BAI101 Behaviour and Inclusion(CHCECE046, CHCECE045)
BAI101 Behaviour and Inclusion(CHCECE046, CHCECE045)
Workplace Observation Assessment
Workplace Observation Assessment
Student name Student email address Workplace Supervisor name Workplace Supervisor contact number Workplace Supervisor email address Workplace Supervisor title Workplace Supervisor Qualification
Diploma in Early Childhood Education and Care
Other Qualification (specify below)
Other Qualification (Industry relevant) Unit Code and Title BAI101 Behaviour and Inclusion
About this Assessment
This workplace observation assessment will assess your ability to:
Promote inclusion and inclusive practices
Identify barriers affecting childrens participation
Develop guidelines that support positive and respectful interactions and behaviour in children
Observe and monitor interactions and behaviour in children
Identify challenging behaviour
Develop, implement, monitor and evaluate both behaviour and inclusion plans
The parts of the assessment are:
1. Promote inclusion and inclusive practices
2. Develop, implement and evaluate behaviour plans
3.Develop, implement and review an inclusion plan
4. Suppporting inclusion through practice
5. Observe social interactions
This assessment will require you to collaborate with your colleagues, supervisor, families, and other professionals.
Assessment resource requirements
The following assessment tasks use a simulated childcare centre called Little.ly Early Learning Centre:
In order to complete the assessment tasks, you will need to review the policies and procedures associated with Little.ly by logging into the Little.ly website.
Login instructions are provided below.
You will be guided to the relevant policy or procedure in the individual task instructions.
You should also familiarise yourself with what Little.ly does, the services it provides, the employees and organisational structure of the centre so you can ensure your assessments align with these policies and procedures.
You will also need access to:
A computer, printer, internet and email software (if required)
Microsoft Word or a similar program
A workplace environment with children who require behaviour and inclusion plans
Collaborators, including colleagues, supervisors, families, and other professionals
Access to National Quality Framework for Early Childhood Education and Care including:
Education and Care Services National Regulations
National Quality Standard
Service standards, policies and procedures
Access to children at the service
Childrens records, as approved by supervisor
Instructions for the Student
Workplace observation assessments provide an opportunity for your supervisor to observe you completing a task that asks you to apply the skills and knowledge you have acquired. Use the following tips to help you complete the activity:
Review the task thoroughly before you get started and make sure you understand what you are required to do. If you have any questions, discuss them with your supervisor
Consider WHS and always work safely
Read the instructions for each task carefully
Instructions for the Workplace Supervisor
Guidance to supervisors about this task
The purpose of this assessment is for students to demonstrate that they can:
Promote inclusion and inclusive practices
Identify barriers affecting childrens participation
Develop guidelines that support positive and respectful interactions and behaviour in children
Observe and monitor interactions and behaviour in children
Identify challenging behaviour
Develop, implement, monitor and evaluate both behaviour and inclusion plans
To do this, they will need the opportunity to work with children and their families regarding behaviour and inclusion plans. For part one, they will require the opportunity to design and implement a learning experience to assess their ability to create an inclusive activity and manage behaviour. The student will also require access to childrens records to develop a holistic understanding of their needs.
You will need to confirm the student has completed the tasks they have reflected on throughout this assessment by signing each completed report in the space provided.
Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.
Little.ly Early Learning Centre
The following assessments include the use of a simulated childcare centre called Little.ly Early Learning Centre: www.littlely.eduworks.com.au.
The simulated business has been developed based on real childcare centres and you should familiarise yourself with the services, employee structures and templates located in the Educator Hub tab.
To access the site please click on this link:
www.littlely.eduworks.com.auand click on the Educator Hub Login
Username:FE.Student
Password:FE.Student01
If you have any questions on how to navigate the simulated business, please refer back to your induction module at the start of the course to the Little.Ly Early Learning Centre Guide.
Part 1: Promote inclusion and inclusive practices
-259080-25590500Task overview
For this part of the assessment, you will be creating and conducting a learning experience that promotes inclusion. You will be required to use inclusive practices to ensure all children are participating effectively and safely.
Ensure you review Little.lys policies and procedures and align your practices with these documents.
Task 1 Instructions
To complete this task, you will need to:
Complete the Create the learning experience section before you conduct the learning experience
You must make curriculum decisions that promote inclusion and equitable and effective participation of all children
You must identify and use opportunities to develop your own professional knowledge about inclusive practice
Identify strategies that support children in managing their own pro-social skills and regulation, and are considerate of individual childrens needs, cultures and backgrounds
Conduct the learning experience with your supervisors permission. During this, you must:
Interact with children in ways that demonstrate belief in childrens capacity to succeed and achieve learning outcomes
Support all children to fully participate as valued members of the group
Encourage others to adopt inclusive attitudes and practices through modelling and pro-active communication
Collaborate with colleagues and children about expectations for positive and respectful interactions and behaviour
Observe and monitor interactions and behaviour in children during the learning experience, and:
Assess the impact of the physical and social environment and curriculum on childrens behaviour
Observe children and provide clear and consistent support to encourage positive interactions and behaviour
Model consistent approaches and provide support to colleagues through coaching and mentoring
Assist children to resolve conflicts appropriate to their age and stage of development
Collaborate with children to develop alternative responses and behaviours
Complete the reflection template after the learning experience has been conducted
This will capture the above tasks requirements
You must also identify and reflect on practices that relate to inclusion, equity and diversity and use outcomes to inform improvements
Have your supervisor complete the observation checklist to confirm you have met the task requirements
Task resource requirements
Access to a real workplace environment
Create the learning experience
1. Explain the overall concept of the learning experience.
What is involved?
