CHC50113 Diploma of Early Childhood Education and Care Children’s behaviour and inclusion V2.3 Produced 17 June 2021 Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning Resources. Version control & document history DateSummary of modifications madeVersion16 May 2014Version 1 final produced following assessment validation.1.016 October 2014Revised benchmark answers – Q1, 2, 3, 7, 10, 11 Revised question – Q7, 9Mapping to Learner Guide1.113 February 2015Version 2 final produced following second assessment validation2.025 July 2016Minor updates made throughout document2.124 August 2017Added url to hyperlink2.217 June 2021Revised Q13 letter d)2.3 Table of Contents This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work. Instructions. 4 What is competency based assessment. 4 The basic principles of assessing nationally recognised training 5 The dimensions of competency. 6 Reasonable Adjustment. 7 Cheating and Plagiarism.. 9 The unit of competency. 10 Assessment Methods. 17 Context for assessment. 17 Resources required for assessment. 17 Presentation. 18 Assessment Workbook Coversheet. 19 Knowledge Assessment. 20 Project 1: Establish and implement plans for developing cooperative behavior. 38 Project 2: Promote inclusion and respect diversity. 47 Project 3: Planning the inclusion of children with additional needs 52 Assessor Checklist. 58 Feedback. 59 Instructions The questions in this workbook are divided into two categories. The written questions cover underpinning knowledge of the Learner Guide 10 Children’s behaviour and inclusion content and concepts. These questions are all in a short answer format. The projects are an application of the knowledge and concepts of this subject. You must answer all questions using your own words. However you may reference your learner guide, and other online or hard copy resources to complete this assessment. If you are currently working as part of an Early Childhood Education/Child Care team, you may answer these questions based on your own workplace. Otherwise consider what you should do if you were working as part of an Early Childhood Education/Child Care team. What is competency based assessment The features of a competency based assessment system are: It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.Assessment should mirror the environment the learner will encounter in the workplace.Assessment criteria should be clearly stated to the learner at the beginning of the learning process.Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time.In competency assessment a learner receives one of only two outcomes – competent or not yet competent.The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of competency Assessment in this context can be defined as: The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The basic principles of assessing nationally recognised training Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment Assessment must be validAssessment must include the full range of skills and knowledge needed to demonstrate competency.Assessment must include the combination of knowledge and skills with their practical application.Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.Assessment must be reliableAssessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.Assessors must be trained in national competency standards for assessors to ensure reliability.Assessment must be flexibleAssessment, where possible, must cover both the on and off-the-job components of training within a course.Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. Assessment must be fair and equitableAssessment must be equitable to all groups of learners.Assessment procedures and criteria must be made clear to all learners before assessment.Assessment must be mutually developed and agreed upon between assessor and the assessed.Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current; ValidEvidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.SufficientThis rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.AuthenticWhen evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.CurrentThis relates to the recency of the evidence and whether the evidence relates to current abilities. The dimensions of competency The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are: Task skillsTask management skillsContingency management skillsJob role and environment skills Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: Assistive / Adaptive Technologies Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. Cheating and Plagiarism What is Cheating? Cheating within the context of the study environment, means to dishonestly present an assessment task or assessment activity as genuinely representing your own understanding of and/or ability in the subject concerned. Some examples of cheating are: There are other forms of cheating not contained in this list. These are merely given as some examples. If you are unsure about whether any particular behaviour would constitute plagiarism or cheating, please check with your trainer prior to submitting your assessment work. What is Plagiarism? Plagiarism is a form of cheating and includes presenting another person or organisation’s ideas or expressions as your own. This includes, however is not limited to: copying written works such as books or journals, data or