CHCECE046 Knowledge Version 2.0
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CHC50121 Diploma of Early childhood education and care
CHC50121
Diploma of Early Childhood Education and Care
Knowledge Assessment Task Implement strategies for the inclusion of all children.
CHCECE046
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CHCECE046 Implement strategies for
The inclusion of all children.
Knowledge Student Version 2.0
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CHC50121 Diploma of Early childhood education and care
Introduction
This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence.
CHCECE046 Implement strategies for inclusion of all children.
Elements
1.
Promote inclusion and inclusive practices.
2.
Identify barriers affecting children’s participation.
3.
Develop individual plan for support and inclusion.
4.
Implement plan to meet the child’s needs.
5.
Monitor and evaluate strategies.
How students participate in assessment
You are required to read and follow the instructions below. Additional instructions may be provided in your
Student Handbook and supporting documentation. Please note you will need access to the following sources of information in order to complete this unit:
Your workplace policies and procedures
Some research via the internet may be required
The textbooks you have been provided for this course are your main source of information for this unit:
o
The Business of Childcare 5E- Karen Kearns
o
Frameworks for Learning & Development 5E- Karen Kearns
Assessment conditions
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Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1.
You MUST provide responses to all questions at a Satisfactory level
2.
You MUST use the referenced learning materials to guide responses
3.
You can complete the assessment in a classroom setting or self-study environment Authenticity requirements
You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individuals’ work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for further information.
Authenticity Declaration It is important that you sign and date the Authenticity Declaration to confirm that the responses to questions presented for assessment are your own work.
Assessment instructions
You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question.
Attempting assessment tasks
You are required to respond to each question in the space provided. You can answer each question by typing responses directly into the spaces provided.
Assessment outcomes
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The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment
You may apply for reasonable adjustment to this assessment activity. Refer to the Student Handbook for further information.
Submitting tasks Once you have included responses to ALL questions, submit your assessment to the college for marking. Refer to the Student Handbook for information on how to submit assessment activities.
Accessing required readings
You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You will need access to the following sources of information in order to complete this unit:
Your workplace policies and procedures
Some research via the internet may be required
The textbooks you have been provided for this course are your main source of information for this unit:
o
Birth to Big School- Karen Kearns
o
The Big Picture- Karen Kearns
Student appeals
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You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for further information.
Learning materials and required readings
Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment. Service Policies and Procedures
will also need to be accessed and read to support answers.
Textbook reference
Kearns, K. (2021) Frameworks for Learning and Development,
5th ed., Cengage Learning Australia, Melbourne.
Chapters 5,6,7
Useful Links https://www.acecqa.gov.au/
The Early Years Learning Framework for Australia 2.0 (ACECQA)
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Australian Children’s Education & Care Quality Authority (ACECQA). Guide to the National Quality Framework. Guide to the NQF | ACECQA
Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
NSW Government. Education and Care Services National Regulations.
https://legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653
Children (Education and Care Services National Law Application)
Act 2010
https://legislation.nsw.gov.au/view/html/inforce/current/act-2010-104
UNICEF. A simplified version of the United Nations Convention on the Rights of the Child,
https://www.unicef.org.au/united-nations-convention-on-the-rights-of-the-child
Early Childhood Australia (2016).
Code of Ethics https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf
Linking to the National Quality Standard (NQS) www.wavelearning.com.au
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These questions require you to demonstrate your knowledge of:
the requirements of the National Quality Standards and related regulations and laws applicable to this unit.
Question 1
Reading
Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
Match the Areas for Action at a leadership level
(pp.5-8) from the ECA Statement of Inclusion to the elements of the NQS
. Areas of action
a.
Managers prioritise an orientation to inclusive culture and practice when recruiting, retaining, promoting and providing professional development to staff
b.
Services are based on, and responsive to, relevant laws, regulations, standards and good practice guidelines
c.
Children are actively supported and included in play; professionals help children to recognise when play is unfair and offer constructive ways to build a caring, fair and inclusive learning community
d.
Trust and relationships with families are developed, recognising and supporting parents’ advocacy for their child
e.
Time and resources are provided for staff to engage in critical reflection about inclusive beliefs and practices
f.
Services design or adapt environments to be inclusive for all children, assisted by the principles of universal design (ensuring access regardless of age, ability or circumstance)
g.
Services develop practices and are able to demonstrate to children and families that programs acknowledge each child’s strengths and interests.
NQS elements
Areas of
action Element 6.2.2 Access and participation: Effective partnerships support children’s access, inclusion and participation in the program
C
Element 4.2.2 Professional standards. Professional standards guide practice, interactions and relationships
B
Element 5.1.2 Dignity and rights of the child: The dignity and rights of every child are maintained
D
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NQS elements
Areas of
action Element 3.1.1 Fit for purpose: Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child
F
Element 7.2.3 Development of professionals. Educators, coordinators and staff members’ performance is regularly evaluated, and individual plans are in place to support learning and development
A
Element 1.1.2 Child-centred: Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program
G
Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
E
Question 2
Textbook reference
Frameworks for Learning and Development
(5th edition) by Karen Kearns
Chapter 6
Select True
or False
for each statement below.
Statement
True
False
The Disability Standards for Education 2005 defined access to education ‘on the same basis’ as the entitlement of each child with a disability to equitable opportunities and choices to access age-equivalent content from all learning areas of the Australian Curriculum
☒
☐
The Disability Standards for Education 2005 does not address or prevent harassment and victimisation
☐
☒
A wide range of physical, mental health or learning conditions are included in the definition of ‘disability’ as defined by The Disability Discrimination Act 1992 ☒
☐
The aim of Reasonable Adjustment (RE) is to maximise the child’s opportunity to
fully participate in education
☐
☒
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The Disability Standards for Education 2005 sets out the legal obligations or responsibilities of education providers
☒
☐
Under the Disability Standards for Education 2005, it is not the responsibility of education providers to address barriers that may restrict access to educational services
☐
☒
The right of all children to equality and access to education is embodied in the United Nations Convention on the Rights of Persons with Disabilities and the United Nations Convention on the Rights of the Child
☒
☐
According to UNESCO the four overlapping dimensions that need to be embedded in
education systems to ensure inclusion and equity include concepts, policy statements, structures, and practices.
☒
☐
Promoting inclusive change
The following questions require you to demonstrate your knowledge of ways to promote inclusion across different areas of curriculum practice.
Question 3
What organisation standards, policies and procedures relate to the provision of children with additional
needs?