What is the purpose?
Who will be involved?
2. How does this learning experience promote inclusion and equitable and effective participation of all children? Give two (2) examples of specific curriculum decisions you have made to achieve this.
3. How can you use the designing of this learning experience to develop your knowledge about inclusive practices? Identify what knowledge you have gained from this.
For example, if the learning experience was designed for the children to share their culture with others, you may research about how to create a culturally safe environment and identify what some strategies you learned.
4. What are four (4) positive and respectful behavioural expectations for you will have for this learning experience? Identify how you will collaborate with your colleagues and the children to establish these expectations.
5. Identify five (5) strategies you can use during this learning experience to support children in managing their own pro-social skills and regulation. Explain how these strategies are considerate of individual childrens needs, cultuers, and backgrounds.
Supervisor permission to conduct this learning experience
Supervisor name Supervisor signature Reflect on the learning experience
6. Give five (5) examples of how you interacted with children to demonstrate you believed in their capacity to succeed and achieve the purpose of the task.
7. What are three (3) ways you ensured children were supported to fully participate as valued members of the group? Give one detailed example.
8. How did you encourage others to adopt inclusive attitudes and practices by modelling and using pro-active communication? Give two (2) examples.
9. Identify three (3) specific practices you used to promote inclusion, equity and diversity. Reflect on how well these performed during the learning experience, and outline how you can use this experience to improve these practices.
10. How did the physical and social environment and design of the learning experience affect childrens behaviour? Provide two (2) detailed examples.
11. Identify three (3) examples of when you were observing children during the learning experience and provided clear and consistent support to encourage positive interactions and behaviour.
12. Discuss how you provided support to your colleagues to ensure they were able to complete their roles during the learning experience effectively. How did you work together to model consistent approaches?
13. Give two (2) examples of when you were required to assist children to resolve conflicts. Identify in your examples how you ensured your support was appropriate to their age and stage of development.
14. What is an example of when you had to collaborate with children to develop an alternative response or behaviour during the learning experience?
(Workplace Supervisor to complete)
Task 1 Observation Checklist Instructions: Please tick Yes or No for each item in the list below Yes No
During the learning experience, did the student: 1. Create an appropriate learning experience
The learning experience must be appropriate to the age and developmental stage of the children involved, be designed to be inclusive, have appropriate aims and purposes, and be safe.
Second attempt (if first was not satisfactory)
2. Make specific curriculum decisions to ensure the learning experience promoted inclusion and equitable and effective participation for all children
This includes ensuring the materials are safe for all children and reflective of their interests and needs, providing an accessible physical area, ensuring there are opportunities built in for every child to participate, and planning activities that are possible for all children to complete.
Second attempt (if first was not satisfactory)
3. Identify and use opportunities to develop their knowledge about inclusive practices
This includes identifying where their knowledge could be expanded and using the opportunity to learn more about inclusive practices.
Second attempt (if first was not satisfactory)
4. Collaborate with colleagues and children to establish positive and respectful behavioural expectations
Work with colleagues to define the behavioural expectations for the learning experience
Ensure all colleagues involved are aware of the expectations prior to the learning experience
Collaborate with children to create what they think are appropriate expectations
Work with the children to confirm their understanding
Second attempt (if first was not satisfactory)
5. Use strategies to support children in managing their own pro-social skills and regulation that were appropriate to the childrens needs, cultures, and backgrounds
Provide clear rules and expectations about behaviour
Model the appropriate emotional responses
Notice and acknowledge when a child engages in pro-social behaviour or self-regulates
Practise gratitude
Encourage respect for nature
Second attempt (if first was not satisfactory)
6. Interact with children to demonstrate they believed in the childrens capacity to succeed and achieve the purpose of the task
This includes using positive and affirming language, providing empowering advice, and using intentional teaching techniques to encourage them.
Second attempt (if first was not satisfactory)
7. Support children to fully participate as valued members of the group
Use verbal prompts
Model how to participate effectively
Understand why children may not be participating and address the core issue
Use the childs interests to engage them in the activity
Offer praise
Second attempt (if first was not satisfactory)
8. Encourage others to adopt inclusive attitudes and practices by modelling and using pro-active communication
This includes using verbal prompts and modelling to show children what inclusivity looks like in this context, including to praise others, accept mistakes and apologise when necessary, be empathetic, listen, and speak up about ideas.
Second attempt (if first was not satisfactory)
9. Identify and reflect on practices that relate to inclusion, equity and diversity and use outcomes to inform improvements
Identify what practices were used to promote inclusion, equity, and diversity
Analyse the effectivness of these practices
Identify areas for improvement
Use past experiences to drive improvement
Second attempt (if first was not satisfactory)
10. Assess the impact of the physical and social environment on childrens behaviour
This includes identifying any factors that may contribute to childrens behaviour, including lighting, group dynamics, level of difficulty, amount of space, comfort and safety level, or temperature.
Second attempt (if first was not satisfactory)
11. Observe children and provide clear and consistent support to encourage positive interactions and behaviour
Role model appropriate behaviour
Provide praise when children show positive interactions and behaviour
Actively listen to their needs
Shape environment to help children stay on task and cooperative
Keep instructions simple
Give children responsibility
Second attempt (if first was not satisfactory)
12. Provide support to colleagues and model consistent approaches
This includes ensuring all staff involved in the learning experience understand their roles and responsibilities, as well as the purpose of the task. The student must direct staff using coaching techniques to ensure the approach to the task is consistent.