images, tables, diagrams, designs, plans, photographs, film, music, formulae, web sites and computer programs. How do I avoid Plagiarism or Cheating? Students are advised to note the following advice to avoid claims of plagiarism or cheating: . You should name sources for any graphs, tables or specific data, which you include in your assignment. The unit of competency For the purpose of delivering the Qualification CHC50113 Diploma in Early Childhood Education and Care clustered assessment of units of competency will occur. When assessing each unit it is important to understand how they are structured in order to meet assessment requirements. Each unit of competency can be unbundled to reveal two key assessment components: the performance criteriaspecifying the required level of performancethe Assessment RequirementsPerformance EvidenceKnowledge EvidenceAssessment Conditions CHCECE020 Establish and implement plans for developing cooperative behaviour Application This unit describes the skills and knowledge required to support both individual and group plans for developing cooperative behaviour. This unit applies to educators working in a range of education and care services. Elements Elements define the essential outcomes. Foundation Skills The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.– in order to facilitate collaborative discussions with children, families and other educators. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role. These include knowledge of: Assessment must ensure use of: CHCECE021 Implement strategies for the inclusion of all children Application This unit describes the skills and knowledge required to support the inclusion of all children and to work with relevant others to plan and implement support strategies where required. This unit applies to educators working in a range of education and care services. Elements Elements define the essential outcomes. Foundation Skills The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Assessment must ensure use of: CHCECE026 Work in partnership with families to provide appropriate education and care for children Application This unit describes the skills and knowledge required to work in partnership with families to provide appropriate education and care for the child. This unit applies to educators working in a variety of education and care services. Elements Elements define the essential outcomes. Foundation Skills The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.– in order to facilitate collaborative discussions with parents and caregivers. The remaining foundation skills essential to performance are explicit in the performance criteria of this unit. Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks: Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Assessment must ensure use of: Assessment Methods Assessment for this unit will be assessed through completion of Assessment Workbook Ten (10) Children’s behaviour and inclusion and the relevant section of Workbook Eleven (11) Skills Workbook. Workbook Ten (10) will focus on two assessment methods: Written Questions – based on the required knowledge component as described in the Instructions for AssessmentProjects – provide tasks designed to be completed in a practical setting, to assist completion of relevant tasks addressing underpinning skills and/or knowledge requirements. Further Assessments: Context for assessment To complete the knowledge assessment in this workbook, students need only to have access to their learning materials and the internet. This may be completed wholly at the student’s home, or chosen place of study. The projects in this workbook may be completed during the student’s vocational placement. Resources required for assessment To complete the assessments in this workbook, the candidates will need access to: Presentation Things to Consider:Only submit your workbook once all activities inside are complete. Should you have any questions regarding your assessments, or not understand what is required for you to complete your assessment, please feel free to ask your trainer. Keep your answers succinct and make sure you are answering the question. Re-read the question after you have drafted up your response just to be sure you have covered all that is needed. Your final assessment result will either be competent or not yet competent. If submitting your assessments please ensure thatassessment tasks within the workbook have been completedAnswering the Questions: Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions. Assessment Workbook Coversheet WORKBOOK:WORKBOOK 10TITLE:Children’s behaviour and inclusionFIRST AND SURNAME:Kalpana BasnetPHONE:0415038937EMAIL:[email protected] Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.By submitting this work, I declare that:Name :KalpanaSignature: KalpanaDate: Knowledge Assessment Plans for developing cooperative behaviourInclusion of all childrenWork in partnership with families to provide appropriate education and care for childrenNational Quality Framework National Quality Standards The EYLF Age GroupExpectations of BehavioursStrategies to Support BehaviourInfants (0 – 12 months)they donot have the concept of sharing so grab things from others, cry to express needs and attention, use actions for likes and dislikes.establish a familiar routine using distraction or