Educational program and practice policy
Staffing arrangements policy
Governance and leadership policy
Relationships with children policy
Inclusion policy
Question 4
What are the main legislations that protect the rights of people (including children) with disabilities?
Child and young persons (care and protection) act 1998 NSW
Disability discrimination act 1992
United Nations convention on the rights of the child (1989)
Enabling and protecting.
Convention on the rights of persons with disabilities.
Rights of people with disabilities.
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Question 5
When caring for a child with an additional need we may need to adapt the service. What can this adaptation involve?
Making adaptions to include children with additional needs will be different for each child. Each additional need with be a different modification potentially. Adaptions May include modifying the building eg; adding a ramp or elevator. It may include adding certain resources or equipment. Or even
a special sleeping area.
Modifications may also include employing an interpreter for children who have English as a second or third language.
Question 6
How could your program meet the needs of the children with additional needs that you may care for?
We would modify activities and learning experiences to meet the child’s specific needs. For example, provide visual aids or use sensory-friendly materials to support children with sensory processing difficulties. Have quiet spaces in the room for children who don’t cope well with lots of noise or groups of children. Adaptive activities for children with behavioural needs. Be innovative and resourceful in finding ways to enhance the program to meet each child’s individual needs.
Question 7
Match the educator practice
used to support inclusion to the examples provided.
Examples
a.
Actively support the right to privacy of children who need assistance with personal and intimate care, and for these children to feel safe and protected
b.
Model and support the use of augmentative communication and technology to ensure children with
communication and language problems are listened to and have a voice
c.
Actively work to support the child’s learning by ensuring that learning materials, resources and physical facilities are appropriate to individual child needs
d.
Support children to have a voice and ensure the views of children are listened to and respected
.
Educator Practice Examples
The educator supports Alexa to explain to the other children why she uses a wheelchair and how they can help her by keeping walkways clear
C
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Educator Practice Examples
Because of his cognitive disability, Edward (4years) is not yet toilet trained and wears a nappy. When changing Edward, the Educator uses a private area away from the view of other children
A
Educator James has taught the preschool children how to communicate with Eden (4 years) using the augmentative communication tool,
“
Comic” visual system
B
After consultation with Michael’s family on how to support building relationships with his peers, Director Kate has purchased a special chair for Michael (3 years) so that he can sit at the table with other children for meals and when working at table
activities. D
Types of additional needs
These questions require you to demonstrate your knowledge of additional needs including:
the types of physical, sensory or developmental disability
behavioural or psychological disorders
child at risk of harm or illness
health problems.
Question 8
What is an additional need? Provide 2 examples
An additional need is classed as a child having a health or developmental condition that impacts their everyday life.
Two examples include;
Having a culturally diverse background.
Anxiety.
Question 9
Textbook reference
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Frameworks for Learning and Development
(5th edition) by Karen Kearns
Chapter 6
a.
Select True
or False
for each statement below.
Statement
True
False
Down Syndrome is a genetic disorder where the person has an extra chromosome (47 rather than 46)
☒
☐
Some disabilities associated with neurological, genetic and sensory processing disorders include dyslexia, auditory and visual processing disorders, and dyspraxia
☒
☐
Cerebral Palsy (CP) is a progressive, permanent disorder of movement and posture caused by damage to the developing brain
☒
☐
Spina bifida is a congenital orthopedic impairment that means ‘cleft spine’ – an incomplete closure in the spinal column
☒
☐
Characteristics of Dysphasia/Aphasia may include difficulty with language, problems understanding spoken language and poor reading comprehension.
☒
☐
Spastic Cerebral Palsy is the least common type of Cerebral Palsy and is associated with stiffness or tightness of muscles
☐
☒
Characteristics of dyspraxia (Sensory Integration Disorder) may include difficulty with fine motor skills; problems with hand–eye coordination, balance and manual dexterity
☒
☐
A child with an Auditory Processing Disorder would have difficulty interpreting visual
information
☐
☒
Autism Spectrum Disorder (ASD) is a lifelong developmental disability characterised by marked difficulties in social interaction, impaired communication, restricted
and repetitive interests and behaviours, and sensory sensitivities.
☒
☐
There is a single test which can be used to diagnose Attention Deficit Hyperactivity Disorder (ADHD)
☐
☒
Maximum visual acuity (clearness or clarity of vision; 6/6 vision) usually is achieved by around 10 years of age.
☐
☒
b.
Select True
or False
for each statement below.
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Statement True
False
A child with a mild hearing loss is still able to detect and fully understand speech at a distance or in noisy settings
☐
☒
Strabismus is a misalignment of the eyes because of an imbalance in the eye muscles; often one or both eyes appear to be crossed
☒
☐
Sensory integration is how we use sensation to make sense of our surroundings
☒
☐
For children with Down Syndrome, language usually develops within the typical age/stage range
☐
☒
Children with Dyspraxia will appear awkward and clumsy, and have difficulty coordinating movements
☒
☐
Legally blind indicates that a person has less than 20/20 vision in the better eye or a very limited field of vision (20 degrees at its widest point)
☒
☐
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that results in poor concentration, impulsivity and often out-of-control behaviours
☒
☐
Examples of sensory over-responsivity (hypersensitivity) is the inability to tolerate wearing clothing where seams or tags touch the skin or the inability to tolerate loud noise, bright light, certain flavours and smells
☒
☐
There is only one diagnostic tool used to determine if a child has Autism Spectrum Disorder (ASD)
☐
☒
Attention Deficit Hyperactivity Disorder (ADHD) is characterised by inattention, impulsivity and hyperactivity
☒
☐
Receptive language disorders include Central Auditory Processing Disorder (CAPD), aphasia, comprehension deficit, delayed language, delayed speech, and difficulties in the ability to attend to, process, comprehend, retain or integrate spoken language.
☒
☐
Question 10
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Match each additional need
to the descriptor of the child
it most closely represents.
Additional needs
a.
Attention Deficit Hyperactivity Disorder (ADHD) b.
Learning disability
c.
Articulation disorder
d.
Sensory Processing Disorder (SPD)
e.
Cerebral palsy (CP)
f.
Near-sightedness
g.
Emotional/mental health issue
h.
Gifted
i.
Hearing impairment
j.
Central Auditory Processing Disorder (CAPD)
k.
Autism Spectrum Disorder (ASD)
l.
English as an additional language/dialect (EAL/D)
m.