Second attempt (if first was not satisfactory)
13. Assist children to resolve conflicts appropriate to their age and stage of development
Set limits, boundaries, and reminders
Encourage self-efficacy, choice and agency
Encourage children to listen actively to each other and respond kindly
Help children to identify and voice their feelings
Help children to speak their needs and wants in a constructive manner
Find compromise and highlight to children how this meets both their needs
Second attempt (if first was not satisfactory)
14. Help children to develop alternative responses and behaviours through collaboration
Approach situations from a strengths based approach
Ensure the children feel secure and let them know they are there to help and support
Provide positive reinforcement
Encourage them to use a range of communication to express themselves
Second attempt (if first was not satisfactory)
Workplace Supervisor feedback about the students overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.
Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor
It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.
*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.
Part 2: Develop, implement and evaluate behaviour plans
-259080-25590500Task overview
For this part of the assessment, you will be developing, implementing and evaluating behaviour plans for two (2) children who need assistance with self-regulation and pro-social skills. To be able to do this, you will need to identify the challenging behaviours, plan support for children, and implement and evaluate the support plan with collaboration from your colleagues and the childrens family.
You will need to review Little.lys Behaviour Support policy and procedure and ensure your responses are aligned with this.
Part 2 Instructions
Task 1: Identify challenging behaviours and plan support
Observe and monitor the interactions and behaviours of two (2) children who need assistance with self-regulation and pro-social skills to identify challenging behaviour using the provided template
Review any pre-existing information regarding the childs interactions and behaviour record information within the provided template.
Collaborate with educators over two occasions about the above childrens interactions and behaviour to inform future support planning
Reflect on the documented information gathered from Parts A and B to inform future support planning
Task 2: Develop individual support plans
Develop an individual support plan for inclusion for the two children using the provided template.
Consult with the childrens family about the support plan using the provided template.
Task 3: Implement individual support plans
Implement the two individual support plans to meet the childrens needs.
Collaborate with those involved in implementation using the provided template.
Respond to a series of questions about the implementation of the support plans using the provided template.
Task 4: Monitor and evaluate individual support plans
Observe the two children under individual support and critically reflect on their progress.
Discuss issues/areas of concern with colleagues, family members and other professionals.
Critically reflect on evaluation outcomes and own pedagogy to inform future practice using the provided template.
Templates have been provided and the instructions for each part are provided below.
To maintain privacy, de-identify the children and only refer to them as Child 1 and Child 2.
Task resource requirements
Access to a real workplace environment
Task 1: Identify challenging behaviour and plan support
Task 1 Instructions
1. You will need to organise a time to meet (face-to-face) with your centre director or workplace supervisor to identify two (2) different children who exhibit challenging behaviours as you are required to observe these children in the service. During this meeting, you must also discuss access to any relevant pre-existing information about the childrens interactions and behaviour that can further assist you with your observations and future support planning. Note: pre-existing information about the children must include barriers to participation/learning and background, experiences and needs of the child and family.
2. Conduct observations as planned or scheduled in line with service policies and procedures. Observe and monitor the interactions and behaviours of the two different children using the provided template. Use any pre-existing information about the childrens interactions and behaviours to inform your observations and understand the barriers to learning experienced by the children. During the observations, you will be looking at the following aspects of the childrens interactions and behaviours with others:
Patterns of challenging behaviour
Triggers or consequences which are maintaining behaviours
Variables and influences that can impact behaviours
The needs of other children who may be affected by the behaviour
Pre-existing information in relation to:
Barriers to participation and learning
Background, experiences and needs of the child and family
3. As stated above, use the provided template to record all observable data and findings in relation to challenging behaviour, barriers affecting participation and any pre-existing information about the children.
4. You will also need to collaborate with two (2) colleagues to discuss the behaviour and needs of the two children. Organise and schedule a time for collaboration on two different occasions with at least two educators. These collaborative meetings allow you to discuss the two children, their interactions and behaviours. Ideally, you will meet as a small group. For example: during a staff meeting. However, if this is not possible, ensure that you meet one-on-one to collaborate with two educators on two (2) different occasions.
5. Collaborate with educators as planned and scheduled. Use your pre-existing information and observation findings to navigate discussion questions and record different perspectives, ideas and thoughts, etc.
You will collaborate on the following factors:
Pre-existing information regarding the childrens interactions and behaviours
Observation findings: patterns of challenging behaviour, triggers or consequences that are maintaining behaviours, variables and influences that impact behaviours
Barriers to participation and learning
The needs of other children who may be affected by the behaviour
6. You are then required to reflect on all the information gathered in the template provided to inform future support planning for the two children.
Child one
Childs age Service Students name Date 1. Outline the patterns of challenging behaviour identified. For each occasion, provide a description of the interactions and the responses of the child. Add more occasion rows if necessary.
Consider the following:
Self-regulation
Receptive language
Expressive language
Executive functioning
Emotional control
Social interaction
Planning and sequencing tasks
Occasion one Occasion two Occasion three 2. Triggers or consequences that are maintaining behaviours.
Consider the following:
Curriculum, practices or environment
Physical environment
Social environment
Actions of others and group dynamics
Consistency (lack of)
Needs not being met
No sense of belonging
Ratios of staff and or children
Recent or current events
What happens after the behaviour has occurred?
What are the childs motivations?
3. Variables and influences that impact behaviour.
Consider the following:
Personality and temperament
Childs need for agency
Childs need for autonomy
Developmental (intellectual, physical, self-awareness, etc.) stage
Perception (sound, speech, touch, taste, etc.)
4. Pre-existing information about the child relevant to the behaviour pattern.
a. Barriers to participation and learning.
Consider the following:
Behavioural or psychological disorders
Child at risk of harm or illness
Family circumstances
Health programs
Physical, sensory or developmental disability
b. Background, experiences, and needs of the child and family.