re-direction techniques gently setting limits when necessary.Babies (12 – 24 months)Begin to explore cause and effect relationship Not plan for the actions don’t understand to share show interest to other children start developing independenceBabies’ behaviour should be supported by providing positive encouragement ignore minor misbehaviours avoid frequent use of ‘no’ and ‘don’t’Toddlers (2 – 3 years)Imitate their peers start to alternate roles in play begin to make friends They may become easily frustrated when things don’t turn out as expected begin to test the limits of their behaviour toddlers shows their a tantrum Children of this age are beginning to learn right from wrong and to comprehend the relationship between actions and consequences can follow simple rules and must learn to deal with the frustration of being told ‘no’. Toddlers also learn that disappointment, frustration and anger are all bearable emotions that do not lead to alienation.Support toddlers’ behaviour by implementing clear and simple rules Always provide positive reinforcement and praising good behaviour Be consistent in managing behaviour.Preschoolers (4 – 5 years)children remembers past experiences can compare themselves with others understands social rules and emhathy they know how to be friends can ask questions often and manipulate ideas intentionally use encouragement to support self esteem explain what you want them to do and the reasons why offer praise accompanied by simple explanations provide choices rather than giving too many orders “Educators avoid reinforcing inappropriate/undesirable behaviour. For example, they might ignore the behaviour if there are no direct or immediate dangers associated with the behaviour. Alternatively, they might remove children who are behaving inappropriately from situations that have triggered that behaviour.” Source: Guide to the EYLF pg54. Guidance: Describe your own stance on, and attitude towards appropriate and inappropriate behaviours. You may consider questions such as: Consider your cultural or family norms, and how your family’s child-rearing practices may differ from that of others. You may also wish to refer to specific appropriate and/or inappropriate behaviours in your answer. Guidance: You refer to the Child Care in Cultural Context study to inform your response. ii. Explain in your own words how each of the following will affect your approach to developing behaviour management plans: Guidance: Identify specific parts of the Code of Ethics and CROC that will affect your approach, and explain how you will incorporate these into the development of behaviour management plans. LegislationRegulationsWorkplace PracticesSupport ProgramsInclusion of all children in childcare In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities. Guidance: Consider circumstances such as an ongoing divorce, a recent death in the immediate family or the illness of a family member. In your role as an educator, you may identify children with a range of additional needs. Each will affect the way you ensure all children are included in your care and planned activities. i. ii. iii. ii. In addition to Epstein, there are a number of other theories about the value of family-educator relationships. Each can help us understand the value of creating a strong partnership with families, in order to provide better quality education and care.Briefly describe the attachment theory.How would you incorporate the human ecology theory into developing your centre’s programs and materials?How would you incorporate the family systems theory into developing your centre’s programs and materials? Access the Sparkling Stars Childcare Centre intranet site using this link: Sparkling Stars Childcare Centre (Username: learner Password: studyhard) Provide the name of the policy & procedure and website link related to: Behaviour of childrenInclusion of childrenInduction to the service Project 1: Establish and implement plans for developing cooperative behavior For this project, you will need to develop and implement one (1) Behaviour Support Plan for a child attending your vocational work placement. Before beginning this project, discuss with your supervisor which child requiring support would be best to observe and to develop a behaviour support plan for. Discuss with your supervisor whether a “Permission to Observe” form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.Is there a need for a Permission to Observe form from the child’s parent/guardian?☐ Yes ☐ NoIf yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form: Filename: Important: There may be steps in each of the tasks below that require the consent of the child’s parent/guardian, as well as the staff in the centre. Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centre’s staff. Task 1: Identify and review behaviourDownload the Behaviour Management Plan Template in this link: CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/) Username: learner Password: studyhard Download “Subject 10: Behaviour Management Plan Template”A. Gather relevant information to establish a baseline of the child’s behaviour. Step 1: Undertake a background assessment by reviewing relevant files and applicable information related to the child’s behaviour. These may include: family background and/or informationfamily structure and culturehealth records/issuesdevelopmental delaysearlier behaviour assessments or management plansdiscipline recordsattendance recordsacademic recordssupport/influences outside of school Step 2: Write a summary of your review and include information relevant to the child’s behaviour. Use the Background Assessment section of the Behaviour Management Plan template for the summary. Be as comprehensive as possible in writing your summary. B. Discuss incidents and concerns with appropriate people Step 1: Conduct an interview with the at least two (2) people in the centre who are involved in the caring of the child and may be able assist you in identifying the target behaviour, as well as the causes, consequences and/or environmental factors that may be influencing the child’s behaviour. The following questions will serve as your guide in conducting the interview: Describe the behaviour that is causing most concern.Is the behaviour a safety concern to self or others? If yes, please explain.When and where is the behaviour most likely and least likely to happen?With whom is the behaviour most likely to occur?With whom is the behaviour least likely to occur?What activities are most and least likely to produce the behaviour (e.g., task duration, preferred or non-preferred, difficult or easy, novel or familiar, boring or stimulating)?Are there particular situations or events not listed above that sometimes seem to “set off” the behaviour, such as particular demands, noises, lights, clothing, people, etc.?Describe the ways the child is able to verbally or nonverbally ask for assistance.Does the child respond appropriately to requests or instructions (how simple or complex are the requests/instructions)?Is the child aware of the implications of his/her actions?What are the things (e.g., food items, objects, activities, people, etc.) the child likes and are reinforcing for him or her? Step 2: Summarise the information you gathered from the interviews. Write it in bullet point form in the Assessment Interview section of the template. Step 3: Request your interviewees to review your summary and ask them to sign it off. C. Observe child’s behaviour Step 1: Observeand analyse the child’s behaviour on at least three (3) different activities in the centre that the child is involved in. During your observation, also scan the environment for possible influences on behaviour. You may also need to look at the centre’s curriculum for other influences. Step 2: After observing the child in different situations and/or contexts, identify triggers/warning signs, behaviour of the child and the consequence of the behaviour. Step 3: Record your observations in the Event Sample (Observation) section of the template: Setting of the activityAntecedent – these are the triggers, warning signsBehaviourConsequence of the behaviour, include the frequency of the behaviour (how often or how long) Be as specific as possible in recording the triggers, behaviour and consequence(s). D. Reflect and analyse the child’s behaviour Step 1: Analyse the data you have gathered from the background assessment, interviews and observations undertaken. Identify the target behaviours and rank them according to priority. Provide the known warning signs and triggers of impending behaviours for each identified target. Step 2: Record these in the Behaviours In Need of Support section of the template. Task 2: Develop a behaviour management plan Step 1: Before developing the plan which will support the child’s behaviour, review the service’s philosophy and policies and ensure that you will develop the plan in accordance to these. Step 2: Present your analysis and consult colleagues, family members and others who may be caring for the child. Discuss with them about options on how to respond to the child’s behaviour. Follow the service’s policy and procedure with regard to consultation with family members. Step 3: Based on the consultation, identify one (1) long-term and at least two (2) short-term objectives of the behaviour management plan. Make sure these objectives are developed according to the child’s abilities, age and developmental stage. Take note that your objectives must be SMART (specific, measurable, attainable, realistic and time-bound). Step4: For each of the ranked target behaviour, provide preventive strategies and techniques to be implemented in anticipation of known triggers. Step 5: Clearly outline replacement/alternative behaviours. Keep in mind that your strategies and techniques must be specific and must assist the child to learn the replacement behaviour and unlearn the less acceptable behaviour. Step 6: Specify person or persons responsible for the implementation of the identified preventive strategies and techniques. If possible, be specific and use staff member’s names rather than their position/designation. Step 7: Record the resources (i.e., specific persons, learning resources, material resources, etc.) that are needed for the implementation of the identified strategies and techniques. Resources may also include referral bodies and appropriate authorities to whom you could liaise or seek advice necessary if the child’s behaviour is extreme or out of the ordinary. Step 8: Identify the intervention timeline—how long will the strategy be in place; when will it begin and when will it end. Guidance: Your