Spina bifida
Descriptor of child
Additional need Samir (3yrs) has partial paralysis of the legs and walks with the aid of a walking frame. He has spinal curvature and requires a special standing frame when working at table activities
M
Naya (3yrs) has recently moved from a remote outback settlement to the city to live with her aunty. She speaks Krio (a mixture of English and traditional language)
L
Josh (3yrs) will often watch a speaker’s face intently when being spoken to. He is slow to respond to questions or directions and often gives inappropriate responses as though he is guessing
J
Tran (4yrs) is impulsive and can display out of control behaviour, he has poor concentration and often flits from one thing to another. He is restless and fidgety and will often talk over the top of others in a loud voice
A
Ella (4yrs) has difficulty following single-step directions. She is echolalic (repeats questions/directions but with no comprehension) and although she has been attending the service for almost a year, she still can’t recall the names of educators or peers
K
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Hu (2.9yrs) has been slow to reach his milestones. He is still using single words and gestures to make his needs known. He has poor fine motor skills and is not yet able to complete a simple inset puzzle. Hu does not actively explore his environment and shows little curiosity when presented with play materials
B
Imogen (2.3yrs) is extremely tactile-defensive. She puts her hands over her ears in response to any loud noise, she doesn’t like to have her hair brushed, she constantly chews on her clothing, she is an extremely picky eater and will not touch things like dough, paint, sand etc.
D
Najila (4yrs) has a low self-esteem. She rarely plays with other children and often appears anxious but resists being comforted by the educator. Najila chews her fingernails until they bleed and has also begun to scratch
her skin until it bleeds
G
Aidan (3yrs) presents with mild erratic and uncontrolled muscle movements. He wears glasses to correct a squint and has difficulty chewing and swallowing hard/semi-hard foods
E
Cara (2yrs) is continually squinting. She is very sensitive to bright sunlight and often holds objects very close to her eyes
F
Ollie (4yrs) presents with very ritualistic behaviours and becomes distraught if there are even minor changes to his daily routine. He has obsessive interests which may last for several months and is lagging in his language development
C
Jia (3yrs) reached her milestones very early, walking at ten months and talking at 18mths. She is a beginning reader and loves drawing intricate and colourful patterns. Jia does not relate well with her peers, preferring her own company or the company of adults
H
Gemma’s (4yrs) speech is almost unintelligible. She omits many beginning
sounds and will substitute one sound for another when attempting to communicate. Her hearing is within normal range.
I
Barriers to participation and inclusion
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These questions require you to demonstrate your knowledge of:
barriers and factors that may impact the inclusion of the child and their family
different backgrounds,
experiences and needs of children and families in exceptional circumstances
or with additional needs.
Question 11
How does culture impact on the needs and care of children with additional needs?
Culture can impact on the needs and care of the child with additional needs as not only do staff need to consider the support required but also the cultural requirements need to be supported and addressed.
It is important for children with additional from culturally and linguistically diverse backgrounds for childcare services to comply with standards and legislations in the way of ensuring care and support in
a culturally acceptable way. It is good for educators to have current updates on the child with additional needs. A strong line of communication needs to be maintained.
Question 12
Match the barriers
to participation to the examples
provided.
Barriers
a.
Attitude/values of educator
b.
Physical barriers
c.
Sensory barriers
d.
Cognitive barriers
e.
Language and communication barriers
f.
Emotional/behavioural barriers
g.
Cultural barrier
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Examples
Barrier
4 year-old Aiden has Cerebral Palsy. He walks with the aid of a walking frame and needs support to move from a standing position to sitting on the floor
B
Mirra (4.6 years) finds it difficult to concentrate for more than a few minutes. She is only able to follow one-step directions and is easily distracted
D
Genji (14mths) often arrives at the centre dressed in many layers of clothing which tend to restrict her mobility and causes her to become very hot. Genji’s mother tells the educator that wearing many layers will protect her daughter from illness
G
Educator Alice doesn’t believe that Jayden (4 years) should be enrolled at the centre. He has Autism Spectrum Disorder and must be watched closely as he tends to put small objects in his ears and nose
A
Eddie has difficulty with both receptive and expressive language. He often looks confused and tends to use gestures rather than words when communicating
E
Samir (3 years) becomes extremely agitated by loud noises. He will cover his ears,
sob, and crouch on the floor
C
Cassie (4 years) has poor self-regulation skills. She often becomes verbally and physically aggressive when playing with others if her needs are not being met. As a result, other children tend to avoid her.
F
Leadership and ethics
Question 13 Reading
Statement of Inclusion of Every Child in Early Childhood Education and Care
. ECA. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/01/Statement-of-Inclusion-
2016.pdf
a.
List and briefly describe ECA’s three dimensions of inclusion
.
Access – Means that every child has access to early learning. Inclusive access requires early learning services to be set up and organised around a diverse community.
Participation – inclusion requires meaningful participation. This means providing programs in which children are recognised as active agents in their own learning.
Outcomes – means that every child experiences positive learning outcomes in the areas identified in the EYLF.
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A core principle of the ECA Statement of Inclusion includes ‘research, inquiry and practice-based evidence inform quality education and care’.
b.
Identify one action that leaders in early education and care services might apply in relation to children with complex social, emotional or behavioural needs.
Remaining aware that first and foremost the child is a child and care should be taken to avoid words that suggest pity, and sympathy and reinforce stereotypes.
Connecting to legislation and regulations Question 14
Reading Disability Action Plan Guide (2021) | Australian Human Rights Commission
a.
What is the primary purpose of a Disability Discrimination Act Action Plan?
The primary purpose is to help employers and other organizations eliminate discrimination against people with disability and to increase awareness of the rights of people with disability. It is also to extend to seek and ensure people with a disability have the same rights to equality before the law as the rest of the community.
b.
What disabilities should be targeted as part of a Disability Discrimination Act Action Plan?
Age, disability, ethnicity, marital or family status, religious and cultural background, sexual orientation
and gender identity.
c.
Part of the development of a Disability Discrimination Act Action Plan is to identify potential barriers (physical, communication and attitudinal) to service access. Thinking generally about children’s education and care services, suggest one possible example for each type of barrier
. a.
An example of an attitudinal barrier
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Stereotyping- people often stereotype those with disabilities, assuming their quality of life is poor or that they are unhealthy because of their impairments.
b.
An example of a physical barrier to a child or parent with a physical disability.
Steps or curbs that block a person with mobility impairment from entering a building or using a sidewalk. Or a building with no ramp for a wheelchair.
c.