Consider the following:
Childs history
Culture
Gender
Illness
Partnership with families
Recent or current events
5. What are the needs of other children affected by the behaviour? Identify how these needs will be responded to effectively.
6. Is mandatory reporting required?
7. Summarise the collaborative discussions held with two (2) other colleagues.
Include in your summary:
What was discussed
If any other considerations not already documented were brought up
Other observations from these colleagues about the childs interactions and behaviour
If any other factors were identified from these colleagues
Colleague 1 Colleague 2 8. Reflection
You must now reflect and analyse the information you have gathered to develop a holistic understanding of th child. This will be used to inform future responses. In your reflection, include:
How the variables, influences and other factors may be impacting the behaviour of this child
How the additional needs or barriers to participation and learning may be impacting the childs behaviour
How this information can create a holistic understanding of the childs needs to inform future responses
9. Reflect on how your own life experiences and ideologies could be affecting your perspectives on the childs behaviour. Identify how you will negate these to ensure the support is aligned with the childs best interests.
Child two
Childs age Service Students name Date 1. Outline the patterns of challenging behaviour identified. For each occasion, provide a description of the interactions and the responses of the child. Add more occasion rows if necessary.
Consider the following:
Self-regulation
Receptive language
Expressive language
Executive functioning
Emotional control
Social interaction
Planning and sequencing tasks
Occasion one Occasion two Occasion three 2. Triggers or consequences that are maintaining behaviours.
Consider the following:
Curriculum, practices or environment
Physical environment
Social environment
Actions of others and group dynamics
Consistency (lack of)
Needs not being met
No sense of belonging
Ratios of staff and or children
Recent or current events
What happens after the behaviour has occurred?
What are the childs motivations?
3. Variables and influences that impact behaviour.
Consider the following:
Personality and temperament
Childs need for agency
Childs need for autonomy
Developmental (intellectual, physical, self-awareness, etc.) stage
Perception (sound, speech, touch, taste, etc)
4. Pre-existing information about the child relevant to the behaviour pattern.
a. Barriers to participation and learning.
Consider the following:
Behavioural or psychological disorders
Child at risk of harm or illness
Family circumstances
Health programs
Physical, sensory or developmental disability.
b. Background, experiences, and needs of the child and family.
Consider the following:
Childs history
Culture
Gender
Illness
Partnership with families
Recent or current events
5. What are the needs of other children affected by the behaviour? Identify how these needs will be responded to effectively.
6. Is mandatory reporting required?
7. Summarise the collaborative discussions held with two (2) other colleagues.
Include in your summary:
What was discussed
If any other considerations not already documented were brought up
Other observations from these colleagues about the childs interactions and behaviour
If any other factors were identified from these colleagues
Colleague 1 Colleague 2 8. Reflection
You must now reflect and analyse the information you have gathered to develop a holistic understanding of this child. This will be used to inform future responses. In your reflection, include:
How the variables, influences and other factors may be impacting the behaviour of this child
How the additional needs or barriers to participation and learning may be impacting the childs behaviour
How this information can create a holistic understanding of the childs needs to inform future responses
9. Reflect on how your own life experiences and ideologies could be affecting your perspectives on the childs behaviour. Identify how you will negate these to ensure the support is aligned with the childs best interests.
Task 2: Develop individual support plans
Task 2 instructions
1. Based on the information gathered and analysed in Task 1, use the provided template to identify and record one long-term and one-short term objective for each child that is consistent with their:
Cultural practice
Abilities
Age and developmental stage
2. Arrange suitable times to consult and gain advice on your analysis and long term and short term objectives with relevant professionals or authorities (as required). Consultation may take place verbally, such as an over the telephone conference/meeting or via written communication such as email correspondence. Use the provided template (below) to record notes from consultation activities.
Verbally consult with both childrens family members about their child's support plan. These consultations take place at mutually convenient times, such as when the parent comes to the service to collect their child.
Note: You must ensure you seek approval from the childrens parents to consult with other professionals about their child.
Use the provided template to record notes from consultation activities.
3. Using the provided template, develop and document the support plan considering your above analysis, long-term and short-term objectives, and consultation with professionals and family members.
Develop and document the plan according to service policies and procedures (Little.ly).
When developing and documenting the support plan, make sure you consider the adaptation of the services environment, routines and curriculum to ensure inclusion of the child, as well as those individuals (educators) responsible for implementing agreed strategies. Use the provided template to document the support plan.
Behaviour support plan template
Child one
Childs age Service Students name Date 1. Long-term and short-term objectives
Long-term objective/s
Consider cultural practice, abilities, age and developmental stage Short-term objective/s
Consider cultural practice, abilities, age and developmental stage 2. Consultation
Consultation with family Consultation with professionals Consultation with educators/colleagues 3. Strategies to manage challenging behaviour
4. Educators involved in the implementation of strategies and their roles
5. Related workplace policies and procedures
Supervisor verification
Supervisor to sign and date to verify the student has completed the above tasks in the workplace.
Supervisors name Supervisors Job Title Supervisors signature Date
Behaviour support plan template
Child two
Childs age Service Students name Date 1. Long-term and short-term objectives
Long-term objective/s
Consider cultural practice, abilities, age and developmental stage Short-term objective/s
Consider cultural practice, abilities, age and developmental stage 2. Consultation
Consultation with family Consultation with professionals Consultation with educators/colleagues 3. Strategies to manage challenging behaviour.
4. Educators involved in the implementation of strategies and their roles.
5. Related workplace policies and procedures.
Supervisor verification
Supervisor to sign and date to verify the student has completed the above tasks in the workplace.