timeline should be based on your length of stay in the placement. Make sure that the timeline you will provide will enable you to monitor and review the result of the plan. Step 9: All throughout the development of the plan, ensure that the plan is realistic and that resources are available. Also make sure that the plan considers relevant cultural practices and values for responding to behaviour. Step 10: Fill out the Behaviour Management Plan section of the template and answer the succeeding questions on Good Behaviour Recognition and Consequences. Your answers to the questions should be parallel to the preventive strategies and techniques that you have provided in the plan. After you have completed your plan, answer the follow up questions below. These questions will assist you in determining whether you have thoroughly developed the plan in accordance to the steps and requirements provided. Task 2 Follow up QuestionsBriefly describe the service’s philosophy and policies on developing a plan and providing behaviour management to children. Explain the consultation that you had with colleagues, family members and others who are involved in caring for the child. The following must be reflected in your explanation:Their recommendations about options on how to respond to the child’s behaviourThe service’s policy and procedure with regard to consultation with family members Describe how you developed the behaviour management plan in relation to the child’s abilities, age, and developmental stage. Explain how you ensured that the plan is realistic and that resources are available. 5). Describe how you considered and respected family expectations and their cultural values in the development of the plan. Task 3: Implement and monitor the behavioural planStep 1: Implementation Implement your plan in coordination with your colleagues. Inform all those involved in implementing and reinforcing the plan of its rationale, limitations and strategies developed. Provide support and assistance to everyone involved to ensure that the plan is implemented effectively and consistently. All throughout the implementation ensure that you support the child so that he/she understands the specific expectations for his/her behaviour. Minimise as far as possible, factors that may lead to or maintain inappropriate behaviour. Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace. To document your supervisor’s confirmation, have your supervisor complete the Project 1: Observation Form found in the Sparkling Stars website: CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/) Username: learner Password: studyhard Download “Subject 10: Project 1 Observation Form” Request him or her to sign off the supervisor declaration after you have completed this task. Step 2: Monitor and review the behaviour plan Monitor and review the child’s behaviour against the plan. Modify the plan where necessary in consultation with colleagues, family members and others caring for the child. Follow the service’s policy and procedure with regard to consultation with family members. Complete the Review and Monitoring section of the Behaviour Management Plan template. Request your supervisor to sign off the plan. Project 2: Promote inclusion and respect diversity For this project, you will need to investigate, research, review policies, procedures and practices, and interview people in your vocational placement in order to successfully complete the tasks. Document and provide all the information being required for each task component. This project is divided into two task: Promote inclusionRespect diversity Task 1: Promote inclusionReview the service’s philosophy, policies and practices or interview your nominated supervisor to be able to complete the table below.What is the service’s philosophy regarding inclusion, equity and diversity? Obtain a copy of the service’s policies and highlight the areas relating to inclusion, equity and diversity. Submit the copy with your highlights and provide the filename.Filename: Briefly describe how the service put into practice their philosophy and policies relating to inclusion, equity and diversity. Interview an early childhood educator in your vocational work placement and ask him or her to describe the service’s practice on ensuring that curriculum decisions are made with a view to promoting inclusion and participation of all children. Guidance: Ask the educator to describe the process they underwent in making curriculum decisions and making sure that it supports inclusion of all children attending the service.Briefly describe the educator’s response below: Observe the daily activities and practices in the centre aimed to promote inclusion. List at least three (3) practices which you think are equitable and effective in ensuring that all children have opportunities to achieve learning outcomes. Explain why each practice is equitable and effective.Practice #1: Practice #2: Practice #3: Reflect on your interactions with children and their families in the service. List five (5) actions that you have done during your vocational work placement that demonstrates your belief in children’s capacity to succeed. Be as specific as possible in your enumeration. To be able to promote inclusion, you have to develop your professional knowledge and work in partnership with families, communities