An example of communication barriers for parent and/or child
Language barriers are one of the most significant obstacles to effective communication.
d.
An example of educator attitudinal barriers.
Assuming a person with a disability is inferior. Assuming that someone with a speech impairment cannot understand you.
The ECA Code of Ethics (2016) states that ‘
In relation to children, I will: ensure that children are not discriminated against on the basis of gender, sexuality, age, ability, economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national origin.’
d.
Thinking about this statement, describe one practical strategy
that you have observed or practiced which ensures children are not discriminated against. My educator simplifies discussion with the children that focus on fact rather then the issue. So not saying that a child has two homes and why but rather saying that some children live their dads, some live with their mums, some even live with their grandparents.
NSW Government. Education and Care Services National Regulations.
https://legislation.nsw.gov.au/view/html/inforce/current/sl-2011-0653
e.
In relation to disclosure of information, explain the key purpose of Regulations 160, 161 & 162. You are able to summarise these regulations. www.wavelearning.com.au
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Regulation 160; every child must have an enrolment form containing all information relating to name, birth, address, immediate family, medical diagnoses, court orders and cultural background.
Regulation 161; authorisations are to be kept in an enrolment record. These authorisations include medical treatment, ambulance service and excursions. The parents must have these authorisations signed.
Regulation 162; every child must have health information on record including doctor’s details, Medicare number, immunisation history, allergies, medical management plans and dietary needs.
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CHC50121 Diploma of Early childhood education and care
Promoting inclusion
The following questions require you to demonstrate your knowledge of ways to promote inclusion across different areas of curriculum practice.
Question 15
a.
Define the inclusion Inclusion is the idea that everyone should be able to use the same facilities, take part in the same activities and enjoy the same experiences including people who have a disability or other disadvantage.
B.
Define the word equity Equity means providing high quality education and care to diverse learners. Each child is unique in learning and development.
Question 16 Inclusion: involves taking into account all children’s social, cultural and linguistic diversity (including
learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum
decision-making processes. The intent is to ensure that all children’s experiences are recognised and
valued. The intent is also to ensure that all children have equitable access to resources and
participation, and opportunities to demonstrate their learning and to value difference
.
a.
Select one
of these examples and suggest a strategy that could be put in place
to reduce the impact
of this barrier for the child.
A strategy to overcome cultural barriers for children can include incorporating diverse families home cultures into the curriculum. For example families can visit and share their knowledge and history. This helps the child to be able to connect their home life to their school and have a sense of belonging.
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CHC50121 Diploma of Early childhood education and care
Learning Outcome 2 Children are connected to their world: 2.2. Children respond to diversity with respect.
Reading The Early Years Learning Framework for Australia 2.0 (ACECQA)
EYLF-2022-V2.0.pdf (acecqa.gov.au)
b.
Select one bullet point from ‘
Educators promote this learning, for example, when they
’ and provide an example of an experience that could be provided for preschool age children. Hold a show and tell session where children can bring in something from their cultural background and speak about it. The children will actively listen and allow the child to be heard.
Communicating and respecting diversity
Question 17
Explain ‘the child first’ principle.
The child first principle recognises that children are different to adults- they have different needs and vulnerabilities, and they should not be treated the same way.
Question 18 When working with children with additional needs it is best to work as a team. Who would most appropriately be involved in this team?
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Educators.
Management.
Families.
Support workers.
Doctors.
Question 19
The following statement identifies the importance of role modelling attitudes of inclusion and respect for diversity. ‘Young children will accept and embrace diversity when diversity is accepted and embraced by the adults who are significant to the child. The converse is also true – children will adopt the discriminatory values and
behaviours of adults who are significant to the child.’
In your own words, and using two bullet points,
explain why role modelling plays such a critical role in developing children’s acceptance and respect for diversity and inclusion.
Role modelling is important for a child as it shapes them into who they will be. How they behave within their relationships with others and when making decisions. It will help them remember to treat people with respect.
Role modelling the acceptance of diversity will encourage children to not only accept differences but to respect and celebrate them.
Question 20
Read the scenario and answer the questions
Imani Imani (3yrs) emigrated with her family 18 months ago, from a small African country that was constantly
at war with its neighbours. Imani speaks fluent Swahili and English. Imani’s parents were teachers. Now her father works in a factory and her mother is at home with a new baby. Imani has just started childcare and attends two days per week, and presents as a happy, www.wavelearning.com.au
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CHC50121 Diploma of Early childhood education and care
confident child. After her third week Imani told her mother that she no longer wanted to attend the service. After some gentle questioning, her mother discovered that Imani was being teased by some of the other children because of her dark skin and thick frizzy hair. One older boy was being very cruel. Imani tells her mother that she is afraid of this boy. Imani’s mother decides to keep Imani at home for the day and calls the service to make an appointment for her and her husband to talk to Imani’s educator. As a follow-up to this discussion educator Sara works with her colleagues to immediately address the bullying and racism with the children.
a.
Explain why it is essential to immediately address this issue.
It is essential to address this issue because it falls under the protection of discrimination against children. It also can potentially cause further issues within the centre eg; centre complaints and word of mouth.
b.
Suggest what Sara and her team can do to address this issue with the children.
They can have a group discussion about all children being different, watch videos or read stories about inclusion.
Question 21
Read each statement and explain why the child has a need for additional support in a children’s education and care service. Alistair (2yrs) is now in full-time foster care, having been severely neglected and then abandoned by his mother. Why is there a need for additional support?
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Alistair does not live with his biological parents. He will have trauma from her past of being neglected and abandoned. He may feel alone, scared and overwhelmed.
Imogen (3yrs) has chronic heart disease and tires easily. She has spent most of her short life in and out of hospital. Because she is highly susceptible to infection, she rarely mixes with other children. Why is there a need for additional support?
Imogen will be lacking the education she needs and will be severely behind due to the amount of time
being hospitalised. She is always tired so this would lack her concentration abilities and she hasn’t been able to form many friendships.
Tovah (4yrs) is hearing impaired. She wears hearing aids and communicates using a combination of sign language and speech. The ambient noise level in the playroom makes it difficult for Tovah to communicate with other children. Why is there a need for additional support?
Tovah is hearing impaired which is evident to be a sign of difficulty when learning in an open environment like a daycare centre. Her sign language could potentially be a difficulty within the centre
as educators may not know sign language to be able to assist her. She has difficulty being within the playroom which then puts her in a delay of forming friendships during that time and getting the learning through play that is important at her age. Yu (3.7yrs) is a gifted child. He has a reading age of 8 years and has an extensive vocabulary. Yu finds it
difficult to relate to same-age peers. He has extremely poor social skills and spends most of his time playing alone or reading to himself.