Supervisors name Supervisors Job Title Supervisors signature Date Task 3: Implement and evaluate individual support plans
Task 3 Instructions
1. Implement the individual support plans for the two children into the service. Respond to a series of written questions about the implementation process. Use the provided template to write your response to each question. Questions are related to the following implementation topics:
Assessing and reflecting on the level of support provided.
Communicating and providing support to educators and colleagues concerning the strategies to be implemented to support each child.
Coaching and mentoring provided to educators/colleagues to implement the plan successfully.
Ability to establish and provide a constant information exchange with each childs family and health care professionals/community members.
Respond to the daily needs of children with additional needs.
Seeking and gaining family permission before consulting with other professionals regarding the child
2. Observe the two children under their individual support plans and critically reflect on their progress using the provided template. Make sure you look for the following points during your observation:
Challenging behaviours that are present
The function of these challenging behaviours
Barriers relating to current strategies being implemented
At the conclusion of the observation, complete a reflection on the childs progress. Consider any issues or areas of concern based on your findings.
3. Consult with the childs family, relevant professionals, and your colleagues to discuss any areas of concern identified in your reflection. Identify what modifications were made to the plan as a result of these consultations (if necessary).
Child one
Implementation report
1. Describe the methods used to assess and reflect on the level of support provided and what adjustment actions were made based on the assessment.
2. Outline the methods used to communicate and provide support to those educators/colleagues implementing agreed strategies.
3. Provide an overview of the coaching and mentoring provided to educators/colleagues to help them implement the plan successfully.
4. Summarise how you established and provided a constant information exchange with each childs family and health care professionals/community service members about the childs needs and care strategies.
5. Outline your role in responding to children's daily needs and collaborating with them to develop appropriate behaviours, including children with additional needs and children managing conflict. Give an example to illustrate your response.
6. Explain how you ensured permission from family members to consult with other professionals about their child
Observation report
7. Behaviours identified during implementation.
Description of the behaviours identified: when and where did the behaviour occur?
8. The function of the behaviour.
Description of the behaviour: why did the behaviour occur? What is the childs motivation?
9. Barriers relating to current strategies.
Description of the barriers relating to current strategies.
10. Reflect on the child's progress, with consideration of both their long-term and short-term objectives. Consider any issues or areas of concern based on your observation.
11. Identify alternative strategies to address barriers.
Description of subsequent alternative strategies to implement to address barriers identified.
12. Consultation in relation to issues and/or areas of concern arising from observation
Record notes from consultation activities in relation to issues and/or areas of concern and subsequent strategies to be implemented.
Consultation with family Consultation with professionals Consultation with educators/colleagues 13. Modifications made to plan (if necessary)
Supervisor verification
Supervisor to sign and date to verify the student has completed the above tasks in the workplace.
Supervisors name Supervisors Job Title Supervisors signature Date
Child two
Implementation report
1. Describe the methods used to assess and reflect on the level of support provided and what adjustment actions were made based on the assessment.
2. Outline the methods used to communicate and provide support to those educators/colleagues implementing agreed strategies.
3. Provide an overview of the coaching and mentoring provided to educators/colleagues to help them implement the plan successfully.
4. Summarise how you established and provided a constant information exchange with each childs family and health care professionals/community service members about the childs needs and care strategies.
5. Outline your role in responding to children's daily needs and collaborating with them to develop appropriate behaviours, including children with additional needs and children managing conflict. Give an example to illustrate your response.
6. Explain how you ensured permission from family members to consult with other professionals about their child
Observation report
7. Behaviours identified during implementation.
Description of the behaviours identified: when and where did the behaviour occur?
8. The function of the behaviour.
Description of the behaviour: why did the behaviour occur? What is the childs motivation?
9. Barriers relating to current strategies.
Description of the barriers relating to current strategies.
10. Reflect on the child's progress, with consideration of both their long-term and short-term objectives. Consider any issues or areas of concern based on your observation.
11. Identify alternative strategies to address barriers.
Description of subsequent alternative strategies to implement to address barriers identified.
12. Consultation in relation to issues and/or areas of concern arising from observation
Record notes from consultation activities in relation to issues and/or areas of concern and subsequent strategies to be implemented.
Consultation with family Consultation with professionals Consultation with educators/colleagues 13. Modifications made to plan (if necessary)
Supervisor verification
Supervisor to sign and date to verify the student has completed the above tasks in the workplace.
Supervisors name Supervisors Job Title Supervisors signature Date
Task 4: Critically reflect on own pedagogy
Task 4 instructions
Critically reflect on the evaluation outcomes and your own pedagogy to inform future practice. Use the provided template to capture your reflection, which must include your thoughts on the evaluation outcomes and your own pedagogy moving forward.
(Student to complete)
Evaluation template
1. What worked well during the planning, implementation, and review of these plans?
Include what you contributed that worked well, as well as what others contributed.
2. What needs to be improved?
3. What was challenging about planning, implementing, and reviewing these plans?
4. What are three (3) ways you can improve your own pedagogy to inform your future practice?
Part 3: Develop, implement and review an inclusion plan
-259080-25590500Task overview
For this part of the assessment, you will be developing, implementing and evaluating a plan for the support and inclusion of one child. To do this, you will need to observe the child to identify the barriers to their participation, develop an individual support and inclusion plan, and then implement, monitor, and evaluate the plan with collaboration from your colleagues and the childs family.
You will need to review Little.lys Inclusion and Diversity policy and procedure and ensure your response aligns with it.