and other services and agencies.List two (2) ways you can develop your professional knowledge regarding inclusion. List ways on how you can work in partnership with families, communities and other services and agencies (one for each).Families: Communities: Other services and agencies: Task 2: Respect diversityDescribe a specific time in your vocational work placement where you valued different capacities and abilities, and respected differences in families’ home lives. Briefly explain the importance of creating a learning environment that respects diversity and provides opportunities for children to explore diversity and its contribution to the richness of society. Recall and describe a time in your vocational placement when you provided children with opportunities to explore the richness of diversity. Describe how you, as an early childhood educator, uphold all children’s rights so that their cultures, identities, abilities and strengths are acknowledged and valued in curriculum decision making in the service. Guidance: You may refer to the Early Years Learning Framework (EYLF) when answering this question. Project 3: Planning the inclusion of children with additional needs For this project, you will need to develop and implement one (1) Inclusion Support Plan for a child attending your vocational work placement. Before beginning this project, discuss with your supervisor which child with additional needs would be best to observe and to develop an inclusion support plan for. Discuss with your supervisor whether a “Permission to Observe” form will be necessary. If it is, ensure you complete the form from the service with the parent/guardian of the child before starting with the project. Submit this requirement to your assessor together with your assessment.Is there a need for a Permission to Observe form from the child’s parent/guardian?☐ Yes ☒ NoIf yes, submit the form together with the rest of the requirements for this project. Provide the file name of the uploaded Permission to Observe form: Filename: Important: There may be steps in each of the tasks below that require the consent of the child’s parent/guardian, as well as the staff in the centre. Coordinate with your supervisor to ensure that consent is provided by relevant people as necessary.Names of the child and his/her parent/guardian and/or the staff may be changed to protect their privacy and maintain confidentiality of the child, his/her family and/or the centre’s staff. Task 1: Develop a plan for support and inclusionBefore commencing this task, consult your supervisor regarding children having additional needs attending your vocational work placement. Additional needs include any of the following: Children having additional needs may include needs due to:Language difficulties Physical, sensory or developmental disability Health problems Behavioural or psychological disorders Family circumstances and needs A child recently arrived in Australia from a different culture A child whose culture is different from the culture at the centre Child at risk Unknown diagnosis Known diagnosis Cultural/religious practices Communication difficulties Giftedness Children experiencing communication difficulties which may be due to:Trauma, violence and crisesDisabilities (e.g., hearing, visual, speaking)Health problems and disordersLearning problemsDeprivation of sensory stimulationAdditional needs relating to behaviour and emotionsLevel and type of social interaction with adults and other childrenAnxieties and aggression Download the Inclusion Support Plan template in Sparkling Stars website: CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/) Username: learner Password: studyhard Download “Subject 10: Inclusion Support Plan” Investigate a child’s barrier to learning Step 1: Investigate the child’s barrier(s) to learning. Barriers include environmental, attitudinal and individual challenges that the child faces. Review relevant files and conduct short interviews with people in the centre who are involved in the care of the child to be able to gather relevant and current information and establish the child’s background, which may include: Family information, including cultural backgroundHealth needsServices accessed by the childChild’s strengths, interest and abilitiesAdditional needs Step 2: Use data gathered to form an accurate and holistic understanding of the child’s barrier to learning and his or her needs. Summarised the information gathered in the Background Information section of the Inclusion Support Plan and fill out the sub-sections. Also, include a brief description of the investigation you have undertaken, i.e., Who are the people consulted? What are the files reviewed? Etc. Develop a plan for support and inclusion Step 1: Based on the background information you have gathered, set at least two (2) goals that are realistic and achievable within the time the child is in the service. In setting the goals, consider the child’s abilities, his or her personal goals, interests and health status in the context of the child’s cultural values, needs and requirements. Step 2: Once you have set the goals, consult with other professionals and the family in designing strategies to meet the child’s needs, address the identified barriers and achieve the goals. Each goal must have a set of strategies to be