Why is there a need for additional support?
Yu is far advanced for his age which requires extra educational assistance that a daycare may not be suitable to teach. The learning in the room might come to as boredom as he already understand and comprehends it all due to his extensive vocabulary. His social skills are poor which then creates a barrier of forming friendships and extending on his social skills.
Rosa (3.9yrs) is developmentally delayed. She functions at a 2-year-old level in relation to her language, social and cognitive skills. Rosa is large for her age, looking more like 5-year-old. The other children find it difficult to understand why Rosa ‘talks like a baby’, and often exclude her from their play. Why is there a need for additional support?
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Rosa is being excluded by her peers which will affect her social skills. Her learning abilities are below her age level, meaning she won’t be learning the same things as her peers- an educator will have to plan accordingly for her.
Question 22
Reading
Chronic illness.
The Children’s Hospital at Westmead, Sydney Children’s Hospital, Randwick and John Hunter Children’s Hospital, Newcastle.
https://www.schn.health.nsw.gov.au/files/factsheets/chronic_illness-en.pdf
a.
List three
examples of childhood illnesses that are regarded as chronic.
Asthma
Diabetes
Cerebal palsy
b.
The article describes a range of challenges faced by children
with a chronic illness. Describe three of these challenges.
Uncertainty- not knowing what to expect.
Difficulties with everyday experiences.
Feeling different and looking different.
c.
The article describes a range of behaviours that children and young people may display as they react to the stress of their illness. Of these reactions, which one is most likely
to be evident or of concern, in children under the age of 6 years. Behavioural problems.
d.
The article describes several strategies that can be used by the family when coping with a child’s chronic illness. With reference to these coping strategies, describe one-way educators can support families. www.wavelearning.com.au
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Educators can maintain good communication with the families.
Question 23 Read the scenario and answer the questions.
Nick
Four-year-old Nick has been described by his educator as ‘4 going on 40’. His mother is a substance abuser and has been in and out of rehabilitation many times. On these occasions, Nick stays with relatives or is placed in temporary foster care. Nick’s mother has been in a series of abusive relationships and he has witnessed violence against his mother.
Nick is extremely independent and tells his educator that he sometimes takes money from his mother’s purse and buys himself hot chips from the corner shop. Nick is always hungry and is often dirty and smelly. The service always provides Nick with breakfast and offers him the option of having a
shower and a change of clothes.
Nick tends to be a loner but when he does interact with his peers, he tends to be very aggressive (physically and verbally) and finds it difficult to share.
Nick is very mature for his age and tends to act more like the parent than his mother. Nick craves affection and enjoys spending one-on-one time with educator Dan. Nick also loves to spend time with the babies – he is very gentle and affectionate towards them. Nick is enrolled to attend the service 5 days per week but his attendance is erratic due his mother’s substance abuse.
a.
Explain why Nick is a child with additional needs.
Nick does not have a stable home, he is constantly in and out of foster care due to his mother being in
rehab. He has been exposed to in home trauma which can have an affect on his mental health. He is currently going down a negative path, stealing money, having poor hygiene and displaying violent behaviour.
b.
What strategies should Dan have in place to support Nick?
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Build a relationship with Nick so he feels secure and a sense of belonging.
Praising the positive interactions he has with others and helping him through the difficult interactions.
Using nicks interests when planning the program and working with him in the planning process.
Question 24
a.
List five reasons why parents of children with a disability may experience poorer mental health.
Intensity of the day-to-day care requirements for the family.
Struggling to find services to help their child and family.
Social isolation.
Financial concerns.
Difficulty maintaining employment.
b.
What hampers professionals who work with children with a disability from supporting the mental health needs of parents of children with a disability?
They often lack confidence, skills, resources or time to talk to parents about their own mental health.
c.
Why are child practitioners (educators) considered to be in a unique position to support the parents of
children with a disability?
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on the family and often have an ongoing relationship with the family.
Question 25
a.
How are marginalised and vulnerable families defined?
Marginalised families are defined as;
low income
young parent families
sole parent families
Culturally and linguistically diverse backgrounds
Families with a parent who has a disability
Families experiencing housing problems
Domestic violence
Substance abuse
Mental health
Families dealing with child protection
b.
What are the increased risks for children where families have poor social support and make limited or no use of community support services?
There is extensive research on the long-term health and social outcomes of child abuse and neglect for individuals, including increased risk of chronic disease, poorer mental health and well-being, homelessness or involvement of the criminal justice system.
c.
Describe 3 family types regarded as most in need of support.
Single parent families, split parent families.
Foster families.
Young parent families.
d.
List three types of barriers to families making use of services.
Service level (or structural) barriers.
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Family level barriers.
Relationship or interpersonal barriers.
e.
List two
possible barriers marginalized families may face in accessing children’s education and care services.
The cost of childcare. Low-income earners will potentially face this issue.
Opening hours of the centre may not work for those who need to access the care.
f.
List two possible barriers marginalized families may face in relation to family level barriers.
Family values don’t fit.
Limited trust in leaving child alone.
Strategies to support inclusion
Question 26
Read each scenario and answer the questions.
Spiders
The educator has set up a project on spiders, providing a wide range of opportunities for children to explore and investigate. Kyle, Laila, Asher, Tilly and Maya have contributed to the project in different ways. Kyle
(4.6yrs) has autism. He functions quite well in the service if his routine is maintained, and he is
given plenty of unhurried time to complete tasks. Kyle has limited language and uses word/picture
cards to communicate. Kyle loves to draw. His drawings are extremely detailed which reflects his
amazing eye for detail. The educator has provided Kyle with a series of photographs of different
types of spider webs for him to examine and draw. Laila
(4.8yrs) is delayed in all areas of development. She finds it difficult to concentrate and stay on
task and prefers experiences where she can move around and interact with materials. The educator
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has created weaving frames made from small trees branches. Laila is working with the educator to
make a spider web. She can use her fine motor skills to weave wool around the branches to create
a web.
Asher (4.2yrs) has well developed literacy skills. He likes to research information from books and
copy things that interest him into his project book. Today, he has a book on spiders which he
borrowed from the local library. He is drawing a spider and has asked the educator to help him label
the spider’s anatomy. The educator works with Asher using the reference book.
