Strategies for all Children Inclusion
Theory Assessment: CHCECE021 Implement strategies for the inclusion of all children
| 1) A colleague tells you that they think there is too much focus on making curriculum decisions with a view to including children with diverse or additional needs. What would you tell them? |
| I do not think that there is too much focus on the implementation of curriculum decisions that incorporate children diversity. I believe that the education sector has made major progress in meeting the diverse needs of learners. However, more efforts are still required to ensure that children with diverse needs acquire the same standard of education with other children. For quite some long, children with diverse needs have missed out in education opportunities despite their capabilities. It is critical for the key stakeholders in education to understand that these children can still achieve highly despite their diverse needs. We might be unable to attain equal societies in the future if we do not acknowledge the fact that we still have more to do concerning the education of children with diverse needs. Making learning a more fulfilling experience for them entails structuring policies that recognise their status cushion them from historical discrimination, which has led to the perception that they are always underachievers. |
| Assessor’s comment: |
| 2) A parent and educator do not believe that a particular child has the capacity to succeed in learning skills such as how to write their name or how to count to 20. What might happen in this example? |
| The child might not succeed in learning the two basic skills. Even though the child might have the capability to learn, he or she might not learn in the absence of encouragement from the educator and the parent. For children to learn effectively, they require support and reinforcement from the immediate environment. Since the parent and the educator already believe that he or she might not learn, there is much likelihood of them not providing the needed support. Teaching in childhood ought to be as repetitive as possible to ensure that the child grasps skills and knowledge. In the case study, the parent and the educator may give up repeating concepts to the child due to the preconceived outcome. |
| Assessor’s comment: |
| 3) What do you think the benefits of working in partnership with families, communities and other services and agencies in support of children might be? Provide at least five examples.
You must provide references, i.e. cite your source, e.g. Learner guide, website, book, work publication etc. Details for basic referencing can be found at: |
Children do not grow in isolated environments and thus require support from various entities- parents, siblings, the extended family, communities and other governmental and non-governmental agencies. Working partnerships in support of children benefit not only the children but also the partners.
References Palaiologou, I. & Male, T., 2017. Partnerships with parents. In: Z. Brown & S. Ward, eds. Contemporary Issues in Childhood: An Ecological Approach. S .l.: Routledge, pp. 83-97. Webster-Stratton, C. & Bywater, T., 2015. Incredible partnerships: Parents and teachers working together to enhance outcomes for children through a multi-modal evidence-based programme. Journal of Children’s Service, 10(3), pp. 202-217. |
| Assessor’s comment: |
| 4) In your own words describe how as educators you can :
· Make curriculum decisions that promote the inclusion and participation of all children · Choose strategies that encourage participation · Identify additional resources or information to further develop and/or adapt curriculum and knowledge to meet additional needs · Review and adapt service delivery to meet the needs of children · Strengthen partnerships with families, communities and other agencies · Reflect on their practices and develop more equitable and effective ways to work with all children The following website may assist you: http://files.acecqa.gov.au/files/Information_Sheets/QualityImprovementPlan.pdf You must provide references for each section. You must cite your source, e.g. Learner guide, website, book, work publication etc. Details for basic referencing can be found at: |
| In the increasingly diverse modern service settings, educators can make decisions that promote inclusion and diversity by incorporating values that favour diversity and encouraging the creation of a positive and favourable climate for all learners. Educators should encourage staffs to model traits that contribute positively to respect to one another and discourage prejudice, such as empathy. Educators should also incorporate the various cultures represented in the child care settings in the curriculum and portray them positively (Darling-Hammond & Osher, 2019, p. 122).
Educators can choose strategies that encourage participation by using appropriate reinforcement techniques and giving examples from each culture represented. Appropriate reinforcement entails equally rewarding all children and avoiding discouraging sentiments (Darling-Hammond & Osher, 2019, p. 99). Using examples from all the cultures represented in the care facility makes the learners to feel recognised, which boosts their participation levels. The development of the learning resources should be considerate of the learners’ needs as well as culturally appropriate. To develop resources for additional needs, the educators should first consider achievement levels of the learners and then set goals and objectives. These considerations will aid in sourcing only the resources that are adequately tailored for the specific needs. In the review of service delivery, an educator should first consider the effectiveness of the services that he or she has been delivering. If the previous service delivery has facilitated the achievement of major skills, then it should be altered slightly to make it more effective. If the service delivery has not led to any major achievement, it should be replaced with a more appropriate one (Desimone & Garet, 2015, p. 256). An educator may consider applying a service delivery methodology that has worked in a similar case before. To strengthen partnerships with the key stakeholders in the provision of support to children, an educator should engage each party in the formulation of plans for support. All parties should be made aware of the needs of the child and how they can be met. The parties, on the other hand, especially families, should be allowed to give opinions about the development of their children (Desimone & Garet, 2015, p. 260). Consulting these parties creates more links among them, which positively impacts the development of the child. Educators should reflect on their practice by assessing specific practices against the achievement of the set goals. The practices that have led to the achievement of more goals should be favoured in future practice. The self-assessment should help in developing more equitable and effective methods of working with children. It helps in restructuring practices which are more child-friendly. Upon reflecting, an educator should be able to establish what they have been doing right and what needs to be adjusted. References Darling-Hammond, L. & Osher, D., 2019. Implications for educational practice of the science of learning and development learning and development. Applied Developmental Science, 24(2), pp. 97-140. Desimone, L. M. & Garet, M. S., 2015. Best Practices in Teachers’ Professional Development. Psychology, Society, & Education, 7(3), pp. 252-263. |
| Assessor’s comment: |
| 5) A. Reflect on UNICEF’s The right to participation (www.unicef.org/crc/files/Right-to-Participation.pdf) and the United Nations Convention on the Rights of the Child. Explain how your service philosophy, policies and procedures link to this international legislation. Discuss:
· Inclusion, equity and diversity · The need for understanding different backgrounds, experiences, and needs of families in exceptional circumstances or with additional needs B. Link the principles of inclusion and participation to a Principle, Practice and Outcome of the Early Years Learning Framework. You must provide references, i.e. cite your source, e.g. Learner guide, website, book, work publication etc. Details for basic referencing can be found at: |
| Assessor’s comment: |
| 6) A. Following are five family differences related to capacity and ability that might be represented in your service:
· Single mum with four children · Stay-at-home dad · A parent with a physical disability · A child on the autism spectrum · Two children living with their grandparents For each family, explain how this difference makes the child’s home life unique B. Describe one experience you could provide in your service that would help children celebrate the richness of society. It should be based on the differences you discovered in question 1 C.. Link the experience from question 2 to an EYLF outcome You must provide references, i.e. cite your source, e.g. Learner guide, website, book, work publication etc. Details for basic referencing can be found at: |
| Assessor’s comment: |
| 7) Children are decorating hearts to give to their mothers for mothers’ day. You are aware that one child has two fathers rather than a mother and a father. What could you do to show respect for children’s family backgrounds in this circumstance? |
| Assessor’s comment: |
| 8) Case Study – Abena and Saili (both 5) are playing in the home corner. They are playing out a scene where they have come home from work and they are getting ready to cook dinner. Simon moves to the play area and asks Abena and Saili if he can play too. Abena pushes him out the entrance of the home corner, saying, ‘You can’t be in our family; you have the wrong colour skin!’ She points to her dark-skinned arm. “We have a mum and dad anyway.’