implemented. Determine who should be responsible for the implementation of the strategies. Follow the service’s policy and procedure with regard to consultation with family members. All throughout the consultation ensure that communication occurs within a culturally and linguistically responsive framework. Step 3: Identify the resources available in the service, as well as additional resources needed for the implementation of strategies. Review and suggest adaptations to service delivery to meet the needs of the child Step 4: Describe how the service adapt its environment and routines to provide inclusion and support of children. Review the service’s procedures and/or practices on inclusion and suggests how these procedures and/or practices can be made more specific to ensure the inclusion of the child. Include in your suggestions additional resources or sources of information that will assist early childhood educators in developing and adapting the centre’s curriculum to meet the child’s additional needs. Guidance: Additional resources or sources of information are those that cannot be provided within the existing resources available to the centre and may be sought from other support service providers or inclusion support funding programs. Complete the Inclusion Support Plan section of the template. Task 2: Implement strategies to meet the child’s additional needsImplement the strategies in your inclusion support plan. During implementation, examine strategies that may or may not work and trial strategies that may address the barriers. In implementing the strategies ensure that you: Support the child’s entry into the serviceRespond to the daily needs of the child with additional needs and seek assistance as requiredCommunicate with and provide support to others to implement the strategiesEncourage others to adopt inclusive attitudes and practicesClosely monitor new strategies and the impact of these on the child Make sure your vocational work placement supervisor is able to witness and observe you complete this project as you will be requesting his or her signature to confirm your successful completion this task in the workplace. To document your supervisor’s confirmation, have your supervisor complete the Project 3: Observation Form found in the Sparkling Stars website: CHC30113 and CHC50115 Skills Workbook Templates and Forms(http://compliantlearningresources.com.au/network/sparkling-stars/units/chcece30113-certificate-iii-in-early-childhood-education-and-care/ece-course-resources-new/) Username: learner Password: studyhard Download “Subject 10: Project 3 Observation Form” Request him or her to sign off the supervisor declaration after you have completed this task. Task 3: Monitor and review strategiesStep 1: Monitor and review the strategies that are in place by identifying issues of concern and any barriers to the strategies being implemented. All throughout the implementation until the review of strategies, constantly reflect on the effectiveness of the plan and its impact on the child. Think about the level of support provided to the child, respond and adjust accordingly if the support being provided is not yet satisfactory. Step 2: Identify whether there is an urgent need to contact a professional and/or a specialist for consultation and referral. This urgency should be based on the progress of the child. Report this urgency to your nominated supervisor as you need to seek and gain the family permission prior to consulting with others regarding the child. Step 3: Record your monitoring in the Monitoring and Review section of the template. Answer all the questions as specific as you can. Step 4: Share information about the child’s progress among all those concerned by presenting and discussing with at least one (1) staff in the centre that cares for the child and your supervisor. Ask them to sign off the plan after the discussion. Step 5: Answer the follow up questions below and submit your completed Inclusion Support Plan together with this workbook. Task 3 Follow up QuestionsAn early childhood educator, describe how you can establish and maintain constant information exchange with family and appropriate community members about the child’s needs and care strategies? Describe how you can you ensure that communication occurs within a culturally and linguistically responsive framework. Assessor Checklist When you have completed this assessing the assessment workbook, review the candidate’s assessment against the checklist below: The candidate has completed all the assessments in the workbook: Knowledge Assessment Project 1 Project 2 Project 3 IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster. To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks. Feedback Well done for completing the delivery of this workbook. We hope that your training and assessment experience using our resources has been a seamless and fruitful journey. At Compliant Learning Resources, we continually strive to improve our training and assessment resources and heighten the training and assessment experience for you. One way we do this is by seeking feedback. Your experience is important to us and we are very keen to hear any suggestions or complaints you may have. Click on the button below to let us know what you think of us and our learning resources. CLICK HERE End of Document