Tilly
(4yrs) and Maya
(4.7yrs) are making up a song about spiders. The girls have been invited by the educator to sing their song to the group at morning tea.
Each week the educator updates the display for parents showing and explaining the children’s work on
the spider project. Educators have been pleased to hear parents asking the children about the project and making positive comments to staff. The parents of Kyle, Laila and Asher were particularly excited to see their child’s contributions to the project.
a.
Explain why this scenario is an example of supporting all children to fully participate as valued members of the group and making curriculum decisions that promote inclusion and equitable and effective participation of all children.
The children were all able to contribute to the project in different ways. This promotes freedom of choice and inclusion.
The staff enabled jobs for them to do within their areas of development and skills. Laila has been given a task which allows her to keep moving as she prefers to be able to move around. An educator gave Asher their time to help him label his drawings which came from his own sourced book. Tilly and Maya were invited to sing their song they created in front of the class and Kyle was given lots of photos he could examine and draw as his favourite thing to do is draw.
b.
What did the educators do to share information about the Spider Project with families?
The educators update the display wall each week showing and explaining the children’s work on the project. This prompts the parents to have a discussion with their children about the project.
Tazia
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It is term II and Tazia (4. 4yrs) has commenced preschool one day per week. Tazia’s family are from the Middle East and speak Arabic and English at home. The enrolment form was completed in English
by Tazia’s father, and there were gaps in the information provided which alerted the director that Tazia’s father might need assistance understanding and completing the form. Additional information about the service, including key policies, were provided in Arabic to the family. The family was also provided with photographs showing what should be included in Tazia’s bag, the type of clothing that should be worn, use of the iPad when signing in and out, images of routines throughout the day etc.
The Orientation Process
As part of the orientation process Tazia’s mother, Mariam, visited the centre with her sister-in-law who acted as interpreter. Mariam has limited English language skills and struggles with written English. Through the interpreter, Educator Sarah discussed ways the centre could most effectively communicate with Mariam. For ongoing, regular communication it was decided to trial a combination of emails to Tazia’s father, arranging for some information to be translated into Arabic and using visual
aids.
During the orientation visit Mariam expressed concern when she observed the children serving themselves morning tea and wanted to know why the educators didn’t assist in feeding the children.
About Tazia
As the only son, Tazia enjoys an elevated status in the family. He has four older sisters. His parents and his sisters treat him as though he is still a toddler and as a result, Tazia has not developed age-
appropriate self-care/independence skills. Tazia is still dressed and fed by his mother or sisters. Educator Sara has also seen Tazia in a pram when at the local shopping centre with his mother.
Tazia is large for his age, has poor coordination, and is rather clumsy. His fine motor skills are also poor. Tazia has age-appropriate language skills, although he often does not use his language skills to the fullest – he tends to use single words, two-word phrases and gestures to make his needs known.
Socially, Tazia is immature for his age. He has difficulty sharing, taking turns and waiting. He is easily frustrated and tends to react physically when he is upset by pushing, hitting or storming away. He rarely attempts to resolve any problems with peers, instead he will complain to educators about the behaviour of other children. Tazia finds it difficult to enter a play situation and has difficulty playing cooperatively and collaboratively with his peers.
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Tazia is due to commence school in 6 months. Over the last few months, Educator Sara has tried to arrange a meeting with Tazia’s parents to discuss her concerns about Tazia. To date, the parents have not agreed to meet with Sara.
Sara has implemented a range of strategies to support Tazia while at the service. She also recognises
the importance of helping the family to make changes at home so that Tazia can build his skills as a competent four-year-old. Sara has suggested strategies for the family to implement at home to assist Tazia to develop age-
appropriate skills and has also shared the goals she is working on with Tazia. These have been translated into Arabic and given to the family. Feedback via the sister-in-law suggests that Tazia is regarded by his mother as ‘still a baby’.
Sara discussed barriers in communicating her concerns about Tazia’s development and the goals she has put in place with her educational leader. The educational leader discussed the challenges of working with families where English is a Second Language and where there were differences in cultural values related to child rearing. The educational leader suggested that Sara should take a supportive approach by continuing to share information with the family and provide regular updates of his progress towards the development of age-appropriate skills. c.
Explain why the educator has correctly identified Tazia as a child with additional needs.
Tazia has been identified as a child with additional needs due to his families cultural background and English being a second language. He has limited language skills and his fine motor skills are poor. Tazia
also has trouble dressing and feeding himself. He finds difficult to resolve conflict on his own.
d.
How did Sara demonstrate the use of a culturally and linguistically responsive framework during the orientation process?
Sara discussed ways the centre could effectively communicate with Mariam. They were going to trial a
combination of emails using visual aids and Arabic translation.
e.
What decision was made in relation to establishing and maintaining constant information exchange with family about the child’s needs and care strategies?
Sara suggested strategies to implement at home to assist in developing proper skills. These have been
translated into Arabic and given to the family. Sara has taken a supportive approach in continuing to share information with the family and provide regular updates towards his development.
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f.
How did educator Sara utilise the educational leader in this scenario?
She got some feedback and suggestions on how to communicate with the family and what challenges she will face with families having English as a second language.
g.
Suggest three things
that Sara could recommend that the family put in place to assist Tazia’s development.
An emotional regulation corner, for when Tazia is feeling frustrated.
Playing simple games that encourage turn taking and waiting for her turn.
Reading stories or telling stories before bed to encourage language.
Tina
‘My name is Tina. I am from the Philippines and I am 4 years old. I came to Australia six months ago, with my mother and my two older brothers. My father was Australian, but he died in a motorbike accident 3 months ago. We live with my paternal grandparents. I speak English and Filipino. I have 30% vision in my left eye and 80% vision in my right eye. Since arriving in Australia, I have had an assessment and mobility training with Vision Australia.’
h.
List three
questions you could ask Tina’s mother to gain additional information about Tina.
Asking for the assessment results she was given from Vision Australia.
Developmental strengths and weaknesses.
What she enjoys doing and what are the individual goals they are looking for.
i.
Explain how you would involve the family in identifying changes needed to create a safe environment for Tina.
This could be done in conclusion with the family and Vision Australia perhaps to find out the changes needed within the environment to ensure Tina is accommodated for.