Part 3 Instructions
Task 1: Identify barriers affecting a childs participation
Observe the child on three (3) separate occasions to identify barriers to their participation in learning activities
Suggest improvements to better support the childs inclusion
Collect and analyse data on the childs abilities, interests, health status, cultural values, developmental needs and other requirements
Use data to assist in understanding the barriers to the childs learning
Collaborate with other professionals and the childs family to develop a holistic understanding of the childs support and inclusion needs
Task 2: Develop the childs individual support and inclusion plan
Collaborate with other professionals and the childs family to develop and document the childs individual support and inclusion plan
Consider the childs abilities, interests, health status, cultural values, developmental needs and other requirements when making decisions
Consider the identified barriers to the childs learning and suggested improvements to facilitate the inclusion of the child
Task 3: Implement the individual support and inclusion plan
Support the childs and familys entry into the service through positive and supportive communication
Assess and reflect on the level of support provided on a regular basis and adjust actions based on assessment
Communicate with and provide support to others to implement agreed strategies
Establish and maintain ongoing information exchange with family and appropriate community members about the childs needs and care strategies
Respond to the daily needs of the child with additional needs and seek assistance when support is required
Task 4: Monitor and evaluate the individual support plan
Monitor childs progress through observation and critical reflection
Identify any barriers to strategies being implemented and trial alternative strategies that may address barriers
Identify and discuss issues of concern with relevant colleagues and family members based on goals in the plan
Seek and gain family permission before consulting with other professionals regarding the child
Implement strategies designed or suggested by family or other professionals
Ensure communication occurs within a culturally and linguistically responsive framework
Closely monitor new strategies and their impact on the child
Use evaluation outcomes to inform future practice
Templates have been provided and the instructions for each part are provided below.
To maintain privacy, de-identify the children and only refer to them as Child 1 and Child 2.
Task resource requirements
Access to a real workplace environment
Little.ly Inclusion and Diversity policy and procedure
Task 1: Identify barriers affecting the childs participation
Task 1 Instructions
You will need to conduct three (3) separate observations of the child and complete the following Observation template, where you will identify barriers to the childs participation in learning activities at the service and suggest adaptations to the environment, routines and/or curriculum to facilitate the inclusion of the child.
You will then use the Data collection and analysis form provided below to record known details about the childs:
Abilities
Interests
Health status
Cultural values
Developmental needs
Other requirements
You will then need to analyse and reflect on the information you have gathered and use it in your collaboration with others to design the childs individual support and inclusion plan.
(Student to complete)
Observation template
Childs age Service Students name Date Observation one
Observation date Service area Activity or learning experience taking place 1. Outline the barriers to participation identified. Include detailed examples.
Consider the following dimensions of integration:
Social
Economic
Identity
2. How is the service environment facilitating the inclusion and participation of this child? Are there any areas in need of improvement to better support the child?
3. How are the practices of educators in the service supporting the participation and inclusion of this child? Are there any areas in need of improvement to better support the child?
Observation two
Observation date Service area Activity or learning experience taking place 1. Outline the barriers to participation identified. Include detailed examples.
Consider the following dimensions of integration:
Social
Economic
Identity
2. How is the service environment facilitating the inclusion and participation of this child? Are there any areas in need of improvement to better support the child?
3. How are the practices of educators in the service supporting the participation and inclusion of this child? Are there any areas in need of improvement to better support the child?
Observation three
Observation date Service area Activity or learning experience taking place Description of details relevant to the childs participation and inclusion.
1. Outline the barriers to participation identified. Include detailed examples.
Consider the following dimensions of integration:
Social
Economic
Identity
2. How is the service environment facilitating the inclusion and participation of this child? Are there any areas in need of improvement to better support the child?
3. How are the practices of educators in the service supporting the participation and inclusion of this child? Are there any areas in need of improvement to better support the child?
(Student to complete)
Data collection and analysis
Childs age Service Students name Date 1. Record the known details about the child for each of the below.
Abilities Interests Health status Cultural values Developmental needs Other requirements 2. You must now analyse and reflect on the information you have gathered to develop a holistic understanding of the child. This will be used to inform the development of the childs individual support plan. In your reflection, include:
How service and educator practices may be currently impacting the childs inclusion and participation
How the childs social, economic, and identity dimensions may be impacting their inclusion and participation
How the childs abilities, interests, health status, cultural values, developmental needs, and other requirements may be impacting their inclusion
How this information will expand the holistic view of the child and inform the development of their individual support plan
Collaboration
You will need to collaborate with other professionals and the childs family to further develop a holistic view of the child and design their individual support and inclusion plan.
Detail below:
Who you collaborated with
What was discussed
Any new information gained from the person/s
How this collaboration expanded the holistic view of the child and and informed the development of their individual support plan
Task 2: Develop individual plan for support and inclusion
Task 2 Instructions
You will need to develop an individual plan for the support and inclusion of the child using the following template. You will need to collaborate with other professionals, including your supervisor, educators/colleagues, and the childs family to complete the plan. Your completion of this task must be confirmed by your supervisors signature at the completion of the plan.
Support and inclusion plan template
Child one
Childs age Service Students name Date 1. Identified barriers to learning and strategies for managing barriers
Using the data collection and analysis you conducted above, identify the barriers affecting this childs participation and learning. State the agreed strategy/ies for managing each barrier.
Barrier Strategy/ies for managing barrier
2. Long-term and short-term objectives
What are the short and long-term goals to address to improve the childs participation and inclusion?
Long-term objective/s
Consider cultural practice, abilities, goals, interests, expectations, health practice, needs and developmental stage Short-term objective/s
Consider cultural practice, abilities, goals, interests, expectations, health practice, needs and developmental stage 3. Consultation
Consultation with family Consultation with professionals Consultation with educators/colleagues 4. Strategies to support the inclusion and participation of the child.
