BAI101 – Behaviour and Inclusion Assessment

Question 1

Access the National Quality Standard and explain the requirements for each of the following quality areas in your own words. When explaining, you must ensure that you reference the standard and element you are referring to. 

Quality Area

a. Relationships with children

b. Collaborative partnerships with families and communities 

c. Educational program and practice

d. Physical environment

Question 2

a. What is the purpose of the National Law?

b. Part 6 of the National Law covers “Operating an education and care service”. Navigate to this section of the law relevant to your state or territory and identify five (5) offences relevant to this unit.

c. The Education and Care Services National Regulations support the National Law by providing a range of requirements for education and care services. What are the requirements included in these regulations?

Question 3

There are a variety of legal and ethical considerations that impact inclusion practices at a leadership level. 

Provide a summary for each consideration and describe how they impact inclusion.  

a. Anti-discrimination legislation

b. Human rights framework

c. Privacy, confidentiality, and disclosure legislation

Question 4

Explain the legal and/or ethical considerations regarding positive guidance and behaviour guidance research, and identify how this impacts inclusion practices at a leadership level.

Question 5

a. Describe at least seven (7) ways inclusion can be promoted across an early education and care service. Include aspects of:

• Curriculum
• Communication with children, families, colleagues and the wider community

b. Identify two (2) examples of how educators can support inclusion for each of the following approaches. 

• Challenging bias
• Modelling behaviour
• Providing examples
• Provoking children’s thinking

Question 6

Do some research and identify five (5) behaviours you can incorporate in the classroom to show respect for diversity. 

Question 7

Conduct some research and give a brief explanation of the following additional needs and how they can be barriers to participation. 

a. Behavioural or psychological disorders

b. Child at risk of harm 

c. Family circumstances and needs 

d. Health problems

e. Physical, sensory, or developmental disability

Question 8

a. How can an educator develop a full understanding of a child’s additional needs and barriers?

b. What are the implications for the educator’s role when supporting children with additional needs and barriers to participation?

Question 9

a. What are five (5) factors that may impact the inclusion of the child and their family? 

b. For each of the following exceptional circumstances or needs, discuss how this can impact the backgrounds, experiences, and needs of children and their families. 

• Refugee status
• First language other than English
• Children are involved in the child protection system

Question 10

Throughout the implementation of strategies for individual support and inclusion, explain how an educator can ensure the child’s and family’s right to privacy is respected?

Question 11

a. Explain the concept of critical reflection and its importance for those working in regulated children’s education and care service in Australia.

b. Explain how and why an educator may use critical reflection.

c. Explain what criteria make critical reflection meaningful.

Question 12

a. What are the core principles of the Early Childhood Australia Code of Ethics?

b. Access the United Nations Convention on the Rights of the Child and identify three (3) principles that are relevant to supporting the inclusion of children and providing positive behaviour guidance. 

c. Discuss how the service’s philosophy, policies, and procedures are developed using important documents, regulations, and legislation. In your discussion, include three (3) examples of philosophies, policies, and procedures that may be implemented in a service. 

Question 13

Outline and compare the theories of Albert Bandura and Erik Erikson in relation to children’s cooperative behaviour.

Your comparison must answer the following questions:

• How do their beliefs differ?
• How do their perspectives on child’s behaviour differ?
• What are the supportive intervention measures addressed in the theories? 

Question 14

a. How can an educator’s values and experiences influence their perspectives about behaviour?

b. Explain how critical reflection can help educators recognise these impacts and respond appropriately.

Question 15

a. List the five domains of self-regulation and give one example of each.

b.  The Self-Reg five-step method is designed to improve self-regulation in those who deregulate in particular domains. Outline how this method is used.

Question 16

Identify and explain the different stages of Jean Piaget’s stages of child development. 

• Developmental stage
• Brief explanation

Question 17

How can an educator ensure a child’s behavioural expectations are age-appropriate?

Question 18

a. Discuss how behaviour expectations are influenced by family beliefs, culture, and social groups. 

b. What are five (5) strategies you can use to engage and collaborate with children?

Question 19

a. Identify five (5) relationship-based guidance strategies educators can use to help children learn about behaviour.

b. List three (3) relationship-based guidance strategies educators can implement to support children develop:

• Resilience
• A positive self-concept
• Self-esteem 

c. Relationship-based guidance strategies can be developed and implemented using the six-step process of a functional assessment or “reframing”. Outline this process.  

Question 20

a. What are five (5) physical and social features of an environment that will achieve a sense of belonging and create positive relationships?

b. In the table below, explain how each factor could potentially contribute to a child’s behaviour, and provide one example of a strategy educators can use to minimise the impact of this factor.

Factor

• The actions of others in the space
• Child’s need for agency
• Child’s history
• Consistency or a lack of consistency
• Child’s culture
• Curriculum, practices or environments of the service
• Group dynamics
• Illness
• Not meeting the child’s needs
• Lack of sense of belonging
• Partnership with family
• Personality
• Staff child ratios
• Recent or current events they are experiencing
• Developmental stage
• Sensory input – body and the environment
• Size of group of children
• Temperament and attachment

Question 21

a. Explain the ABC method and how this can be used as a framework when observing children to understand their individual needs. 

b. Another framework to understand children’s individual needs is to use developmental checklists and summaries. Explain how these are used. 

c. Explain the process for identifying and recording challenging behaviours.  

Question 22

a. What is mandatory reporting, and when is it necessary? 

b. Based on the behaviours outlined in each of the below scenarios, identify if each scenario requires mandatory reporting and explain why it is necessary or not necessary.

c. What are three (3) ways you can communicate with families about their child’s behaviour?

d. What are ten (10) principles you should uphold when communicating with families?

Question 23

Individual and group positive behaviour support plans and inclusion plans are commonly used to provide children with the appropriate support and strategies. 

a. How are these plans developed? 

b. Who should be involved in the development of the plans?

c. What should the plan include?

d. How are the plans presented and implemented?

e. How are the plans monitored and evaluated?