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Elsa ‘My name is Elsa. I am 3 years old and have Cerebral Palsy. I use a wheelchair and am also
learning to walk with the aid of braces on my legs. I like to scoot around the floor on my bottom with
my legs out in front of me, but mum doesn’t like me doing this because I often bang into things with
my legs. I tire easily but I don’t like having an afternoon sleep. I need assistance with toileting and dressing
but can do most other things without any help. I have spent quite a lot of my three years in hospital, so I have had limited contact with children my own age. My gran says I’m very spoilt and that’s why I can be very bossy and demanding. I get angry if I don’t get my own way. I cross my arms and sulk and refuse to move!’
j.
List three
questions you could ask Elsa parents to gain additional information about Elsa.
What is the extent of her cerebral palsy?
What does Elsa enjoy doing for quiet time or to assist her when she becomes tired if she doesn’t like to sleep?
What are Elsa’s interests? This can help when she becomes very bossy and demanding.
k.
List two
factors that would need to be considered in relation to the physical environment.
Ample space for Elsa to be able to walk using her leg braces.
Wheelchair accessibility.
l.
Explain how the educator could prepare the children already attending the program for Elsa’s arrival. The educator can have a group time with the children focusing on their new friend coming. The discussion can include how some children have additional needs and what those needs include. The educator can talk about the wheelchair and braces explaining its how Elsa moves around and that’s the help she needs to be able to be at school. www.wavelearning.com.au
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Simulated Workplace Task: Case Study
Question 26
Read the case study and answer the related questions.
All About Poppy Family and Relationships
Poppy is 2.9 years and attends the service 3 days per week for the past 2 years. This year, Poppy will move from
the 2-3’s room to the 3-4’s room.
She is an only child who lives at home with her mother, Sarah, father, Arthur and her dog Toby. Poppy has regular contact with her extended family – grandparents, aunts, uncles and cousins. Poppy separates with ease each morning and has a warm relationship with her educators. Poppy often plays alone and appears to have no ‘special’ friends.
Strengths
At 2.9 years Poppy has mastered many skills. She can:
-
toilet herself and wash her hands
-
eat independently and likes most foods
-
sleeps for around an hour each day
-
make her needs known
-
asks for help when needed (mostly)
Poppy creates quite lengthy and elaborate dramatic play scenes when taking on the role of mother in the dramatic play area with the dolls. Poppy will talk to herself and the dolls in a soft voice, dress, feed and change them, take them for walks in a pram, go to the shops etc.
Interests
Poppy loves to play in the dramatic play area, taking on the role of mother, caring for the dolls. Poppy also spends a great deal of time ‘reading’ – her favourite books at the moment are the Hairy Maclary series
Developmental Concerns (Educator Perspective)
Poppy was slow to reach developmental milestones related to sitting, standing, crawling and walking. She was also slow to reach language milestones related to receptive and expressive language. Gross motor coordination can be clumsy – she often bumps into furniture or trips and falls. She is reluctant to attempt any physical play such as climbing, using the obstacle course and ball play. Poppy has difficulty following 2-3 step instructions and appears to find it difficult to follow simple conversations www.wavelearning.com.au
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with peers. She has a limited attention span when undertaking a task that she finds challenging, such as puzzles or table games. She appears confused about the sequence required to complete a puzzle or play a simple game such as
lotto.
Poppy tends to play alone, for example, she rarely engages in dramatic play with her peers. She often has difficulty expressing her ideas, thoughts, answering questions etc.
Formal Assessments
At the request of Room Leader, Dane, Poppy was recently assessed by a speech pathologist as having receptive language issues, such as following instructions, understanding simple what, where, Why and who
questions. Her hearing is within the normal range. The therapist flagged that Poppy may have a sensory integration disorder such as dyspraxia.
At the request of Dane, Poppy has also been assessed by a pediatric occupational therapist who has identified that Poppy has poor coordination and poor balance; essential for gross motor skills such as walking, running, climbing and fine motor skills such as dressing, writing, cutting etc.)
Both therapists indicated their willingness to work collaboratively with the parents and the service to support Poppy’s development. The Parent’s Perspective
Dane arranged to meet with Sarah and Arthur to discuss the assessment reports. Sarah and Arthur were visibly upset and surprised by the results of the assessments. They described Poppy as a little clumsy and sometimes vague. Sarah told Dane that they simply put this down to
her age. Sarah said she has noticed that Poppy is a little slower than her same-age cousins but was reassured by her sisters (who each have three children) that she shouldn’t worry because Poppy would ‘grow out of it’ as she matured.
The Educator’s Perspective Dane attempted to reassure the parents and talked about the importance of balancing the assessments with Poppy’s strengths. Dane explained how the goals could be developed and provided examples of the sorts of experiences that could be provided for Poppy at home, at the services and by the therapist to support skills development. Dane explained that the program at the centre would focus on Poppy’s strengths and interests as a baseline for building new skills over time
. Dane also stressed the need for Sarah and Arthur to continue their role as loving parents and to remain focused on all the things that Poppy can do rather than worrying about what she hasn’t yet achieved. Dane suggested a second meeting where they could talk about the program for Poppy and the role of the therapist moving forward.
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After the meeting Dane reflected on how important it was to consider Poppy’s needs in the context of the family. He saw his role as supporting not just Poppy but also her family.
a.
List the key concerns
in relation to Poppy’s development.
Receptive language issues.
Sensory integration disorder (dyspraxia).
Poor coordination and balance.
b.
List three indicators
displayed by Poppy that match with the typical indicators of Dyspraxia.
Bumps into furniture.
Reluctant to participate in physical play.
Trips and falls.
c.
Dane is also aware that Poppy avoids engaging in play with her peers and appears to have difficulty following conversations/interactions with her peers. Explain how sensory integration disorders
such as dyspraxia may create barriers to Poppy’s participation in the program and later in the school setting.
Dyspraxia can make it hard for a child to succeed in school. For example, sensitive children might may not be able to be in a busy room due to the noise of other children and have lack of concentration. Children with sensory disorders have trouble sitting still for long periods of time and can often seek stimulation in bumping, jumping or crashing into children. Many children with these disorders tend to overlap with symptoms of ADHD which can then be another list of problems for the child.
Taking a Close Look
Dane is aware that Poppy tends to avoid playing with others which he regards as a major barrier for Poppy as a learner, because he knows that learning occurs in a social context. Dane decides to take a closer look at how Poppy engages with others. He plans a series of observations which he will undertake at different times during the day and in different settings to collect data on Poppy’s social interactions. What Dane observed:
Poppy typically begins her day by going to the library area, sitting on the lounge, reading books and observing others
On average Poppy spends 30 minutes in the library. Poppy likes stories about animals, particularly dogs
Poppy usually goes from the library area to the dramatic play area. Dane observed that if there are other
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children in the dramatic play area Poppy will stand and watch but not attempt any interaction.
