor whether a Permission to Observe form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.

Is there a need for a Permission to Observe form from the childs parent/guardian? Yes

No

If yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form:

Filename: FORMTEXT N/A

Important:

There may be steps in each of the tasks below that require the consent of the childs parent/guardian, as well as the staff in the centre. Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.

Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centres staff.

Task 1: Develop a plan for support and inclusion

Before commencing this task, consult your supervisor regarding children having additional needs attending your vocational work placement. Additional needs include any of the following:

Children having additional needs may include needs due to:

Language difficulties

Physical, sensory or developmental disability

Health problems

Behavioural or psychological disorders

Family circumstances and needs

A child recently arrived in Australia from a different culture

A child whose culture is different from the culture at the centre

Child at risk

Unknown diagnosis

Known diagnosis

Cultural/religious practices

Communication difficulties

Giftedness

Children experiencing communication difficulties which may be due to:

Trauma, violence and crises

Disabilities (e.g., hearing, visual, speaking)

Health problems and disorders

Learning problems

Deprivation of sensory stimulation

Additional needs relating to behaviour and emotions

Level and type of social interaction with adults and other children

Anxieties and aggression

Download the Inclusion Support Plan template in Sparkling Stars website:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download Subject 10: Inclusion Support Plan

Investigate a childs barrier to learning

Step 1: Investigate the childs barrier(s) to learning. Barriers include environmental, attitudinal and individual challenges that the child faces. Review relevant files and conduct short interviews with people in the centre who are involved in the care of the child to be able to gather relevant and current information and establish the childs background, which may include:

Family information, including cultural background

Health needs

Services accessed by the child

Childs strengths, interest and abilities

Additional needs

Step 2: Use data gathered to form an accurate and holistic understanding of the childs barrier to learning and his or her needs. Summarised the information gathered in the Background Information section of the Inclusion Support Plan and fill out the sub-sections.

Also, include a brief description of the investigation you have undertaken, i.e., Who are the people consulted? What are the files reviewed? Etc.

Develop a plan for support and inclusion

Step 1: Based on the background information you have gathered, set at least two (2) goals that are realistic and achievable within the time the child is in the service. In setting the goals, consider the childs abilities, his or her personal goals, interests and health status in the context of the childs cultural values, needs and requirements.

Step 2: Once you have set the goals, consult with other professionals and the family in designing strategies to meet the childs needs, address the identified barriers and achieve the goals. Each goal must have a set of strategies to be implemented.

Determine who should be responsible for the implementation of the strategies. Follow the services policy and procedure with regard to consultation with family members.

All throughout the consultation ensure that communication occurs within a culturally and linguistically responsive framework.

Step 3: Identify the resources available in the service, as well as additional resources needed for the implementation of strategies.

Review and suggest adaptations to service delivery to meet the needs of the child

Step 4: Describe how the service adapt its environment and routines to provide inclusion and support of children. Review the services procedures and/or practices on inclusion and suggests how these procedures and/or practices can be made more specific to ensure the inclusion of the child.

Include in your suggestions additional resources or sources of information that will assist early childhood educators in developing and adapting the centres curriculum to meet the childs additional needs.

Guidance: Additional resources or sources of information are those that cannot be provided within the existing resources available to the centre and may be sought from other support service providers or inclusion support funding programs.

Complete the Inclusion Support Plan section of the template.

Task 2: Implement strategies to meet the childs additional needs

Implement the strategies in your inclusion support plan. During implementation, examine strategies that may or may not work and trial strategies that may address the barriers.

In implementing the strategies ensure that you:

Support the childs entry into the service

Respond to the daily needs of the child with additional needs and seek assistance as required

Communicate with and provide support to others to implement the strategies

Encourage others to adopt inclusive attitudes and practices

Closely monitor new strategies and the impact of these on the child

Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace.

To document your supervisors confirmation, have your supervisor complete the Project 3: Observation Form found in the Sparkling Stars website:

CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/)

Username: learner Password: studyhard

Download Subject 10: Project 3 Observation Form

Request him or her to sign off the supervisor declaration after you have completed this task.

Task 3: Monitor and review strategies

Step 1: Monitor and review the strategies that are in place by identifying issues of concern and any barriers to the strategies being implemented. All throughout the implementation until the review of strategies, constantly reflect on the effectiveness of the plan and its impact on the child. Think about the level of support provided to the child, respond and adjust accordingly if the support being provided is not yet satisfactory.

Step 2: Identify whether there is an urgent need to contact a professional and/or a specialist for consultation and referral. This urgency should be based on the progress of the child. Report this urgency to your nominated supervisor as you need to seek and gain the family permission prior to consulting with others regarding the child.

Step 3: Record your monitoring in the Monitoring and Review section of the template. Answer all the questions as specific as you can.

Step 4: Share information about the childs progress among all those concerned by presenting and discussing with at least one (1) staff in the centre that cares for the child and your supervisor. Ask them to sign off the plan after the discussion.

Step 5: Answer the follow up questions below and submit your completed Inclusion Support Plan together with this workbook.

Task 3 Follow up Questions

An early childhood educator, describe how you can establish and maintain constant information exchange with family and appropriate community members about the childs needs and care strategies?

FORMTEXT

Describe how you can you ensure that communication occurs within a culturally and linguistically responsive framework.

FORMTEXT

Assessor ChecklistWhen you have completed this assessing the assessment workbook, review the candidates assessment against the checklist below:

FORMCHECKBOX The candidate has completed all the assessments in the workbook:

FORMCHECKBOX Knowledge Assessment

FORMCHECKBOX Project 1

FORMCHECKBOX Project 2

FORMCHECKBOX Project 3

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.

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