Detail the adaptations to be made to the following areas of the service and practices. There must be at least one (1) strategy for each area.
Environment Routines Curriculum Educators practice 5. Educators involved in the implementation of strategies and their roles.
6. Related workplace policies and procedures.
Supervisor verification
Supervisor to sign and date to verify the student has completed the above tasks in the workplace.
Supervisors name Supervisors Job Title Supervisors signature Date Task 3: Implement the individual support plan
Task 3 instructions
Implement the individual support plans for the child into the service. Respond to a series of written questions about the implementation process. Use the provided template to write your response to each question. Questions are related to the following implementation topics:
Supporting the childs and familys entry into the service through positive and supportive communication
Assessing and reflecting on the level of support provided.
Communicating and providing support to educators and colleagues concerning the strategies to be implemented to support each child.
Coaching and mentoring provided to educators/colleagues to implement the plan successfully.
Ability to establish and provide a constant information exchange with each childs family and health care professionals/community members.
Respond to the daily needs of children with additional needs.
Seeking and gaining family permission before consulting with other professionals regarding the child
Your supervisor will need to sign the completed implementation report to confirm the accuracy.
Implementation report
1. Explain how you have supported the childs entry into the service through positive and supportive communication.
2. Describe the methods used to assess and reflect on the level of support provided and what adjustment actions were made based on the assessment.
3. Outline the methods used to communicate and provide support to those educators/colleagues implementing agreed strategies.
4. Summarise how you established and provided a constant information exchange with each childs family and health care professionals/community service members about the childs needs and care strategies.
5. Outline your role in responding to children's daily needs and collaborating with them to develop appropriate behaviours, including children with additional needs and children managing conflict. Give an example to illustrate your response.
Supervisor verification
Supervisor to sign and date to verify the student has completed all above tasks in the workplace.
Instructions: Please tick Yes or No for each item in the list below Yes No
During the implementation of the plan, did the student: 1. Use positive and supportive communication to support the child and familys entry into the service
Using the childs name regularly
Ensure childs needs, interest and any preferences are respected
Ecourage other children to support each other as a group
Second attempt (if first was not satisfactory)
2. Assess and reflect on the support plan implemented on a regular basis and use assessments to adjust the plan
Follow a scheduled routine to reflect on how well the support plan is supporting the child, including whether it is meeting their needs, working towards their goals, and appropriate for any changes. Make adjustments to plan as required.
Second attempt (if first was not satisfactory)
3. Ensure the strategies were implemented effectively by mentoring, communicating appropriately with, and providing support to colleagues
Implement strategies to ensure all staff members involved have the required information and skills to support the child. Strategies could include implementing staff communication records and sharing ideas and feedback about implementing new strategies to assess whether its working or need any changes.
Second attempt (if first was not satisfactory)
4. Maintain information currency about the childs needs and care strategies by establishing an ongoing information exchange with the childs family and appropriate community members
Have regular meetings
Send emails with updates and questions about childs needs
Provide family and relevant community members with opportunity to review plan
Second attempt (if first was not satisfactory)
5. Respond to the daily needs of children with additional needs and seek assistance when required
This includes adapting any established strategies to the childs needs on any particular day or creating new strategies for short-term needs.
Second attempt (if first was not satisfactory)
Workplace Supervisor feedback about the students overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.
Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor
It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.
*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.
Task 4: Monitor and evaluate the individual support plan
Task 4 instructions
You will need to use the monitor the new strategies and the impact on the child to inform future practice.
1. Observe the child under their individual support and inclusion plan and critically reflect on their progress using the provided template. Ensure you are monitoring for any barriers to the strategies being developed and problem-solving to identify alternative strategies to address these barriers.
2. Trial alternative strategies for children in the service as identified during observation. Complete a brief written summary as to the barriers identified and subsequent alternative strategies implemented.
3. You will need to consult with the childs family, relevant professionals, and your colleagues to discuss any areas of concern and implement any strategies suggested by the family or other professionals. Gain family permission before consulting with other professionals regarding the child. Talk about alternative strategies that may be suitable and use the provided template to record notes from consultation activities.
4. Based on the above consultation, implement strategies designed or suggested by family members or other professionals. Complete a written summary as to the strategies designed or suggested and their justification for use in the service.
5. In relation to implementing these strategies, provide a written explanation as to how you monitored these strategies in the service. Also describe the impact of these strategies on the child.
6. Complete a written explanation of how you ensured the use of a culturally and linguistically responsive framework. Consider aspects of verbal and non-verbal communication.
7. After the consultation, critically reflect on evaluation outcomes to inform future practice. Use the provided template to capture your reflection.
Evaluation report
1. Barriers relating to current strategies.
Description of the barriers relating to current strategies.
2. Reflect on the child's progress, with consideration of both their long-term and short-term objectives. Consider any issues or areas of concern based on your observation.
3. Identify alternative strategies to address barriers.
Description of subsequent alternative strategies to implement to address barriers identified.
4. Consultation in relation to issues and/or areas of concern arising from observation
Record notes from consultation activities in relation to issues and/or areas of concern and subsequent strategies to be implemented.
Consultation with family Consultation with professionals Consultation with educators/colleagues 5. Explain how you ensured permission from family members to consult with other professionals about their child.
6. Strategies to be implemented as identified through consultation.
Written summary of the strategies designed or suggested and their justification for use in the plan and service.
7. Monitoring methods for strategies to be implemented.
Written explanation as to how strategies will be monitored in the service, such as observation.
8. Impact of strategies on the child.
Description of the impact of these strategies on the child.
9. Culturally and linguistically responsive framework.
Written explanation of the use of a culturally and linguistically responsive framework consider verbal and non-verbal communication.