If children are present, Poppy will take a doll and a pram and go back to the library area and engage in pretend play. If there are no children present, Poppy will happily engage in pretend play using a range of
equipment in the dramatic play area e.g. pretending to cook food, putting the doll in the highchair to feed or putting doll in bed
Poppy will also engage in small world play but tends to leave the area if others try to join in
Poppy will only engage with games, puzzles, construction if directly invited by an educator and will only stay on task if actively supported by an educator
Outdoors, Poppy engages in sand and water play and avoids gross motor activities
Poppy spends a great deal of her time observing the other children
During routine tasks – toileting, meals and rest, Poppy requires prompting by educators to follow routines
At mealtimes, Poppy sits and eats and watches other children at the table but rarely engages in conversation.
Question 22
What does the information collected by Dane tell us about the barriers to learning experienced by Poppy?
Poppy refuses to be in a play setting when children are present, she will observe or move to another free area. If others join where she is, she will move away.
Poppy looks to have her own routine she follows every morning. But to follow school routine she needs to be promoted by her educator.
Poppy has trouble approaching activities on her own and likes to have an educator supporting her with doing so.
Poppy avoids gross motor activities.
Poppy has poor social skills when it comes to conversing.
Question 23
Identify steps that can be put in place to assist Poppy to develop the following skills:
a.
Following Instructions.
Keep instructions clear, simple and positive.
Using visual cues.
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b.
Complete a short outdoor obstacle course (balancing, crawling through tunnel, climbing over a low A-
frame).
Dane can explain the outdoor obstacle before going outdoors in a group setting. This will allow
to Poppy to be able to hear about it. He can describe it as fun and exciting.
Dane can then encourage other children to complete the course as Poppy likes to observe other children.
He can then ask Poppy if she would like a turn and he can complete it will her. Possibly going first and then assisting her to complete the course. This will come with lots of praise and and positive reinforcement.
c.
List the five underlying skills
Poppy will need to develop to support whole body (gross motor) skills.
Stability.
Dexterity.
Power.
Adaptability.
Stamina.
Dane is also going to focus on developing interactions to support the development of Poppy’s social skills, based on what is known about Poppy’s likes, interest and existing skills.
d.
Briefly describe two experiences
that Dane could plan to support Poppy to engage in interactive play with others. Explain Dane’s role in each activity.
Playing catch the ball with her and peers. Danes role would be to encourage poppy to participate which includes throwing the ball to other children and attempting to catch it. Dane will use prompts and positive communication.
Playing dolls. Dane will approach Poppy while she’s engaging in her dramatic play scenario and
get involved. He would then encourage other peers to join. By having Dane present should help Poppy stay engaged in the interactive play with her peers.
Question 24
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List two things
that Dane could suggest Sarah and Arthur could do at home with Poppy to support her ability to:
a.
Follow 2-step instructions
b.
Sequencing (steps) of a task.
Reading books together and discussing the book afterwards. This will aid in remembering the sequence of the book.
Cooking together. Simple cooking recipes will further aid in sequence of steps but also have an
understanding of simple multi step instructions.
Question 25
Suggest some other observations methods you would use as part of your inclusion plan to supplement your information about the child. Be clear of the purpose for each observation.
Photos and artworks – this would be to show evidence of Poppys involvement.
Learning stories – this would allow educators to be more detailed and be descriptive.
Jottings – to showcase the time frames of Poppys involvement. It could reveal the times of the day she
is more interactive.
How will you consult and involve other staff working with the child when developing the inclusion plan?
We would have a centre based staff meeting to help develop an inclusive plan and individual program.
Ensure all staff and outside members that are involved with the care of Poppy have a continuous program/plan that are appropriate to her age, skills, strengths, needs and interests.
Summarise the strategies you have identified for including the child and identify how these take into account the child’s abilities, expectations, interests, needs and health. Include the review time for the inclusion plan.
When developing an inclusion plan for Poppy I would consider all the above in the context of her cultural values, needs and requirements. This plan would be in collaboration with all those working with and alongside Poppy. I would identify her parents goals and include them in the plan. I would adapt and make strategies within the service. Based on her needs, the support might be adjusted down the track and I would develop a specific program to meet Poppy’s needs, interests and abilities.
The review time would likely be 6 months.
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Explain how you have used parents’ goals, expectations, experiences and practices in developing the plan. I would request a meeting with Poppys parents prior to the plan for them to express their goals and expectations. I would within that meeting assist them to identify what is important to them as family. I will work in partnership with them and any other specialised people involved to form the inclusion plan. Their input will be treated respectfully and noted down and I will be an advocate for them to ensure their goals and expectations are met.
Explain why it is important you implement strategies designed by a specialist. It is important because they have professional knowledge. Their knowledge is different to ours and they work with children in the same category as Poppy every single day. Their input is crucial for the healthy development of children.
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ATTENTION
You must
include your name
and SIGNATURE
on this page
Your signature is required to verify authenticity of your work.
PLEASE COMPLETE WHEN SUBMITTING YOUR ASSESSMENT
PLAGIARISM is the presentation by a student of an assessment or piece of work which has in fact been copied in whole or in part from another student’s work, or from any other source (eg published books or periodicals or
material from internet sites), without due acknowledgment in the text.
TEAMWORK: Students are encouraged to work with each other, where possible, to develop their skills and to increase their knowledge and understanding of the curriculum, in part because this develops the capacity for teamwork. All written work must however (without specific authorisation to the contrary) be done by the individual students. Students are neither permitted to copy any part of another student’s work nor permitted to allow their own work to be copied by another student.
DECLARATION:
I declare that all work submitted for assessment in this unit is my own work and does not involve plagiarism or teamwork other than that authorised in the general terms above.
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By making this declaration:
☒
I understand the assessment conditions and how to effectively participate in assessment
☒
I understand my responsibility to provide assessment responses that are my own.
☒
I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked.
Name:
Amy Cowan
Signature:
AC
Date:
11.6.24
Competent
Not Competent
Re-submit
Incomplete
SUMMARY
RECORD OF ASSESSMENT
Assessor Name:
Signature:
Date Marked:
Date competent:
Assessor comment/feedback:
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Resubmit instructions: (for Not Yet Satisfactory or Incomplete assessment outcomes only).
Student name: Amy Cowan
Signature: AC
Date: 11.06.24
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