· Describe how you would respond to this situation. Consider the following: · Issues of fairness · Opportunities to learn about similarities and differences and how we can live together · Engaging children in discussions about respectful and equal relations · Element 5.1.1 National Quality Standard states that’ Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included’. This suggests that you must provide an environment that reflects the lives of the children, their families and the local community. It also relates to how your service upholds children’s right to their culture, identity, ability and strengths within the curriculum. Explain what an authorised officer would see in your service that demonstrates this Element in practice. Consider: · Philosophy · Policies · Procedures · Workplace practices · Curriculum decisions You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at |
| Assessor’s comment: |
| 9) Choose one culture represented in Australian society (eg Japanese, Italian, Greek or Indian) and describe examples of at least five activities that children might participate in to explore the richness that diversity contributes to society. |
| Assessor’s comment: |
| 10) Consider how you, as an educator, will promote children’s learning of how to respond to diversity with respect. Use the criteria on EYLF pg27 to aid your reflections. |
| Assessor’s comment: |
| 11) What Barriers to learning might children have?
You must provide references, i.e. cite your source, e.g. Learner guide, website, book, work publication etc. Details for basic referencing can be found at: |
| Assessor’s comment: |
| 12) There is a 5 month old baby in the nursery of the early childhood education and care service where you work. The baby has been happy and settled since first coming to the service setting at three and a half months of age. You notice that the baby is increasingly unsettled and cries a lot more than they used to do. You address all the possible reasons the baby might be unhappy, but they still have difficulty settling when in the facility. The baby does not appear to be running a fever but is persistently restless. You note also that they seem to have stopped smiling and cooing behaviour they were showing up until last week. You suspect the child has or has developed a barrier to learning. What should you do? |
| Assessor’s comment:
|
| 13) Case Study – Molly is 2 years old and is about to commence her orientation process at a service. Molly is hearing impaired and hears only some sounds. She has no language skills and does not respond to sound; however, she does know some Auslan communication. Molly’s mother is a confident parent who is positive about Molly’s entry into the service.
· How would you go about developing a holistic understanding of Molly’s particular needs? Consider · Who you might discuss Molly’s needs with · How you might collect data about Molly · How you might use the data to inform your actions · Who would you contact to gain more information about Molly? · How do your service policies and procedures apply to this situation You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at: |
| Assessor’s comment: |
| 14) If a child with autism were to begin orientation in your service tomorrow, what strategies could you implement immediately to meet the child’s needs? As yet, you have no other information about the child. Compile a report on:
· How would you prepare for the child · What would you tell other educators to be aware of, in relation to how they might support the child, support the parent and prepare the environment? · What actions would you take to develop a holistic understanding of the child’s needs? · How would you gather information about these needs · How could you encourage participation by reviewing or suggesting adaptations to service delivery to meet these needs? You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at |
| Assessor’s comment: |
| 15) Where might you find the following resources? Include the contact details:
· Jumbo triangular grip crayons · Asthma training · A chair system or positioning form for a child who is unable to sit unaided You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at |
|
|
| Assessor’s comment: |
| 16) A child who uses a wheelchair is about to start attending the early childhood education and care service you work for. You have been asked to make a list of environmental adaptations that might need to be made to accommodate the child. What would you suggest?
You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at |
| Assessor’s comment: |
| 17) Design a series of cards using photos, symbols or drawings that you could use to support a child’s understanding of daily routines and events in an education and care service. |
| Assessor’s comment: |
| Assessor’s comment: |
| 19) Why is it necessary to conduct regular reviews of plans? |
| Assessor’s comment: |
| 20) A 3.5 year old has epilepsy. They have never been away from their parents before but have been enrolled to start next week with the service provider for which you work. The child’s mother will return to part-time work on Monday, Tuesday and Thursday each week. Give a brief outline of what you would do to support the child’s entry to the early childhood education and care service.
You must provide references for each section. You must cite your source e.g. Learner guide, website, book, work publication etc. Details for basic referencing are to be found at |
| Assessor’s comment: |
| Assessor’s comment: |
| Assessor’s comment: |