10.Evaluation of the above strategies and critical reflection:
Evaluation of outcomes of strategies implemented
How the above evaluation and reflection will inform the future practices
(Workplace Supervisor to complete)
Supervisor verification
Supervisor to sign and date to verify the student has completed all above tasks in the workplace.
Instructions: Please tick Yes or No for each item in the list below Yes No
During the monitoring and evaluation of the plan, did the student: 1. Implement strategies designed or suggested by family or other professionals, including:
Listen to the ideas from families and other professionals and work with them to implement those ideas in the plan.
Refer to and accurately interpret information documented in plan
Communicate effectively with childs family and act in accordance with their wishes
Communicate effectively with other professionals involved in plan implementation
Implement strategies as agreed in plan
Second attempt (if first was not satisfactory)
Workplace Supervisor feedback about the students overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.
Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor
It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.
*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.
Assessor Overall Feedback
Satisfactory
Not Yet Satisfactory
Date: Date: Comments:
Part 4: Supporting inclusion through practice
-259080-25590500Task overview
For this part of the assessment, you will be critically reflecting on three different areas of practice in the service to evaluate how well they support inclusion.
Task 1 Instructions
To complete this task, you will need to:
Complete the below template for three (3) areas of practice
Task resource requirements
Access to a real workplace environment
(Student to complete)
Critical reflection template
Practice area one
1. Explain an area of practice in your service that supports inclusion.
2. How well does the practice you have chosen support inclusion? Provide two (2) examples to support your reflection.
3. Consider purposeful changes to your chosen practices based upon your above critical reflection. Identify at least two recommendations you would make to enhance the practice to be more supportive of inclusion.
Critical reflection template
Practice area two
1. Explain an area of practice in your service that supports inclusion.
2. How well does the practice you have chosen support inclusion? Provide two (2) examples to support your reflection.
3. Consider purposeful changes to your chosen practices based upon your above critical reflection. Identify at least two recommendations you would make to enhance the practice to be more supportive of inclusion.
Critical reflection template
Practice area three
1. Explain an area of practice in your service that supports inclusion.
2. How well does the practice you have chosen support inclusion? Provide two (2) examples to support your reflection.
3. Consider purposeful changes to your chosen practices based upon your above critical reflection. Identify at least two recommendations you would make to enhance the practice to be more supportive of inclusion.
Part 5: Observe social interactions
-259080-25590500Task overview
For this part of the assessment, you will be reflecting on three (3) times you have observed the interactions of children and identified emerging pro-social skills. You will then reflect on the strategies you used to support the development of those skills.
Task 2 Instructions
To complete this task, you will need to:
Complete the below template for three (3) occasions
De-identify the children (use Child A, Child B etc.)
Task resource requirements
Access to a real workplace environment
(Student to complete)
Observation record template
Observation one
Age of the child Location of observation Student name Date of observation Detail the observation you made, including the activity/occasion taking place and the emerging pro-social skills identified.
What were the strategies you used to support the development of these pro-social skills?
Observation record template
Observation two
Age of the child Age of the child Student name Student name Detail the observation you made, including the activity/occasion taking place and the emerging pro-social skills identified.
What were the strategies you used to support the development of these pro-social skills?
Observation record template
Observation three
Age of the child Location of observation Student name Date of observation Detail the observation you made, including the activity/occasion taking place and the emerging pro-social skills identified.
What were the strategies you used to support the development of these pro-social skills?
Workplace Supervisor feedback about the students overall performance during this task. Comments must describe what the student actually did and how they met the requirements of each observable task. Feedback can be specific to the tasks.
Student name Student signature Date signed Workplace supervisor name Workplace supervisor signature Date signed *Note to Workplace Supervisor
It is a requirement that all signatures must be done by hand or by inserting a proper electronic signature, where the image is fixed and cannot be moved.
*Trainer and Assessor details and marking may be completed using the internal Learning Management System rather than signing the paper-based copy.
Assessor Overall Feedback
Satisfactory
Not Yet Satisfactory
Date: Date: Comments:
Submission checklistEVIDENCE SUBMISSION CHECKLIST
General instructions for the student:
Ensure that all signatures/initials in your submissions must be dated.
Complete the assessment sub-tasks in the order given.
You must ensure that you read all instructions carefully before the task begins.
You MUST submit all the evidence as specified below.
Should you have any concerns, please contact the Assessor at Foundation Education.
The student has completed the Workplace Assessment Tasks and submitted the evidence for each Part and/or Task as specified below: Please tick mark against each evidence submitted by the student. Tick mark against each evidence submitted by the student.
Part 1: Promote inclusion and inclusive practices
Create the learning experience table
Reflect on learning experience table
Part 2: Develop, implement and evaluate behaviour plans
Part 2 - Task 1 template for Child 1 and 2
Part 2 Task 2 Behaviour Support Plan template for Child 1 and 2
Part 2 Task 3 Implementation report for Child 1 and 2
Part 2 Task 4 Evaluation template
Part 3: Develop, implement and review an inclusion plan
Part 3 Task 1 Observation template
Part 3 Task 2 Support and Inclusion plan template
Part 3 Task 3 Implementation report
Part 3 Task 4 Evaluation report
Part 4: Supporting inclusion through practice
Part 4 Task 1 Critical reflection template
Part 5: Observe social interactions
Part 5 Task 1 Observation record template
Submission Instructions
Please proofread your work and save a copy of your assessment to keep in your own records.
Save the document to include your name in the file for example:
BAI101 Workplace Observation Assessment (ECEC) Your Name
Submit your completed assessment for marking by your assessor.
